Education Commons^™

Emerging From Critique Towards Liberation: A Framework In Leadership Education, Erica R. Wiborg, Amber Manning-Ouellette, Ericka Roland

School of Education Articles

What does liberation look like in leadership learning and education? This article offers examples for (re)imagining leadership education in program design, coordination, and assessment by centering the leadership for liberation framework and other liberatory approaches. The authors offer examples of how these frameworks serve as an entry point for college student liberatory leadership learning.

The Landscape Of Us Elementary Mathematics Teacher Education: Course Requirements For Mathematics Content And Methods, Brette Garner, Jen Munson, Gladys Krause, Claudia Bertolone-Smith, Et Al.

School of Education Articles

The adequate preparation of future teachers of mathematics is critical, requiring sufficient opportunities to develop both pedagogical skill and content knowledge. Yet, despite new recommendations for mathematics teacher preparation, we know little about the landscape of course-based learning opportunities in US elementary teacher education programs. To what extent do US elementary teacher education programs meet the Standards for Preparing Teachers of Mathematics outlined by the Association of Mathematics Teacher Educators (AMTE) for mathematics content and methods courses? Based on an a priori power analysis, we gathered a random sample of 291 higher education institutions. Within these institutions, we analyzed 736 …

Maximizing Small-Group Reading Instruction, Kristin Conradi Smith, Steven J. Amendum, Tamara W. Williams

School of Education Articles

In this article, the authors revisit the common practice of small-group reading instruction. They challenge the idea of grouping readers based on text levels and instead review supplemental intervention group research that suggests targeted skill practice as a more optimal use of time in small groups. They then present the ABCs—a focus on assessment, basics & books, and clarity in communication—as the central principles that should guide how we instruct reading in small groups.

Emotion, Place, And Practice: Exploring The Interplay In Children's Engagement In Ecologists' Sampling Practices, Kathryn Lanouette

School of Education Articles

In science education, there has been a sustained focus on supporting the emergence of science practices in K–12 and field-based settings. Recent work has elevated the integral role of emotion in sparking and sustaining such disciplinary practices, deepening the field's understanding of what is entailed in “doing” science. Yet even as we gain this richer understanding of practice, less attention has been given to the places where practice emerges. These places play a critical role in the co-emergence of emotion and practice, and while separate strands of research have elevated emotion and practice or, alternately, place and practice, rarely has …

Exploring How Secondary Stem Teachers And Undergraduate Mentors Adapt Digital Technologies To Promote Culturally Relevant Education During Covid-19, Meredith W. Kier, Lindy L. Johnson

School of Education Articles

The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and the abrupt transition to online teaching and learning. Educators sought to adapt in-person learning activities to teach in remote and hybrid online settings. This study explores how a partnership between middle and high school teachers in an urban school district and undergraduate STEM mentors of color leveraged digital tools and collaborative pedagogies to teach science, technology, and engineering during a global pandemic. We used a qualitative multi-case study to describe three cases of teachers and undergraduate mentors. We then offer a cross-case analysis …

A Call For A Humanistic Stance Toward K–12 Data Science Education, Victor R. Lee, Michelle H. Wilkerson, Kathryn Lanouette

School of Education Articles

There is growing interest in how to better prepare K–12 students to work with data. In this article, we assert that these discussions of teaching and learning must attend to the human dimensions of data work. Specifically, we draw from several established lines of research to argue that practices involving the creation and manipulation of data are shaped by a combination of personal experiences, cultural tools and practices, and political concerns. We demonstrate through two examples how our proposed humanistic stance highlights ways that efforts to make data personally relevant for youth also necessarily implicate cultural and sociopolitical dimensions that …

The Complex Effects Of Picturebooks On English As A Foreign Language Reading, Shiyi Shen, Ting Huang

