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Articles 1 - 30 of 35
Full-Text Articles in Education
Finding The Humanity In Policy Work: A Teacher Educators’ Response To The 2023 Amle Policy Agenda, Kristina N. Falbe
Finding The Humanity In Policy Work: A Teacher Educators’ Response To The 2023 Amle Policy Agenda, Kristina N. Falbe
Faculty Publications - College of Education
[In the absence of an abstract, the conclusion is presented.] When I first opened the document containing the policy priorities, I was struck by the way that AMLE centered the voices of young adolescent students. By including direct quotes from 6th, 7th, and 8th graders, AMLE positioned the priorities as being about middle school students and not just problem solving to answer calls about teacher retention, class sizes, or other structural issues that need to be addressed. I believe that policy must be in pursuit of improving and meeting the needs of these young peoples’ lives. I am hopeful that …
History And Education Of The Sacred: Black Girls And Curricular Violence In Literacy Learning, Jennifer N. Brooks, Gholdy E. Muhammad
History And Education Of The Sacred: Black Girls And Curricular Violence In Literacy Learning, Jennifer N. Brooks, Gholdy E. Muhammad
Faculty Publications - College of Education
Black girls and their literacies are genius. Yet, education, as we know it, does not consistently offer spaces for Black girls to be loved and honored. This form of neglect extends to literacy classrooms. As displayed in the news and research, Black girls experience abuse within the confines of educational walls. Educational violence against Black girls is a byproduct of dehumanization and devaluation, and it stems from history. The underlying stereotypical conditioning centered around the dehumanized, oversexualized, unladylike, Black girl may rationalize why educators overlook them when creating literacy curricula. When classroom teachers rely on these biases, the need for …
Reading Alphabetic And Nonalphabetic Writing Systems: A Case Study Of Bilingual Teachers' Reading Processes Through Eye Movement Miscue Analysis, Yang Wang, Ismahan Arslan-Ari, Ling Hao, Kyungjin Hwang
Reading Alphabetic And Nonalphabetic Writing Systems: A Case Study Of Bilingual Teachers' Reading Processes Through Eye Movement Miscue Analysis, Yang Wang, Ismahan Arslan-Ari, Ling Hao, Kyungjin Hwang
Faculty Publications - College of Education
This case study investigates the reading processes of two bilingual teachers who speak English as a second language and use different first languages—Mandarin Chinese and Korean. The two participants read researcher-selected digital texts in English and in their respective first language, retold the texts, and answered comprehension questions about the texts. Their reading aloud and eye movements were recorded for miscue and eye movement analysis. Using Eye Movement Miscue Analysis, the findings showcase the distinctive characteristics of their first-language and second-language reading processes. The cross-linguistic comparison between bilingual reading processes further shows the bilingual participants' similarities and differences in terms …
Carceral Care In Kentucky: The Case Of A School Safety Plan, Kaitlyn Selman, Hannah Carson Baggett, Lakendrick Richardson
Carceral Care In Kentucky: The Case Of A School Safety Plan, Kaitlyn Selman, Hannah Carson Baggett, Lakendrick Richardson
Faculty Publications - College of Education
In this case study, we analyze commentary made in school board meetings by both board members and community members over a period of five years in Jefferson County Public Schools, Kentucky, as a school safety reform around school policing took shape. We review meeting minutes, public commentary, and policy documents to illustrate how carceral ideas shaped stakeholders’ views about safety, security, and what should happen in schools regarding police and students. We conclude with abolitionist perspectives about repair and investment in communities.
