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University of Nebraska - Lincoln
Department of Teaching, Learning, and Teacher Education: Faculty Publications
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- Mexico (3)
- Migration (3)
- Teacher education (2)
- Transnational students (2)
- Binational (1)
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- Curriculum (1)
- ELLs (1)
- Epistemology (1)
- Immigrant education (1)
- Latino students (1)
- Multicultural education (respecting ethnic and cultural heritage—REACH) (1)
- Narrative inquiry (1)
- Nebraska (1)
- Nuevo León (1)
- Race and education (1)
- SLA (1)
- Schooling (1)
- Schooling in Mexico (1)
- Standards (1)
- Teacher education (learning to teach in inner city schools with diverse populations—LTICS) (1)
- Teacher preparation (1)
- Teachers (1)
- Transnational schooling (1)
- Travel-study (1)
- United States (1)
- Youth (1)
- Zacatecas (1)
Articles 1 - 18 of 18
Full-Text Articles in Education
Standards Vs. 'Standard' Knowledge, Edmund T. Hamann
Standards Vs. 'Standard' Knowledge, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This chapter (one of 40 in the book "Everyday Antiracism", edited by Mica Pollock) matches the format of other entries in the book by providing direct, research-grounded advice for ways of reducing racism in American schools and reducing its damage for students. This chapter focuses on the de facto recognized skills of two English learners (ELLs) who were kept in an intermediate class because of their teacher's need to have their assistance as interpreters, but highlights how this linguistic competence actually de jure counted against these learners making their progress appear slower than it was.
Escuelas Nacionales, Alumnos Transnacionales: La Migración México/Estados Unidos Como Fenómeno Escolar, Víctor A. Zúñiga, Edmund T. Hamann
Escuelas Nacionales, Alumnos Transnacionales: La Migración México/Estados Unidos Como Fenómeno Escolar, Víctor A. Zúñiga, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
El artículo presenta datos recientes sobre una dimensión de la migración internacional que ha sido poco estudiada: la migración escolar. Con información de dos muestras representativas de alumnos de primaria y secundaria de los estados de Nuevo León y Zacatecas, los autores advierten la importancia del fenómeno y describen las trayectorias escolares de los alumnos transnacionales. De manera particular, en este trabajo, se analizan los dilemas que se le presentan la institución escolar, tanto de México como de Estados Unidos. La concepción mono-nacional de la institución enfrenta una población escolar transnacional en el sentido de que ha sido educada en …
Initial Impacts Of No Child Left Behind On Elementary Science Education, George Griffith,, Lawrence C. Scharmann
Initial Impacts Of No Child Left Behind On Elementary Science Education, George Griffith,, Lawrence C. Scharmann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This research examines the impact of the No Child Left Behind (NCLB) Act on elementary science education within a Midwestern state possessing strong national education measures. Elementary teachers (N = 164) responded to an online survey, which included both closed-ended and open-ended questions pertaining to science instruction and changes made in science instruction since the implementation of NCLB. More than half of these teachers indicated they have cut time from science instruction since NCLB became a law. The reason given for this decrease in science education was mainly the need to increase time for math and reading instruction.
Advice, Cautions, And Opportunities For The Teachers Of Binational Teachers: Learning From Teacher Training Experiences Of Georgia And Nebraska Teachers In Mexico, Edmund T. Hamann
Advice, Cautions, And Opportunities For The Teachers Of Binational Teachers: Learning From Teacher Training Experiences Of Georgia And Nebraska Teachers In Mexico, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
With the rapid growth and geographic spread of Mexican-origin student populations in the United States, the practice of U.S. teachers going to Mexico for travel study/professional development has become increasingly common. This paper considers what U.S teachers’ Mexican travel study experiences entail by looking at narratives from Nebraska and Georgia educators who made summer trips to Mexico to learn about Mexican education.