School of Education Articles

While effects of picturebooks on reading were examined in higher grades (e.g., high school students) (Ajayi, 2009), little is known about the emerging English as Foreign Language (EFL) Kindergartens to 4th graders (i.e., K-4) students in China. Language institutes are critical phenomena for EFL K-4 education in China (Shi, 2019). Aiming to test the hypothesis that picturebooks have positive effects for reading, this study adopted within-subjects and between-subjects design to examine the effects of picturebooks on EFL reading comprehension of K-4 students in a language institute in China. Thirty-two participants were assigned into two groups to complete multiple choice and …

Fearful No More: Teachers Amplifying Culturally And Linguistically Diverse Familial Voices In Technological Spaces, Katherine Barko-Alva, Lisa Porter, Socorro G. Herrera

School of Education Articles

Based on field research and observations, this work challenges existing assumptions about using technology to support learner engagement and recommends tech-rich instructional strategies made possible when teachers engage critical consciousness and reflection to create equitable learning spaces.

A Virtual Internship To Prepare High School Students For Civic And Political Action, Jason A. Chen, Jeremy D. Stoddard

School of Education Articles

We explored the impact of participating in a Virtual Internship (VI) computer-supported collaborative learning simulation, on high school students’ (n = 43) development of knowledge and skills for critiquing the political media with which they engage. Second, we evaluated the effect of this intervention on students’ self-efficacy for using specific media strategies to take political action. Finally, we explored the epistemic (knowledge-seeking) and non-epistemic aims that students set for themselves while participating within our VI, which was designed specifically to address students’ epistemic cognition. Analyses of both the quantitative and qualitative data revealed that students: (1) evinced gains in knowledge …

Preparing Bilingual Pre-Service Teachers To Foster Equitable And Open Communication With Latinx Immigrant Parents En La Enseñanza De Matemáticas, Gladys Krause, Kiyomi Sanchez-Suzuki Colegrove

School of Education Articles

We examine how bilingual pre-service teachers developed a practice of communicating to parents their children’s mathematical thinking and how the teachers invited parents to participate in instructional practices in the mathematics classroom. We argue that these practices are knowledge-intensive, in that bilingual pre-service teachers draw on both their knowledge of children’s mathematical thinking and their own experiences as bilingual students, and that communicating this to parents reflects this knowledge. We conceptualize this knowledge as situated in, and integrated with, the practice of teaching. We therefore consider it necessary to support the development of this knowledge early in pre-service teacher education.

Flowing With The Translanguaging Corriente: Juntos Engaging With And Making Sense Of Mathematics, Luz A. Maldonado Rodríguez, Gladys Krause

School of Education Articles

The translanguaging corriente, or current of language practices, as described by García et al. (2017), is always flowing through your mathematics classroom, whether you realize it or not. The corriente, how multilinguals use all their languages to learn and engage with content in school and make sense of a complex world, requires educators to reconsider what is understood about language and mathematics. By rethinking how we view language separation in the multilingual mathematics classroom, we propose that teachers teach with a translanguaging stance in order to access multilingual students’ full linguistic repertoires and to develop deep mathematical understanding.

Mixed-Reality Simulations To Build Capacity For Advocating For Diversity, Equity, And Inclusion In Geosciences, Jason A. Chen, M. Shane Tutwiler, Jerlando F. L. Jackson

School of Education Articles

We report on data collected at 3 time points during a 1-year intervention designed to teach a purposive sample of geoscience faculty members (n = 29) from 27 universities throughout the United States how to identify and address issues related to diversity, equity, and inclusion in their departments. For the intervention we used mixed-reality simulations to help participants practice specific skills to address common situations in geoscience departments. The intervention also included an intensive 3-day workshop and 3 journal clubs. Using a Bayesian analytical approach we explored: (a) general trends in participants’ self- and collective efficacy for identifying and …

Teaching As Dialogue: Toward Culturally Responsive Online Pedagogy, April Lawrence

