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Articles 1 - 30 of 55
Full-Text Articles in Education
“Mi Conciencia Habla Inglés, Aunque Yo No Quiera”: Unearthing Sociopolitical Wisdom Through Translingual Poetry, Rachel Snyder Bhansari, Grace Gonzales, Patricia Venegas-Weber
“Mi Conciencia Habla Inglés, Aunque Yo No Quiera”: Unearthing Sociopolitical Wisdom Through Translingual Poetry, Rachel Snyder Bhansari, Grace Gonzales, Patricia Venegas-Weber
Curriculum and Instruction Faculty Publications and Presentations
In this study, we examine translingual identity poems written by three focal Latinx Teacher Candidates (TCs) in response to assignments in their Teacher Education Program (TEP). To interpret the focal TCs work, we bring together theories of raciolinguicized subjectivities, translingual literacies, and sociopolitical wisdom. Through thematic analysis, we argue that the use of translingual identity poems provided opportunities for TCs to draw on their emotions as semiotic resources and assert the connections of their identities to broader histories of marginalization and resistance. We also argue that when we, as teacher educators, engaged in the work of reflexively reading the poems …
Learning With Place As A Catalyst For Action, Catherine Hamm, Jeanne Marie Iorio, Jayson Cooper, Kylie Smith, Peter Crowcroft, Angela Molloy Murphy, William A. Parnell, Nicola Yelland
Learning With Place As A Catalyst For Action, Catherine Hamm, Jeanne Marie Iorio, Jayson Cooper, Kylie Smith, Peter Crowcroft, Angela Molloy Murphy, William A. Parnell, Nicola Yelland
Curriculum and Instruction Faculty Publications and Presentations
In response to dominant discourses of quality and an over-reliance on humancentric practice, the Learning with Place framework emerges as an innovative way to rethink practices, structures, and policies within education and beyond. ‘Learning with Place’ views the local Place as agentic, recognizing Place as inclusive of local First Nations knowledges and stories, histories and the more-than-human (for example, landforms, waterways, animals, insects, flora, and fauna). Through ‘Learning with Place’, deep relationships with the local Place are generated and these relationships become the catalyst for actions and decision-making regarding caring for/with local Place. This article offers an example of ‘Learning …
A Collective Journey: Coalitional Critical Consciousness And Collaborative Methodologies In Bilingual Teacher Education, Rachel Snyder Bhansari
A Collective Journey: Coalitional Critical Consciousness And Collaborative Methodologies In Bilingual Teacher Education, Rachel Snyder Bhansari
Curriculum and Instruction Faculty Publications and Presentations
This article analyzes critical reflection groups held over the course of a year-long collaborative ethnography between me as researcher and five novice bilingual teachers. Drawing on feminist theories of emotion as knowledge, I argue that coalitional critical consciousness developed in our meetings through emotional expression and acknowledgment of identity in connection to systems of power. I also explore the affordances of collaborative methods in the formation of collective critique for practicing teachers.
Mentoring Middle School Teachers: What Research Says, Micki M. Caskey, Karen Weller Swanson
Mentoring Middle School Teachers: What Research Says, Micki M. Caskey, Karen Weller Swanson
Curriculum and Instruction Faculty Publications and Presentations
The purpose of this research summary is to discuss mentoring as career-long professional development of middle level teachers. Mentoring can support developing pedagogies, curricula, culturally responsive teaching, and navigating the educational landscape. Mentoring can start at different stages to meet teachers’ needs and to impact their efficacy. While professional development is, many times, a day or two; mentoring is an on-going, teacher-directed learning environment that directly impacts the classroom.