Accessing High-Quality Instructional Strategies, Edmund T. Hamann, Jenelle Reeves, Bradley Baurain, Graciela Valenciano
Accessing High-Quality Instructional Strategies, Edmund T. Hamann, Jenelle Reeves, Bradley Baurain, Graciela Valenciano
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Superintendent O'Connell's 2007 call for greater public attention to the racial achievement gap in education provides the backdrop for our report. This report is intended to provide research-grounded policy recommendations related to assuring all students access to high quality instruction. This includes describing what California teachers should be helped to do in California classrooms if these classrooms are to be rich and successful learning environments where students from the many backgrounds represented in the nation's largest system of schools are all to fare well academically.
Superintendent O'Connell has expressed particular concern with inequities in current practice and current outcomes, so …
Meeting The Needs Of Ells: Acknowledging The Schism Between Esl/Bilingual And Mainstream Teachers And Illustrating That Problem's Remedy, Edmund T. Hamann
Meeting The Needs Of Ells: Acknowledging The Schism Between Esl/Bilingual And Mainstream Teachers And Illustrating That Problem's Remedy, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Nationwide, education researchers, policy makers, and school reformers agree that the education of English language learners (ELLs) is an increasingly important issue as (1) more students in more districts fit in that category (Ruiz-de-Velasco, 2005; Suarez-Orozco & Suarez-Orozco, 1999; Wortham, Murillo & Hamann, 2002); as (2) they, in aggregate, continue to fare less well than most other student populations (August & Hakuta, 1997; Callahan & Gindara, 2004; NCES, 1997); and as (3) policy compliance with the No Child Left Behind Act holds their schools accountable for their cumulative average yearly progress (Abedi, 2005; Crawford, 2004). There is also an emerging …
Successful Schooling For Ells: Principles For Building Responsive Learning Environments, Maria Coady, Edmund T. Hamann, Margaret Harrington, Samboen Pho, Jane Yedlin
Successful Schooling For Ells: Principles For Building Responsive Learning Environments, Maria Coady, Edmund T. Hamann, Margaret Harrington, Samboen Pho, Jane Yedlin
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Guiding Questions
• What are the goals of schooling in general and for ELLS in particular?
• What roles do language and culture play in teaching, in learning, and in the assessment of learning?
• How do we measure the successfulness of schooling for ELLs?
• What factors besides the quality of classroom instruction impact the education of ELLs? How?
• In addition to research-based, age-appropriate literacy instruction, what more do ELLS need in order to develop good literacy skills?
• What is the importance of parental and community involvement in the education of ELLs?
While measurable academic gains in …
University Students’ Conceptualization And Interpretation Of Topographic Maps, Douglas Clark, Stephen Reynolds, Vivian Lemanowski, Thomas Stiles, Senay Yaşar-Purzer, Sian Proctor, Elizabeth B. Lewis, Charlotte Stromfors, James Corkins
University Students’ Conceptualization And Interpretation Of Topographic Maps, Douglas Clark, Stephen Reynolds, Vivian Lemanowski, Thomas Stiles, Senay Yaşar-Purzer, Sian Proctor, Elizabeth B. Lewis, Charlotte Stromfors, James Corkins
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This study investigates the strategies and assumptions that college students entering an introductory physical geology laboratory use to interpret topographic maps, and follows the progress of the students during the laboratory to analyze changes in those strategies and assumptions. To elicit students’ strategies and assumptions, we created and refined a topographic visualization test that was administered before and after instruction to 26 students during the first semester of the study and to 92 students during the second semester. To more deeply understand how students think about and conceptualize topographic maps, we focused on eight individual students who were interviewed about …
Living “Glocally” With Literacy Success In The Midwest, Loukia K. Sarroub
Living “Glocally” With Literacy Success In The Midwest, Loukia K. Sarroub
