Education Commons^™

Leveraging Local Knowledge To Envision Educational Policy And Management Outside The Plunder Of Neoliberal Technorationality [Editorial], Warren E. Whitaker Ph.D., Tricia M. Kress Ph.D., Robert Lake

Faculty Works: EDU (1995-2023)

Using the supply chain bottleneck of the post-covid19 pandemic as a lens, editors of this special issue demonstrate problematic aspects of neoliberal technorationality when applied to educational policy and management. They offer humanism as a counterweight to the problematics of neoliberalism in education and illustrate how local knowledge in spaces of learning are always present, provide visions of different futures and offer potential for transformation outside seemingly totalizing neoliberal discourses.

Educator Perspectives On Both Sides Of The Pandemic: Inspirations Taken From Hamilton, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D.

Faculty Works: EDU (1995-2023)

The year is 2020; it is unrecognizable to students, parents, and teachers. While struggling daily to redefine what pandemic teaching is—interwoven with the stress of surviving the disease, or even managing at-home life—teachers are challenged to be innovative in new ways. They are called to be agile, creative, digitally fluent, and responsive to varied models of instructional delivery. Hours are spent balancing home and work while designing virtual lessons, developing engaging activities, learning new technology and remote-teaching strategies, as well as determining which students may be lost along the way. It is widely recognized and documented that not all districts …

Exploring Agency For Equity In Teacher And Leadership Education Programs: A Self-Study Approach, Joanna Alcruz Ph.D., Andrea Honigsfeld Ed.D., Mubina Schroeder

Faculty Works: EDU (1995-2023)

In a social-justice-centered graduate education program, three faculty researchers studied and synthesized their personal ideas of social justice and their impact on students. Utilizing ideas from Rios'(2018) conscious engagement framework for teacher agency, data was collected on notions of identity as teachers of social justice as well as student perceptions on the development of their individual and collective agency as a result of being in their classrooms. Preliminary results indicate that personal cross-cultural, interfaith, and cross-linguistic experiences of the faculty had great impact on the evolutionary progress of both individual student agency and collective classroom movement.

Critical Pedagogy And Educational Research, Tricia M. Kress Ph.D., Simone Amorim Ph.D.

Faculty Works: EDU (1995-2023)

Scholar‐practitioners of critical pedagogy and critical research on and extend a number of theories and methods but have the common goal of giving education and research a humanized approach in contemporary society, through Critical Pedagogy. This special issue aims at providing a broad overview of why researchers embrace critical pedagogy and critical research. Inspired by critical theory and other philosophies, Critical Pedagogy seeks to develop awareness and help question beliefs and practices that are alleged to dominate.

Walking With Freire: Exploring The Onto-Epistemological Dimensions Of Critical Pedagogy, Tricia M. Kress Ph.D., Robert Lake

Faculty Works: EDU (1995-2023)

One of the great misconceptions about critical pedagogy, Paulo Freire’s democratic theory of education, is that transformative learning is an activity that takes place in the mind. In this paper, the authors demonstrate the significance of material context in Paulo Freire’s conceptualization of his philosophy of democratic education. By using the theories of wayfinding (a sub-division of human geography) and critical posthumanism in dialogue with Paulo Freire’s autobiographical reflections in his post-Pedagogy of the Oppressed writings, the authors illustrate how critical pedagogy involved a literal reading of the material world. By sharing vignettes from his work in Brazil, Guinea-Bissau, Porto …

Are You Ready For The Next Conversation? Hint: Faculty Are The Key., Joanna Alcruz Ph.D.

Faculty Works: EDU (1995-2023)

Learn how Chalk & Wire helps its partner institutions improve the student experience by engaging your faculty in the process. Utilizing a 360º approach to learning, Chalk & Wire’s customized training with more than two decades of experience successfully guides programs like yours by employing tools that monitor and verify student growth, support instruction, enhance pedagogy, motivate students, manage accreditation (CAEP) and, ultimately, connect learners to employers.