Evading Race: A Critical Race Analysis Of Vocational/Career And Technical Education Policy, Chaddrick D. James-Gallaway, Arcasia D. James-Gallaway, Marci Rockey, Rahsaan A. Dawson
Evading Race: A Critical Race Analysis Of Vocational/Career And Technical Education Policy, Chaddrick D. James-Gallaway, Arcasia D. James-Gallaway, Marci Rockey, Rahsaan A. Dawson
Faculty Publications - College of Education
Using critical race theory (CRT) as both our theory and analytical framework, we interrogated vocational, career, and technical education (VCTE) policy as a racial instrument. We applied key CRT themes to examine both primary sources; including historical and contemporary VCTE Acts (e.g., Perkins I-V) and Congressional reports; and secondary sources, including academic analyses of VCTE, its history, and related legislation. Findings demonstrate that VCTE policy upholds race-neutrality, which we argue is problematic because without being designated a special population, racially oppressed students stand to miss out on important funding opportunities that could dramatically alter and improve their lives.
Co-Teaching In Steam With Dhh Learners, Stephanie Gardiner-Walsh
Co-Teaching In Steam With Dhh Learners, Stephanie Gardiner-Walsh
Faculty Publications - College of Education
This poster series is a supplement to the chapter "Science, Technology, Engineering, (Arts), and Math (STEAM) Education of Students who are Deaf/Hard of Hearing" and presents unique considerations for deaf and hard of hearing learners in a STEAM classroom.
Situative Black Girlhood Reading Motivations: Why And How Black Girls Read And Comprehend Text, Sara Jones
Situative Black Girlhood Reading Motivations: Why And How Black Girls Read And Comprehend Text, Sara Jones
Faculty Publications - College of Education
This study aims to illustrate the complex relationships between reading motivation and reading comprehension for Black girl readers. There is an urgent need for research that explicitly centers on the reading motivations of Black girls through a humanizing, asset-oriented lens. Through a Situative Black Girlhood Reading Motivations lens, which integrates a situative perspective on motivation and the tenets of Black Girlhood Studies, this multi-year study focuses on a group of Black girl readers participating in a summer reading program. Qualitative data, including video observations, student work artifacts, and small-group artifact-elicited interviews, were analyzed through a generic inductive approach to answer …
Seeking The Masculine With The Feminine: P-6 Pre-Service Teachers’ Views On Teaching About The 2020 Us Presidential Election, Tom Lucey, Xiaoying Zhao
Seeking The Masculine With The Feminine: P-6 Pre-Service Teachers’ Views On Teaching About The 2020 Us Presidential Election, Tom Lucey, Xiaoying Zhao
Faculty Publications - College of Education
As democracies have deteriorated worldwide, understanding preservice teachers’ perceptions regarding teaching about the 2020 US presidential election helps teacher educators better guide them to make informed and intentional pedagogical decisions for democratic education. Through a survey study, we found that early childhood and elementary preservice social studies teachers did not express a strong degree of comfort teaching about the presidential election and were most comfortable teaching about matters of literacy and of political agreement.
Preservice Elementary Teachers And Future Civic Teaching, Elizabeth S. White
Preservice Elementary Teachers And Future Civic Teaching, Elizabeth S. White
Faculty Publications - College of Education
In order to strengthen civic education in elementary schools, research is needed to understand preservice teachers’ ideas about civic teaching. The current study examined the degree to which elementary preservice teachers’ civic competencies (i.e., civic awareness, dispositions, and interpersonal skills) and the grades they plan to teach are associated with expected future civic teaching. Survey data were collected from 235 undergraduate students majoring in early childhood or elementary education. Results from hierarchical multiple regression showed that greater civic awareness and lower levels of trust in the American promise were associated with expected future teaching about politics, while greater civic awareness, …
The Unintended Consequences Of Integrating Trauma-Informed Teaching Into Teacher Education, Kyle Miller, Karen Flint-Stipp
The Unintended Consequences Of Integrating Trauma-Informed Teaching Into Teacher Education, Kyle Miller, Karen Flint-Stipp
Faculty Publications - College of Education