Reflections On Teaching And Learning Chemistry Through Youth Participatory Science, Daniel Morales-Doyle, Alejandra Frausto Aceves, Karen Canales Salas, Mindy J. Chappell, Tomasz Rajski, Adilene Aguilera, Giani Clay, Delani Lopez
Reflections On Teaching And Learning Chemistry Through Youth Participatory Science, Daniel Morales-Doyle, Alejandra Frausto Aceves, Karen Canales Salas, Mindy J. Chappell, Tomasz Rajski, Adilene Aguilera, Giani Clay, Delani Lopez
Curriculum and Instruction Faculty Publications and Presentations
This chapter captures a panel discussion from the 2019 conference of Science Educators for Equity, Diversity, and Social Justice (SEEDS) in Norfolk, Virginia. The panel included two high school students, three high school chemistry teachers, a community organizer, an administrator for a large urban school district, and a university-based science educator. These panelists, the authors of this chapter, had been collaborating on an initiative to support youth participatory science (YPS) projects in high school chemistry classes (Morales-Doyle & Frausto, 2021). We share this lightly edited transcript of our conversation as a way to communicate perspectives about the opportunities and challenges …
Developmental Characteristics Of Young Adolescents: Research Summary, Kathleen Brinegar, Micki M. Caskey
Developmental Characteristics Of Young Adolescents: Research Summary, Kathleen Brinegar, Micki M. Caskey
Curriculum and Instruction Faculty Publications and Presentations
This research summary attempts to present a fluid picture of young adolescent development that converges developmental characteristics with social identity in culturally sustaining ways.
Teacher Preparation In The Shadow Of Loss: The Blurring Of Transacting, Transforming, And Transgressing, Anita L. Bright
Teacher Preparation In The Shadow Of Loss: The Blurring Of Transacting, Transforming, And Transgressing, Anita L. Bright
Curriculum and Instruction Faculty Publications and Presentations
In this narrative, autoethnographic piece, the author contends with the constructs of transactional, transformational, and transgressive forms of educational engagement and teaching, all coming to the fore in a time of tremendous sorrow, loss, stress, and transition. Looking to critical scholars and their works for guidance, the author describes the path into and through a course with teacher candidates, taken on mid-term after the unexpected death of a close colleague.
Adaptive Courseware Implementation: Investigating Alignment, Course Redesign, And The Student Experience, Patricia O'Sullivan, Janelle De Carrico Voegele, Tonya Buchan, Raiza Dottin, Kari Goin Kono, Misty Hamideh, Wendy S. Howard, Jennifer Todd, Stanley Kruse, Johannes De Gruyter, Kevin Berg
Adaptive Courseware Implementation: Investigating Alignment, Course Redesign, And The Student Experience, Patricia O'Sullivan, Janelle De Carrico Voegele, Tonya Buchan, Raiza Dottin, Kari Goin Kono, Misty Hamideh, Wendy S. Howard, Jennifer Todd, Stanley Kruse, Johannes De Gruyter, Kevin Berg
Curriculum and Instruction Faculty Publications and Presentations
In this paper, four institutions share student and faculty feedback on the implementation of adaptive courseware through a common case study: biology for undergraduate non-majors. Additionally, each institution has provided a second case study of their choice. Together, researchers at Colorado State University in Fort Collins, CO, Portland State University in Portland, OR, University of Central Florida in Orlando, FL, and the University of Mississippi in Oxford, MS consider student perception of the benefits to the implementation of adaptive courseware, and how the deliberate alignment between adaptive courseware and course organization and structure impacts student experience. This paper highlights the …
Authoring Dis/Ability Identities Mapping The Role Of Ableism In Teacher Candidate Identity Construction, Molly B. Siuty, Margaret R. Beneke
Authoring Dis/Ability Identities Mapping The Role Of Ableism In Teacher Candidate Identity Construction, Molly B. Siuty, Margaret R. Beneke
Curriculum and Instruction Faculty Publications and Presentations
Ableism, or the belief that abled ways of being and knowing are superior, perpetuates deficit views of ability differences, and constructs dis/ability as a problem in need of remediation so that individuals achieve “normalcy.” Ableism’s entrenched pervasiveness in education systems can be a significant barrier in teacher education when preparing critical educators who can work towards radical forms of dis/ability justice. In this paper, we argue that dis/abled teacher candidates can afford particular insight into the ways in which ableism operates in educational institutions and that dis/ability should be considered an asset to inclusive and socially just teacher preparation. Using …
Teaching Jihad: Developing Religious Literacy Through Graphic Novels, Melanie C. Brooks, Kelly Deits Cutler, Fida Sanjakdar, Daniel D. Liou
Teaching Jihad: Developing Religious Literacy Through Graphic Novels, Melanie C. Brooks, Kelly Deits Cutler, Fida Sanjakdar, Daniel D. Liou
Curriculum and Instruction Faculty Publications and Presentations
This study examined the representations of jihad in graphic novels to ascertain how its depictions may inform the development of religious literacy in secondary classrooms. Hegemonic constructions of jihad in theWest are commonly reduced to false binaries that shape non-Muslims’ extant beliefs and perceptions of Islam and Muslims. This raises concerns about the ways in which societal expectations shape knowledge formation in schools. Accordingly, this critical content analysis explored the depiction of jihad in three graphic novel memoirs, an increasingly popular medium of instruction in secondary classrooms. Our analysis identified three forms of jihad conveyed through the graphic novels, specifically: …