Students With Interrupted Formal Education (Sifes): Actionable Practices, Audrey Cohan Ed.D., Andrea Honigsfeld Ed.D.

Faculty Works: EDU (1995-2023)

Students with Interrupted Formal Education (SIFE) are underrepresented in the professional literature. The purpose of this research brief is to contribute to an emerging line of research by documenting the variable of existing programs which were created specifically to meet the unique needs of the growing SIFE population. The delivery models and actionable practices for SIFEs reported in this paper are a result of a year-long study conducted in three diverse, near-urban school districts. An analysis of the programs and recognition of their strengths and weaknesses, as well as their documented impact, benefit, and success for learning were considered. Findings …

John Dewey And His Evolving Perceptions Of Race Issues In American Democracy, Audrey Cohan Ed.D, Charles F. Howlett Ph.D.

Faculty Works: EDU (1995-2023)

Although the election of America’s first African American President offered a glimmer of hope, change, and potential for social justice issues to impact diverse minorities in America, the emergence of the Black Lives Matter Movement continues to resonate among people of color who believe that the promise of American democracy has yet to be achieved. Over one hundred years ago, the nation’s most famous philosopher, progressive educator, and strongest advocate for the democratic way of life, John Dewey (1916), briefly addressed the matter of race in what many consider his most famous work, Democracy and Education. “An undesirable society”, he …

Global Conflicts Shattered World Peace: John Dewey's Influence On Peace Educators And Practitioners, Audrey Cohan Ed.D, Charles F. Howlett Ph.D.

Faculty Works: EDU (1995-2023)

The need to build an awareness of peace and of peace education is often a message that is difficult to share with the larger society. John Dewey, an acclaimed American philosopher and intellectual, used his public platform to espouse his ideas on democracy and peace as a resolution to global discord during the years preceding and during World Wars I and II. Although Dewey did shift his perspective as global conflicts shattered his hope for world peace, he persevered in his missive of democracy and tolerance, especially through his writing and lectures. Dewey strongly believed that democratic societies are best …

This Is America: The Morris District's Potential To Be A Model Of School Diversity, Allison Roda Ph.D.

Faculty Works: EDU (1995-2023)

For Paul Tractenberg—a law professor and long-time legal advocate for educational equity and funding equalization in New Jersey, this was a story that he always wanted to tell. As Paul described it to me, to our co-author Ryan Coughlan, and to the nearly 100 Morristown residents and school staff that we would eventually interview for the Morris project, studying the 1971 Jenkins Case that brought about the merger of two racially distinct Morristown and Morris Township K-8 school systems had been percolating in his mind since the early 70’s. When we began the project three years ago, we did not …

John Dewey: His Role In Public Scholarship To Educate For Peace, Audrey Cohan Ed.D., Charles F. Howlett Ph.D.

Faculty Works: EDU (1995-2023)

As 2016 is the centennial of Dewey's most famous work, Democracy and Education (1916), it is important to consider Dewey's role in public scholarship to educate for peace. Critical to an in-depth understanding of Dewey is recognition that the early twentieth century marked a transformational period in his views about war and peace. This paper addressed Dewey’s less known political and social ideas during the rise of the “modern” American peace movement. In addition, Dewey’s views of the role of education in a globalizing world are discussed. The research presented directly reflects global conflicts following World War I, while highlighting …

Negotiating Cross-Cultural, Interfaith, And Cross-Linguistic Identities Of Teacher Education In Professional And Personal Spaces, Andrea Honigsfeld Ed.D., Mubina Schroeder, Joanna Alcruz Ph.D.

Faculty Works: EDU (1995-2023)

Three partnering researchers investigates the differences and similarities of how they have developed complex identities as teacher educators representing different backgrounds how they learned to navigate their public and private spaces defined by cross-cultural, interfaith, and cross-linguistic experiences, and how they negotiated the intersectionalities of their multi-dimensional public and private selves. Building on Jones and McEwen’s (2000) conceptual model of multiple dimensions of identity and utilizing a collaborative approach to self-study methodology, they found that boundaries are blurred between personal/professional spaces of identity. As teacher educators we both model and instill compassion and commitment to diversity in future teacher educators.

