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Articles 1681 - 1710 of 386313

Full-Text Articles in Education

"We Can't Shut The Classroom Door": Crossing Borderlands Of Practice In The Writing Methods Course, Vanessa C. Sullivan Jul 2026

"We Can't Shut The Classroom Door": Crossing Borderlands Of Practice In The Writing Methods Course, Vanessa C. Sullivan

Teaching/Writing: The Journal of Writing Teacher Education

This article shares the findings of a qualitative study that engaged ten writing teacher educators from across the United States in interviews, curriculum submission, and a mapping practice to explore the ways that they perceive and enact the teaching of the writing methods course within dynamic and complex settings. Using a conceptual framework of borderlands of practice to gain insight into the discourses and value systems that surround the course, findings revealed the overlapping domains that impact the preparation of teachers in the field of writing, the key values that guide the way that participants approach their teaching, and the …

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Teaching (In) Community: Reflection And Relationship In The Writing Methods Course, Kristie Jolley, Emily Stephens Kasper, Meridith Reed Jul 2026

Teaching (In) Community: Reflection And Relationship In The Writing Methods Course, Kristie Jolley, Emily Stephens Kasper, Meridith Reed

Teaching/Writing: The Journal of Writing Teacher Education

In this article, three writing teachers, one a writing teacher educator, reflect on how the writing methods course has shaped their work as teachers and helped them build community and identify resources to adapt to new teaching contexts and challenges.

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Our Journeys As Teachers Of Writing: Learning From Our Mentor, Tracey T. Flores, Cecilia Espinosa Jul 2026

Our Journeys As Teachers Of Writing: Learning From Our Mentor, Tracey T. Flores, Cecilia Espinosa

Teaching/Writing: The Journal of Writing Teacher Education

Written in two voices, we reflect on our journeys as teachers of writing and teacher educators shaped by transformative mentoring in literacy methods courses at Arizona State University and community embedded learning at William T. Machan School. Weaving together sociocultural and translanguaging theories, we explore how being invited to write from our lives reshaped our identities as writers and educators. In our work, we draw on strength-based approaches to teaching writers that centers voice, meaning making, multilingualism, and funds of knowledge. In the midst of an increase in the use of a scripted curriculum, we argue for reclaiming writing as …

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Writing Workshop Methods Course As Catalysts For Long-Term Pedagogical Identity: A Co-Authored Narrative Of Resonance, Resilience, And Effects, Elsie L. Olan Dr., M.Priscilla Develder Jul 2026

Writing Workshop Methods Course As Catalysts For Long-Term Pedagogical Identity: A Co-Authored Narrative Of Resonance, Resilience, And Effects, Elsie L. Olan Dr., M.Priscilla Develder

Teaching/Writing: The Journal of Writing Teacher Education

Writing workshop methods courses introduce teachers to foundational practices for teaching writing, yet their long-term influence on teacher identity and instructional decision-making often remains underexamined. This co-authored narrative explores how experiences within a graduate-level writing workshop shaped the pedagogical development of two educators: a professor who designed and facilitated the course and a former graduate student who went on to teach English Language Arts (ELA) in both elementary and higher education settings. Drawing on a 60-hour shadowing experience, the narrative analyzes classroom observations, reflective writing, and dialogic exchanges to illuminate three central themes: resonance, resilience, and effects that demonstrate how …

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Strengthening Our Pedagogy Together: A Methods Instructor And Her Former Student Partner To Promote Agency In The Secondary Writing Classroom [Special Issue], Michael Rojas, Kate Sjostrom Jul 2026

Strengthening Our Pedagogy Together: A Methods Instructor And Her Former Student Partner To Promote Agency In The Secondary Writing Classroom [Special Issue], Michael Rojas, Kate Sjostrom

