Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- Western Michigan University (34)
- Lindenwood University (29)
- Kansas State University Libraries (28)
- Bank Street College of Education (22)
- University of Rhode Island (21)
-
- St. John's University (20)
- University of Northern Colorado (19)
- Nova Southeastern University (17)
- Southern Illinois University Carbondale (17)
- Rochester Institute of Technology (16)
- University of Tennessee, Knoxville (16)
- Edith Cowan University (12)
- Syracuse University (12)
- United Arab Emirates University (12)
- University of Central Florida (11)
- Bowling Green State University (10)
- Kennesaw State University (10)
- Lewis and Clark Graduate School of Education and Counseling (10)
- Bridgewater College (9)
- Eastern Illinois University (9)
- Eastern Kentucky University (9)
- Georgia Southern University (9)
- University of South Florida (9)
- Grand Valley State University (8)
- Illinois State University (8)
- Minnesota State University Moorhead (8)
- Purdue University (8)
- Walden University (8)
- Association of Arab Universities (7)
- Minnesota State University, Mankato (7)
- Keyword
-
- Education (35)
- Teacher education (18)
- Pedagogy (17)
- COVID-19 (15)
- Literacy (15)
-
- Curriculum (11)
- Teaching (11)
- Assessment (10)
- Higher education (10)
- Media literacy (8)
- Collaboration (7)
- Critical Pedagogy (7)
- Emotional Labor (7)
- English learners (7)
- Leadership (7)
- Problem solving (7)
- Social Justice (7)
- Teacher preparation (7)
- Teaching and Learning (7)
- Technology (7)
- Diversity (6)
- Elementary education (6)
- Equity (6)
- Professional development (6)
- Social justice (6)
- Teacher Education (6)
- Teacher candidates (6)
- Writing (6)
- Elementary (5)
- Instruction (5)
- Publication
-
- Journal of Educational Leadership in Action (29)
- Occasional Paper Series (22)
- Journal of Media Literacy Education (20)
- Journal of Vincentian Social Action (20)
- Colorado Mathematics Teacher (19)
-
- Networks: An Online Journal for Teacher Research (17)
- Artizein: Arts and Teaching Journal (16)
- Journal of Science Education for Students with Disabilities (16)
- The Journal of the Assembly for Expanded Perspectives on Learning (16)
- Reading Horizons: A Journal of Literacy and Language Arts (15)
- Teaching/Writing: The Journal of Writing Teacher Education (15)
- Australian Journal of Teacher Education (12)
- Excelsior: Leadership in Teaching and Learning (12)
- International Journal for Research in Education (12)
- The Qualitative Report (12)
- Journal of English Learner Education (11)
- Democracy and Education (10)
- The Councilor: A National Journal of the Social Studies (9)
- Virginia English Journal (9)
- Georgia Journal of Literacy (8)
- International Journal of Aquatic Research and Education (8)
- Journal of Occupational Therapy Education (8)
- The Interactive Journal of Global Leadership and Learning (8)
- Innovations and Critical Issues in Teaching and Learning (7)
- Journal of Educational Research and Practice (7)
- Northwest Journal of Teacher Education (7)
- Educational Considerations (6)
- Empowering Research for Educators (5)
- Summit to Salish Sea: Inquiries and Essays (5)
- Al Jinan الجنان (4)
Articles 1 - 30 of 520
Full-Text Articles in Education
Learning From The History Of Language Oppression: Educators As Agents Of Language Justice, Sandra Rodriguez-Arroyo, Ferial Pearson
Learning From The History Of Language Oppression: Educators As Agents Of Language Justice, Sandra Rodriguez-Arroyo, Ferial Pearson
Journal of Curriculum, Teaching, Learning and Leadership in Education
There is a long history in this country of language oppression that has led to policies currently in place that affect the way educators are asked to teach. Therefore, educators must understand national and local language policy to know how it affects their students and how they can perform their duties as educators. Even though the U.S. does not have an official language, states have enacted language policies through court decisions and legislation. These policies have led to students being denied access to English as a Second Language (ESL) and bilingual education programs, resources, and accommodations, all of which lead …
Picking Up Steam: The Role Of Languages And Linguistics, Keith Mason
Picking Up Steam: The Role Of Languages And Linguistics, Keith Mason
The STEAM Journal
Languages and linguistics are powerful skills that enhance STEAM curricula and careers. A variety of approaches and methods to language teaching and learning inform educators how to proceed with the enhancement of STEAM programs. Linguistics, the science of language, can help STEAM students, especially within the science and mathematics components, because of its reliance on hypothesis formulation for scientific inquiry and data collection and analysis. Language, an important aspect of the human experience, elevates or picks up the STEAM experience.
