Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Curriculum and Instruction (20)
- Educational Administration and Supervision (9)
- Teacher Education and Professional Development (9)
- Bilingual, Multilingual, and Multicultural Education (8)
- International and Comparative Education (6)
-
- Language and Literacy Education (5)
- Disability and Equity in Education (4)
- Vocational Education (3)
- Early Childhood Education (2)
- Other Education (2)
- Social and Philosophical Foundations of Education (2)
- Arts and Humanities (1)
- Educational Technology (1)
- English Language and Literature (1)
- Higher Education (1)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (1)
- Scholarship of Teaching and Learning (1)
- Secondary Education (1)
- Special Education and Teaching (1)
- Keyword
-
- English language learners (3)
- Discourse analysis (2)
- Dual language program (2)
- Equity (2)
- Funds of knowledge (2)
-
- Informal workplace learning (2)
- Reading skills (2)
- School culture (2)
- Teacher professional development (2)
- Accommodation use (1)
- Accountability policies (1)
- Achievement gap (1)
- Additive bilingualism (1)
- Alternative pathways (1)
- At risk students (1)
- At-risk learners (1)
- Attractor patterns (1)
- Authorial stance (1)
- Bilingual (1)
- Bilingual education (1)
- Career counseling (1)
- Classroom techniques (1)
- Cognitive mapping (1)
- Collaborative learning (1)
- College and career readiness (1)
- College-school partnership (1)
- Common Core Standards (1)
- Community leadership (1)
- Community-based initiatives (1)
- Community-based programs (1)
- Publication Year
Articles 1 - 30 of 45
Full-Text Articles in Education
Teachers’ Beliefs About English Learners: Adding Linguistic Support To Enhance Academic Rigor, Audrey Figueroa Murphy
Teachers’ Beliefs About English Learners: Adding Linguistic Support To Enhance Academic Rigor, Audrey Figueroa Murphy
Curriculum & Instruction Faculty Publications
A persistent achievement gap for English learners (ELs) has prompted educators to search for contributing factors and pedagogical solutions. Our research shows teachers’ beliefs about rigor of curriculum may contribute to the problem; teachers supported less rigorous curriculum for ELs, evincing a “rigor gap” likely to exacerbate the EL achievement gap. We suggest that systematic analysis of the linguistic demands of classroom tasks can facilitate the design of appropriate linguistic supports, allowing ELs to engage in academically rigorous instruction comparable to that afforded English-proficient students. Counteracting the rigor gap as such has promise to ameliorate the EL achievement gap.
Tracing Diverse Pathways To Teaching: Tales Of Nontraditional Immigrant Women Of Color Becoming Teachers Of Young Children, Seung Eun Mcdevitt
Tracing Diverse Pathways To Teaching: Tales Of Nontraditional Immigrant Women Of Color Becoming Teachers Of Young Children, Seung Eun Mcdevitt
Education Specialties Faculty Publications
Situated in New York City, this qualitative case study investigates nontraditional teachers, particularly immigrant women of color, and their diverse pathways into early childhood classrooms. Against the backdrop of the city’s expansion of public preschool programs and its efforts to ensure high quality through narrowly defined measures of professionalization for the early childhood workforce, I traced the lived experiences of nontraditional immigrant women of color, their becoming teachers of young children, and the ways in which their funds of knowledge shape their teaching practice. Findings reveal that although nontraditional immigrant women of color enter teaching with unique and valuable life …
The Self-(Un)Identification Of Disability In Higher Education, Katherine C. Aquino, Joshua D. Bittinger
The Self-(Un)Identification Of Disability In Higher Education, Katherine C. Aquino, Joshua D. Bittinger
Administration and Instructional Leadership Faculty Publications
Use of the self-identification process and accommodation services can, in theory, positively contribute to student success; however, students with disabilities may be negatively impacted if they perceive others viewing them as less significant members of the college community. This study identifies the number of students with self-identified disabilities within higher education and the change in self-identification cases over the course of postsecondary enrollment. Utilizing data from the Beginning Postsecondary Students Longitudinal Study, findings indicate that, 59% of students who self-identified during the first year of postsecondary education, unidentified by the first follow-up and, of those who identified as having a …
Extent Of Student-College Matching For Students Enrolled In Special Education Services, Katherine C. Aquino, Ryan P. Hudes
Extent Of Student-College Matching For Students Enrolled In Special Education Services, Katherine C. Aquino, Ryan P. Hudes
Administration and Instructional Leadership Faculty Publications
This study investigates the prevalence of postsecondary student-college match for students enrolled in special education services at the secondary education level by using data from the Education Longitudinal Study of 2002. This study examines alternative student-college match scenarios – including undermatch, match, and overmatch – and addresses the gap in research specific to college match and students in special education. Findings indicate that students who enrolled in special education services in high school undermatched to schools they had the potential of enrolling in. Moreover, undermatching for this student group increased if students were Black, Hispanic, or of low socioeconomic status.