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This article examines the concept of glocality as a way to better understand why immigrants, poor people, print-illiterate families, and boys are short-changed by schools that often operate under a deficit model or deprivation model in which students’ economic, language, and gender status is the main determinant for school success. The author offers for discussion a set of themes that address (a) the challenges of recent immigration and resettlement in the Midwestern region of the United States, (b) the concept of glocality in connection to youth literacies and transnationalism, (c) the Midwest as a glocal context, and (d) the implications …
From Nuevo León To The Usa And Back Again: Transnational Students In Mexico, Edmund T. Hamann, Víctor A. Zúñiga, Juan Sánchez Garcia
From Nuevo León To The Usa And Back Again: Transnational Students In Mexico, Edmund T. Hamann, Víctor A. Zúñiga, Juan Sánchez Garcia
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The movement of Mexicans to the United States is both longstanding and long studied and from that study we know that for many newcomers the attachment to the receiving community is fraught and tentative. The experience of immigrant children in U.S. schools is also relatively well studied and reveals challenges of intercultural communication as well as concurrent and contradictory features of welcome and unwelcome. What is less well known, in the study of migration generally and of transnational students in particular, is how students moving in a less common direction — from the U.S. to Mexico — experience that movement. …
Alumnos Transnacionales: Las Escuelas Mexicanas Frente A La Globalización, Víctor Zúñiga, Edmund T. Hamann, Juan Sánchez García
Alumnos Transnacionales: Las Escuelas Mexicanas Frente A La Globalización, Víctor Zúñiga, Edmund T. Hamann, Juan Sánchez García
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Counter to the expectations that Mexico-U.S. migration is one-way, adult, and from Mexico to the United States, this Spanish-language book includes nine chapters describing various facets of the lives and educational circumstances of students encountered in Mexican schools who have previously attended U.S. schools. Data were derived from written questionnaires from a sample of more than 24,000 students in the Mexican states of Zacatecas and Nuevo León, of whom 632 had U.S. school experience and/or a U.S. birthplace and thereby American citizenship, and from more than 125 interviews with transnational students and their teachers. This study variously considers transnational students' …
Content Is Not Enough: A History Of Secondary Earth Science Teacher Preparation With Recommendations For Today, Elizabeth B. Lewis
Content Is Not Enough: A History Of Secondary Earth Science Teacher Preparation With Recommendations For Today, Elizabeth B. Lewis
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Secondary geoscience education has its roots in geography and physiographic education from the turn of the 20th century. High school Earth science reached a peak during the late 1960s and 1970s, after plate tectonic theory revolutionized geology. The production of Earth science teachers, unlike biology teachers, has never reached full capacity, which has likely contributed to the lesser presence and status of Earth and space science in U.S. high schools today. Historically, the geoscience community has focused on enriching teachers' geoscience content knowledge, but modern Earth and space science teachers need more than just content knowledge.
Based on current science …
Turning Today’S Students Into Tomorrow’S Stars, Aleidine Kramer Moeller, Janine Theiler, Silvia Betta
Turning Today’S Students Into Tomorrow’S Stars, Aleidine Kramer Moeller, Janine Theiler, Silvia Betta
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Selected Papers from the 2008 Central States Conference
Adeiline J. Moeller, Editor
Janine Theiler, Assistant Editor
Silvia Betta, Assistant Editor
1 The Important Work of Engaging Our 21st Century Learners — Toni Theisen
2 A Model for Teaching Cross-Cultural Perspectives — Susan M. Knight
3 The Stealth Approach to Critical Thinking in Beginning Spanish Classes — Deanna H. Mihaly
4 Teaching About the French Heritage of the Midwest — Randa Duvick
5 Integrating Russian Cuisine with Russian Language and Culture Classes — Marat Sanatullov
6 Preparing a Fotonovela in the Foreign Language Classroom — Carol Eiber
7 Engaging Students through …
Multicultural Education: Raj’S Story Using A Curricular Conceptual Lens Of The Particular, Vicki Ross, Elaine Chan
Multicultural Education: Raj’S Story Using A Curricular Conceptual Lens Of The Particular, Vicki Ross, Elaine Chan
