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Articles 31 - 58 of 58
Full-Text Articles in Education
Fear Of Etiolation In The Age Of Professional Passion, Kathleen F. Mcconnell
Fear Of Etiolation In The Age Of Professional Passion, Kathleen F. Mcconnell
Faculty Publications
Recent analysis of academia credits neoliberalism for its destabilization. Neoliberalism alone does not explain academics’ conflicted attachments to a precarious professional life or the tendency to embrace normative conceptions of passion and shun professional decline. The quarantine on decline is analogous to the exemption that J.L. Austin imposed on theatre: both deny constitutive power to certain statements and harbor a fear of queerness. Four essays published in Text & Performance Quarterly illustrate how academics quarantine professional fears and doubts. A fifth finds that the deterioration of professional accomplishments loosens normative associations to make space for other, queer relations.
Public Education For Democracy: Teaching Immigrant And Bilingual Children As Equals, Luis E. Poza, Sheila M. Shannon
Public Education For Democracy: Teaching Immigrant And Bilingual Children As Equals, Luis E. Poza, Sheila M. Shannon
Faculty Publications
This theoretical essay offers a genealogical analysis (Foucault, 1975) that problematizes the idea of “public” with respect to schooling immigrant and bilingual students. “Public” has been reconfigured in ways that privilege hegemonic whiteness, resulting in policies and practices such as standardized testing, for example, that primarily evaluate, sort, and penalize (Foucault, 1975) schools serving these students. We contend that testing’s pernicious impacts stem from a raciolinguistic project of American identity (Flores & Rosa, 2015). Educators, adapting to the tests (Freire, 1974), cement linguistic and racial hierarchies. Referencing classrooms from our teaching and empirical work, we argue for teacher education that …
Teacher Education Program Redesign: Maintaining A Focus On Social Justice In An Increasingly Challenging Context, Grinell Smith, Colette Rabin
Teacher Education Program Redesign: Maintaining A Focus On Social Justice In An Increasingly Challenging Context, Grinell Smith, Colette Rabin
Faculty Publications
This qualitative case study describes the outcomes of a major reorganization of a well-established five semester post-baccalaureate combined credential/MA program into a three semester program. The original program focused squarely on social justice and multicultural awareness; reorganization was driven entirely by external forces, many of which the department faculty viewed as anathema to our larger purposes as educators that are based on deficit-models of diversity, ignore relational aspects of teaching, and are at the heart of efforts to privatize teacher education. Reorganization involved heavy reliance on “touchstone texts,” immersive field experiences, and student action-inquiry centered on making theory to practice …
The Validity Of Validity In Debra P.: Judicial And Psychometric Perspectives On Test Consequences, Charles Olney, Brent Duckor
The Validity Of Validity In Debra P.: Judicial And Psychometric Perspectives On Test Consequences, Charles Olney, Brent Duckor
Faculty Publications
We explore the uses and functions of ‘validity’ as a boundary marker between legal theory and psychometrics. Standardized testing regimes rely on experts to articulate the limits of validity. When challenged in courts, these limits become the subject of contestation, requiring practitioners to litigate the validity of validity. This process generates significant discontinuities, resulting from different conceptual relationships to the idea of validity. Through a qualitative textual analysis of specific case law and a quantitative examination of Lexis-Nexis database archives, we trace how legal reasoning elides new developments in psychometric research that would broaden and enrich judicial treatments while showing …
Unpacking Teacher Practice Through A Moves-Based Formative Assessment Framework Using Video-Based Cycles Of Inquiry, Brent Duckor, Carrie Holmberg
Unpacking Teacher Practice Through A Moves-Based Formative Assessment Framework Using Video-Based Cycles Of Inquiry, Brent Duckor, Carrie Holmberg
Faculty Publications
