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Articles 31 - 41 of 41
Full-Text Articles in Education
Teaching Mathematics For Social Justice: An Ethical And Moral Imperative? [Editorial], David W. Stinson
Teaching Mathematics For Social Justice: An Ethical And Moral Imperative? [Editorial], David W. Stinson
Middle and Secondary Education Faculty Publications
No abstract provided.
Practicing The Science Of Culturally Relevant Mathematics Pedagogy: Indeed, It Is Just Good Mathematics Teaching!, David W. Stinson
Practicing The Science Of Culturally Relevant Mathematics Pedagogy: Indeed, It Is Just Good Mathematics Teaching!, David W. Stinson
Middle and Secondary Education Faculty Publications
In this paper, the author provides counter-narratives of academically and mathematically successful male African Americans as they recount specific pedagogical practices of teachers that were influential to their achievement in mathematics, and to their academic success in general. The author connects the counternarratives to the propositions of culturally relevant pedagogy to demonstrate that practicing the science of culturally relevant pedagogy is indeed just good mathematics teaching.
The Challenge To Create A “Community Of Believers”: Civil Rights Superintendent Alonzo Crim And Atlanta’S School Desegregation Compromise, Chara H. Bohan, Lauren Yarnell Bradshaw
The Challenge To Create A “Community Of Believers”: Civil Rights Superintendent Alonzo Crim And Atlanta’S School Desegregation Compromise, Chara H. Bohan, Lauren Yarnell Bradshaw
Middle and Secondary Education Faculty Publications
No abstract provided.
Reclaiming Praxis: A Tribute To Paulo Freire!, Gertrude Tinker Sachs
Reclaiming Praxis: A Tribute To Paulo Freire!, Gertrude Tinker Sachs
Middle and Secondary Education Faculty Publications
No abstract provided.
A Beginning Professor’S Linguistic And Teaching Identity, Jayoung Choi
A Beginning Professor’S Linguistic And Teaching Identity, Jayoung Choi
Middle and Secondary Education Faculty Publications
I am a bilingual writer and teacher in both Korean and English languages. Having traveled to other countries and having lived in the United States while learning English has challenged and (re)shaped my cultural, linguistic, and teaching identities. In this chapter, I describe how I come to terms with who I am in two different linguistic and cultural worlds. I would like to describe my personal experiences of becoming a bilingual writer, speaker, and teacher in Korean and English over three different phases of my life: before, during, and after doctoral studies. My reflections will be enriched by attention to …
Hidden Knowing Of Working-Class Transnational Mexican Families In Schools: Bridge-Building, Nepantlera Knowers, G. Sue Kasun
Hidden Knowing Of Working-Class Transnational Mexican Families In Schools: Bridge-Building, Nepantlera Knowers, G. Sue Kasun
Middle and Secondary Education Faculty Publications
Reframing immigrant families as transnationals, this article highlights transnational families’ ways of knowing. This study is based on a three year, multi-sited critical ethnographic set of case studies of four families in the US and Mexico. Transnational families in this study demonstrated Nepantlera knowing, or liminal, bridge-building knowing which continually endures remarkable transformations through oftentimes ambiguous and conflicting circumstances. Families experienced the world as liminal knowers, or people who lived the ambiguities of being in-between, and as shapeshifters who navigated that in-betweenness. They also knew the world through their bridge-building efforts, and through the risks, pain, and satisfaction of bridge-building …
Voices From The Classroom: Elementary Students’ Perceptions Of Blogging, Ewa Mcgrail, Ann Davis
Voices From The Classroom: Elementary Students’ Perceptions Of Blogging, Ewa Mcgrail, Ann Davis
Middle and Secondary Education Faculty Publications
Blogging appears to be a promising instructional strategy which may provide solutions to some of the challenges in traditional writing instruction; however, few studies explore elementary students’ views on blogging. This qualitative case study gives elementary students voice as it examines their perceptions of blogging and their views of themselves as writers, readers, and learners. The researchers drew from multiple data sources, including student and teacher interviews, student and teacher blog writing, and classroom observations, to ascertain young writers’ perspectives. The findings indicate these student bloggers’ reader awareness and appreciation of the reader-writer relationship. Student bloggers also benefited from emotional …
Curation Of Digitized Artifacts In The Study Of Historical Fiction, Ewa Mcgrail, Kevin Powell
Curation Of Digitized Artifacts In The Study Of Historical Fiction, Ewa Mcgrail, Kevin Powell
Middle and Secondary Education Faculty Publications
The article discusses the use of digital artifacts to study historical fiction. Topics discussed include the accessibility of digital artifacts such as texts, photographs and video clips to teachers and students, the advantages of studying the artifacts, ways to organize digitized artifacts, requirements for curating digital archives and a brief review of websites that will make it easy for teacher librarians to help students search for high quality digitized artifacts online.
The Second World War's Impact On The Progressive Educational Movement: Assessing Its Role, Caroline J. Conner, Chara H. Bohan
The Second World War's Impact On The Progressive Educational Movement: Assessing Its Role, Caroline J. Conner, Chara H. Bohan
Middle and Secondary Education Faculty Publications
Evidence found in The New York Times from 1939 to 1945 and corroborating sources are used to demonstrate the impact of the Second World War on the progressive educational movement. We posit that December 7, 1941 initiated the waning of the progressive education movement in the secondary social studies curriculum. Progressive education emphasized a child-centered, experiential curriculum, an issues-centered approach to learning, and a critical analysis of society. Our findings indicate that the educational climate during the Second World War initiated a shift from questioning American institutions to celebrating them. Education became more centralized and many educational organizations were mobilized …
Knotty Articulations: Professors And Preservice Teachers On Teaching Literacy In Urban Schools, Michelle Zoss, Teri Holbrook, Ewa Mcgrail, Peggy Albers
Knotty Articulations: Professors And Preservice Teachers On Teaching Literacy In Urban Schools, Michelle Zoss, Teri Holbrook, Ewa Mcgrail, Peggy Albers
Middle and Secondary Education Faculty Publications
In this qualitative study, we examined preservice teachers’ articulations of what it meant to teach literacy in urban settings and the roles that we as university instructors played in their understandings of the terms urban, literacy, and teacher. We framed the study within extant studies of teacher education and research on metaphors. Data indicated that the participants metaphorically constructed literacy as an object that could be passed from teacher to student and that was often missing, hidden, or buried in urban settings. Implications of the study suggest that faculty members are one factor among several important influences in preservice teachers …
Preparing Young Writers For Invoking And Addressing Today’S Interactive Digital Audiences, Ewa Mcgrail, J. Patrick Mcgrail
Preparing Young Writers For Invoking And Addressing Today’S Interactive Digital Audiences, Ewa Mcgrail, J. Patrick Mcgrail
Middle and Secondary Education Faculty Publications
Twenty-first century technologies, in particular the Internet and Web 2.0 applications, have transformed the practice of writing and exposed it to interactivity. One interactive method that has received a lot of critical attention is blogging. The authors sought to understand more fully whom young bloggers both invoked in their blogging (their idealized, intentional audience) and whom they addressed (whom they actually blogged to, following interactive posts). They studied the complete, yearlong blog histories of fifteen fifth-graders, with an eye toward understanding how these students constructed audiences and modified them, according to feedback they received from teachers as well as peers …