Teaching/Writing: The Journal of Writing Teacher Education

In many English classrooms today, writing instruction is reduced to templates and formulas, robbing students of agency, voice, and transferable skills. This article describes a collaboration between a writing methods course instructor and one of her former students bent on proving that what they believe makes for solid writing instruction—a sometimes messy process involving choice and authentic purpose and audience—works. Documenting development of a new secondary writing course and a project to introduce the course’s methods to pre-service teachers, the authors recount barriers they encountered, strategies they developed for overcoming them, and issues they are still grappling with. In the …

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“Ummm I Don’T Know If I Took A Writing Methods Course”: Learning From In-Service Teachers Revisiting The Methods Course, Christina Saidy, Isabelle Alize Meza, Talia Baca Jul 2026

“Ummm I Don’T Know If I Took A Writing Methods Course”: Learning From In-Service Teachers Revisiting The Methods Course, Christina Saidy, Isabelle Alize Meza, Talia Baca

Teaching/Writing: The Journal of Writing Teacher Education

In this article two teachers and their writing methods professor explore the challenges of the traditional methods course. In sharing the teachers’ experiences of retaking the methods course, they argue for the need to consider ways that practicing teachers can revisit the methods course to develop sustainable practices for the teaching of writing in secondary schools.

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The Good Ghosts Of Process And Models: What Endures From The Composition Methods Course [Special Issue], Rebecca Powell, Jonathan Rivera, Heather Serpas Jul 2026

The Good Ghosts Of Process And Models: What Endures From The Composition Methods Course [Special Issue], Rebecca Powell, Jonathan Rivera, Heather Serpas

Teaching/Writing: The Journal of Writing Teacher Education

This article examines how secondary English teachers understand and implement writing pedagogy in their classrooms years after completing a writing methods course. Through reflective interviews and written responses from teachers in their fifth through seventh years of practice, we explore the tensions between pedagogical ideals learned in teacher preparation and the institutional pressures of contemporary schooling. Key themes include the influence of standardized testing on writing instruction, the challenge of maintaining process-oriented approaches amid curriculum standardization, and the ways teachers adapt their methods course learning to their specific school contexts.

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What Are You Writing? The Hopes And Hurdles Of Transitioning From Writing Methods To Teaching Writing, Rebekah Buchanan, Darrin G. Ross Jul 2026

What Are You Writing? The Hopes And Hurdles Of Transitioning From Writing Methods To Teaching Writing, Rebekah Buchanan, Darrin G. Ross

Teaching/Writing: The Journal of Writing Teacher Education

This co-authored piece examines how the writing methods course impacts teaching and thinking about writing through the lenses of a writing methods professor and a former student/current teacher. In writing and thinking together we found that a mutual grounding in liberatory education, using writing as a tool for social action and critical thinking, and teaching writing as a political act we see how the writing methods course and the relationships built through writing create a basis for future decision making and inspiration in the high school classroom.

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“I Want To Teach That Way”: What We Learn In A Writing Methods Class [Special Issue], Brad Jacobson, Ana S. Muñoz, Paola Vianney Trevizo Jul 2026

“I Want To Teach That Way”: What We Learn In A Writing Methods Class [Special Issue], Brad Jacobson, Ana S. Muñoz, Paola Vianney Trevizo

Teaching/Writing: The Journal of Writing Teacher Education

In this dialogic essay, a teacher educator and two early career teachers discuss the influence of a writing methods course on their pedagogy in practice. The conversation focuses on a digital testimonio task that instilled values the early career teachers continue to bring to their teaching, including an expanded conception of what counts as writing and a critical, humanizing approach to literacy education. Moreover, the challenges they experienced as preservice teachers when composing a digital text helped them to see the value of a scaffolded writing process, demonstrating the value of experiential learning. While the digital testimonio project itself was …

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Everyone Is A Writer: Building Writer Identities And Writing Communities In Preservice And English Language Arts Classrooms, Amber Warrington, Hanna Burns, Allie Zimmerly Jul 2026

Everyone Is A Writer: Building Writer Identities And Writing Communities In Preservice And English Language Arts Classrooms, Amber Warrington, Hanna Burns, Allie Zimmerly

Teaching/Writing: The Journal of Writing Teacher Education

In this article, a teacher educator and two early-career teachers reflect on a Teaching Writers methods course the teachers took as part of their teacher education program. In the course, the two teachers developed their own writer identities and took part in a writing community. The teachers discuss ways they have brought those experiences into their classrooms and adapted the experiences for their students and contexts.