Research has shown for over a decade that teachers who engage in formative assessment (FA) practices may have the most powerful impact on student learning (Black & Wiliam, 1998; Hattie, 2012). Yet less is known about the development of teachers’ knowledge and use of formative assessment as they plan, enact, and reflect on their questioning practices. Our qualitative case study focuses on how in-service middle school math teachers take up three specific moves (Author A, 2014) associated with formative assessment practice as as part of a video-based cycle of inquiry project. The study found focusing participants’ planning and reflection through …
Evaluating And Supporting Teacher Practice Of Formative Assessment: Assessing Posing, Pausing, And Probing Moves, Carrie Holmberg, Brent Duckor
Evaluating And Supporting Teacher Practice Of Formative Assessment: Assessing Posing, Pausing, And Probing Moves, Carrie Holmberg, Brent Duckor
Faculty Publications
Decades of research supports that teacher engagement in formative assessment (FA) can powerfully impact student learning outcomes (Black & Wiliam, 1998; Hattie, 2009, 2012). Yet less is known about teacher development of FA skills on a continuum of practice. This empirical study designed, piloted, and examined test content validity of a performance-based assessment of teachers’ FA practice related to questioning “moves” in the context of six multilingual high needs middle school mathematics classrooms. Qualitative comparative analysis of triangulated evidence of teachers’ planning for, enacting, and reflecting on posing, pausing, and probing “moves” found differences among teachers’ probing in particular, related …
Sjsu Erfa Board Minutes, April 2, 2018, San Jose State University, Emeritus And Retired Faculty Association
Sjsu Erfa Board Minutes, April 2, 2018, San Jose State University, Emeritus And Retired Faculty Association
SJSU ERFA Minutes
SJSU ERFA Executive Board Minutes, April 2, 2018. Final Draft: April 18, 2018.
Impact Of First-Year Initiatives On Retention Of Students: Are There Differences In Retention Of Students By Ethnicity And Gender?, Patricia Backer, Joseph Green, Bryan Matlen, Cindy Kato
Impact Of First-Year Initiatives On Retention Of Students: Are There Differences In Retention Of Students By Ethnicity And Gender?, Patricia Backer, Joseph Green, Bryan Matlen, Cindy Kato
Faculty Publications
Project Succeed is a campus-wide initiative funded by the U.S. Department of Education. Its focus is to improve the 5-year graduation and retention rates and close the achievement gap for Under-Represented Minorities (URMs) across all majors at San José State University (SJSU). In addition, SJSU has a high percent of first generation students. We have several thrusts under this project: block scheduling, Faculty/Staff Mentor program, expanding Peer Educators, developing a First Year Experience Program, and developing more student living learning communities. This project is in its fourth year and we have analyzed each project effort with respect to its impact …
Impact, Spring 2018, San Jose State University, Connie L. Lurie College Of Education
Impact, Spring 2018, San Jose State University, Connie L. Lurie College Of Education
Impact (College of Education)
No abstract provided.
“Get The Mexican”: Attending To The Moral Work Of Teaching In Fraught Times, Grinell Smith, Colette Rabin
“Get The Mexican”: Attending To The Moral Work Of Teaching In Fraught Times, Grinell Smith, Colette Rabin
Faculty Publications
This article details a four-faceted approach we developed to help structure discourse about topics in partisan arenas, many of which intersect with issues of equity and social justice. The article’s narrative centers on challenging and emotionally charged discussions that unfolded in a classroom management class in our teacher preparation program on November 9, 2016, the day following the election of Donald Trump. We offer the approach, which centers on addressing cognitive biases common in partisan discourse, as a robust, straightforward, and nontechnocratic way to help teachers (both teacher preparation instructors and teachers of children) mediate partisan discussions among their students …
Sjsu Erfa News, Spring 2018, San Jose State University, Emeritus And Retired Faculty Association
Sjsu Erfa News, Spring 2018, San Jose State University, Emeritus And Retired Faculty Association
Emeritus and Retired Faculty Association (ERFA) Newsletter
Volume 31, Number 3
Sjsu Erfa Board Minutes, March 5, 2018, San Jose State University, Emeritus And Retired Faculty Association
Sjsu Erfa Board Minutes, March 5, 2018, San Jose State University, Emeritus And Retired Faculty Association
SJSU ERFA Minutes
SJSU ERFA Executive Board Minutes, March 5, 2018. Final Draft: March 12, 2018.