Ethnodance And Identity: Black Students Representing Science Identities In The Making, Mindy J. Chappell, Maria Varelas
Ethnodance And Identity: Black Students Representing Science Identities In The Making, Mindy J. Chappell, Maria Varelas
Curriculum and Instruction Faculty Publications and Presentations
We explored how arts-based practices, specifically what we define as ethnodance informs the study of science identity. We present a theoretical argument supported by an empirical illustration of how ethnodance offers Black youth with dance identities a medium to narrate evolving science identities, communicating meanings, interactions, and emotions, and to construct identities further as reified artifacts of participating in science classroom communities. The theoretical argument frames dance as an embodied narrative, identity construction as an ongoing process with interactional and affective commitments, and Black Dances as venues of Black bodies’ expressivity of the brilliance, competence, and creativity of Black people. …
A Study Of Early Career Teachers' Practices Related To Language And Language Diversity During Mathematics Instruction, Erin Turner, Amy Roth Mcduffie, Amanda Sugimoto, Julia Aguirre, Tonya Gau Bartell, Corey Drake, Mary Foote, Kathleen Stoehr, Angela Witters
A Study Of Early Career Teachers' Practices Related To Language And Language Diversity During Mathematics Instruction, Erin Turner, Amy Roth Mcduffie, Amanda Sugimoto, Julia Aguirre, Tonya Gau Bartell, Corey Drake, Mary Foote, Kathleen Stoehr, Angela Witters
Curriculum and Instruction Faculty Publications and Presentations
The role of language in mathematics teaching and learning is increasingly highlighted by standards and reform movements in the US. However, little is known about teachers’, and especially early career teachers’ (ECTs) practices and understandings related to language in mathematics instruction. This multiple case study explored the language-related understandings and practices of six ECTs in diverse elementary classrooms. Using iterative cycles of analysis, we found that all ECTs regularly attended to students’ mathematical vocabulary use and development. Yet, there was variability in ECTs’ focus on how to teach mathematical vocabulary, expectations for students’ precise use of mathematical terminology, and the …
The Ouroboros Of Rubrics: A Conundrum, A Case, And A Call, Anita Bright
The Ouroboros Of Rubrics: A Conundrum, A Case, And A Call, Anita Bright
Curriculum and Instruction Faculty Publications and Presentations
In this think piece, the author explores a conundrum and tension related to using rubrics to evaluate doctoral work. She ponders whether the use of rubrics provides beneficial ways for students to “crack the code” of academia, and/or whether the use of rubrics is perhaps a tool to engender conformity. With these competing ideas in mind, the author considers in what ways one might press for means to provide this on-ramp of access for students to the existing power structures, while at the same time seeking to change academia, to more equitably provide spaces for a range in ways of …
Using Problems Of Practice To Leverage Clinical Learning, Maika Yeigh
Using Problems Of Practice To Leverage Clinical Learning, Maika Yeigh
Curriculum and Instruction Faculty Publications and Presentations
Teacher preparation is a complex endeavor. Preparation programs are designed to transform regular humans into adept teachers through carefully constructed coursework and clinical experiences. University programs and the K-12 school systems both play important roles in the process; however, tensions have persisted between university coursework and clinical field work—a divide between "theoretical" and "clinical". The 2010 NCATE Blue Ribbon Panel Report issued a call to action, and asked teacher preparation programs to reconceptualize approaches to pre-service teacher learning by placing clinical experiences at the heart of the work in an effort to bridge traditional theoretical and clinical divides. This article …
Answering Damarin’S Call: How Ios Apps Approach Diversity,Equity, And Multiculturalism, Todd Cherner, Alex Fegely
Answering Damarin’S Call: How Ios Apps Approach Diversity,Equity, And Multiculturalism, Todd Cherner, Alex Fegely
Curriculum and Instruction Faculty Publications and Presentations
In 1998, Suzanne Damarin put forward a call for technologists and multicultural educators to work together to create technologies that promote inclusiveness and equity for students. As significant technological advancements have happened along with major changes in educational policy over the past 20 years, this study set out to examine if Damarin’s call has been answered. In this article, the researchers first explain how they systematically identified a group of iOS applications designed for iPads and analyzed them for their design quality and content through a lens of diversity, equity, and multiculturalism. They then share their findings and offer implications …
Text-To-Web: Adding Digital Connections Into The Mix, Maika Yeigh, Todd Cherner
Text-To-Web: Adding Digital Connections Into The Mix, Maika Yeigh, Todd Cherner
Curriculum and Instruction Faculty Publications and Presentations
The article discusses the challenge for teachers to create a process for identifying and implementing methods that integrate new communicative practices involved with texting into their instruction.
