Education Commons^™

What Is To Be Done With Curriculum And Educational Foundations' Critical Knowledges? Toward Critical And Decolonizing Education Sciences, James C. Jupp, Theodorea Regina Berry, Amanda Morales, Ann Mogush Mason

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

As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations’ Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers, our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call critical and decolonizing education sciences. In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) …

Where Should My Child Go To School? Parent And Child Considerations In Binational Families, Edmund T. Hamann, Víctor Zúñiga, Juan Sánchez García

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

Using examples encountered from our multi-year study of students encountered in Mexican schools with prior experience in US schools, we look at transnationally-tied families’ decision-making regarding where to send their children to school and ask whether parents should ‘parent from afar’. We don’t pose that as a question about ideals— what would be best if parents had economic security and unambiguous legal residential status— but rather as a more pragmatic one. Given some parents’ and children’s limited agency in real- world circumstances, what is their best path forward?

Problems Of Practice As Stance, Edmund T. Hamann, Guy Trainin

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

This piece describes a steadily changing, teacher leadership-oriented, CPED-affiliated, education doctorate (EdD) program that is housed in a department of curriculum and instruction. It situates the program design in relation to four key concepts—epistemology, praxis, efficacy, and iterative processes—while highlighting CPED’s core stance that the voice of the professional practitioner needs to be inserted into discussion of educational change, not as the target of policy, nor the object of research, but rather as a coequal partner in a research/policy/ practice triad in which practitioner insights related to context are key for the viability of educational efforts.

Teacher Identity Work In Neoliberal Schooling Spaces, Jenelle Reeves

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

Negotiation of teaching identities in neoliberal schooling spaces is examined. Dissonance between a teacher’s values (e.g. care for students) and neoliberalism’s tenets is documented. A model of teacher identity work is applied to data, illuminating teacher identity work processes. Opening identity work spaces of potentiality is recommended.

To be a teacher doing identity work in today’s educational policy climate, a teacher seeking her own ethical self-formation, will require the stamina and flexibility to live and teach within imperfect, even de-professionalizing contexts where a bit of double agency may serve one well. In this era of deprofessionalizing discourses and policies, teachers’ …

Developing Multilingual Pedagogies And Research Through Language Study And Reflection, Theresa Catalano, Madhur Shende, Emily K. Suh

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

Globalization and increased transnational migration underscore the need for educational responses to multilingualism and multilingual discourses. One way to heighten awareness of multilingual pedagogies (while simultaneously providing data for multilingual research) is the use of reflective language study and journaling by language educators/researchers. The purpose of this collaborative autoethnography, which focuses on the United States, is to demonstrate how this can be accomplished in language teacher education courses to help raise awareness and interest of how to capitalize on students’ linguistic and cultural resources. Data for this study included three participant/researcher journals and observational notes from collaborative discussions among researcher/participants …

Teacher Twitter Chats: Gender Differences In Participants’ Contributions, Stacey L. Kerr, Mardi J. Schmeichel

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

Gender differences in participation were examined across four Twitter chats for social studies teachers. Analyses drawing on mixed methods revealed that while there was parity across most kinds of tweets, participants identified as men were more likely to use the examined Twitter chats to share resources, give advice, boast, promote their own blog/resource/website, and offer critique to another participants’ tweet. Participants identified as women were more likely to write tweets that included positive affirmations for other chat participants. These findings suggest that there are differences in the way that women and men tend to participate in teacher Twitter chat spaces.

Virtual Community Of Practice: Connecting Online Adjunct Faculty, Cristina Cottom, Angela Atwell, Lisa Martino, Sara Ombres

Publications

There is an increasing trend in higher education to hire adjunct faculty to teach online courses. While faculty at a traditional campus location can meet to collaborate with their peers, globally dispersed faculty, specifically adjuncts, who are teaching online may not be afforded this opportunity. To respond to this concern, the researchers conducted a grant-funded mixed-method study. The researchers created a Virtual Community of Practice (VCoP) to determine whether participation increased sense of belonging among online adjunct faculty. Findings revealed an increase in connection among peers. The results from this study are noteworthy, and research in this area should continue.

Assessing The Impact Of A Faculty Book Club On Self-Reflection And Teaching Practice, Scott Moncrieff, Anneris Coria-Navia

Faculty Publications

No abstract provided.

