Education Commons^™

Reimagining Masculinities Through Australian Indigenous Pedagogies, Ben Campbell, Anna Rumjahn

Journal of Contemplative and Holistic Education

In the face of intersecting ecological crises and persistent gender inequality, this paper explores how dominant norms of masculinity—marked by control, detachment, conquest, and other ideals rooted in Western, hegemonic paradigms—contribute to environmental degradation. Drawing on ecofeminist theory, Australian Indigenous pedagogies, and contemplative education, we examine how relational, place-based approaches may offer transformative alternatives for boys in schooling contexts. Central to this inquiry is the Learning from Country framework, which positions land as teacher and emphasizes practices of deep listening, reciprocity, and ethical engagement with the more-than-human world.

We argue that this pedagogical approach challenges dominant masculinities by fostering care …

Challenging Stem Learning Spaces: The Paradigm Of Contemplative Traditions As The Bedrock Of Creativity And Healing, Raaghav Pandya, Christopher Emdin

Journal of Contemplative and Holistic Education

As the post-pandemic classroom and pedagogy evolve to remedy oppressive norms, young people’s mental health and alienation has taken front stage (Rahmani & Zitouni, 2022). Traditional STEM learning spaces often teach inquiry as a linear, non-deviated approach to problems about self and nature (Hrisa & Psillos, 2022). Furthermore, because our classrooms often strip students and educators of their inherent creative abilities through constant assessments, improvement scales, and market-driven expectations, classrooms cease to become places of healing (Pandya, 2021). Eastern wisdom traditions and their associated philosophies provide a unique pedagogical lens that emphasizes a deep inquiry into self, empathy, and creativity …

Journeys Of Two Children From West To East: Notes Of A Teacher-Parent, Katherine E. Khan Dr

Journal of Contemplative and Holistic Education

This essay, explores the transformative educational journeys of two children across five countries, viewed through the dual lens of a teacher and parent. Grounded in the principles of Contemplative Education (CE), it draws on over two decades of the author’s experience in global education, weaving personal and professional insights into a narrative that examines how context, culture, and pedagogy intersect in shaping young learners.

The journey begins in the inquiry-rich, nature-based kindergartens of Germany and the nurturing early primary years of the United Kingdom, moves through the International Baccalaureate (IB) Primary and Middle Years Programmes, and Big Picture education in …

Wisdom And Contemplative Effort In Ikeda Daisaku's Philosophy Of Human Education, Jason Goulah, Riya Kartha

Journal of Contemplative and Holistic Education

This article introduces and examines Japanese philosopher Ikeda Daisaku's (1928–2023) perspectives on wisdom and contemplative effort, what Ikeda calls “human revolution,” at the heart of his practice of “human education.” Using bilingual and critical discourse analyses of the Ikeda corpus, the authors summarize Ikeda’s philosophy of human education, highlighting the role of human revolution as a contemplative practice in the cultivation of wisdom. Thereafter they outline the multiple ways Ikeda articulates wisdom in his philosophy, analyzing the various Sino-Japanese character compounds used to convey the concept and the respective meaning of each. As the original language reflects a depth and …

Teachers As Wisdom Workers Of Love: A Radical Reconceptualization Of Teacher Education Centering Wholeness, Compassion, And Interbeing In A Fractured World, Yueyue Wang, Jing Lin, Maha Shoaib, Anna Lytkina

Journal of Contemplative and Holistic Education

Amid global crises and rising teacher burnout, current teacher education often prioritizes technical skills and standardized competencies while neglecting the inner life, relational presence, and spiritual vitality essential for sustaining educators. This article reconceptualizes teacher preparation by envisioning teachers as “wisdom workers of love” -- healers, guides, and community nurturers grounded in wholeness, compassion, and interbeing. Drawing from Daoism, Ubuntu, contemplative pedagogy, and Indigenous epistemologies, this study employs collaborative autoethnography as contemplative inquiry, weaving narratives from educators in China, Pakistan, Russia, and the United States. Through mutual witnessing and collective reflection, we identify five interrelated dimensions for cultivating love-based education: …

Walking Towards Wisdom And Wholeness: Contemplative Education And Punjabi Gang Narratives, Nevan S. Sidhu

