Education Commons^™

The Paradoxical Implications Of Deported American Students, Edmund T. Hamann, Jessica Mitchell-Mccollough

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This book chapter (which has no formal abstract) uses the case of two children who had to leave the United States because their father was deported to raise questions about how US schooling does or does not anticipate and support students who will need to negotiate schooling in two countries.

Principals and teachers throughout the United States (and world) have students with transnational ties. Sometimes students were born in another country. More commonly, one or both parents were. Sometimes that means students and/or parents lack documentation, which creates anxiety and ambiguity in students’ lives that schools need to negotiate. Suro …

Within And Beyond A Grow-Your-Own-Teacher Program: Documenting The Contextualized Preparation And Professional Development Experiences Of Critically Conscious Latina Teachers, Amanda Morales

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This study provides an account of seven Latina teachers’ select educational, professional, and personal experiences over the past 10 years as they completed a grow-your-own-teacher program, became licensed teachers, and established themselves in Latinx minority–majority public schools within their rural, mid-western community. More specifically, as a Latina researcher and participant observer, I sought to better understand the culturally and linguistically diverse (CLD) Latina teachers’ process-oriented engagement and conscientization over time. Far from being ‘ready-made’ conscientized teachers, in this work I discuss the ways CLD Latina teachers’ multiple and developing identities as bilingual learners, mothers, racialized minorities in schools, and educated …

Science Teaching Reform Through Professional Development: Teachers’ Use Of A Scientific Classroom Discourse Community Model, Elizabeth Lewis, Dale R. Baker, Brandon Helding

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This report outlines a two-year investigation into how secondary science teachers used professional development (PD) to build scientific classroom discourse communities (SCDCs). Observation data, teacher, student and school demographic information were used to build a hierarchical linear model. The length of time that teachers received PD was the exclusive predictor of change over time, while a schools’ percentage of low socioeconomic students predicted of how much PD was initially implemented. Prior to PD teachers expressed a desire to increase opportunities for students to engage in SCDCs, but found some aspects more challenging than others to implement. Generally, there were three …

Seeking Research-Enhanced Geoscience Outreach That Complements Subject Knowledge With Pedagogical Expertise (Book Review), Elizabeth Lewis

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This new volume in Springer’s series on Innovations in Science Education and Technology, edited by Tong, provides a window into geoscience education outreach projects and programs developed and implemented by geoscientists for the public, schools, teachers and students, and community members. In his introduction, Tong advocates for geoscientists to employ a ‘research-enhanced outreach model’ versus a ‘research-dissemination model’, in which both scientific and educational research findings inform outreach to schools and the general public. Tong proposes a long-term goal of inclusiveness when building relationships among geoscientists, educational systems and programs, and the public in response to his own critique of …