Competency-Based Education In Business And Accounting, Jill Halverson
Competency-Based Education In Business And Accounting, Jill Halverson
The North American Accounting Studies
Competency-based education programs in the United States have grown over the past decade in response to the need to address adult learners who have earned some college credits but have not earned a degree. Hundreds of colleges have either developed or are developing competency-based education (CBE) programs, which separate learning from credit hours. Students complete assignments and/or projects to achieve mastery of competencies. This paper describes the state of CBE programs, focusing on business programs, which represent about one third of programs reported through a national survey. Discussion of University of Wisconsin System’s programs follows, including a specific business program …
Fighting Back Against Anti-Asian Xenophobia: Addressing Global Issues In A Distance Learning Classroom, Dara Nix-Stevenson, Laura Shelton, Jennifer Smith
Fighting Back Against Anti-Asian Xenophobia: Addressing Global Issues In A Distance Learning Classroom, Dara Nix-Stevenson, Laura Shelton, Jennifer Smith
Middle Grades Review
This practitioner essay will outline a project designed by a team of three critical educators at The Experiential School of Greensboro (TESG), a new grassroots charter school in Greensboro, North Carolina. In this essay, we will describe the social context of TESG, discuss how we built towards addressing complicated topics related to systemic racism, and outline the ways we addressed anti-Asian racism and xenophobia in a remote learning context during the COVID-19 pandemic.
Learning Locally, Understanding Globally, Amy B. Demarest
Learning Locally, Understanding Globally, Amy B. Demarest
Middle Grades Review
No abstract provided.
Review Of Mathematical Imagining: A Routine For Secondary Classrooms By Christof Weber, Geoff Krall
Review Of Mathematical Imagining: A Routine For Secondary Classrooms By Christof Weber, Geoff Krall
Colorado Mathematics Teacher
This book review of Christof Weber's Mathematical Imagining yields insight into the routine of mathematical imagining and offers practitioners advice on how to incorporate the routine in the classroom. A brief summary of the book is provided, followed by commentary on potential benefits of mathematical imagining, connection to other research, and suggestions for accommodating for emergent bilingual students. Readers are encouraged to follow up with a reading of the original book.
Why Inclusion Isn’T Coming, It Is Already Here: Catholic Schools And Inclusive Special Education, Michael N. Faggella-Luby, Max Engel
Why Inclusion Isn’T Coming, It Is Already Here: Catholic Schools And Inclusive Special Education, Michael N. Faggella-Luby, Max Engel
Journal of Catholic Education
Catholic school personnel are increasingly recognizing that many of their students, including students with disabilities, need and benefit from inclusive educational practices. These oftentimes ad hoc practices are motivated by the Catholic identity and mission of the school, as well as the diverse educational needs of students. This article responds to these recognized realities, arguing that Catholic Social Teaching (CST) and the practical reality of academically diverse students requires understanding disability as being unique to each student, though within categories recognized in the Individuals With Disabilities Act (IDEA) that serve as starting points for interventions. CST and the recognition of …
Mission-Centered Collaborative Bridges To Increase Stem Motivations, Colleen Duffy
Mission-Centered Collaborative Bridges To Increase Stem Motivations, Colleen Duffy
Journal of Vincentian Social Action
Many school administrators are enthusiastic about implementing new educational initiatives but have their plans thwarted because they are faced with the reality of insufficient resources. This can greatly limit the expansion of K-12 educational programs and deprive students of valuable learning opportunities. Additionally, teacher preparation programs are required to meet state mandates such as providing field experiences for preservice teachers that promote the authentic application of knowledge in PK-12 classrooms, but regional competition for placement opportunities create tremendous obstacles for higher education faculty. This essay describes the creation and implementation of a mission-centered mutually beneficial K-12 and intercollegiate partnership that …