In response to the growing need for trauma-informed teaching, more teacher education programs are incorporating trauma-informed content to prepare preservice teachers for their future classrooms. For this study, we examined student coursework and clinical experiences related to student trauma and trauma-informed teaching with a group of preservice teachers (N = 25). A thematic analysis of written reflections and interviews revealed deficit-based ideologies connected to student trauma with minimal attention directed at student strengths and resilience. Preservice teachers viewed student trauma in relation to behavioral issues, as circumstances that teachers have to deal with, and as a result of family and …
Teaching In Two-Way Dual-Language-Bilingual Education: An Analysis Of Teacher Language Ideologies And Linguistic Practices, Evelyn C. Baca
Teaching In Two-Way Dual-Language-Bilingual Education: An Analysis Of Teacher Language Ideologies And Linguistic Practices, Evelyn C. Baca
Faculty Publications - College of Education
This qualitative study used ethnographic methods to explore connections between teachers’ linguistic ideologies, classroom practices, and local language policies. Using a language policy framework, I examined two dual language teachers’ diverse and at times conflicting language ideologies with consideration for how their individual beliefs about language influenced their pedagogical practices. I found differences in how the two teachers positioned their own bilingualism, the role of biliteracy development in the lives of their students, the place of two-way dual language bilingual education (TWBE) in schools, and in their utilization of bi/multilingual strategies in their classrooms. In exploring these themes, I unpack …
Paraprofessionals’ Implementation Of Constant Time Delay Procedures With Elementary Students With High-Intensity Behavioral Support Needs, Allison M. Kroesch, Sarah Southall, Nancy Welsh-Young, Katherine N. Peeples
Paraprofessionals’ Implementation Of Constant Time Delay Procedures With Elementary Students With High-Intensity Behavioral Support Needs, Allison M. Kroesch, Sarah Southall, Nancy Welsh-Young, Katherine N. Peeples
Faculty Publications - College of Education
Paraprofessionals play a significant role in the education system. However, they often need more training on specific instructional strategies to use with the students they work with. In this study, we trained two paraprofessionals working in a self-contained elementary classroom for students with high-intensity behavioral support needs. Each paraprofessional used constant time delay to support students’ learning to read grade-level sight and science words. Paraprofessionals also gathered maintenance and generalization sessions using individualized social stories created by the classroom teacher. Not only did the four student participants meet mastery of their personalized word sets but paraprofessionals also implemented all phases …
Teaching Is Messy: Using Lesson Study To Reimagine Student-Centered Clinical Experiences, Kristina Falbe, Robyn Seglem
Teaching Is Messy: Using Lesson Study To Reimagine Student-Centered Clinical Experiences, Kristina Falbe, Robyn Seglem
Faculty Publications - College of Education
Teacher preparation is dependent on a clinical model of instruction where students apprentice with licensed teachers to gain experience in a classroom. It is not always easy to create these opportunities in schools that are local to the university, especially with a large middle-level program. This qualitative study examines how using lesson study in an early clinical experience can create high-quality experiences and develop innovative thinking around lesson design. This research answers the following questions: (1) What events do the preservice teachers identify as memorable in their interactions with students, peers, and teachers during a clinical experience that uses the …
Scaling And Scalar Analysis As A Framework For Research On Teacher Learning, Lara J. Handsfield
Scaling And Scalar Analysis As A Framework For Research On Teacher Learning, Lara J. Handsfield
Faculty Publications - College of Education
This paper argues for scalar analysis as a framework for understanding negotiations of competing ideological demands and power relationships in teacher learning. Two illustrative examples are presented, including video data of a student teacher (Camille) attempting to integrate multimodal and digital literacy practices into their instruction, and a research interview between Lara and Camille. Drawing on research in both literacy studies and applied linguistics, the illustrative scalar analyses move beyond linguistic understandings of discourse to also include embodied discourse and materiality as central to understanding complexities of teaching and teacher learning. Implications are presented for research and practice.
