Education Commons^™

There Are No Such Things As “Party Schools.”, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

Alumni Of The Arts Are Often Happier Than Most, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

Positive News For Lgbt People In Science Fields, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

Students Are Increasingly Less Prepared For College, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

Higher Education Faces Quagmire With Distance Education, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

College Decisions Require Careful Consideration, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

Liberal Arts Education Gaining Recognition, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

Jobs Prospects For College Grads Better Than Ever, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

Beware Of False Prophets In Higher Education, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

Racial Issues In Higher Education Will Continue, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

There Are No Shortcuts To Increasing Enrollments, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

College Libraries Are Facing Multiple Threats, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

Higher Education Distortions Enter Into Debates, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

2016 Can Be A Year Of Opportunity For Higher Ed, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

There Are Many Reasons Why College Leaders Fail, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

Opening The Door To The Whirlwind” Of British Gothic Literature: Exploring Risk-Taking Practices In The Preservice Classroom, Syndie Allen

Northwest Journal of Teacher Education

This study explores the connections, reflections, and risk-taking practices of elementary preservice teachers (n=15) enrolled in a Teaching Writing/Language Arts Methods course at a Pacific Northwest University as they engaged in a 4-week thematic unit focused on British Gothic Literature. The big questions asked about the connections and moves made both as student and beginning teacher. The study then looked at how new knowledge was infused into teaching practices. Inductive, phenomenological analysis of reading responses, informal quickwriting, narratives, lesson plans, reflections, and field notes reveal that the preservice teachers participated in the unit with enthusiasm and curiosity as students, arrived …

Preservice Teachers’ Attitudes And Beliefs Towards Different Types Of Bullying And The Likelihood They Will Intervene, Jennifer R. Banas

Northwest Journal of Teacher Education

To increase the likelihood a preservice teacher would intervene into a bullying situation, it is necessary to understand their attitudes towards and beliefs about different types of bullying. Results from this study indicate preservice teachers respond to different types of bullying in different ways. They are more likely to rate bullying directed towards one’s sexual orientation as serious and important in which to intervene; however, compared to other types, they are more likely to intervene into physical bullying. The attitudes and beliefs that most greatly predicted the likelihood of intervention included empathy towards the victim, believing it was important to …

Trauma-Sensitive Classrooms, Georgia Davies

Northwest Journal of Teacher Education

The article explores trauma-sensitive teaching practices.

The Importance Of Managing Expectations: A Challenge For Teacher Preparation Programs, Jeremy Delamarter

Northwest Journal of Teacher Education

Pre-service teachers often enter teacher preparation programs with rigid expectations of what teaching will be like. Unfortunately, these expectations are often misaligned with reality, and pre-service teachers often imagine a world in which the emotional or affective outcomes of their work will take precedence over content-based student learning outcomes. Unfortunately, this inspiration/content dichotomy is often reinforced by popular representations of teachers. If unchecked, these misaligned expectations can lead to practice shock, the disorienting, disillusioning, and sometimes traumatic identity crisis that often accompanies the first year of teaching. The challenge for teacher preparation programs is to create intentional and structured reflective …

Engaging Asset-Based Education: Practicing What We Preach In Multicultural Education Course, James Hollar

Northwest Journal of Teacher Education

This article centers on one teacher educator’s experiences and observations in teaching a Multicultural Education course to pre-service teachers at a teacher preparation program in the Northwest. The author asserts that, although the course intends to convey the positives of asset-based teaching and the negatives of deficit-based thinking, it is possible both the teacher educator and implicit messages within the course structure itself send the opposite message to pre-service teachers. One example of this contradiction lies in the language of the course description. In centering the course on “the development of cultural competence,” the implied assumption is that pre-service teachers …

Negotiating Place, Identity, And Role; First Experiences As A Teacher Leader (What Is The Experience Of A Teacher Moving Into A Teacher Leadership Role?), Jeff Kuntz

Northwest Journal of Teacher Education

In their respective positions as instructional coach, lead teacher, and consultant, teacher leaders are to implement and in many cases, lead educational reforms by modeling and encouraging changes in pedagogy and practice. This complex leadership role necessitates constant negotiation as teacher leaders gauge when and how they may encourage, direct, and support the teachers they work with. Further complicating this role is its non-supervisory nature; teacher leaders are not to evaluate their colleagues for employment purposes nor can they discipline or reprimand them. Instead, teacher leaders must rely on their credibility as experienced educators and their ability to encourage and …

The Standards Made Me Do It: Reculturing Teacher Education To Redeem The Curriculum, Kevin M. Talbert, Terah R. Moore

Northwest Journal of Teacher Education

This article discusses a common lament heard from education students: “But that’s what the standards say we have to do!” This paper will address the need to create teacher education pedagogies that help teachers disentangle standards from curriculum. Our students exemplify a technical mindset, one that supposes teaching is primarily the selection and implementation of best practices, therefore reducing curriculum to a synonym for standards. We believe that education pedagogies rooted in the spirit of the liberal arts are needed, instead of those rooted in professional studies. Teacher education must be reimagined, a movement away from training and toward education …