Building Teacher Empathy And Culturally Responsive Practice Through Professional Development And Self-Reflection, Barbara S. Rieckhoff, Melissa Ockerman, Amira Proweller, James Wolfinger
Building Teacher Empathy And Culturally Responsive Practice Through Professional Development And Self-Reflection, Barbara S. Rieckhoff, Melissa Ockerman, Amira Proweller, James Wolfinger
Journal of Vincentian Social Action
Today’s teachers face growing demands and mandates to support every aspect of a student’s academic success, with additional expectations to support students’ social and emotional needs both inside and outside of the classroom. In the face of increasing student cultural, racial and linguistic diversity, the teaching pool remains relatively homogeneous, consisting largely of white, European-American educators. This disconnect between the lived experiences of teachers and their students makes it difficult for teachers to value and connect to a diverse student body. This qualitative study explores how a collaborative multi-tiered critical professional development model between a non-for-profit organization and a University, …
Symbolic Boundaries And The Clinical Preparation Of Teacher Candidates, Bilge Cerezci, Donald Mcclure
Symbolic Boundaries And The Clinical Preparation Of Teacher Candidates, Bilge Cerezci, Donald Mcclure
Journal of Vincentian Social Action
The purpose of this essay is to make sense of the two divides in the clinical preparation of teacher candidates: (1) between professional knowledge and skilled practice, and (2) between university-based courses and school-based field experiences. This essay extends the work of Lamont and Molnár (2002) to conceptualize symbolic boundaries related to these two divides. Within this framework, a review of the research highlights three main implications. First, teacher education programs need to design teaching and learning experiences that allow teacher candidates to use the professional knowledge they have gained through their university courses across multiple educational settings. Second, such …
Improving Co-Teachers Relationships, Asher Samuel
Improving Co-Teachers Relationships, Asher Samuel
Journal of Vincentian Social Action
Co-teaching is an instructional strategy wherein two teachers, a general education teacher and a special education teacher, share instructional responsibilities in a general education class that includes students with disabilities (SWDs) (Friend, 2010). An important component of co-teaching is the relationship between the teachers (Kohler-Evans, 2006), which has been described as a professional marriage (Friend, 2010). However, there is limited information on factors influencing the relationship. This study investigated if teaching experience affects co-teachers’ perception of teamwork. Participants included special and general education co-teachers from eight public school districts in New York City. Co-teachers from grades K-12 completed the Tuckman …
The Impact Of Universally Accelerating Eighth Grade Mathematics Students On Participation And Achievement, Patrick Walsh
The Impact Of Universally Accelerating Eighth Grade Mathematics Students On Participation And Achievement, Patrick Walsh
Journal of Vincentian Social Action
In New York State students are traditionally scheduled to take Algebra I in their first year of high school mathematics. However, in many schools, the “top” students in a cohort have access to this course in eighth grade, tracking these high-achieving students ahead of their lower-achieving peers. In response, some schools have adopted the policy of “Algebra for all” in eighth grade – called universal acceleration. While this policy ensures equal access to a challenging curriculum for all students, regardless of race, socioeconomic status, and prior achievement, there is a concern that not all students are developmentally ready to take …
Jovsa Education Special Issue: Introduction, Erin Fahle
Jovsa Education Special Issue: Introduction, Erin Fahle
Journal of Vincentian Social Action
No abstract provided.
Virtual Manipulatives: Making Effective Instructional Choices, Katie L. Anderson-Pence
Virtual Manipulatives: Making Effective Instructional Choices, Katie L. Anderson-Pence
Colorado Mathematics Teacher
This article gives three tips for the effective use of virtual manipulatives in mathematics instruction to promote active engagement and student learning: (1) match the virtual manipulative to the learning target; (2) determine the task to pose to students; and (3) encourage discourse.