Comprehension, Diagram Analysis, Integration, And Interest: A Cross-Sectional Analysis, Courtney Hattan, Eunseo Lee, Alexandra List
Comprehension, Diagram Analysis, Integration, And Interest: A Cross-Sectional Analysis, Courtney Hattan, Eunseo Lee, Alexandra List
Faculty Publications - College of Education
The current study examines a multidimensional set of outcome variables to understand whether different pre-reading scaffolds influence students’ text comprehension, diagram analysis, text integration, and interest; and investigates these constructs cross-sectionally to identify any progression as students move across grades. One-hundred fifty-six 3rd through 6th grade students enrolled in a public laboratory school were randomly assigned to one of three pre-reading conditions intended to activate or build students’ topic knowledge. Students completed a series of before, during, and after reading activities while engaging with grade appropriate texts about the topics of ecosystems and living things. Results indicate that there were …
The Scientific Curiosity Of Preservice Elementary Teachers And Confidence For Teaching Specific Science Topics, Allison Antink-Meyer, Melisa Brown, Alex Wolfe
The Scientific Curiosity Of Preservice Elementary Teachers And Confidence For Teaching Specific Science Topics, Allison Antink-Meyer, Melisa Brown, Alex Wolfe
Faculty Publications - College of Education
This study explored whether, and how, preservice elementary teachers’ scientific curiosity related to their confidence for science teaching. A group of 29 preservice, elementary teachers in the U.S. engaged in a curiosity journaling strategy across a 16-week scientific inquiry course. Their expressions of curiosity were coded using Luce and Hsi’s framework of curiosity. Whether expressions of curiosity related to their confidence for teaching associated science topics was examined statistically. In addition, the categories of their curiosity were coded and are described across eight journal entries. The nature of the relationship between scientific curiosity and science teaching confidence, as well as …
Administrative Leadership In Times Of A Global Health Crisis: Voices And Images From The Field, Linsay Demartino, S. Gavin Weiser
Administrative Leadership In Times Of A Global Health Crisis: Voices And Images From The Field, Linsay Demartino, S. Gavin Weiser
Faculty Publications - College of Education
The novel coronavirus (COVID-19) pandemic took the world into crisis. We saw the virus alter a multitude of spheres worldwide, including our healthcare, economies, politics, social processes, and education. In fact, the impact of COVID-19 on educational administration took our leaders into forced emergency measures. Our study aims to better understand the experiences of educational administrators under crisis to ascertain what might be learned on how educational institutions may better respond to the crisis in the future. These stories were collected from educational leaders, both from K-12 and higher education, throughout the United States. In brief, this article is framed …
Adult Learners, Remote Learning, And The Covid Pandemic: Restructuring Educational Doctorate Courses In Crisis, Linsay Demartino
Adult Learners, Remote Learning, And The Covid Pandemic: Restructuring Educational Doctorate Courses In Crisis, Linsay Demartino
Faculty Publications - College of Education
This essay serves as the narrative of an early career Assistant Professor as they recall their struggles, vulnerabilities, and insecurities while navigating the need to shift their educational leadership doctoral students to emergency remote learning amid a global pandemic. Using the foundations of transformational experiences for adult learners, the need to sustain the students’ communities of practice, and positive school leadership, the author develops and executes their action plan to meet the needs of their adult learners and support them in the online environment during the COVID-19 crisis. By applying this framework as practicing EdD scholars, we serve as a …
Who Leads The Leaders? K-12 And Higher Education Leadership Under Duress, S. Gavin Weiser, Linsay Demartino
Who Leads The Leaders? K-12 And Higher Education Leadership Under Duress, S. Gavin Weiser, Linsay Demartino
Faculty Publications - College of Education
Beginning in March of 2020, the world of education was disrupted and potentially altered forever. This project considers the ways that leaders in both K-12 and higher education with the United States of America engaged in leadership to engage with their community. Using a two-part project, we worked with 15 educational leaders to better understand the impact that the COVID- 19 pandemic had on their work. In this paper, we outline the ways that these populations used their roles as educational leaders to provide aid, comfort, and voice for their communities. Using these experiences, we close with some recommendations to …
The Covid-19 Pandemic And The Impact On Educational Institutions, Linsay Demartino
The Covid-19 Pandemic And The Impact On Educational Institutions, Linsay Demartino
Faculty Publications - College of Education
The COVID-19 crisis continues to impact everyone across the globe. It is apparent no one is spared by the devastation caused by this virus. Previously, global citizens never considered a pandemic affecting every facet of our lives. Our social, health, economic, and political spheres are forever changed. In the field of education, adjustments were made swiftly, if not overnight. Everyone felt the pressures brought on by the pandemic and were drowning in the imperative need to radically shift their practices and provide an array of supports to their students, faculty, staff, and communities.