En Busca Del Diamante: Using Tasks To Mitigate Word Reduction In Spoken Learner Spanish, Sergio Ruiz-Pérez, Lorena Alarcón, Avizia Long
En Busca Del Diamante: Using Tasks To Mitigate Word Reduction In Spoken Learner Spanish, Sergio Ruiz-Pérez, Lorena Alarcón, Avizia Long
Faculty Publications
A common feature of second language Spanish, particularly in the case of native English-speaking learners, is to shorten or reduce segments within words (Schwegler & Kempff, 2007). This is particularly noticeable with multi-syllabic words (e.g., ingeniería, floristería, cafetería), and mispronunciations during second language interaction influence speech intelligibility. To address this pronunciation challenge and provide learners with opportunities for practice of words that demonstrate this reduction, we designed a two-way information gap task to draw learners' attention to these words in second language Spanish interaction. We specifically used principles of task-based language teaching and learning (e.g., Ellis, 2009; M. H. Long, …
How Cultural Intelligence Makes A Difference In The Information Profession: Are You Culturally Competent?, Michele Villagran
How Cultural Intelligence Makes A Difference In The Information Profession: Are You Culturally Competent?, Michele Villagran
Faculty Publications
It is not enough to simply be ‘aware’ anymore. We must go beyond our own self-awareness and awareness of others to understand the impacts of how we work and interact effectively in culturally diverse situations, whether domestic or global. As the information profession operates in an ever changing, global environment, we need to be prepared to handle any diverse situation. As our workforces become more diverse, we face an even greater challenge and problem: that is how to successfully manage increasingly diverse interactions. To address this concern, organizations are applying the framework of cultural intelligence.Cultural intelligence is a person’s capability …
One-Stop Shop For The Research Lifecycle: Effects Of High-Impact Educational Practices On Library Spaces And Services In The Near- And Long-Term, Ngoc-Yen Tran
Faculty and Staff Publications
Higher education institutions of all sizes are focused on increasing retention and graduation rates and improving student engagement and learning through the usage of High-Impact Educational Practices (HIPs). This emphasis on HIPs have changed (and will continue to change) the spaces and services that university and college libraries offer, especially as libraries become the all-inclusive place in supporting the research lifecycle. Therefore, it is important for library staff to understand what HIPs are, how institutions are using them, and the impact that they already have and may have on libraries in the near- and long-term.
From English Learner To Spanish Learner: Raciolinguistic Beliefs That Influence Heritage Spanish Speaking Teacher Candidates. Language And Education, Allison Briceno, Claudia Rodriguez-Mojica, Eduardo Muñoz-Muñoz
From English Learner To Spanish Learner: Raciolinguistic Beliefs That Influence Heritage Spanish Speaking Teacher Candidates. Language And Education, Allison Briceno, Claudia Rodriguez-Mojica, Eduardo Muñoz-Muñoz
Faculty Publications
This qualitative study explored Spanish-speaking teacher credential students’ beliefs about academic language that might promote or inhibit their decision to become bilingual teachers. Data includes interviews with 11 bilingual teacher candidates who were heritage Spanish speakers. Findings show that most were only aware of English-only educational contexts and did not know that bilingual teaching and the bilingual authorization pathway were options. Their schooling experience fostered English hegemony; even their Spanish classes were pervaded by linguistic purism and elitism. Schools taught them that their registers of Spanish, which they learned at home, were insufficient, inappropriate or incorrect. Consequently, they questioned their …
Sjsu Erfa Board Minutes, February 5, 2018, San Jose State University, Emeritus And Retired Faculty Association
Sjsu Erfa Board Minutes, February 5, 2018, San Jose State University, Emeritus And Retired Faculty Association
SJSU ERFA Minutes
SJSU ERFA Executive Board Minutes, February 5, 2018. Approved by Executive Board March 5, 2018.