School of Education Articles

Despite the preponderance of online learning in K-12 public schools, still little is known about what constitutes good online teaching. The purpose of this interpretivist investigation was to learn about some of the ways in which culturally responsive teaching occurs online. This study focused on the practices of four full-time online high school teachers. Using the methods of grounded theory research, the author analyzed data generated through observations of online courses, interviews with teachers, and teacher-written narratives in order to learn how four instructors practiced culturally responsive online pedagogy in one state-supported online program. Results indicated that the teachers engaged …

A Psychological Autopsy Of An Intellectually Gifted Student With Attention Deficit Disorder, Tracy L. Cross, Jennifer Riedl Cross, Nataliya Dudnytska, Mihyeon Kim, Colin T. Vaughn

School of Education Articles

A psychological autopsy of an18-year-old male with dual exceptionalities contributes to our understanding of suicide among students with gifts and talents. Using four theories and models of suicide and research on the lived experience of students with gifts and talents, a comprehensive analysis of this adolescent’s life offers implications for future suicide prevention among these students. Schools that are unprepared for exceptional students (gifted and/or 2e) may contribute to students’ distress. Professional development and adequate resources focused on the unique needs of exceptional students will promote a responsive environment for students’ positive psychosocial development. Parents, educators and counselors need information …

The Mo(Ve)Ment To Prioritize Antiracist Mathematics: Planning For This And Every School Year, Maria Del Rosario Zavala, Ma Bernadette Andres-Salgarino, Zandra De Araujo, Amber G. Candela, Gladys Krause, Erin Sylves

School of Education Articles

"Dear Colleague,

TODOS: Mathematics for ALL is proud of its almost two decades of advocacy for equity and excellence for all children in mathematics education, specifically Latina/o children. Over the years, TODOS has delivered webinars, podcasts, blogs, conferences, and resources for educators, families, and children to address and provide tools to eliminate the harmful practices too many children and families experience in school and in life. This position statement, The Mo(ve)ment to Prioritize Antiracist Mathematics: Planning for This and Every School Year, and supporting commentaries, including one commentary in Spanish - place the essential actions of the 2016 NCSM - …

A Cross-Cultural Study Of The Social Experience Of Giftedness, Jennifer Riedl Cross, Colin T. Vaughn, Sakhavat Mammadov, Tracy L. Cross, Mihyeon Kim, Colm O’Reilly, Frances Spielhagen, Maria Pereira Da Costa, Barry Hymer

School of Education Articles

The phenomenon of social coping among students with gifts and talents (SWGT) is not well understood. In interviews with elementary-, middle-, and high-school aged SWGT (N = 90; 50% female) from the United States, United Kingdom, South Korea, Ireland, and France, the universality of awareness of visibility of their exceptional abilities, high expectations and pressure to achieve from adults and peers, and peer jealousy and rejection, was confirmed. In all countries, SWGT were concerned about peers’ upward social comparison and the effects of their outperformance on peers’ feelings. SWGT attempted to hide their abilities or conform to peers’ behaviors. Prosocial …

Effects Of Visual Aids On Intermediate Chinese Reading Comprehension, Ting Huang

School of Education Articles

This study adopted the between-subjects and within-subjects group designs to examine the impact of visual aids on 26 intermediate Chinese as a Foreign Language (CFL) learners’ reading comprehension in an American college. Students were assigned into two groups to complete multiple-choice and translation tasks to test effects of visual aids. The results show that visual aids have an overall positive effect on intermediate CFL reading. The results from the within-subjects design were partially statistically significant. This study postulates that this complication was due to factors such as learners’ backgrounds, the types of tasks, and the nature of the visual aids. …

Advancing Inclusion In The Geosciences: An Overview Of The Nsf-Gold Program, Julie R. Posselt, Jason A. Chen, Grady Dixon, Jerlando F. L. Jackson, Robert Kirsch, Anne-Marie Nuñez, Brian J. Teppen