Inquiry At The Heart Of Teacher Preparation, Maika Yeigh
Inquiry At The Heart Of Teacher Preparation, Maika Yeigh
Curriculum and Instruction Faculty Publications and Presentations
This essay describes the action research projects and culminating conference for a Graduate Teacher Education Program. Teacher candidates conduct year-long research projects with the dual-goal of building a reflective inquiry stance and improving instructional practice.
Teaching "In Their Best Interest": Preservice Teachers' Narratives Regarding English Learners, Amanda T. Sugimoto, Kathy Carter, Kathleen J. Stoehr
Teaching "In Their Best Interest": Preservice Teachers' Narratives Regarding English Learners, Amanda T. Sugimoto, Kathy Carter, Kathleen J. Stoehr
Curriculum and Instruction Faculty Publications and Presentations
In the United States, teachers are increasingly working with English Learners (ELs) in mainstream classrooms. Several areas of focus have been proposed to guide the preparation of teachers for working with ELs, including: language related knowledge, skills, and dispositions. This narrative study examined how field-based experiences shaped 49 preservice teachers' dispositions toward ELs. An iterative and thematic analysis of collected narratives found that preservice teachers often completed their practicum in classrooms that did not model positive dispositions or pedagogical practices toward ELs. These findings have implications for the tasks and experiences given to preservice teachers during their preparation sequence.
Critical Literacy: Engaging First Graders In An Exploration Of Race Through Children’S Literature, Kelly Deits Cutler
Critical Literacy: Engaging First Graders In An Exploration Of Race Through Children’S Literature, Kelly Deits Cutler
Curriculum and Instruction Faculty Publications and Presentations
As an educator, I often hear teachers suggest that young children are not “ready” to tackle controversial topics such as race, racism, and racial identity. Reasons are oftentimes stated, such as “that’s not developmentally appropriate” or “they’re too young to understand that concept.” In direct contrast, the last sixty years of educational research indicates that children do understand the concept of race at a very early age (Clark, 1988; Derman-Sparks & Ramsey, 2011; Goodman 1952; Katz, 2013; Proshansky, 1966). Yet often adults, including parents and educators, do not recognize children’s ability to understand race. Most teachers--particularly White teachers--have difficulty talking …
English Learners' Positioning During Interactions With Monolingual English-Speaking Students, Amanda Sugimoto, Kathy Carter
English Learners' Positioning During Interactions With Monolingual English-Speaking Students, Amanda Sugimoto, Kathy Carter
Curriculum and Instruction Faculty Publications and Presentations
Increasingly, English Learners (ELs) are being educated in mainstream classrooms alongside English fluent students. Using a positioning theory framework, this multiple case study explored how ELs reflexively positioned themselves during interactions with their peers as well as how English fluent peers interactionally positioned ELs. Drawing upon multiple data sources, (i.e., observations, interviews, and artifacts), and using cross case analysis techniques, we found that ELs’ reflexive positioning was influenced by their language history and schooling context and peers’ interactional positioning moves limited ELs’ access to academic interactions. These findings pose important considerations regarding the academic and linguistic access of ELs in …
The Back Burner: A Case Study Of A Teacher’S Dilemmas When Working With English Learners, Amanda Sugimoto
The Back Burner: A Case Study Of A Teacher’S Dilemmas When Working With English Learners, Amanda Sugimoto
Curriculum and Instruction Faculty Publications and Presentations
Increasingly, mainstream classroom teachers are working with (ELs), however, little is known about what dilemmas these teachers face in their practice with ELs. Using a dilemmatic spaces framework, this case study explored the dilemmas a fourth grade teacher negotiated while working with ELs in her low-incidence school. Drawing upon multiple data sources, (i.e., observations, interviews, and artifact analysis), and using iterative and thematic analysis techniques, three dilemmas were identified. These included: (1) a lack of professional experience with ELs, (2) lack of support from the ESL teacher, and (3) conflicting administrative expectations. These findings pose important considerations for the teaching …