Student Motivation: Teacher Perceptions, Beliefs And Practices, Teresa M. D'Elisa

PCOM Psychology Dissertations

The purpose of this study was to examine teachers' beliefs, perceptions and practices related to student motivation. Two-hundred-and-six teachers from 13 states completed an on-line survey containing the Perception of Student Motivation questionnaire (PSM), Motivating Strategies Questionnaire (MSQ), and researcher-devised questions examining theoretical beliefs and practices. Results reveal that teachers consider motivation to be an important part of their teaching. Teachers' reporting feeling efficacious for diagnosing and intervening for student motivation and believing in the malleability of motivation was found to correlate with motivational strategy use. This finding was consistent with previous research. However, their endorsement of theoretical beliefs and …

Skirting Around Critical Feminist Rationales For Teaching Women In Social Studies, Mardi Schmeichel

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

Feminist practices can provide firm theoretical grounding for the kind of social studies that scholars promote, especially in relation to efforts to include women in the curriculum. However, in P–12 social studies education, neither women nor feminism receive much attention. The study described in this article was a discourse analysis of 16 recently published lesson plans that did include women. Through this examination of the rationales and language used to promote teaching about women, the author sheds light on some discursive obstacles inhibiting attention to gender issues in critical feminist ways and argues that by shifting norms in the field, …

Caught In The Tractor Beam Of Larger Influences: The Filtration Of Innovation In Education Technology Design, Justin Olmanson, Fitsum Abebe, Valerie Jones, Eric Kyle, Lyrica Lucas, Katie Robbins, Guieswende Rouamba, Xianquan Liu

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

While emerging technologies continue to emerge, research into their use in learning contexts often focuses on a subset of educational practices and ways of using technologies. In this study we begin to explore the extent to which educational designs are influenced by larger societal and education-related factors not usually explicitly considered when designing or identifying technology-supported education experiences for research study. We examine patterns within and between factors via a content analysis across ten years and 19 different journals of published peer-reviewed research on technology-supported writing. Our findings have implications for how researchers, designers, and educators approach technology-supported educational design …

Learn Languages, Explore Cultures, Transform Lives, Aleidine Kramer Moeller

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

Selected Papers from the 2015 Central States Conference on the Teaching of Foreign Languages

Aleidine J. Moeller, Editor

1. Creating a Culture-driven Classroom One Activity at a Time — Sharon Wilkinson, Patricia Calkins, & Tracy Dinesen

2. The Flipped German Classroom — Theresa R. Bell

3. Engaging Learners in Culturally Authentic Virtual Interactions —Diane Ceo-Francesco

4. Jouney to Global Competence: Learning Languages, Exploring Cultures, Transforming Lives — J. S. Orozco-Domoe

5. Strangers in a Strange Land: Perceptions of Culture in a First-year French Class — Rebecca L. Chism

6. 21st Century World Language Classrooms: Technology to Support Cultural Competence — …

Scribblescholar Was Here: Confessional Notes Of A Vandal Academic, Clay Shields

Theses and Dissertations--English

As a (former) vandal-punk in the academy, I often fear succumbing to Ivory Tower Stockholm syndrome. The identities I perform, vandal-punk and scholar, ideologically clash to the point that they often feel irreconcilable. By codemeshing the high-low discourses associated with these adopted cultures, I attempt to disrupt any hierarchal privileging of either, instead searching for a way to live with and harness both.

Tyranny Of The Meritocracy?: A Disputation Over Testing With Professor Lani Guinier, Dan Subotnik

Touro Law Review

No abstract provided.

Black Caribbean American Parents' Home-Based Literacy Activities For K-2 Religious School Students, Maureen Hyacinth Moncrieffe

Walden Dissertations and Doctoral Studies

Research has shown that parental involvement plays a crucial role in the academic achievement of students. A parent's involvement in a child's literacy development, especially in the Black Caribbean American community, is important because it helps the child become a life-long reader. The purpose of this phenomenological research study was to investigate the at-home literacy involvement of Black Caribbean American parents with their K-2 children in a small private religious school. Based upon Epstein's work on parental involvement, as well as Hoover-Dempsey and Sandler's role construction theory, the current study explored these parents' at-home literacy activities with their children, their …

Enhancing Scholarship Of Teaching And Learning Through Micro-Level Collaboration Across Two Disciplines, Nancy M. Arrington, Adrienne L. Cohen

Teaching & Learning: Faculty Publications

Two professors from two disciplines—education and sociology—analyzed the commonalities, differences, successes, and challenges of conducting cross-disciplinary Scholarship of Teaching and Learning (SoTL) research at the course level (micro-level). This case study of their collaboration resulted in a series of lessons learned which add to the literature base on the process of SoTL collaboration. The results of their professional collaboration at this level provide a validation for increased communication and alignment during the development and implementation of the projects developed to enhance teaching and learning in their respective courses. This erudition illuminates the potential of increased SoTL collaborations across disciplines at …