School of Education Articles

Here we report on five pilot projects working to develop effective professional development aimed at improving diversity, equity, and inclusion within the geosciences. All five projects were funded by the NSF GEO Opportunities for Leadership in Diversity (GOLD) program, which was designed to bring together geoscientists and social scientists to create innovative pilot programs for preparing and empowering geoscientists as change agents for increasing diversity. Each project has different objectives and applies different combinations of methods, but focuses on professional development, bystander intervention training, and the formation of new networks in the pursuit of systemic, institutional change. This article describes …

Kindling The Fire: Fueling Preservice Science Teachers' Interest To Teach In High-Needs Schools, Meredith W. Kier, Jason A. Chen

School of Education Articles

This study applies psychological models of interest and motivation (i.e., a model of interest‐development and self‐determination theory) to the experiences of six preservice science Noyce scholars who participated in a teacher preparation program. The National Science Foundation's Noyce grant aims to incentivize mathematics and science majors to teach in high‐needs school districts. Through this interview study, we sought to understand how Noyce scholars' pre‐existing interests and their experiences in the Noyce program interact to develop individual commitments to teach in high‐needs school settings. Case studies reveal that scholars had no prior experiences in high‐needs schools, abstract ideas about teachers, students, …

Goldilocks And Journal Publication: Finding A Fit That's Just Right, Judi Harris, Teresa S. Foulger, Henk Huijser, Michael Phillips

School of Education Articles

Getting your work published in journals in ways that will help to advance your scholarly record is a complex and multifaceted process. This article is written for early career researchers and graduate and postgraduate students, providing practical advice about what to consider when developing a research and publication profile and establishing yourself within a research community. It explains a range of criteria that are useful to consider when choosing the best journal “fit” for each publication and for your academic trajectory. We hope that considering the elements identified and explained in this article will help you to find a fit …

Language And Mathematics: Questioning Strategies In A Dual Language Bilingual Education Classroom, Gladys Krause, Katherine Barko-Alva

School of Education Articles

This study presents an emerging framework of teaching moves for teaching mathematics in a DLBE classroom. Our preliminary findings indicate how the teacher in our study uses language during mathematics instruction to a) support the development of conceptual understanding, b) create opportunities for cross-linguistic connections, and c) create opportunities to support bilingual students’ linguistic and mathematical understanding.

Technology-Rich Activities: One Type Does Not Motivate All, Jason A. Chen, Jon R. Star, Chris Dede, M. Shane Tutwiler

School of Education Articles

We report on data collected at three time points during a four-day intervention designed to explore the value added of technology-rich activities within an inquiry mathematics curriculum. Two of the activities were computer-based, whereas the third involved a professionally created movie. Using latent profile analysis we explored (a) the profiles of experiences (indicated by self-reports of immersion, interest, usefulness, and relatedness of the technology activity) that students in Grades 5–8 (n = 7774) reported regarding their participation in one of three different activities; (b) the motivational and achievement outcomes in mathematics that were evident by being a member of one …

Psychological Heterogeneity Among Honors College Students, Tracy L. Cross, Jennifer Riedl Cross, Sakhavat Mammadov, Thomas J. Ward, Kristie Speirs Neumeister, Lori Anderson

School of Education Articles

Greater knowledge of the psychology of honors college students will help to inform program administrators, counselors, residence life assistants, and faculty about how they may provide support to those with the greatest need. Via an online survey, personality, perfectionism, and suicidal ideation data were collected from honors college students (N = 410, 73% female). Using latent profile analysis, students were classified by their responses to the Big Five Inventory personality measure into five profiles. Risk factors of high perfectionism and suicidal ideation scores were found in two of the profiles, suggesting students with these personality characteristics may need enhanced …

Attitudes About Gifted Education Among Irish Educators, Tracy L. Cross, Jennifer Riedl Cross, Colm O'Reilly