Communities Of Practice In Higher Education: Transformative Dialogues Toward A Productive Academic Writing Practice, Janelle De Carrico Voegele, Dannelle D. Stevens
Communities Of Practice In Higher Education: Transformative Dialogues Toward A Productive Academic Writing Practice, Janelle De Carrico Voegele, Dannelle D. Stevens
Curriculum and Instruction Faculty Publications and Presentations
Because faculty have advanced degrees, it is often assumed that they have perfected the skills needed to be productive, successful academic writers. In reality, many faculty struggle with the demands of academic writing and the resulting loss of energy for teaching and other aspects of their roles. This article reflects on the impact of an academic writing program through a community-of-practice lens. We describe the program and its elements, its development into a thriving cross-discipline writing community, the role of central program elements such as accountability and dialogue, and the benefits stemming from a learning-community emphasis across program elements
Evaluating Tech Tools For Literacy: A Research-Based Checklist, Todd Cherner, Peggy Hopper
Evaluating Tech Tools For Literacy: A Research-Based Checklist, Todd Cherner, Peggy Hopper
Curriculum and Instruction Faculty Publications and Presentations
With an emphasis placed on students reading and writing digitally, this presentation offers attendees a resource they can use to evaluate the literacy implications for using different apps and websites.
Involving Literacy And Technology: An Action Research Study To Improve Teacher Candidates’ Practice, Todd Cherner, Kristal Curry
Involving Literacy And Technology: An Action Research Study To Improve Teacher Candidates’ Practice, Todd Cherner, Kristal Curry
Curriculum and Instruction Faculty Publications and Presentations
As reflected in the new generation of “college- and career-ready” standards, developing students’ literacy abilities has become an educational initiative. In addition, software developers are continually releasing a range of educational website, apps, and programs intended to support student learning. The challenge then becomes how teachers can use these evolving instructional technologies to develop their students’ literacy abilities by combining them with their content and pedagogical knowledge. In this action research project, two teacher educators set out to study how their candidates used instructional technology during their internship for these purposes. In this article, the researchers will provide a background …
Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix, Todd Cherner, Alex Fegely
Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix, Todd Cherner, Alex Fegely
Curriculum and Instruction Faculty Publications and Presentations
With schools investing heavily in mobile technologies and emphasizing blended learning lessons, teachers are being required to create learning experiences that utilize these technologies to further prepare secondary students for college and the workforce. In this article, the authors first present a brief vignette intended to be representative of the emotions and pressures facing teachers as they prepare to teach with these new technologies. Next, the authors provide a framework teachers can use to create app-based lessons, which are lessons that use multiple apps to engage students in an inquiry-based learning experience. To provide further support, the authors include two …
Analysis Of Stakeholder Perceptions Of A Clinical Model Involving Co-Teaching And Extended-Field Experiences In An Inclusive Middle-Grades Setting, Barbara Ruben, Nicole R. Rigelman, Matthew Carl Mcparker
Analysis Of Stakeholder Perceptions Of A Clinical Model Involving Co-Teaching And Extended-Field Experiences In An Inclusive Middle-Grades Setting, Barbara Ruben, Nicole R. Rigelman, Matthew Carl Mcparker
Curriculum and Instruction Faculty Publications and Presentations
A qualitative study of the impact of a school university partnership in which eight teacher candidates from a two-year graduate program were placed together in a poverty level middle school was conducted. Teacher candidates in this particular program receive a master’s degree, as well as a teaching license in their content area and special education. Using primarily focus group interviews with school leaders, cooperating teachers in special education and content classrooms, and teacher candidates, we wanted to determine the influence of the partnership on all stakeholders. We read transcripts to identify themes and coded by those themes. Later, we tracked …