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Expertise, Ideals, And The Ecology Of Learning To Teach: A Conversation About The Transition From The Writing Methods Course To Student Teaching [Special Issue], Jessica Rivera-Mueller, Josie Clark Jul 2026

Expertise, Ideals, And The Ecology Of Learning To Teach: A Conversation About The Transition From The Writing Methods Course To Student Teaching [Special Issue], Jessica Rivera-Mueller, Josie Clark

Teaching/Writing: The Journal of Writing Teacher Education

Writing pedagogy educators need approaches for designing the writing methods course in ways that will make a positive impact on practicing teachers’ decision-making. In this article, the co-authors—a writing pedagogy educator and a former student—address this need by providing a reflective conversation about the former student’s transition from the writing methods course to the student teaching experience. Together, the co-authors explore the extent to which a hands-on learning experience built into the writing methods course (designing and hosting an online writing competition for middle and high school students) impacted the former student’s experience of teaching writing as a student teacher. …

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Writing From Our Lives: From Reading Like Writers To Personal Narrative Writing, Julianna Kershen, Sarah Relja, David Mackowski, Grace Rhodes Jul 2026

Writing From Our Lives: From Reading Like Writers To Personal Narrative Writing, Julianna Kershen, Sarah Relja, David Mackowski, Grace Rhodes

Teaching/Writing: The Journal of Writing Teacher Education

This article describes the design and use of writing opportunities for preservice teacher candidates enrolled in English Language Arts education coursework. Based in the practice-based teacher education principle that preparatory coursework include implementation activities, we describe how preservice candidates engaged in the study of writer’s craft through immersion in mentor texts through close reading, annotation, and free response writing. This article highlights the benefits of such opportunities for preservice teacher-writers, as they (re)see themselves as active writers and reflect on their personal writing histories. Three preservice candidates share their writing as a means of celebrating their own beliefs and experiences …

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From Prompts To Invitations: Rethinking The Genre Of The Writing Assignment Sheet, Amber Jensen, Annika Peacock Jul 2026

From Prompts To Invitations: Rethinking The Genre Of The Writing Assignment Sheet, Amber Jensen, Annika Peacock

Teaching/Writing: The Journal of Writing Teacher Education

In this article, a university-based teacher educator and a first-year middle school ELA teacher examine how their experiences in the writing methods course (as teacher and student) unsettled and expanded their thinking about assignment sheets and about themselves as teacher-writers. The course prompted questions about how ELA teachers might craft assignments that modeled rhetorically-relevant writing while also eliciting rhetorically-relevant writing from student-writers. The authors describe the genre inquiry they conducted that led to developing a heuristic for writing prompts as invitations that they have used to guide their own assignment sheet creation. Finally, they reflect briefly on how reframing this …

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From Corrector To Reader: Pre-Service Teachers’ Writing Values And Feedback, Amanda Brewer Jul 2026

From Corrector To Reader: Pre-Service Teachers’ Writing Values And Feedback, Amanda Brewer

Teaching/Writing: The Journal of Writing Teacher Education

This study investigates the written feedback practices of secondary English Pre-Service Teachers (PSTs) to understand how their values regarding "good" writing influence their comments on student work. Through analysis of feedback on 10th-grade writing samples and value-sorting surveys, the study examines their feedback tendencies and the links with their values. Findings indicate a significant shift over the semester from a directive, deficit-based "corrector" stance to a facilitative, asset-based "reader" stance. The data suggests that when PSTs lack specific metalinguistic language, they default to generic advice or mechanical correction. However, when instructed to align their feedback with their core writing values, …

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Building A Foundation: Preservice Teachers' Exploration Of Writing Studies - Special Issue, Ellen Shelton Jul 2026