Leadership For Youth Empowerment Within A Family-Based Community Program, Elizabeth Gil
Leadership For Youth Empowerment Within A Family-Based Community Program, Elizabeth Gil
Administration and Instructional Leadership Faculty Publications
This article examines the perceptions of students who observed their adult family members’ participation and also participated in Connection and Access through Technology (CAtT), a family-oriented community-based program that taught technology skills to adult family members of school-aged children. This qualitative study applies conceptions of empowerment, for youth and community settings to understand how program structures promoted immigrant Latino family members’ empowerment. In CAtT, parents gained technology skills, which they applied to their daily lives and to their children’s schooling, and developed leadership skills. Students experienced a sense of belonging, agency, competence, and leadership through increasing technology skills and having …
Relationship-Based Infant Care As A Framework For Authentic Practice: How Eun Mi Rediscovered Her Teaching Soul, Susan L. Recchia, Seung Eun Mcdevitt
Relationship-Based Infant Care As A Framework For Authentic Practice: How Eun Mi Rediscovered Her Teaching Soul, Susan L. Recchia, Seung Eun Mcdevitt
Education Specialties Faculty Publications
In this paper, we explore the complex nature of preparing diverse professionals for authentic, relationship-based care for infants and toddlers in child care. Looking through the eyes of one student caregiver, we travel with her through a semester-long course introducing her to infant care as an integral part of early childhood teacher preparation. We draw on her descriptions of her weekly experiences in an infant room focusing on a key child, her formal reflections in written assignments, and her responses to a series of interview questions once the course was completed to construct a theory of authentic practice through relationship-based …
The Power Of Personal Connection For Undergraduate Student Writers, Michele Eodice, Anne Ellen Geller, Neal Lerner
The Power Of Personal Connection For Undergraduate Student Writers, Michele Eodice, Anne Ellen Geller, Neal Lerner
English Faculty Publications
No abstract provided.
Leveraging Technology Toward Family Supports For And Development Of Middle Schoolers, Elizabeth Gil
Leveraging Technology Toward Family Supports For And Development Of Middle Schoolers, Elizabeth Gil
Administration and Instructional Leadership Faculty Publications
This Practitioner Perspective discusses how sharing a learning space with their parents, college students, and other adult members in a community-based technology program influenced middle school students’ familial support, their own technology knowledge and social capital, sense of membership in a learning community, and identity development. The program’s structure used technology as a starting point to develop skills, but also to aid Latino immigrant families to navigate their children’s schooling experiences.
Response To “Redesigning Systems Of School Accountability”: Addressing Underlying Inequities, Elizabeth Gil, Taeyeon Kim
Response To “Redesigning Systems Of School Accountability”: Addressing Underlying Inequities, Elizabeth Gil, Taeyeon Kim
Administration and Instructional Leadership Faculty Publications
As Bae (2018) suggests, one way to fill gaps between a holistic view of student learning and accountability policy implementation is to use multiple measures that reflect diverse perspectives of learning. The purpose of this commentary is to provide a discussion of issues, which need to be considered in order to achieve the desired outcomes of greater equity and transparency through these broader accountability efforts. In this commentary, we address equity issues related to Bae’s argument and propose that taking action regarding existing inequities in terms of access to resources, and including traditionally excluded voices are crucial to ensuring that …
Examining Latina/O Students’ Experiences Of Injustice: Latcrit Insights From A Texas High School, Kristy Cooper Stein, James Wright, Elizabeth Gil, Andrew Miness, Dion Ginanto
Examining Latina/O Students’ Experiences Of Injustice: Latcrit Insights From A Texas High School, Kristy Cooper Stein, James Wright, Elizabeth Gil, Andrew Miness, Dion Ginanto
Administration and Instructional Leadership Faculty Publications
We used Latina/Latino Critical Race Theory (LatCrit) to re-analyze survey and interview data from earlier research in which we found Latina/o students reported less positive experiences than other students in this high school. We found racial injustice in class enrollments, in students’ experiences with stereotypes and prejudice, in student-teacher relationships, and in school policies and norms. LatCrit principles illustrate interconnections among racism, interest convergence, and colorblindness that create racial injustice for Latinas/os. We argue that counterstorytelling could emerge to resist that injustice and that educators must understand how racism functions in their schools and interrogate relevant policies and norms.
