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Full-Text Articles in Education
A New Theoretical Approach To Postsecondary Student Disability: Disability-Diversity (Dis)Connect Model, Katherine C. Aquino
A New Theoretical Approach To Postsecondary Student Disability: Disability-Diversity (Dis)Connect Model, Katherine C. Aquino
Administration and Instructional Leadership Faculty Publications
Disability is often viewed as an obstacle to postsecondary inclusion, but not a characteristic of student diversity. Additionally, current theoretical frameworks isolate disability from other student diversity characteristics. In response, a new conceptual framework, the Disability-Diversity (Dis)Connect Model (DDDM), was created to address disability as a multifaceted aspect of student diversity.
Educational Experiences That Matter To Seniors Graduating From An Urban Early College High School, Mary Beth Schaefer, Lourdes M. Rivera
Educational Experiences That Matter To Seniors Graduating From An Urban Early College High School, Mary Beth Schaefer, Lourdes M. Rivera
Curriculum & Instruction Faculty Publications
No abstract provided.
Growing Pains: The Effect Of Common Core State Standards On Perceived Teacher Effectiveness, Audrey Figueroa Murphy, Bruce A. Torff
Growing Pains: The Effect Of Common Core State Standards On Perceived Teacher Effectiveness, Audrey Figueroa Murphy, Bruce A. Torff
Curriculum & Instruction Faculty Publications
Survey research tested the hypothesis that teachers support less rigorous curriculum for English language learners (ELLs) than for general-education (GE) students. Participating teachers (n = 205) worked in urban schools with large populations of ELLs whose home language is Spanish. Eighty-seven were randomly assigned to respond about ELLs and 118 about GE students. Teachers rated descriptions of instructional activities that differed in demand for critical thinking (CT), a proxy for rigor of curriculum. In within-subjects analyses, teachers asked about ELLs rated low-CT activities over high-CT ones, but teachers asked about GE students produced no difference. In between-subjects analyses, teachers asked …
Book Review Of Children Crossing Borders: Immigrant Parents And Teacher Perspectives On Preschool, Seung Eun Mcdevitt
Book Review Of Children Crossing Borders: Immigrant Parents And Teacher Perspectives On Preschool, Seung Eun Mcdevitt
Education Specialties Faculty Publications
No abstract provided.
Rediscovering And Reconnecting Funds Of Knowledge Of Immigrant Children, Families And Teachers, Seung Eun Mcdevitt
Rediscovering And Reconnecting Funds Of Knowledge Of Immigrant Children, Families And Teachers, Seung Eun Mcdevitt
Education Specialties Faculty Publications
In the United States, one in four children under the age of 6 attending preschool has at least one immigrant parent and speaks a language other than English. Despite this increasing population of immigrant children in U.S. preschool settings, their stories have rarely been heard. The author shares three stories of her students and their families that focus on their lived experiences and funds of knowledge, and reconnects those stories with her own funds of knowledge as an immigrant student and teacher. Teachers in many communities around the world are educating immigrant children in their classroom. By focusing on the …
A Critical Review Of The Literature Of Social Media’S Affordances In The Classroom, Olivia G. Stewart
A Critical Review Of The Literature Of Social Media’S Affordances In The Classroom, Olivia G. Stewart
Education Specialties Faculty Publications
Even though the use of social media in education is a now widely-studied topic, there still does not seem to be a general consensus for what social media may afford students or how best to use them in the classroom. In this article, I aim critically discuss some of the most prominent qualitative studies that explore the use of social media in the classroom. I critically consider some of the claims for affordances that social media can offer in the classroom, in particular the affordances of the interactive features that are unique to social media, the affordances for authoring to …
Complementary Lenses: Using Theories Of Situativity And Complexity To Understand Collaborative Learning As Systems-Level Social Activity, Steven J. Zuiker, Kate T. Anderson, Michelle E. Jordan, Olivia G. Stewart
Complementary Lenses: Using Theories Of Situativity And Complexity To Understand Collaborative Learning As Systems-Level Social Activity, Steven J. Zuiker, Kate T. Anderson, Michelle E. Jordan, Olivia G. Stewart
Education Specialties Faculty Publications
This article highlights possibilities for understanding challenges related to collaborative learning by bringing two complementary lenses into theoretical and empirical conversation—complexity and situativity. After presenting a theoretical comparison that characterizes complementarity between complexity and situativity in order to frame their relative contributions to a systems-level understanding of learning processes, we examine persistently unproductive social activity during a 14-session, collaborative engineering design project in a fifth-grade peer group from both perspectives. We do so in order to demonstrate the value of these complementary perspectives for understanding collaborative learning processes and to suggest different explanations of why unproductive social activity sometimes persists …