School of Education Articles

In 2018, gifted education has not been formalized in the Irish education system. To better advocate for the needs of high-ability students in Ireland, a survey was distributed to educators across the country (N = 837) regarding gifted education. A majority of respondents indicated their schools had systems in place to identify gifted students. Respondents were moderately supportive of special services for gifted students, but they were also moderately opposed to grade acceleration, a service option that has significant research support for its effectiveness. More school leaders than teachers believed teachers have the support they need to differentiate instruction, …

The Knowledge Base For Geography Teaching (Geokbt): A Preliminary Model, Jung Eun Hong, Judi Harris, Injeong Jo, Kenneth H. Keller

School of Education Articles

Funded by the National Center for Research in Geography Education, this study investigated the nature of the knowledge needed for geography teaching. Informed by existing research about science and mathematics teachers’ pedagogical content knowledge (PCK), the research group developed a conceptual model of the knowledge base for geography teaching, identifying six key components: (a) orientations toward teaching geography, (b) knowledge of geography curricula, (c) knowledge of students’ understanding of geography and responses to geography learning, (d) knowledge of instructional strategies appropriate to learning geography, (e) knowledge of assessment of geography learning, and (f) knowledge of educational contexts. The conceptual model …

A Survey Of School Counselor Multicultural Education Behaviors And The Obstacles That Impede Them, Clare Merlin-Knoblich, Jason A. Chen

School of Education Articles

In this study, researchers examined the frequency with which school counselors enact multicultural education behaviors and the obstacles preventing those behaviors. Using theoretical dimensions and approaches to multicultural education, they developed an instrument measuring school counseling multicultural education behavior. After pilot testing the instrument (n = 114), they distributed a refined instrument to a state school counselor database, and 594 school counselors participated in the primary data collection. Researchers used exploratory factor analysis to determine five factors comprising 72% combined variance of school counselor multicultural education behaviors. Participants enacted behaviors in two factors (Classroom Guidance with Multicultural Education Emphases and …

A Comparison Of Perceptions Of Barriers To Academic Success Among High-Ability Students From High- And Low-Income Groups: Exposing Poverty Of A Different Kind, Jennifer Riedl Cross, Andrea Dawn Frazier, Mihyeon Kim, Tracy L. Cross

School of Education Articles

In 14 focus group interviews, sixth- to eighth-grade high-ability students from high- (n = 36) and low-income (n = 45) families were asked to describe the barriers they perceived to their academic success. Three themes were identified through the qualitative analysis: Constraining Environments, Integration versus Isolation, and Resource Plenty versus Resource Poor. Students in both groups experienced environments not conducive to learning, inhibiting peers, and teachers as a barrier. Students in the low-income group described mayhem in their schools, which interfered significantly with learning. These students were highly integrated in their school community, whereas the …

A Linguistic Analysis For Comparing The Daily Greeting Words In China And In The United States: “How Is Going?” “Thank You!” And “Sorry", Ting Huang

School of Education Articles

Article Language: Chinese

Social And Emotional Development Of Gifted Students: Introducing The School-Based Psychosocial Curriculum Model, Tracy L. Cross, Jennifer Riedl Cross

School of Education Articles

This column introduces the school-based psychosocial curriculum model. The model incorporates Erik Erikson’s theory of psychosocial development and applies it to a planned program of talent development.

Implicit Theories Of Ability And Self-Efficacy: Testing Alternative Social Cognitive Models To Science Motivation, Jason A. Chen, M. Shane Tutwiler

School of Education Articles

Our overall goal was to empirically test what we called the “growth mindset as inoculation” hypothesis using a series of latent profile analytical approaches. This inoculation hypothesis, which is consistent with the way in which Dweck and Leggett (1988) described their social cognitive approach, states that believing in the malleability of intelligence serves a protective role against negative motivational and achievement outcomes. Participants were Grade 6 students (n = 504) from a middle school and Grade 10 students (n = 354) from two high schools in the Southeastern part of the United States. Two distinct patterns emerged, which corresponded to …