Radically Listening To Radical Love: Toward Enactivism In Education And Educational Research, Tricia M. Kress Ph.D., Patricia Krueger-Henney

Faculty Works: EDU (1995-2023)

At the 2014 annual meeting of the American Educational Studies Association (AESA), a group of scholars convened a panel honoring the life and work of Joe L. Kincheloe at the five-year anniversary of his passing. Dozens of scholars from around the world attended and engaged in a discussion about Kincheloe’s influences on their work and his contributions to critical pedagogy and educational scholarship more broadly. From that session, Mary Frances Agnello and William Reynolds recruited authors to contribute to an edited volume about Joe Kincheloe’s contributions to teacher education (Agnello & Reynolds, 2015). One of these authors was Tricia Kress …

Listening For The Echoes: Radical Listening As Educator-Activist Praxis, Tricia M. Kress Ph.D., Kimberly J. Frazier-Booth

Faculty Works: EDU (1995-2023)

Using a postformal approach to co/autoethnography, the authors examine narrative reflections of their own teaching practice to draw forth implications for radical listening as educator-activist praxis. By using the controlling metaphor of noise, the authors illuminate the challenges of listening radically amidst the “white noise” of hegemony. The authors demonstrate radical listening as echoes of an imperfect praxis of being and becoming that must be revisited repeatedly over time.

Multicultural Education For Learners With Special Needs In The Twenty-First Century, Audrey Cohan Ed.D, Joanne O'Brien Ed.D.

Faculty Works: EDU (1995-2023)

As with much of Festus E. Obiakor and Anthony F. Rotatori’s work, the authors are champions for effective, sustained, and comprehensive multicultural education. In this edited book, Multicultural Education for Learners with Special Needs in the Twenty–First Century, students with special needs are the focus of the in-depth chapters supported by compelling scholarship. Through their superior chapter selection, the authors did not shy away from the controversial arguments that have plagued special education programs throughout the country, including: disproportionality, assessment, broad government initiatives, or the stigma often associated with special education. At the same time, they highlight the …

Divided We Fall: The Story Of Separate And Unequal Suburban Schools 60 Years After Brown V. Board Of Education, Allison Roda Ph.D., Douglas Ready, Amy Stuart Wells, Lauren Fox, Miya Warner, Tameka Spence, Elizabeth Williams, Allen Wright

Faculty Works: EDU (1995-2023)

This report is a clarion call for those paying attention to the changing racial and ethnic demographics of this country and its suburbs in particular. It is the in-depth story of one suburban county and its public schools as the demographics of who lives in the suburbs versus the cities in the 21st century is shifting quickly, as the affluent and the poor, the black and the white are trading places across urban-suburban boundary lines. The same story could be told about hundreds of suburban counties across the country that are facing similar pressures and approaching similar breaking points.

In …

School Choice Policies And Racial Segregation: Where White Parents’ Good Intentions, Anxiety, And Privilege Collide, Allison Roda Ph.D., Amy Stuart Wells

Faculty Works: EDU (1995-2023)

A growing body of school choice research has shown that when school choice policies are not designed to racially or socioeconomically integrate schools, that is, are “colorblind” policies, they generally manage to do the opposite, leading to greater stratification and separation of students by race and ethnicity across schools and programs. Since white, advantaged parents are more likely to get their children into the highest-status schools regardless of the school choice policy in place, we believed that more research was needed on how those parents interact with school choice policies and whether they would support changes to those policies that …

Introduction: Critical Pedagogy "Under The Radar" And "Off The Grid", Tricia M. Kress Ph.D., Donna Degennaro Ph.D., Patricia Pugh

Faculty Works: EDU (1995-2023)

Fall 2010: We (Tricia, Donna, and Pat) are beginning to feel restless as our college is in the throws of devising “measurable standards” and, accordingly, “input-output” measurement schemes in preparation for an upcoming TEAC review that looms one year on the horizon. At times together and at times separately, we sit through many meetings about rubrics, e-portfolios, and espoused best practices, feeling antsy and angst-y, not very different from bored high schoolers texting each other in the back of the classroom. After we leave these faculty brainstorming sessions, we enter into our classrooms where we work with pre-service and in-service …

