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Full-Text Articles in Education
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. …