Building A Foundation: Preservice Teachers' Exploration Of Writing Studies - Special Issue, Ellen Shelton

Teaching/Writing: The Journal of Writing Teacher Education

This article examines the Concept Exploration Essay assignment in a writing studies course that encourages PSTs to explore and question writing theories as they connect to their own experiences and understandings. The focus of the course is to develop an understanding of the self as a writer and as a future writing teacher through practical application of composition theory. Students are invited into the Burkean Parlor and enter the conversation as scholars. The students explore, question, and trouble complex writing theories in a dialogic classroom. PSTs leave the course empowered with the knowledge they can allow their future students the …

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Introduction: Echoes, Effects, And Resonance: Examining The Writing Methods Course, Elizabeth Thackeray Nelson, Erinn Bentley, Jonathan E. Bush Jul 2026

Introduction: Echoes, Effects, And Resonance: Examining The Writing Methods Course, Elizabeth Thackeray Nelson, Erinn Bentley, Jonathan E. Bush

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

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Escaping The Cyberstorm: A Gamified Social Engineering Training Program, Noah Mcclanahan, Fadi Abu-Amara, Ali Khattab, Travis Jett, Andre Jackson Jul 2026

Escaping The Cyberstorm: A Gamified Social Engineering Training Program, Noah Mcclanahan, Fadi Abu-Amara, Ali Khattab, Travis Jett, Andre Jackson

Journal of Cybersecurity Education, Research and Practice

In this research work, we explored the effectiveness of gamification in improving cybersecurity awareness and training users on targeted social engineering attacks. Traditional cybersecurity training focuses on lectures and videos. These training methods may not actively engage employees, which reduces their knowledge retention and ability to recognize social engineering attacks. This lack of involvement is a concern, as social engineering continues to be one of the most prevalent attack methods faced by end-users. A gamified training program, Escaping the Cyberstorm, was developed using the Godot game engine to address key challenges in spreading cybersecurity awareness. The game includes real-life …

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Feasibility Of An Onboarding Program To Facilitate The Transition From Practitioner To Educator, Jennifer R. Washko, Nancy E. Krusen Jul 2026

Feasibility Of An Onboarding Program To Facilitate The Transition From Practitioner To Educator, Jennifer R. Washko, Nancy E. Krusen

Innovations in Health Sciences Education Journal

The study examined the feasibility of a faculty onboarding program to support the transition from practitioner to educator. Researchers applied Orsmond’s feasibility objectives (2015). We applied the theoretical model of Occupational Adaptation to analyze program data using Relative Mastery Scale (RMS) scores and satisfaction surveys (n=11). Evaluation suggested program processes were feasible, with outcomes indicating statistically significant change (p < .05) in participants’ perceived effectiveness, efficiency, and satisfaction. Evaluating feasibility supports the implementation of onboarding programs. We recommend additional study to consider the usefulness of onboarding for health or social service professionals transitioning to faculty roles.

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Examining Curriculum Alignment: Utah Core Mathematics Standards And The Mathematics Vision Project/Open Up Resources, Jennifer Suzanne Young Jul 2026

Examining Curriculum Alignment: Utah Core Mathematics Standards And The Mathematics Vision Project/Open Up Resources, Jennifer Suzanne Young

Theses and Dissertations

This study examined the alignment between the Utah Core Mathematics Standards (UCMS) and the Mathematics Vision Project/Open Up Resources (MVPOUR) curriculum for Secondary Mathematics I, II, and III, as well as the proportion of Utah secondary students potentially exposed to that alignment through district-level curriculum approval. Using a qualitative comparative case study design, UCMS were systematically compared to MVPOUR topic foci to identify horizontal alignment (standards addressed within the intended course), vertical alignment (standards addressed across courses), combined horizontal and vertical alignment, or lack of alignment. Alignment data were recorded using a spreadsheet-based content analysis and independently coded to support …

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History Of Education In Alabama 1702-1889, Willis G. Clark Jul 2026

History Of Education In Alabama 1702-1889, Willis G. Clark

Documents

Information on the educational system in Alabama with the founding of LaGrange College, its president and other members of the faculty, distinguished alumni. A later chapter gives a little information about the switch over to Normal Schools in Alabama and Florence.