Still Separate, Still Unequal, But Not Always So "Suburban": The Changing Natured Of Suburban School Districts In The New York Metropolitan Area, Allison Roda Ph.D., Amy Stuart Wells, Douglas Ready, Jacquelyn Duran, Courtney Grzesikowski, Kathryn Hill, Miya Warner, Terrenda White

Faculty Works: EDU (1995-2023)

Woven throughout the history of the United States is a narrative of human movement. The story of this country, we argue, is a tale of the constant flow of people across geographic spaces—both voluntary and forced immigrations, migrations, and the settlements of villages, city neighborhoods, and suburban communities. Beginning with Native Americans' ancestors who traversed the Bering Straight, "movement" has been a central, identifying theme of this nation.

The flow of several waves of European immigrants onto colonial shores and across the plains and the haulage of millions of Africans via the slave trade redefined the United States demographically and …

A Self-Study Of Culturally Responsive Pedagogy And Reflective Practice, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Ingrid Spatt

Faculty Works: EDU (1995-2023)

This article describes a collaborative self-study implemented to improve and refine three teacher educators’ instructional practices to better assist their teacher candidates in developing culturally responsive pedagogy and becoming reflective practitioners. The self-study is situated in three theoretical frameworks: Banks’s (2005) framework for multicultural education, Gay’s (2000, 2002, 2010) framework for culturally responsive practice, and the four pillars of the Dominican tradition at Molloy College (Donovan, 2004). This work contributes to the expanding research base of reflection and diversity in teacher education and refines articulation of the methodology of self-study. Findings reveal a need to hone and deepen personal reflective …

From Co-Teaching Partnership To Mentoring: Innovative Ways To Build Teacher Capacity, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Maria G. Dove Ed.D.

Faculty Works: EDU (1995-2023)

Picture a high school class that has English language learners (ELLs) from diverse cultural backgrounds with varied academic abilities and language proficiency levels. Now imagine that this class is being taught by a team of two teachers: one content-area teacher (English) and one English as a Second Language (ESL) specialist. Both teachers work together successfully to provide individualized instruction and support their students' language acquisition and content learning. The students are interested and actively involved in the lessons and are making consistent progress in terms of acquiring language proficiency an content knowledge.

Collaboratively Partnering Schools And Colleges: A Classroom-Based Staff Development Model, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Jacqueline Nenchin Ph.D.

Faculty Works: EDU (1995-2023)

The English language learner population on Long Island, New York, has been growing each year. As recently as 2010, over 28,000 Limited Language Proficient students (about 42% in New York State) have been enrolled in schools on Long Island (NYSED, 2010). Responding to the needs of culturally and linguistically diverse students can be a challenge for general education teachers with little or no background in second language acquisitions, even if they genuinely wish to embrace ELLs and offer strong instructional supports.

The Abc Of Teaching Diverse Learners, Vicky Giouroukakis Ph.D., Andrea Honigsfeld Ed.D.

Faculty Works: EDU (1995-2023)

As the impending Common Core State Standards (CCSS) seem sure to entail even more assessment in most states, there are increasing demands for teachers to adequately prepare all their students to meet the new standards and achieve passing scores on high-stakes, standardized state assessments. Teachers around the U.S. today are facing new standards, new assessments, and new curricula that they will need to study and incorporate quickly in order to comply with state and federal requirements while doing their best to provide quality education for all of their students.

Collaborative Conversations, Andrea Honigsfeld Ed.D.