Using The Real-Time Instructor Observing Tool (Riot) For Reflection On Teaching Practice, Cassandra Paul, Emily West
Using The Real-Time Instructor Observing Tool (Riot) For Reflection On Teaching Practice, Cassandra Paul, Emily West
Faculty Publications
As physics educators, we are constantly looking for ways to improve our practice. There are many different kinds of professional development opportunities that have been shown to help us with this endeavor. We can seek assistance from professionals, like mentor teachers or centers for faculty development, we can attend workshops to learn new curricula or pedagogical skills, and we can engage in learning communities to develop shared visions and become more reflective educators.1However, when these activities end, what can we do on our own to continue to improve? How can we track our improvement? And perhaps even most …
Does The Test Work? Evaluating A Web-Based Language Placement Test, Avizia Long, Sun-Young Shin, Kimberly Geeslin, Erik Willis
Does The Test Work? Evaluating A Web-Based Language Placement Test, Avizia Long, Sun-Young Shin, Kimberly Geeslin, Erik Willis
Faculty Publications
In response to the need for examples of test validation from which everyday language programs can benefit, this paper reports on a study that used Bachman’s (2005) assessment use argument (AUA) framework to examine evidence to support claims made about the intended interpretations and uses of scores based on a new web-based Spanish language placement test. The test, which consisted of 100 items distributed across five item types (sound discrimination, grammar, listening comprehension, reading comprehension, and vocabulary), was tested with 2,201 incoming first-year and transfer students at a large, Midwestern public university. Analyses of internal consistency and validity revealed the …
Zhuang Zi And The Education Of The Emotions, Jeffrey Morgan
Zhuang Zi And The Education Of The Emotions, Jeffrey Morgan
Comparative Philosophy
This paper examines and defends a conception of the education of emotions found in the Zhuang-Zi. I begin by exploring four principal features of Zhuang Zi’s philosophy as it relates to the emotions: his epistemological perspectivism, his view of the self, his ethics of wandering and natural spontaneity, and his playful non-seriousness. Together these four features allow us to discern a general orientation to the education of the emotions, including a normative account of a good emotional life as well some suggestions for a pedagogy for the development of such a life.
Teens-As-Teachers Nutrition Program Increases Interest In Science Among Schoolchildren And Fosters Self-Efficacy In Teens, Virginia Bolshakova, John Gieng, C. Sheena Sidhu
Teens-As-Teachers Nutrition Program Increases Interest In Science Among Schoolchildren And Fosters Self-Efficacy In Teens, Virginia Bolshakova, John Gieng, C. Sheena Sidhu
Faculty Publications
The Healthy Living Ambassador Program brings health, teen leadership, and teamwork to California's elementary school gardens through interdisciplinary UC Cooperative Extension collaboration, community-based partnerships and teen teaching. During spring 2015, teen ambassadors trained by Extension educators and volunteers at UC Elkus Ranch in San Mateo County taught nutrition science, food cultivation and healthy living skills in an 8-week, garden-based, after-school nutrition and physical education program for elementary school children in an urban setting. We conducted a pilot study using a mixed-methods approach to measure and explore the program's impact on children's vegetable selection and consumption preferences, as well as perceived …
Social Skills And Students With Moderate To Severe Disabilities: Can Community Based Instruction Help?, Carissa Hernandez, Saili S. Kulkarni
Social Skills And Students With Moderate To Severe Disabilities: Can Community Based Instruction Help?, Carissa Hernandez, Saili S. Kulkarni
Faculty Publications
The purpose of this research study was to determine how Community Based Instruction (CBI) affects the social skills of middle school students with moderate to severe disabilities. Existing literature is limited in findings related to the influence of CBI on middle school students with moderate to severe disabilities. This qualitative study was completed using interviews and observations. Participants included students, teachers, and paraprofessionals from a middle school in Southern California. The findings of this study are intended to support the use of CBI in middle school special education classrooms and to demonstrate how a functional program can improve the social …
Successes And Challenges In Supporting Undergraduate Peer Educators To Notice And Respond To Equity Considerations Within Design Teams, Chandra Turpen, Ayush Gupta, Jennifer Radoff, Andrew Elby, Hannah Sabo, Gina Quan
Successes And Challenges In Supporting Undergraduate Peer Educators To Notice And Respond To Equity Considerations Within Design Teams, Chandra Turpen, Ayush Gupta, Jennifer Radoff, Andrew Elby, Hannah Sabo, Gina Quan