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Teachers' Perspectives: Literacy Recommendations For Newcomers With Limited Language Proficiency, Rachel Edmunds Jul 2026

Teachers' Perspectives: Literacy Recommendations For Newcomers With Limited Language Proficiency, Rachel Edmunds

Theses and Dissertations

Although multilingual literacy instruction has expanded in recent years, less is known about how teachers can support newcomers with limited language proficiency in Grades 4-6. This gap is significant as many teachers report feeling underprepared to meet the needs of their multilingual learners, especially those with limited language proficiency. The purpose of this qualitative study was to explore the literacy practices and strategies that teachers found effective when working with students who are multilingual newcomers with limited language proficiency (NLLPs) in Spanish and English in Grades 4-6 along with their implementation experiences. Drawing from Vygotsky's sociocultural theory, this qualitative study …

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A History Of Methodism In Alabama, Rev. Anson West, D.D. Jul 2026

A History Of Methodism In Alabama, Rev. Anson West, D.D.

Documents

Rev. Anson West details the events leading to the Methodist Conference and the establishment of LaGrange College in Franklin County, Alabama.

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Supports And Challenges For Esns In Higher Education: A State University Qualitative Study, Dilkash Ahmed Jul 2026

Supports And Challenges For Esns In Higher Education: A State University Qualitative Study, Dilkash Ahmed

Dissertations

Although extensive support needs students (ESNS) benefit from access to inclusive higher education opportunities, research shows that navigating college settings has been challenging for these students. This study examined the supports available to ESNS enrolled in college classes and the challenges they encounter within a university setting. Using a State University as the research site, this qualitative study collected data through semi-structured interviews, observations, and reflection responses to capture the experiences of ESNS, faculty, and peer mentors in higher education. The study examined ESNS experiences in classes through the perspectives of faculty on teaching ESNS, peer mentors’ (who support students …

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"Girl I'Ll Figure It Out": First-Generation Women Of Color Navigating Higher Education, Prisilla Cortez Jul 2026

"Girl I'Ll Figure It Out": First-Generation Women Of Color Navigating Higher Education, Prisilla Cortez

Dissertations

This qualitative study focused on understanding the experiences of first-generation women of color at a California public four-year institution and how their intersecting identities shape their academic experiences and overall well-being. Women of Color Feminist (Crenshaw, 1991), and intersectionality frameworks guided this study. Semi-structured interviews were used to collect data, and thematic analysis was used to identify patterns in participants’ experiences. Findings revealed three central themes, collective orientation and familial expectations, faculty interactions and sense of belonging, and institutional resources and access. Participants described navigating higher education while balancing family responsibilities, financial pressures, and academic demands. Although they demonstrated resilience …

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Selected California State University Cybersecurity Readiness Policies And Related Guidance For Staff: A Qualitative Document Analysis, Andrew Hung-Nguyen Jul 2026

Selected California State University Cybersecurity Readiness Policies And Related Guidance For Staff: A Qualitative Document Analysis, Andrew Hung-Nguyen

Dissertations

This study examines the cybersecurity and data privacy policy guiding the staff in the following four California State University campuses: Long Beach, San Bernardino, Chico, and Northridge. The purpose is to evaluate how institutional policies communicate expectations for staff and support cybersecurity readiness. Using a qualitative document analysis approach, the study analyzes publicly available policy documents as primary data sources. The analysis is guided by three frameworks, as follows: Weidman’s framework (2018), which assesses the presence of key policy elements; Karakoç’s framework (2022), which evaluates the depth of policy content; and the Flesch Reading Ease and Flesch-Kincaid Grade Level formulas …

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"A Door To The Future." A Case Study In Exploratory And Culturally Sustaining Theater Curriculum, Verónica Meza Jul 2026