Faculty Works: EDU (1995-2023)

That effective collaboration benefits students (and teachers alike) is affirmed by the well-deserved attention it has received most recently in the professional literature (see, for example, DelliCarpini, 2008, 2009; Honigsfeld & Dove, 2010; NACTAF, 2009; NEA, 2009; Pawan & Ortloff, 2011) and in the TESOL educational community (e.g., themes of 2011 New York State and Kentucky TESOL conferences). Acknowledging the importance of collaborative exchanges among teachers is not a completely novel idea, though. Close to three decades ago, Judith Warren Little (1982) examined the differences between more and less effective schools and found that the more effective ones had a …

Looking To Transform Learning: From Social Transformation In The Public Sphere To Authentic Learning In The Classroom, Tricia M. Kress Ph.D., Donna Degennaro Ph.D.

Faculty Works: EDU (1995-2023)

In and out of school technology uses present themselves differently. Namely, outside structures more often than not reflect distributed knowledge models, while inside structures mirror hierarchical ones. Drawing upon theoretical frames of cultural sociology and critical pedagogy, the paper aims to contrast the structures of participation outside and inside school walls. We illustrate that looking outside the classroom gives us insight into how teachers might more readily and actively engage youth in meaningful applications activity. Specifically, we use the former to inform the later. We conclude with implication for using outside technology participation to reconceptualize inside learning designs.

Why Boundaries Matter: A Study Of Five Separate And Unequal Long Island School Districts, Allison Roda Ph.D., Amy Stuart Wells, Miya Warner, Bianca Baldridge, Jacquelyn Duran, Richard Lofton, Terrenda White, Courtney Grzesikowski

Faculty Works: EDU (1995-2023)

If ever there were any doubt that Long Island, New York, is home to some of the most fragmented, segregated and unequal school districts in the United States, the January 2009 Long Island Index Report, provides ample evidence that this is indeed the case. The quantifiable inequities across the 125 school districts on Long Island in terms of funding, demographics, and student outcomes highlighted in that report portray how important district boundary lines are, even within relatively small geographic spaces. Building on the Index’s presentation of quantitative data, this report offers a more in‐depth examination of district‐level disparities and what …

Learning-Styles-Based Differentiated Instruction, Andrea Honigsfeld Ed.D., Sharon R. Parris

Faculty Works: EDU (1995-2023)

The authors place the Dunn and Dunn Learning Styles Model in the larger context of differentiated instruction. They provide a brief theoretcial and practical overview of the model and conclude with stating several crucial factors contributing to its viability

Ten Ways To Incorporate Technology Into A Tesol Teacher Preparation Program, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Maureen Walsh Ed.D.

Faculty Works: EDU (1995-2023)

A comprehensive approach for integrating technology into a TESOL teacher preparation program is described. Ten specific ways to assure constructivist technology use in teacher education are highlighted. These techniques have been synthesized into a compact model with three pillars: (a) electronic assessment system (e-portfolios for individual assessment and program evaluation), (b) teacher candidates’ technology-based course assignments and performances, and (c) Web-based instruction and communication. The authors claim that within this three-pronged model flexibility of implementation is key to success for preservice and in-service teachers.

Needs Are Special, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D.

Faculty Works: EDU (1995-2023)

In the U.S., English Language Learners (ELLs) are now one in five (DiCerbo, 2006). Between 1994/1995 and 2004/2005, LEP (Limited English Proficient) students grew more than twice as fast as their English speaking counterparts (NCELA, nd). Most educators are likely to encounter children who do not speak English fluently, though the likelihood is much higher in certain regions of the country. A unique challenge for many of these teachers and administrators is working with ELLs who are struggling learners (Artiles & Ortiz, 2002; Baca & Cervantes, 2004).

Loyalty Oaths And Academic Witch Hunts, Charles F. Howlett Ph.D., Audrey Cohan Ed.D

Faculty Works: EDU (1995-2023)

In New York’s public schools, colleges, and universities, teachers and professors, at the time of their hire, are required to sign the following statement: “I do solemnly swear (or affirm) that I will support the Constitution of the United States of America, the constitution of the State of New York, and that I will fully discharge, according to the best of my ability, the duties of the position . . . . . (title of position and name or affiliation of school college, university or institution to be here inserted), to which I am now assigned” (McKinney’s Consolidated Laws: Education …