Evaluating A Speech Training Software Program Called Nativeaccent Based On Empirical Studies, Farideh Nekoobahr, Jacqueline Hawkins, Kristi L. Santi, Janeen R. S. Antonelli, Johanna Leigh Thorpe
Evaluating A Speech Training Software Program Called Nativeaccent Based On Empirical Studies, Farideh Nekoobahr, Jacqueline Hawkins, Kristi L. Santi, Janeen R. S. Antonelli, Johanna Leigh Thorpe
Journal of English Learner Education
This article evaluates a Computer-Assisted Language Learning program called NativeAccent and demonstrates that the software is designed based on systematic instructional strategies and empirically-proven theories. The instructional strategies include an initial assessment, training sessions, a final reassessment, repeated measurement, graphic presentation and systematic and rigorous interpretive guidelines, and individualized dosage. The empirically-supported theories are rooted in the four research-based theories of Universal Design for Learning, Learning Science, Intelligent Tutoring System, and Automatic Speech Recognition. In matching the components of the four theories mentioned above to the design of NativeAccent and evaluating the software, the purpose is to help administrators, educators, …
The Power Of A Name: Nontraditional Names, Teacher Efficacy, And Expected Learning Outcomes, Lasonya L. Moore, Martha S Lue Stewart Dr., Dena D. Slanda, Anais Placencia, Meznari M. Moore
The Power Of A Name: Nontraditional Names, Teacher Efficacy, And Expected Learning Outcomes, Lasonya L. Moore, Martha S Lue Stewart Dr., Dena D. Slanda, Anais Placencia, Meznari M. Moore
Journal of English Learner Education
Names serve as important identifiers and carry with them hopes for a generation as well as pride in one’s culture. A name is often an extension of one’s culture or language and represents their identity. With the increasing student diversity across our nation, many students in our K-12 public schools may have uncommon or nontraditional names. Public school teachers, who are predominantly White, may find these names unfamiliar, difficult to pronounce or difficult to spell. Despite a name’s unfamiliarity, classroom teachers must have the knowledge and disposition to create a space that signals to a student that their name is …
From Esl To Eal: Moving From A Deficit Framework To An Asset Framework, Karen Bordonaro
From Esl To Eal: Moving From A Deficit Framework To An Asset Framework, Karen Bordonaro
Journal of English Learner Education
This article describes a self-directed autoethnographic research study of how the author moved from a deficit to an asset perspective in working with non-native speakers of English. Reframing this perspective took place by investigating how the author’s lived experiences as an ESL instructor intersected with the learning theories of language learner autonomy, plurilingualism, and internationalization at home to create positive flashpoints. These flashpoints included offering choices, marking learner success, and embedding cultural information into domestic settings. By engaging in these reflections, a widened perspective of moving from English as a second language to English as an additional language was reached. …
Collaborating With K-12 Partners: Improving Preservice Teachers’ Self-Efficacy In Teaching Rural English Learners Science Through A Guided Experiential Learning Opportunity, Dana Manning, Erin Pearce
Collaborating With K-12 Partners: Improving Preservice Teachers’ Self-Efficacy In Teaching Rural English Learners Science Through A Guided Experiential Learning Opportunity, Dana Manning, Erin Pearce
Journal of English Learner Education
With changing demographics in the United States, educator preparations programs (EPPs) must consider incorporating more experiential learning opportunities for preservice teachers to grow in their self-efficacy when working in diverse classrooms. At a rural university in the southern United States, researchers designed an instructional unit that transcended three educator preparation courses to provide an opportunity for students to design and deliver a 5E science lesson to English learners from a rural school district. The results from this study indicate that preservice teachers’ self-efficacy in teaching English learners increased as evidenced by the Teacher Sense of Self- Efficacy Scale, adapted for …
Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger
Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger
Journal of English Learner Education
This au courant, research-based article offers specific program ideas for teachers during this unprecedented time when supporting our ELLs is especially needed.
Re-Entering Schools After The Pandemic: An Analysis Of Helping Children After A Disaster, Amy L. Pahl
Re-Entering Schools After The Pandemic: An Analysis Of Helping Children After A Disaster, Amy L. Pahl
The Interactive Journal of Global Leadership and Learning
Modern schools have not had experience dealing with a pandemic, and as such, there is no pattern to follow when working with students as they re-enter the school system. Pahl draws comparisons from research on disaster recovery and lays out a plan for re-entering schools post-pandemic. The plan takes trauma into account while focusing on resiliency, utilizing student input and creating opportunities to review strengths and supports over time.
Predictive Measures Of Teacher Effectiveness During Student Teaching, Kristen M. Carlson
Predictive Measures Of Teacher Effectiveness During Student Teaching, Kristen M. Carlson
The Interactive Journal of Global Leadership and Learning
The student teaching semester of a teacher candidates career is performative in the need to impress a university supervisor, cooperating teacher, and pass any licensure required assessments. Two data collection points during this semester are from a required performance assessment (edTPA) and a perception survey (CM Exit). This article reviews the predictive validity of the two tools based on three years worth of data from one mid-sized, Midwestern teacher preparation program.