Developing Reflection Through An Eportfolio-Based Learning Environment: Design Principles For Further Implementation, Pauline Roberts

Research outputs 2014 to 2021

This article discusses the implementation of an ePortfolio-based learning environment with Bachelor of Education students. The intention was for the platform to be an agency for the development of reflection. The environment scaffolded reflection through (1) exemplars of good practice, (2) the opportunity for discussions and (3) activities to support the development of reflection. There were issues within the research around the introduction of the platform at the particular stage of the students’ degrees but the environment was successful in the provision of a teaching and learning platform. The findings provided design principles for a model to guide the development …

Theory, Ethics And Equity In Intra-Action In Mathematics Education: Looking Forward, Looking Back, Susan Ophelia Cannon

Middle and Secondary Education Faculty Publications

This paper considers the intra-actions between poststructural theories and mathematics education over the last 40 years and considers how these theories have resulted in different ways to think students, teachers, and knowledge production. I argue that thinking in intra-action with various and different theories can allow us to ask different questions and radically rethink school mathematics.

Blurred Lines And Shifting Boundaries: Copyright And Transformation In The Multimodal Compositions Of Teachers, Teacher Educators And Future Media Professionals, J. Patrick Mcgrail, Ewa Mcgrail

Middle and Secondary Education Faculty Publications

The rapid proliferation of better quality “prosumer” equipment and powerful yet inexpensive editing software have helped erode the long-standing distinction between professional media producers and amateurs. Today’s aspiring young artists can take existing film, musical works, and other audiovisual material and transform them in varying degrees to create new work that comments on the world around them and that rivals in quality much of what Hollywood and professional musicians produce. However, this assessment is from the point of view of content. The looming specter of aggressive copyright policing by a litigious creative industry still divides the haves from the have …

A Teacher Goes Gothic: Walter White, Heisenberg, And The Dark Revenge Of Science, J. Patrick Mcgrail, Ewa Mcgrail, Alicja Rieger

Middle and Secondary Education Faculty Publications

Much has been written on the natures and personalities of teachers in educational research and publications (Carter, 2009; Beck, 2012; Bulman, 2015; Dalton, 2013; Gillard, 2012; Kelly & Caughlan, 2011). However, mass media can have a powerful influence on how people see teachers. The television series Breaking Bad (Gilligan, 2007-2013) and its representation of teachers, has contributed a unique – if warped -perspective on the subject of teachers and teaching in America. In this article, we argue that three important Gothic and mythic fables from literature are harbingers of Walter White and his transformation – the Faust legend, as told …

Developing Culturally Relevant Literacy Assessments For Bahamian Children, Gertrude Tinker Sachs, Annmarie P. Jackson, Tarika Sullivan, Kamania Wynter-Hoyte

Middle and Secondary Education Faculty Publications

The strong presence of culturally relevant materials in classrooms is seen as an indicator of good teaching but the development and use of these materials is under-investigated. Similarly, the actual

construction and use of culturally relevant materials for literacy assessment purposes is under- reported. This paper examines the development and field-testing of culturally appropriate reading

assessment materials for primary-school children in the Bahamas. The construction of culturally relevant assessment materials relies on the deep and intimate knowledge of the context and the use of the materials involves analyses from several perspectives: estimation of readability levels, creation of a range of …

Social Studies Teacher–Athletic Coaches’ Experiences Coping With Role Conflict, Caroline Conner, Chara H. Bohan

Middle and Secondary Education Faculty Publications

The current study provides insight into the experiences of the most common content area teacher–coaches: social studies teacher–coaches. Substantial research findings support the idea that occupying the dual role of teacher–coach may lead to role conflict, role overload, and burnout in teacher–coaches. The purpose of the study is to illuminate the unique stressors associated with occupying the dual role of social studies teacher and athletic coach (SSTC) simultaneously, and to discover ways in which SSTCs manage such conflict. Through a case study of three football SSTCs in the southeastern United States, we explored participants’ experiences with role conflict, role overload, …

Caring, Male African Americans, And Mathematics Teaching And Learning, Jason G. Hunter, David W. Stinson

Middle and Secondary Education Faculty Publications

In this paper, the authors report on a qualitative study that explored the influence a “successful” African American male mathematics teacher had on three African American male high school students’ perceptions of teacher care. This critical ethnography study was guided by an intersection of an eclectic array of theoretical traditions, including care theory, critical race theory, and culturally relevant pedagogy. The study employed ethnographic methods during data collection; data analysis identified six overarching themes that the participants used to describe teacher care. Findings suggest that teachers should reconsider the ways they care for African American male students and that a …

Celebrating A Decade Of Critical Mathematics Education Knowledge Dissemination: A Movement Of [People] Revolutionaries, David W. Stinson

Middle and Secondary Education Faculty Publications

No abstract provided.