"A Door To The Future." A Case Study In Exploratory And Culturally Sustaining Theater Curriculum, Verónica Meza

Dissertations

This study addresses the persistent inequities in access to quality arts education for Latino immigrant and linguistically diverse communities in California. Despite progressive initiatives such as Proposition 28 (The Arts and Music in Schools Act) and the California Arts Council's Racial Equity Statement, systemic barriers prevent Latino and immigrant students from benefiting equitably from the arts. The central objective of this project is to understand how an exploratory, culturally sustaining theater curriculum can serve as a transformative and healing vehicle for adult immigrant Latino students, providing emotional protection, cultural affirmation, and language preservation within a U.S. educational context. This qualitative …

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Rewriting The Plan: Environmental Justice, Community Resistance, And Governance Power In Hollister, California, Rolan Resendiz Jul 2026

Rewriting The Plan: Environmental Justice, Community Resistance, And Governance Power In Hollister, California, Rolan Resendiz

Dissertations

This dissertation examines how community-led resistance in Hollister, California, challenged environmental injustice and infrastructure governance through grassroots civic action. Focusing on the Hollister Guardians, a coalition of primarily Latinx residents who organized in response to concerns about the city’s sewer system, this qualitative case study introduces the Critical Just Sustainability Policy Praxis (CJSPP) framework, developed by integrating Critical Policy Analysis and the Just Sustainability Paradigm with a praxis-oriented focus on community action. Using critical document analysis of city council meeting minutes, local media coverage, and community-authored texts mainly from 2023 to 2025, the study explores how policy discourse, institutional decision-making, …

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Addressing The Lack Of Representation Of Hijab-Wearing Teachers Of Color In Education, Feroza Solaiman Jul 2026

Addressing The Lack Of Representation Of Hijab-Wearing Teachers Of Color In Education, Feroza Solaiman

Dissertations

This qualitative study examines the lived experiences of hijab-wearing teachers of color in TK–12 public schools in Northern California. Six participants shared perspectives on representation, inclusion, exclusion, and moments of joy within their school communities. The findings highlight that increased representation of teachers of color strengthens educators’ sense of belonging, supports students’ self-esteem, and enhances both teacher and student engagement. Participants emphasized the need for greater awareness of Muslim women’s diverse cultures, languages, celebrations, dietary practices, and professional attire, as well as the importance of challenging single-story narratives through dialogue, understanding, and upstander practices. Inclusive school environments were found to …

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Guru Shishya Parampara: A Phenomenological Exploration Of Character Development Through Immersion, Shilpan Sheth Jul 2026

Guru Shishya Parampara: A Phenomenological Exploration Of Character Development Through Immersion, Shilpan Sheth

Dissertations

Processes that support the intentional effort to manifest virtue remain an under-described and poorly understood area of education research. In the literature, it is identified that immersion - a state of deep affective or cognitive engagement with one’s environment - holds implications for character development. Exploring the guru shishya parampara ((गुरुिश� पर�रा), a pedagogical tradition with roots in Vedic culture, through the lived experiences of an expert musician, this study relates immersive experiences to personal transformation. Data from interviews, lectures, and articles were analyzed. From the data, immersive experiences of the guru shishya tradition are understood to be embodied, intrinsic, …

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Examining Beliefs Of State Department Of Education Directors Of Assessment Regarding Standardized Testing, Sara L. Kendallen Jul 2026

Examining Beliefs Of State Department Of Education Directors Of Assessment Regarding Standardized Testing, Sara L. Kendallen

Dissertations

Directors of assessment in state departments of education are tasked with the planning and oversight, including development, field-testing, validation, and operationalization of statewide assessments. At the state level, directors of assessment are pivotal to a department of education’s ability to meet state and federal testing requirements. Directors of assessment hold their own opinions and beliefs, which may or may not be aligned with current adopted policies. The beliefs of those in state level educational bureaucracies about standardized testing has not been well-researched. It is hoped that this research will add to the greater understanding of statewide assessment. The goal of …

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