Teaching Under Crisis: Impact And Implications Of The Covid-19 Pandemic On Education In Minnesota, Boyd L. Bradbury, Ximena P. Suarez-Sousa, Mike Coquyt, Tiffany L. Bockelmann, Amy L. Pahl
Teaching Under Crisis: Impact And Implications Of The Covid-19 Pandemic On Education In Minnesota, Boyd L. Bradbury, Ximena P. Suarez-Sousa, Mike Coquyt, Tiffany L. Bockelmann, Amy L. Pahl
The Interactive Journal of Global Leadership and Learning
A mixed-methods exploratory study was conducted to explore the impact that the COVID-19 pandemic had on Minnesota teachers. A convenience sample of 976 teachers were surveyed in mid-April 2020 via the Qualtrics version of the Swaggert Instructional Practice Under Crisis (SIPUC) questionnaire containing 43 questions. The SIPUC data were analyzed following the Leadership in Times of Crisis Framework for Assessment (Boin et al., 2013), that is, an emergency instructional triage to determine which teachers had been mostly impacted and the scope and effect the pandemic had on their instruction and lives. Teachers described the pandemic as an event that disrupted …
Editor's Note: Volume 1, Issue 2, Boyd L. Bradbury
Editor's Note: Volume 1, Issue 2, Boyd L. Bradbury
The Interactive Journal of Global Leadership and Learning
No abstract provided.
Innovations And Critical Issues In Teaching And Learning, Volume 1, Issue 2, 2020
Innovations And Critical Issues In Teaching And Learning, Volume 1, Issue 2, 2020
Innovations and Critical Issues in Teaching and Learning
Complete text of Innovations and Critical Issues In Teaching and Learning, Volume 1, Issue 2, 2020.
The Effect Of Drama Based Instruction On Reading Comprehension, Janee Udalla
The Effect Of Drama Based Instruction On Reading Comprehension, Janee Udalla
Innovations and Critical Issues in Teaching and Learning
Educators might believe that classroom drama is comparable to putting on a theatrical production and might avoid it because they fear it will involve time-consuming planning, use of props, and expensive scripts (McMaster, 1998). Unfortunately, this view can discourage educators from using an important teaching tool that can improve students’ reading comprehension skills. However, educators should explore the use of drama-based instruction and the benefits it may provide to their students. The methods teachers implement in the classroom greatly affect the attitudes and learning of their students (Author, 2008). Therefore, the purpose of this article is to identify the benefits …
Creating Authentic Literacy Tasks Influences Children's Engagement And Motivation, Carly Rothfusz
Creating Authentic Literacy Tasks Influences Children's Engagement And Motivation, Carly Rothfusz
Innovations and Critical Issues in Teaching and Learning
The academic task assigned to students often dictates what the student will learn, and it plays a vital role of student’s motivation and engagement of learning (Turner & Paris, 1995). Thus, the creation and usage of authentic literacy tasks is critical for students’ learning (Parsons, Malloy, Parsons, & Burrowbridge, 2015). There are three types of motivation to consider: intrinsic motivation, extrinsic motivation, and autonomous motivation. The use of authenticity, student choice, collaboration, and challenge are all components within a task that can promote student engagement and motivation. Project-Based Learning (PBL) is another way to bring in authenticity. Project-based instruction allows …
Assessing Perceptions Of Group Work Using Team-Based Learning, Lauren Ferry, Phillip J. Wong, Kathryn Hogan
Assessing Perceptions Of Group Work Using Team-Based Learning, Lauren Ferry, Phillip J. Wong, Kathryn Hogan
James Madison Undergraduate Research Journal (JMURJ)
Group work is frequently incorporated into courses; however, student perceptions of their experiences and the benefits of group work might differ based on the structure of course. In this study, we examined student perceptions of group work in a team-based learning (TBL) course. Undergraduate students completed pre- and post-surveys on their team work experiences over a semester. Students had lower agreement with the statement “working in groups usually ends up with one person doing all of the work” and higher agreement with “working in a group makes me feel as though I am part of a learning community” at post-test. …