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Articles 1 - 9 of 9
Full-Text Articles in Education
A Mother Promotes Cognitive And Affective Outcomes Via Museum Education On Arab American Immigrants’ Culture: A Vygotskian Perspective, Navaz P. Bhavnagri, Suha K. Kamash
A Mother Promotes Cognitive And Affective Outcomes Via Museum Education On Arab American Immigrants’ Culture: A Vygotskian Perspective, Navaz P. Bhavnagri, Suha K. Kamash
Teacher Education Faculty Publications
A Chaldean Catholic immigrant mother from Iraq kept a journal about how her Arab American daughters (ages 9 and 15) visited museums for the first time and participated in museum-related activities that focused on them (1) understanding and developing empathy for all new immigrants coming to the U.S.; (2) understanding and developing appreciation of Arab American im- migrants’ culture; and (3) being exposed to limited Arabic vocabulary related to museum artifacts. The mother’s anecdotal observations, informal conver- sational interviews, and photographs documented her daughters’ learning processes and outcomes. The cognitive processes and outcomes (e.g., under- standing, meaning making through personal …
Content Learning And Identity Construction (Clic): A Framework To Strengthen African American Students’ Mathematics And Science Learning In Urban Elementary Schools, Maria Varelas, Danny B. Martin, Justine M. Kane
Content Learning And Identity Construction (Clic): A Framework To Strengthen African American Students’ Mathematics And Science Learning In Urban Elementary Schools, Maria Varelas, Danny B. Martin, Justine M. Kane
Teacher Education Faculty Publications
We present a theoretical framework that views learning as a process involving content learning (CL) and identity construction (IC). We view identities as lenses through which people make sense of, and position themselves, through stories and actions, and as lenses for understanding how they are positioned by others. As people become more (or less) central members of a disciplinary community (e.g., a science or mathematics classroom) and engage (or not) in various cultural practices, changes in identity and knowledge accompany changes in position and status. Identity construction (IC) and content learning (CL) share an important characteristic: they both involve meaning …
An Ethical Dilemma: Talking About Plagiarism And Academic Integrity In The Digital Age, Ebony Elizabeth Thomas, Kelly Sassi
An Ethical Dilemma: Talking About Plagiarism And Academic Integrity In The Digital Age, Ebony Elizabeth Thomas, Kelly Sassi
Teacher Education Faculty Publications
An open, in-depth discussion about academic dishonesty may help students (and teachers) develop ethical approaches to scholarship. Real classroom talk is closely examined and suggestions for teaching students how to avoid plagiarism in the digital age are offered.
Landscapes Of City And Self: Place And Identity In Urban Young Adult Literature, Ebony Elizabeth Thomas
Landscapes Of City And Self: Place And Identity In Urban Young Adult Literature, Ebony Elizabeth Thomas
Teacher Education Faculty Publications
Urban landscapes feature iconic symbols from the past and contemporary times. These noticings and remembrances from literature and life contribute to the formation of readers’ identities, as well as their sense of being anchored in worlds both real and fictional. As taken for granted as the geographic, cultural, and economic distinctions of cities are, there are broader implications for readers, teachers, and critics of adolescent literature. In this article, the author proposes that the virtual nature of many of today’s communication modes has inspired a return to that which is tangible, local, and immediate. The urban geographies imagined and described …
Applying Toulmin: Teaching Logical Reasoning And Argumentative Writing, Lesley A. Rex, Ebony Elizabeth Thomas, Steven Engel
Applying Toulmin: Teaching Logical Reasoning And Argumentative Writing, Lesley A. Rex, Ebony Elizabeth Thomas, Steven Engel
Teacher Education Faculty Publications
To learn to write well-reasoned persuasive arguments, students need in situ help thinking through the complexity and complications of an issue, making inferences based on evidence, and hierarchically grouping and logically sequencing ideas. They rely on teachers to make this happen. In this article, the authors explain the framework they used and describe how they taught reasoning to students at an alternative high school, where they recorded what happened.
Walking The Talk: Examining Privilege And Race In A Ninth-Grade Classroom, Kelly Sassi, Ebony Elizabeth Thomas
Walking The Talk: Examining Privilege And Race In A Ninth-Grade Classroom, Kelly Sassi, Ebony Elizabeth Thomas
Teacher Education Faculty Publications
Kelly Sassi and Ebony Elizabeth Thomas describe their struggles and eventual success with students in constructing a "counternarrative to colormuteness and colorblindness"--the self-imposed student segregation and silencing of voice. Because of discussions during a Native American unit and student participation in a classroom intervention activity, interpersonal dynamics openly shifted for the better.
“Everything She Knew": Race, Nation, Language, And Identity In Philip Pullman’S The Broken Bridge, Ebony Elizabeth Thomas
“Everything She Knew": Race, Nation, Language, And Identity In Philip Pullman’S The Broken Bridge, Ebony Elizabeth Thomas
Teacher Education Faculty Publications
A decade before his international acclaim for the His Dark Materials fantasy series, Pullman authored The Broken Bridge, a coming-of-age tale featuring Ginny, an Afro-British teenaged girl living in postmodern coastal Wales. The Broken Bridge delves into dilemmas of racial identity, ideologies of language and location, and aspects of non-Western religion that are not often touched upon in young adult literature. Pullman’s deft characterization prevents Ginny from becoming a caricature; instead, he presents the story of a very real sixteen-year-old girl with resentments, fears, and doubts. Ultimately, The Broken Bridge serves as a metaphor for the irreconcilability between an …
Gaining Options: A Mathematics Program For Potentially Talented At-Risk Adolescent Girls, Pamela Trotman Reid, Sally K. Roberts
Gaining Options: A Mathematics Program For Potentially Talented At-Risk Adolescent Girls, Pamela Trotman Reid, Sally K. Roberts
Teacher Education Faculty Publications
In response to indicators that a decline in interest in mathematics occurs among girls—particularly those from low-income and minority groups—during middle school, the GO-GIRL (Gaining Options: Girls Investigate Real Life) program was designed to help potentially talented at-risk girls. The program aimed to build mathematical confidence, skills, and conceptual understanding by integrating mathematics and social science research in a single-sex, technology-rich environment supported by university student mentors. The program targeted seventh-grade urban girls from public and private schools. Participants met over the course of ten Saturdays to learn research methods, computer skills, mathematics, and descriptive statistics. Quantitative data from the …
Faculty-Librarian Collaboration To Teach Research Skills: Electronic Symbiosis, Navaz P. Bhavnagri, Veronica Bielat
Faculty-Librarian Collaboration To Teach Research Skills: Electronic Symbiosis, Navaz P. Bhavnagri, Veronica Bielat
Teacher Education Faculty Publications
This article discusses faculty-librarian collaboration to integrate technology in a course that focuses on teaching empirical research methodologies and library research skills to elementary and early childhood education graduate students. Vygotsky’s theory, standards in teacher education, and information literacy standards form the conceptual framework that supports this collaboration. The purpose and procedures of this collaboration, as well as student, faculty, and librarian outcomes, are discussed. This present collaboration on bibliographic instruction and the use of Blackboard courseware is framed within the context of past history of collaboration and future plans to expand this collaboration.