Striving For Equity In Pandemic Times: The Administrator's Role In The Shift To Online Education In K-12 And Higher Education Spaces, Linsay Demartino, S. Gavin Weiser
Striving For Equity In Pandemic Times: The Administrator's Role In The Shift To Online Education In K-12 And Higher Education Spaces, Linsay Demartino, S. Gavin Weiser
Faculty Publications - College of Education
This chapter considers the impact the COVID-19 pandemic has had on the reality of educational administrators in U.S.-based institutions of education. Looking closely at 17 educational administrators from both K-12 systems and institutions of higher education, the authors come to a more comprehensive understanding of crisis leadership and its impact on equitable educational practices – both for students as well as for the administrators themselves. This chapter is based on a larger project the authors undertook to explore through narratives and photography the experiences of administrators during the global COVID-19 pandemic that began in early 2020. This chapter illustrates the …
Monological Practices, Authoritative Discourses And The Missing "C" In Digital Communities, Vicki A. Hosek, Lara J. Handsfield
Monological Practices, Authoritative Discourses And The Missing "C" In Digital Communities, Vicki A. Hosek, Lara J. Handsfield
Faculty Publications - College of Education
The purpose of this study was to examine teacher decisions surrounding opportunities for student voice, experiences and beliefs in digital classroom communities. The teachers’ decisions reflect monologic rather than dialogic teacher pedagogies which prompted the authors to ask the following question: What led to these teacher-centered practices in digital environments? Authoritative discourses in school policies and a missing connection between critical pedagogies and teachers’ technology practices are examined in light of teachers’ decisions to engage in monologic and/or dialogic teaching practices. The authors propose professional development and research that emphasize pedagogy that supports student voice as foundational to practices involving …
The Double-Edged Sword Of Standardized Testing, Barbara Meyer, Christine Paxson
The Double-Edged Sword Of Standardized Testing, Barbara Meyer, Christine Paxson
Faculty Publications - College of Education
Assessment in Pk-12 schools has always been a challenge. Measurement and comparison of students, schools, school districts and states provides accountability for all stakeholders in education. Standardized testing has become the norm, but it is overused. The Partnership for Assessment of Readiness for College and Careers is one test adopted on a large scale to measure whether students are prepared for college and career. Parents are one of the stakeholders who had had concerns about another standardized test, but they also recognize the need. A survey was conducted of parents whose children took PARCC to learn their expectations of the …
Lessons From Alternative Grading: Essential Qualities Of Teacher Feedback, Jay C. Percell
Lessons From Alternative Grading: Essential Qualities Of Teacher Feedback, Jay C. Percell
Faculty Publications - College of Education
One critically important step in the instructional process is providing feedback to students, and yet, providing timely and thorough feedback is often lacking due attention. Reasons for this oversight could range from several factors including increased class sizes, vast content coverage requirements, extracurricular responsibilities, and the generally hectic daily schedules of teachers. This article synthesizes the findings from a year-long qualitative study investigating the alternative grading practices of five high school teachers and gives particular attention to the nature of the feedback these teachers provided to their students. Teachers’ feedback is pared down to its essential qualities in order to …
Collaborating With Theatre, Nature, And Stem: A Multigenerational Family Event, Anni K. Reinking, Michael J. Vetere Iii, Jay C. Percell
Collaborating With Theatre, Nature, And Stem: A Multigenerational Family Event, Anni K. Reinking, Michael J. Vetere Iii, Jay C. Percell
Faculty Publications - College of Education
Family engagement can take many different formats, including community events. In this study, the researchers designed an event to encourage multigenerational family involvement using STEM (science, technology, engineering, and mathematics) and DAT (developmentally appropriate theater). The study was also designed in an outside environment to encourage interactions with nature and outdoor physical activity. The researchers found that families enjoyed the event and understood the academic and social benefits of nature and arts based education. Overall, this study continues a conversation focused on the importance of engaging families in nature and art based activities.