Journal of Contemplative and Holistic Education

In this article, I examine how contemplative approaches to education can address the fragmenting nature of the Eurocentric British Columbia (B.C.) K-12 education system and allow for the cultivation of wise and whole human beings. More specifically, I draw upon the experiences of B.C. Punjabi male students who have been subjected to deeply harmful and oppressive gang narratives that have been left unaddressed by current educational approaches. Bringing attention to this issue can allow for alternate paradigms to flourish through contemplative approaches to education that would not only support Punjabi males but also support other marginalized students who find themselves …

A Remembrance Ritual In The Classroom--Death, Middle School, And Contemplative Education, Kari Van Gelder

Journal of Contemplative and Holistic Education

Death is generally unspoken, ignored, and considered too difficult to bring forward into our classrooms. Bringing death to my contemplative pedagogy has been essential for me as a teacher and on behalf of my middle school students. The deepest and most reverential way that we do this in my classroom is through an annual remembrance ritual. On this day, we remember people and pets in our lives who have died. We do inner work through journaling and meditation. The heart of our ritual day involves naming, sharing stories, and deep listening. This reflective essay tells the story of developing this …

Beyond Coping In High School: An Emergent Mindfulness Practice Towards Embodied Wisdom, Mel A.V. Voulgaris

Journal of Contemplative and Holistic Education

Mindfulness practice is trending in schools. Within secondary education, it is oftentimes introduced as meditation for present-moment awareness of the self to support academic concerns. However, mindfulness practice in its original conception is a holistic way of cultivating human well-being towards flourishing. It is a practice that aims for awareness to the entirety of human subjective and intersubjective experiencing as it is emerging. In doing so, mindfulness evolves from a coping tool into a rich contemplative practice. This paper will make the case that mindulness as a contemplative practice facilitates the cultivation of embodied wisdom and that such a practice …

The Wisdom-Centered Classroom: Contemplative Pathways To Healing, Interbeing, And Peace In K–12 Education, Hyeyoung Bang, Jing Lin, Heesoon Bai, Deepa Srikantaiah, Charles Scott, Denise L. Mchugh

Journal of Contemplative and Holistic Education

While contemporary educational goals often prioritize economic advancement and labor-market readiness, a profound need exists to re-center schools as environments that nurture the human spirit. Education should move beyond standardization, cultivating schools where students embrace their inherent worth, relate with empathy and kindness, and develop as compassionate citizens regardless of their background. At the Journal of Contemplative and Holistic Education (JCHE), we contend that the cultivation of wisdom must be a primary educational aim. This special issue explores contemplative K–12 pedagogies, inviting experts to examine the realities, possibilities, and systemic challenges of Contemplative Education (CE) from diverse global and Indigenous …

The Cornshocker Contract: Navigating Nil In A New Athletic Economy, Jason Kight

The COSMA Journal

This teaching case examines how Name, Image, and Likeness (NIL) reforms are reshaping governance, athlete branding, and competitive identity within NCAA Division II athletics. Set at the fictional Platte Valley State University, the narrative places students inside an evolving administrative dilemma involving booster-led collectives, transfer-portal pressures, and a sponsorship controversy that tests institutional values. Designed for sport management classrooms, the case emphasizes experiential decision-making and asks students to evaluate the interaction among stakeholder interests, organizational legitimacy, and crisis response rather than to perform exclusively doctrinal legal analysis. By situating contemporary NIL developments within a regional Division II context, the case …

White Antiracists: Everyday Antiracism And White Fragility Among Racially Progressive White Americans, Buffy Renea Duncan, Jaclyn Wong Ph.D

Caravel Undergraduate Research Journal

Despite the abolition of slavery and Jim Crow laws, racial inequity persists. Bonilla-Silva (2017) suggests that colorblind racism, or the assertion that race does not matter for one’s life chances, has perpetuated anti-Black racial inequality since the Civil Rights Movement. Now, through antiracist efforts such as the Black Lives Matter (BLM) movement, White Americans are increasingly expanding their notions of racism to include the subtle, institutional racial discrimination associated with colorblind ideologies (Crass 2015). A rejection of “colorblind” thinking places Whites in a position to address systems of White supremacy, both in themselves and the world around them, but it …

The Influence Of Study Abroad On Identity How Immersion In South African Culture Contributes To Identities Of American Students, Madeline Willett

Caravel Undergraduate Research Journal

With a 170% increase in study abroad by U.S. students from 2000 to 2012, it is widely recognized that study abroad not only allows students to learn a foreign language and gain international experience, but also influences compassion for difference, motivation to engage in intercultural relationships, and understanding of culturally responsible behavior. Previous research suggests that study abroad impacts students' identities on social, national, global, and personal levels. This study explored how the identities of American students were influenced by summer study abroad in South Africa. Employing qualitative research methods, including in-country, in-depth interviews and PhotoVoice, a methodology which allows …