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In this study, we employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj. Using a school-based narrative inquiry approach, we learn about Raj’s experiences at the intersections of immigration and settlement, adaptation and assimilation, English-language acquisition, unemployment, poverty, family violence, and family relocation. We employ Dewey’s [(1938). Experience and education. New York: Simon & Schuster] theory of experience, Connelly and Clandinin’s [(1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press, Columbia] understanding of curriculum as experience, and Schwab’s [(1969). The …
A Multi-Year Program Developing An Explicit Reflective Pedagogy For Teaching Pre-Service Teachers The Nature Of Science By Ostention, Mike U. Smith, Lawrence C. Scharmann
A Multi-Year Program Developing An Explicit Reflective Pedagogy For Teaching Pre-Service Teachers The Nature Of Science By Ostention, Mike U. Smith, Lawrence C. Scharmann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This investigation delineates a multi-year action research agenda designed to develop an instructional model for teaching the nature of science (NOS) to preservice science teachers. Our past research strongly supports the use of explicit reflective instructional methods, which includes Thomas Kuhn’s notion of learning by ostention and treating science as a continuum (i.e., comparing fields of study to one another for relative placement as less to more scientific). Instruction based on conceptual change precepts, however, also exhibits promise. Thus, the investigators sought to ascertain the degree to which conceptual change took place among students (n=15) participating in the NOS instructional …
Preparing Nebraska Teachers To See Demographic Change As An Opportunity, Jenelle Reeves, Edmund T. Hamann
Preparing Nebraska Teachers To See Demographic Change As An Opportunity, Jenelle Reeves, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This paper reflects on an effort to support Nebraska teachers, both practicing and preservice, to become more ready for the state‘s changing demographics, notably for the growth in Latino and Spanish-speaking populations. To that end, it describes an effort funded by the University of Nebraska-Lincoln‘s Initiative on Teaching and Learning Excellence called, ―Schooling in Nebraska‘s Demographically Transitioning Communities.‖ That initiative makes mentors of practicing teachers who have enrolled in summer courses in second language acquisition. In the fall of 2006, ten such teachers mentored 44 undergraduates enrolled in TEAC 331 ―Cultural Foundation of American Education‖ or TEAC 413A ―Second Language …
Discourse In Inquiry Science Classrooms (Diisc): Reference Manual, Dale R. Baker, Rachelle Beard, Nievita Bueno-Watts, Elizabeth B. Lewis, Gokhan Özdemir, Giota Perkins, Sissy Wong, Senay Yaşar-Purzer
Discourse In Inquiry Science Classrooms (Diisc): Reference Manual, Dale R. Baker, Rachelle Beard, Nievita Bueno-Watts, Elizabeth B. Lewis, Gokhan Özdemir, Giota Perkins, Sissy Wong, Senay Yaşar-Purzer
Department of Teaching, Learning, and Teacher Education: Faculty Publications
One of the greatest challenges facing scholars and funding agencies interested in reform is determining the impact of classroom practice on student achievement. The degree to which this effect can be determined is contingent upon instruments that measure teachers’ ability to enact specific instructional strategies. Frequently, a general instrument will not do because it was not designed to measure the unique focus of a professional development program or a set of variables of interest to researchers.
Consequently, specific instruments should be developed to allow researchers to measure fidelity of classroom implementation. Fidelity of implementation is always the first step in …
Utilizing Peer Interactions To Promote Learning Through A Web-Based Peer Assessment System, Lan Li, Allen L. Steckelberg, Sribhagyam Srinivasan
Utilizing Peer Interactions To Promote Learning Through A Web-Based Peer Assessment System, Lan Li, Allen L. Steckelberg, Sribhagyam Srinivasan
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Abstract: Peer assessment is an instructional strategy in which students evaluate each other’s performance for the purpose of improving learning. Despite its accepted use in higher education, researchers and educators have reported concerns such as students’ time on task, the impact of peer pressure on the accuracy of marking, and students’ lack of ability to make critical judgments about peers’ work. This study explored student perceptions of a web-based peer assessment system. Findings conclude that web-based peer assessment can be effective in minimizing peer pressure, reducing management workload, stimulating student interactions, and enhancing student understanding of marking criteria and critical …