Faculty Publications
We describe and analyze our efforts to support Learning Assistants (LAs)—undergraduate peereducators who simultaneously take a 3-credit pedagogy course—in fostering equitable teamdynamics and collaboration within a project-based engineering design course. Tonso andothers have shown that (a) inequities can “live” in mundane interactions such as those amongstudents within design teams and (b) those inequities both reflect and (re)produce broadercultural patterns and narratives (e.g. Wolfe & Powell, 2009; Tonso, 1996, 2006a, 2006b;McLoughlin, 2005). LAs could be well-positioned to notice and potentially disrupt inequitablepatterns of participation within design teams. In this paper, we explore (1) How do LAs notice,diagnose, and consider responding to …
The Access Network: Bringing Together Student Leaders To Support Equity Programs, Gina Quan, Chandra Turpen
The Access Network: Bringing Together Student Leaders To Support Equity Programs, Gina Quan, Chandra Turpen
Faculty Publications
The Access Network consists of nine university-based programs from across the country working towards a more diverse, equitable, inclusive, and accessible STEM community. Each program places a strong emphasis on undergraduate and graduate student leadership, and some programs are entirely student-led. One component of Access is an annual Assembly, which brings together representatives from current and potential Access sites to update each other, share lessons learned, support each other in overcoming challenges, participate in professional development, and build relationships with others interested in promoting justice in STEM education. The Assembly is co-designed by a team of student leaders from each …
Approach To Developing Basic And Scientific Writing Competency In Dnp Students At Samuel Merritt University, Michelle Hampton
Approach To Developing Basic And Scientific Writing Competency In Dnp Students At Samuel Merritt University, Michelle Hampton
Faculty Publications
No abstract provided.
From The Ground Up: Providing Support To Emergent Bilinguals To Distinguish Language Difference From Disability, Andrea Golloher, David Whitenack, Lisa Simpson, Donna Sacco
From The Ground Up: Providing Support To Emergent Bilinguals To Distinguish Language Difference From Disability, Andrea Golloher, David Whitenack, Lisa Simpson, Donna Sacco
Faculty Publications
National Assessment of Educational Progress (NAEP) data reveal that students with disabilities who are emergent bilinguals (English language learners) have the lowest levels of profficiency in reading and mathematics among all student groups. We consider issues related to the instruction of emergent bilinguals, including those identified as having specific learning disabilities, using a Response to Intervention (RTI)/Multi-Tiered Systems of Support (MTSS) model. In so doing, we argue that instructional practices consistent with a robust Tier 1 framework are beneficial to emergent bilinguals with and without learning disabilities while differentiating Tier 2 and 3 interventions may improve outcomes for emergent bilingual …
The Relevance Of Extracurricular Activities For Citizenship: Why Cutting Budget For Student Associational Activity Is A Bad Policy, Jason A. Laker, Tomaž Deželan, Domen Kos
The Relevance Of Extracurricular Activities For Citizenship: Why Cutting Budget For Student Associational Activity Is A Bad Policy, Jason A. Laker, Tomaž Deželan, Domen Kos
Faculty Publications
Universities are tasked with providing rigorous education and training for successful entry into disciplinary and professional fields. Their instrumental roles are situated within broader commitments to political communities through cultural stewardship. As such, the process of socializing students with the knowledge, skills, and dispositions of democratic citizenship is a complementary and acute obligation of institutions of higher education. Student Associations arguably serve as strategic enablers of this key responsibility through their unique identities as laboratories of shared governance. When students participate in co-creating their educational and community experiences, the dividends for learning and development escalate. The deliberative processes and activities …
Cultural Intelligence: Ability To Adapt To New Cultural Settings, Michele Villagran
Cultural Intelligence: Ability To Adapt To New Cultural Settings, Michele Villagran
Faculty Research, Scholarly, and Creative Activity
Our schools and school libraries are becoming more diverse. What cultural barriers do you face in your position? Have you come across challenges in how you handle cultural situations with students, teachers, or administrators? If so, have you considered skills that can help you facilitate conversations more effectively? How would you rate your organization’s effectiveness managing cultural situations? This article discusses how the use of cultural intelligence can address these concerns and help make us become more effective school library professionals.