Novice Teachers’ Narratives Of Seeing The Spectrum From A Lense Of Social (In)Justice: Preservice’ Teachers’ Well-Remembered Events Of Gender-Based Pedagogical And Policing Practices In Elementary School Settings, Amanda Sugimoto, Kathy Carter
Novice Teachers’ Narratives Of Seeing The Spectrum From A Lense Of Social (In)Justice: Preservice’ Teachers’ Well-Remembered Events Of Gender-Based Pedagogical And Policing Practices In Elementary School Settings, Amanda Sugimoto, Kathy Carter
Curriculum and Instruction Faculty Publications and Presentations
Despite very recent and hard-earned progress in national and state legislation explicitly prohibiting discrimination and bullying based on gender identity, expression, or sexual orientation, new teachers continue to report that their professional preparation programs do not adequately prepare them to address both the subtle and serious classroom-based bullying scenarios which routinely marginalize a particular group of students, those who identify as lesbian gay, bisexual, transgender, or questioning (LGBTQ) students (Jennings, 2007). To be sure, we, as a teacher education community, need to push forward in our work to develop socially just teacher education curriculum and tasks which prepare teachers to …
A Detailed Rubric For Assessing The Quality Of Teacher Resource Apps, Todd Cherner, Cheng-Yuan Lee, Alex Fegely, Lauren Santaniello
A Detailed Rubric For Assessing The Quality Of Teacher Resource Apps, Todd Cherner, Cheng-Yuan Lee, Alex Fegely, Lauren Santaniello
Curriculum and Instruction Faculty Publications and Presentations
Since the advent of the iPhone and rise of mobile technologies, educational apps represent one of the fastest growing markets, and both the mobile technology and educational app markets are predicted to continue experiencing growth into the foreseeable future. The irony, however, is that even with a booming market for educational apps, very little research regarding the quality of them has been conducted. Though some instruments have been developed to evaluate apps geared towards student learning, no such instrument has been created for teacher resource apps, which are designed to assist teachers in completing common tasks (e.g., taking attendance, communicating …
“I Understand What These Students Are Experiencing”: Linguistically Diverse Preservice Teachers’ Narratives Regarding English Learners, Amanda Sugimoto
“I Understand What These Students Are Experiencing”: Linguistically Diverse Preservice Teachers’ Narratives Regarding English Learners, Amanda Sugimoto
Curriculum and Instruction Faculty Publications and Presentations
Preservice teachers enter their preparation programs with multiple years of experience in schools as k-12 students. Past schooling experiences, or their ‘apprenticeship of observation’ (Lortie, 1975), often shape preservice teachers’ understandings of schools, teaching, and learning. Teacher preparation programs must address these experiences and related preconceptions when preparing preservice teachers to work with students, specifically diverse student populations (Hammerness et al., 2005). While the majority of the teaching force remains White, female, and monolingual English speaking, the scholarly community has begun to focus on the preparation of diverse preservice teachers (e.g., Tsui, 2007). This study focuses on one such a …
Social Studies In The Modern Era: A Case Study Of Effective Teachers' Use Of Literacy And Technology, Kristal Curry, Todd Cherner
Social Studies In The Modern Era: A Case Study Of Effective Teachers' Use Of Literacy And Technology, Kristal Curry, Todd Cherner
Curriculum and Instruction Faculty Publications and Presentations
The purpose of this research project was to highlight the practices and philosophies of two effective—but different—social studies teachers who balance the demands of teaching in the modern era while honoring their own philosophies for teaching social studies. This project was ground in the theoretical framework provided by TPACK and used a case study methodology for its research design. While the pedagogical content knowledge of the participants was strong and technology was used abundantly for instructional purposes, this research raised questions regarding how teachers can most effectively use technology to enhance instruction by helping students conceptualize content knowledge and apply …