Placement Of Former English Language Learners In Middle Schools: General Education Or Dual Language?, Bruce Torff
Placement Of Former English Language Learners In Middle Schools: General Education Or Dual Language?, Bruce Torff
Curriculum & Instruction Faculty Publications
Historically, many educators have attempted to help English Language Learners (ELLs) develop sufficient English skills to be reclassified so that they can be placed in general-education classrooms. At present, educators increasingly favor a policy of placing former ELLs in dual-language settings. But it remains unclear whether former ELLs in middle schools perform better academically in general-education (GE) or dual-language (DL) classrooms. Research was conducted to compare former ELLs placed in GE settings and those who remained in DL classrooms on state tests in English Language Arts (ELA) and math (n=99) at the middle-school level. In both subjects, DL students outperformed …
Teacher’S Beliefs About The Rigor Of Curriculum For English Language Learners, Audrey Figueroa Murphy
Teacher’S Beliefs About The Rigor Of Curriculum For English Language Learners, Audrey Figueroa Murphy
Curriculum & Instruction Faculty Publications
No abstract provided.
Unraveling Universalist Perspectives On Teaching And Caring For Infants And Toddlers: Finding Authenticity In Diverse Funds Of Knowledge, Susan L. Recchia, Seung Eun Mcdevitt
Unraveling Universalist Perspectives On Teaching And Caring For Infants And Toddlers: Finding Authenticity In Diverse Funds Of Knowledge, Susan L. Recchia, Seung Eun Mcdevitt
Education Specialties Faculty Publications
Although child-rearing beliefs and practices vary widely across cultures, a dominant discourse on how to teach and care for young children undergirds most early childhood teacher education programs. In this qualitative multicase study, the authors explored the ways that immigrant preservice teachers negotiated their emerging teacher identities across discontinuities between their own funds of knowledge and the theory and practice presented in their infant and toddler practicum course. Using a funds of identity framework, the authors drew on multiple data sources to examine how three immigrant students questioned, complicated, expanded on, connected, and/or denied their funds of knowledge as they …
"Because I Went Through The Same": Inquiring Into The Lived Experiences Of An Immigrant Teacher, Seung Eun Mcdevitt
"Because I Went Through The Same": Inquiring Into The Lived Experiences Of An Immigrant Teacher, Seung Eun Mcdevitt
Education Specialties Faculty Publications
No abstract provided.
Middle-Grades Students' Understandings Of What It Means To Read In A High-Stakes Environment, Mary Beth Schaefer
Middle-Grades Students' Understandings Of What It Means To Read In A High-Stakes Environment, Mary Beth Schaefer
Curriculum & Instruction Faculty Publications
In this practitioner inquiry, the teacher researcher found that a culture of high-stakes testing had pervaded her diverse, urban seventh-grade students' conceptions of reading; students associated reading with tests and skills-based worksheets rather than pleasure. Using students' voices, passions, and interests, the teacher researcher broadened students' reading conceptions and abilities by introducing them to Langer's reading theory. Students used the theory to develop deep understandings of their own and others' reading needs, skills, and desires. Students constructed understandings of self as reader, found pleasure in constructing personalized reading skills and strategies, and reconstructed notions of reading to assert authority and …
Educators’ Beliefs About Appropriate Pedagogical Models For Spanish-Speaking Ells Who Differ In Home-Language And English-Language Literacy Abilities, Audrey Figueroa Murphy, Bruce Torff, David Sessions
Educators’ Beliefs About Appropriate Pedagogical Models For Spanish-Speaking Ells Who Differ In Home-Language And English-Language Literacy Abilities, Audrey Figueroa Murphy, Bruce Torff, David Sessions
Curriculum & Instruction Faculty Publications
Survey research (n = 366) examined educators’ beliefs about the efficacy of five pedagogical models (English as a second language (ESL) self-contained, ESL push-in, ESL pullout, bilingual, and dual language) for English language learners who differ in English literacy proficiency and home-language abilities (delimited to Spanish in this research). Dual language was preferred when students have high English proficiency; this effect was extremely strong for students who are also proficient in Spanish, and moderate when students’ Spanish skills are low. Bilingual education was moderately favored when English is low and Spanish is high. ESL self-contained was moderately favored when students …