An Exploratory Study Of Undergraduates’ Attitudes Toward Affirmative Action Policies For Asian Americans In College, Nicholas D. Hartlep, Robert Jay Lowinger
An Exploratory Study Of Undergraduates’ Attitudes Toward Affirmative Action Policies For Asian Americans In College, Nicholas D. Hartlep, Robert Jay Lowinger
Faculty Publications - College of Education
This exploratory study examined white undergraduate students’ (a) racial attitudes towards Asian Americans, (b) principled policy attitudes toward affirmative action, and (c) self-interest in relation to their support for college-based affirmative action policies for Asian Americans at a Midwestern university. A sample (n = 264, 28% male, 72% female) of white undergraduate students from a midsized public university in the Midwest was surveyed. The findings indicate that white undergraduate women have significantly more favorable principled policy attitudes toward affirmative action in general and for an affirmative action college policy for Asians, in particular, than do undergraduate males. Implications for issues …
The Value Of A Pointless Education, Jay C. Percell
The Value Of A Pointless Education, Jay C. Percell
Faculty Publications - College of Education
No abstract provided.
Ivory Tower Graduates In The Red: The Role Of Debt In Higher Education, Nicholas D. Hartlep, Lucille Eckrich
Ivory Tower Graduates In The Red: The Role Of Debt In Higher Education, Nicholas D. Hartlep, Lucille Eckrich
Faculty Publications - College of Education
No abstract provided.
Universal Design For Instruction: Understanding Faculty Practices And Needs, Howard P. Parette, Hedda Medan, Brian Wojcik, Jeffery P. Bakken
Universal Design For Instruction: Understanding Faculty Practices And Needs, Howard P. Parette, Hedda Medan, Brian Wojcik, Jeffery P. Bakken
Faculty Publications - College of Education
The purposes of this short report are to describe key principles of UDL and UDI and to describe the findings of a pilot survey study that focused on faculty members practices and needs in the areas of UDL/UDI. Limited previous research is available related to faculty perceptions of UDI/UDL in higher education settings. One exception is a study conducted by Vreeburg-Izzo, Murray, and Novak (2008). Vreeburg-Izzo et al. conducted a survey, coupled with follow-up focus groups, with faculty and graduate teaching assistants that examined the (a) climate of instructional settings for students with disabilities, and (b) perceived needs for professional …
Reflections Of Pre-Service Teachers On Their Own Teaching Practices, David W. Snyder
Reflections Of Pre-Service Teachers On Their Own Teaching Practices, David W. Snyder
Faculty Publications - College of Education
The focus of this paper is self-reflection on teaching using video. The excerpts that are used in this paper are taken from the emails of pre-service music teachers at Illinois State University completing their required clinical hours with instrumental students at both the middle school and high school level. Though these teaching episodes were eventually evaluated by the instructor in the areas of teacher presence, classroom management, lesson planning, teaching method, pacing, error detection, pedagogy and assessment, the pre-service teachers received no specific guidelines on how to focus their first reflective comments. The intent was to get a glimpse into …