Looking Inward: (Re)Negotiating And (Re)Navigating Mathematics Teacher Beliefs As Teacher Educators, Students And Scholars, Kayla Myers, Susan Ophelia Cannon

Middle and Secondary Education Faculty Publications

This paper is a reflection on a co-teaching experience during the first mathematics methods course of a teacher preparation program, where a community of teachers (teacher educators and pre-service teachers) could reflect on tensions (with teacher beliefs, with practice, and with mathematics). Cognitively Guided Instruction (CGI) was a central tenet to the course material and required learnings, opening up opportunities to (re)negotiate those tensions with beliefs, practice, and mathematics. We employ poststructural theories, attending to the documents that participants produced as well as the thinking and reading happening simultaneously, using writing as a method of inquiry.

Navigating The Contested Terrain Of Teacher Education Policy And Practice: Authors Respond To Scale, Nick Henning, Alison G. Dover, Erica Dotson, Ruchi Argwal Rangnath, Christine Clayton, Martha K. Donovan, Susan Ophelia Cannon, Stephanie Behm Cross, Alyssa Dunn

Middle and Secondary Education Faculty Publications

Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors’ responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession.

The University Supervisor, Edtpa, And The Making Of The New Teacher, Martha K. Donovan, Susan Ophelia Cannon

Middle and Secondary Education Faculty Publications

As university supervisors at a large, urban university in the southern US, we examined the ways that the Education Teacher Performance Assessment (edTPA) shaped the pedagogic relationships and decision-making processes of our students and ourselves during the spring of 2016. We situated this study of edTPA within the framework of critical policy scholarship (Grace, 1984, cited in Lipman, 2010) by reviewing the role of tests in licensing teachers in the context of the perpetual reform of U.S. education. We drew upon Biesta’s (2009) notion that neoliberal accountability trades democratic relationships for consumer relationships and Attick and Boyles’ (2016) argument that …

Teasing Transcription: Iterations In The Liminal Space Between Voice And Text, Susan Ophelia Cannon

Middle and Secondary Education Faculty Publications

These pieces of writing and the corresponding collection of objects were born out of what was supposed to be a traditional qualitative research project. At the transcription stage, I got caught. Tied up. I couldn’t make what I was supposed to be making, so this was made instead. Through technological, material, poetic, and artistic shifts, I considered what it meant to transform an interview from conversation, to sound bite, to various versions of 0000s and 1111s, and perhaps back again. Ten re/presentations of a single interview were created. From these re/presentations, I considered how validity and reliability privilege cold and …

How Hugging Mom Teaches Me The Meaning Of Love And Perhaps Beyond, Ethan Trinh

Middle and Secondary Education Faculty Publications

Hugging mom is unconventional in a traditional Vietnamese family. I write this piece to articulate my thoughts to describe different ways to look at the meanings of hugging. During my writing process, I use a walking meditation as a Buddhist practice to calm my mind so that I can see my true self and a clearer picture of different layers of the act of hugging. I believe hegemonic gender roles and patriarchy happen everywhere in the world, not particularly in Vietnam. I do not plan to devalue my home country’s cultural values in this paper. This is not the purpose …

Homeless Adults, Technology And Literacy Practices, Ewa Mcgrail, Gertrude Tinker Sachs, Tisha Lewis Ellison, Nicoloe Dukes, Kathleen Walsh Zackery

Middle and Secondary Education Faculty Publications

Some research has explored perspectives held by the homeless on technology use (Borchard, 2010; Eyrich-Garg, 2010, 2011; Harpin, Davis, Low, & Gilroy, 2016; Hersberger, 2002/2003; Pollio, Batey, Bender, Ferguson, & Thompson, 2013). Few studies have however focused on understanding this population’s use of technology for literacy purposes (Hendry, 2011; Muggleton & Ruthven, 2012), as distinct from their more general technology use, such as acquiring the skills to improve their station in life or to enhance their health, or utilize social services. Employing symbolic interactionism (Blumer, 1969) as a conceptual framework and using semi-structured interviews, this qualitative study examines technology use …

The Complexity Of Learning To Teach News Media In Social Studies Education, Mardi Schmeichel, Jim Garrett, Rachel Ranschaert, Joseph Mcanulty, Shannon Thompson, Sonia Janis, Christopher Clark, Stephanie Yagata, Briana Bivens

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

This research reports on data generated through an initial teacher certification program for secondary social studies teachers that introduced a specific and program-spanning focus on news media literacy. Growing out of the urgent need for pedagogies that address and promote critical engagement with the kinds of news media sources upon which civic decisions are made, our project follows teacher candidates from their initial certification coursework through the culminating student teaching semester. Our work with teacher candidates over this time was explicitly intended to intervene in and develop teacher candidates’ understandings of news media literacy, its place in social studies education, …

Sybil Ludington: Double The Distance, Half The Recognition, Elizabeth E. Saylor, Mardi Schmeichel, Jillian Tullish

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

This article describes a lesson for elementary students based on Sybil Ludington’s midnight ride during the Revolutionary War. The tasks and activities presented in the lesson afford students the opportunity to learn about this period in history by comparing Ludington’s ride to Paul Revere’s ride. Through an analysis of the stories told about these midnight rides, students are also encouraged to think about the reasons why Revere’s story is the one most often presented in history books and to consider the consequences of excluding the experiences of marginalized groups when telling stories from the past.