Bridging Funds Of Knowledge In Learning To Teach: The Story Of A Japanese Pre-Service Teacher’S Authentic Teaching Practicum Experience, Seung Eun Mcdevitt, Miyuki Kurihara
Bridging Funds Of Knowledge In Learning To Teach: The Story Of A Japanese Pre-Service Teacher’S Authentic Teaching Practicum Experience, Seung Eun Mcdevitt, Miyuki Kurihara
Education Specialties Faculty Publications
The field of early childhood education and care has been in the forefront of setting the effort to increase diversity in its teaching force. Little is known about learning processes of teachers with diverse backgrounds in teacher education and what experiences and knowledge they bring to the field to educate and care for our youngest children. This qualitative case study tells stories of an Asian pre-service teacher during her process of becoming an early childhood educator through exploring her personal and cultural funds of knowledge based on her teaching practicum experiences. By listening carefully to her voice in her process …
Seeing Academically Marginalized Students’ Multimodal Designs From A Position Of Strength, Kate T. Anderson, Olivia G. Stewart, Dani Kachorsky
Seeing Academically Marginalized Students’ Multimodal Designs From A Position Of Strength, Kate T. Anderson, Olivia G. Stewart, Dani Kachorsky
Education Specialties Faculty Publications
This article examines multimodal texts created by a cohort of academically marginalized secondary school students in Singapore as part of a language arts unit on persuasive composition. Using an interpretivist qualitative approach, we examine students’ multimodal designs to highlight opportunities presented for expanding literacy practices traditionally not often available to lower-tracked students. Findings highlight the authorial stances and rhetorical force that this cohort of students employed in their multimodal designs, despite lack of regular opportunities to author texts and a schooling history of low expectations. We echo arguments for the importance of providing all students with opportunities to take positions …
A New Theoretical Approach To Postsecondary Student Disability: Disability-Diversity (Dis)Connect Model, Katherine C. Aquino
A New Theoretical Approach To Postsecondary Student Disability: Disability-Diversity (Dis)Connect Model, Katherine C. Aquino
Administration and Instructional Leadership Faculty Publications
Disability is often viewed as an obstacle to postsecondary inclusion, but not a characteristic of student diversity. Additionally, current theoretical frameworks isolate disability from other student diversity characteristics. In response, a new conceptual framework, the Disability-Diversity (Dis)Connect Model (DDDM), was created to address disability as a multifaceted aspect of student diversity.
Educational Experiences That Matter To Seniors Graduating From An Urban Early College High School, Mary Beth Schaefer, Lourdes M. Rivera
Educational Experiences That Matter To Seniors Graduating From An Urban Early College High School, Mary Beth Schaefer, Lourdes M. Rivera
Curriculum & Instruction Faculty Publications
No abstract provided.
Growing Pains: The Effect Of Common Core State Standards On Perceived Teacher Effectiveness, Audrey Figueroa Murphy, Bruce A. Torff
Growing Pains: The Effect Of Common Core State Standards On Perceived Teacher Effectiveness, Audrey Figueroa Murphy, Bruce A. Torff
Curriculum & Instruction Faculty Publications
Survey research tested the hypothesis that teachers support less rigorous curriculum for English language learners (ELLs) than for general-education (GE) students. Participating teachers (n = 205) worked in urban schools with large populations of ELLs whose home language is Spanish. Eighty-seven were randomly assigned to respond about ELLs and 118 about GE students. Teachers rated descriptions of instructional activities that differed in demand for critical thinking (CT), a proxy for rigor of curriculum. In within-subjects analyses, teachers asked about ELLs rated low-CT activities over high-CT ones, but teachers asked about GE students produced no difference. In between-subjects analyses, teachers asked …
Book Review Of Children Crossing Borders: Immigrant Parents And Teacher Perspectives On Preschool, Seung Eun Mcdevitt
Book Review Of Children Crossing Borders: Immigrant Parents And Teacher Perspectives On Preschool, Seung Eun Mcdevitt
Education Specialties Faculty Publications
No abstract provided.
Rediscovering And Reconnecting Funds Of Knowledge Of Immigrant Children, Families And Teachers, Seung Eun Mcdevitt
Rediscovering And Reconnecting Funds Of Knowledge Of Immigrant Children, Families And Teachers, Seung Eun Mcdevitt
Education Specialties Faculty Publications
In the United States, one in four children under the age of 6 attending preschool has at least one immigrant parent and speaks a language other than English. Despite this increasing population of immigrant children in U.S. preschool settings, their stories have rarely been heard. The author shares three stories of her students and their families that focus on their lived experiences and funds of knowledge, and reconnects those stories with her own funds of knowledge as an immigrant student and teacher. Teachers in many communities around the world are educating immigrant children in their classroom. By focusing on the …
A Critical Review Of The Literature Of Social Media’S Affordances In The Classroom, Olivia G. Stewart
A Critical Review Of The Literature Of Social Media’S Affordances In The Classroom, Olivia G. Stewart
Education Specialties Faculty Publications
Even though the use of social media in education is a now widely-studied topic, there still does not seem to be a general consensus for what social media may afford students or how best to use them in the classroom. In this article, I aim critically discuss some of the most prominent qualitative studies that explore the use of social media in the classroom. I critically consider some of the claims for affordances that social media can offer in the classroom, in particular the affordances of the interactive features that are unique to social media, the affordances for authoring to …
Complementary Lenses: Using Theories Of Situativity And Complexity To Understand Collaborative Learning As Systems-Level Social Activity, Steven J. Zuiker, Kate T. Anderson, Michelle E. Jordan, Olivia G. Stewart
Complementary Lenses: Using Theories Of Situativity And Complexity To Understand Collaborative Learning As Systems-Level Social Activity, Steven J. Zuiker, Kate T. Anderson, Michelle E. Jordan, Olivia G. Stewart
Education Specialties Faculty Publications
This article highlights possibilities for understanding challenges related to collaborative learning by bringing two complementary lenses into theoretical and empirical conversation—complexity and situativity. After presenting a theoretical comparison that characterizes complementarity between complexity and situativity in order to frame their relative contributions to a systems-level understanding of learning processes, we examine persistently unproductive social activity during a 14-session, collaborative engineering design project in a fifth-grade peer group from both perspectives. We do so in order to demonstrate the value of these complementary perspectives for understanding collaborative learning processes and to suggest different explanations of why unproductive social activity sometimes persists …
Review Of The Book, E-Learning And Disability In Higher Education: Accessibility Research And Practice, By Jane K. Seale, Katherine C. Aquino
Review Of The Book, E-Learning And Disability In Higher Education: Accessibility Research And Practice, By Jane K. Seale, Katherine C. Aquino
Administration and Instructional Leadership Faculty Publications
No abstract provided.
Immigrant Children In The Age Of Educational Reform, Audrey Figueroa Murphy
Immigrant Children In The Age Of Educational Reform, Audrey Figueroa Murphy
Curriculum & Instruction Faculty Publications
Immigrant children are the fastest growing subgroup among United States schoolchildren today. This paper explores how the new testing movement affects these students, many of which are English language learners.The passage of new federal laws mandating that all students be tested within one year of entrance into a U.S. school is refuted by long standing research. Studies have demonstrated that it takes five to seven years for students to attain the academic language necessary to achieve success in educational settings.This paper explores the instructional program options for immigrant students and advocates for changes in the current testing protocol for them.
Teachers’ Perceptions Of The Implementation Of The Literacy Common Core State Standards For English Language Learners And Students With Disabilities, Audrey Figueroa Murphy, Elizabeth Haller
Teachers’ Perceptions Of The Implementation Of The Literacy Common Core State Standards For English Language Learners And Students With Disabilities, Audrey Figueroa Murphy, Elizabeth Haller
Curriculum & Instruction Faculty Publications
This qualitative study explored the experiences of U.S. teachers of English language learners (ELLs) and students with disabilities (SWDs) as they sought to align the new Common Core State Standards (CCSS) with previously used standards and instructional approaches during the first year of CCSS implementation. Open-ended interviews were conducted with 20 ELL and SWD literacy teachers to investigate (1) the teachers’ experiences as they began the alignment of their curriculum and teaching methods with the CCSS, (2) the teachers’ perceptions of the support that they received and that they still require, and (3) the teachers’ perceptions of the challenges to …
So That All May Learn: An Essay Review Of Academic Language In Diverse Classrooms, Audrey Figueroa Murphy
So That All May Learn: An Essay Review Of Academic Language In Diverse Classrooms, Audrey Figueroa Murphy
Curriculum & Instruction Faculty Publications
No abstract provided.
Navigating Service In Untenured Waters: What It Means To Be A Service-Learning Mentor, Mary Beth Schaefer, Tracy J. Cannova
Navigating Service In Untenured Waters: What It Means To Be A Service-Learning Mentor, Mary Beth Schaefer, Tracy J. Cannova
Curriculum & Instruction Faculty Publications
This article describes how a university’s community service initiative helped facilitate a mentoring opportunity between a pharmacy student and an education professor. The professor takes up Boyer’s (1990) call to reconsider the priorities of the professoriate and addresses his question “What does it mean to be a scholar”? She explores her emerging identity as a scholar amid the competing obligations of the tenure track and applies a narrative form to relate and describe the service-learning study she undertook with the pharmacy student. She found that with institutional and collegial support, “service” can become personally and professionally transformative, offering benefits to …