What Is “New” In The Study Of Religion And Language Teaching: An Essay From A Middle Ground Point Of View, Loukia K. Sarroub

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

One of the main arguments [Huamei] Han makes in her article [“Studying Religion and Language Teaching and Learning: Building a Subfield,” The Modern Language Journal, 102, 2, (2018), pp 432-445] is that “few scholars have studied religion and language teaching and learning in religious or secular institutions” and that a “subfield of religion and language teaching should “(a) focus on but also go beyond pedagogy and language classrooms at places of worship, such as church, synagogue, mosque and temples, or at religious schools, and into the wider religious and secular contexts in general, (b) treat language, religion and economy as …

English Education As Democratic Armor: Responding Programmatically To Our Political Work, Lauren Gatti, Jessica E. Masterson, Robert Brooke, Rachael W. Shah, Sarah Thomas

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

Purpose – The purpose of this paper is to illustrate the ways in which attention to programmatic vision and coherence – rather than foci on individual courses – might advance the work of justice-oriented, critical English education in important ways. The authors propose that consciously attending to the work of English education on the programmatic level can better enable English educators to cultivate democracy-sustaining dispositions in preservice teachers. Using Grossman et al.’s (2008) definition of “programmatic coherence”, the authors illustrate how one interdepartmental partnership is working to create a shared programmatic vision for English education.

Design/methodology/approach – Drawing on …

Fostering Eabcd: Asset-Based Community Development In Digital Service-Learning, Rachael W. Shah, Jennifer M. Troester, Robert Brooke, Lauren Gatti, Sarah Thomas, Jessica E. Masterson

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

The continuing expansion of digital service-learning is bringing emergent dynamics to the field of community engagement, including the challenge of fostering asset-based views of community partners in online spaces. “Online disinhibition” (Suler, 2004) can prompt harsh critique or insensitive language that would not have occurred during face-to-face relationships. Traditionally, the field of community engagement has drawn on asset-based community development (Kretzmann & McKnight, 1993), which calls for relationship-driven, asset-based, and internally focused partnerships, to encourage ethical and positive interactions with community members. However, this theory was not originally intended for digital, text-based interactions. This article explores how aspects of asset-based …

Opportunities To Learn Mathematics Pedagogy And Connect Classroom Learning To Practice: A Study Of Future Teachers In The United States And Singapore, Traci Shizu Kutaka, Wendy M. Smith, Lorraine Males

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

In this study, we conducted secondary analyses using the TEDS-M database to explore future mathematics specialists teachers’ opportunities to learn (OTL) how to teach mathematics. We applied latent class analysis techniques to differentiate among groups of prospective mathematics specialists with potentially different OTL mathematics pedagogy within the United States and Singapore. Within the United States, three subgroups were identified: (a) Comprehensive OTL, (b) Limited OTL, and (c) OTL Mathematics Pedagogy. Within Singapore, four subgroups were identified: (a) Comprehensive OTL, (b) Limited Opportunities to Connect Classroom Learning with Practice, (c) OTL Mathematics Pedagogy, and (d) …

Teacher Identity, Jenelle Reeves

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

The concept of teacher identity has experienced a resurgence of research attention as scholars in education, psychology, and related fields have expanded our understanding of identity from something internal, coherent, and fixed to something socially mediated, fragmented, and multiple. Identities are constructed as individuals claim identity positions and as external others assign identity to individuals; these self-positionings and positionings done by others may be complementary or contradictory. Simultaneously with an individual’s use of agency to claim identity positions, external forces are at work to assign identity positions to that same individual; and, when these two forces clash, a negotiation of …

Sources Of Science Teaching Self-Efficacy For Preservice Elementary Teachers In Science Content Courses, Deepika Menon, Troy D. Sadler

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

Self-efficacy beliefs play a major role in determining teachers’ science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers’ science teaching self-efficacy beliefs in a physical science content course. The primary data sources included Science Teaching Efficacy Belief Instrument-B (STEBI-B) responses, two semi-structured interviews, classroom observations, and artifacts. Analysis of STEBI-B data was used to select 18 participants with varying levels of self-efficacy beliefs: low, medium, and high. Four categories representing course-related factors contributing towards participants’ science teaching self-efficacy beliefs were …