An Exploration Of The Application Of Threshold Concepts In Sport Management, Debra Burke, Kadie Otto, Aj Grube, Charlie Parrish, Dan Grube

Global Sport Business Journal

Jan Meyer and Ray Land introduced the theory of threshold concepts to identify learning outcomes that represent a fundamental shift in the understanding of a subject which distinguishes how experts in the discipline internalize the discipline (Meyer & Land, 2006). They described the mastery of threshold concepts as being “akin to passing through a portal, opening up a new and previously inaccessible way of thinking about something” (Meyer & Land, 2006, p. 3). Threshold concepts as defined by Meyer and Land (2006) are characterized by these features:

• Transformative: Once understood, a threshold concept changes the way in which the student …

Learning Standards Developments, James Strickland, Christofer Johnson

Caravel Undergraduate Research Journal

Over the past two years, both the United States and United Kingdom have pursued radically different policy measures for eliminating educational performance disparities between traditionally high- and low-achieving student groups. In the US, such measures have consisted of recent changes to No Child Left Behind and the implementation of national learning standards. In the UK, measures have involved the establishment of new state-funded, non-profit “free schools” that are exempt from traditional state regulations. This paper examines and compares reforms in both countries. Whereas in both the US and UK educational jurisdiction appears to be increasingly concentrated within the national governments, …

Strength In Collaboration: A Unified Dd Network Approach To A Statewide Needs Assessment, Emily R. Lanchak, Julie Lounds Taylor, Bruce L. Keisling

Developmental Disabilities Network Journal

To strengthen collaboration, improve efficiency, and reduce respondent burden, the Tennessee Developmental Disabilities (DD) Network launched a first-of-its-kind integrated statewide needs assessment. This two-year, mixed-methods effort gathered input from nearly 1,500 individuals with disabilities, family members, and professionals through an accessible survey and follow-up focus groups. Tennessee DD Network partners co-developed measures, coordinated outreach efforts, and pooled resources to ensure broad representation and inclusive participation across communities statewide. Community members with lived experience were involved throughout the process, helping to ensure materials were usable, relevant, and respectful of diverse needs. The resulting shared dataset provides a foundation for each organization’s …

Incorporating Play-Based Learning While Meeting State Standards, Alicia Muer

Graduate Teacher Education

This paper reviews the benefits of incorporating developmentally appropriate practices into the classroom through a play-based approach. This is a controversial topic, as most teachers are more concerned with teaching to the standards than with the needs of students as a whole. Fifteen studies, including qualitative, quantitative, mixed-methods, and action research, were used to examine what developmentally appropriate practices are. Three themes emerged from the studies: play-based learning, professional development, and teacher-student collaboration. In the play-based theme, a sub-theme emerged which focused on games and gaming. The findings showed that students thrive more in an environment where play-based learning is …

Exploring The Evolution Of Experienced Elementary Science Teachers' Identities In The Context Of Reform-Based Science, Andrea Woodring

Theses and Dissertations

Abstract Andrea L. Woodring EXPLORING THE EVOLUTION OF ELEMENTARY SCIENCE TEACHERS’ IDENTITIES IN THE CONTEXT OF REFORM-BASED SCIENCE 2025-2026 Joanne Connor, Ed.D. Doctor of Education in Educational Leadership This qualitative narrative inquiry examined how experienced elementary teachers narrated the development and evolution of their science teacher identities within the context of reform-based science education, particularly the adoption of the Next Generation Science Standards. Guided by Identity Theory (Burke & Stets, 2022), narrative analysis (Polkinghorne, 1995), and narrative inquiry scholarship (Kim, 2016; McCormack, 2000), the study positioned teachers’ stories as the primary findings rather than as examples of theory. Five experienced …

Why Read In The Age Of Post-Literacy?, Corrine H. Martello

Educational Studies Honors Papers

This research paper aims to answer the question, “Why read?” by exploring the significance and purpose of reading, during what many have begun to call the post-literacy era, in order to convey the message that we as human beings have a fundamental need for reading and a failure to fulfill this need may result in an inability to reach one’s full potential as both an individual and as a society at large.

Differences In Gendered Educational Experiences Through A Hegemonic Lens: Cultural Influences On Schooling Norms, Camille M. Hubbs

Educational Studies Honors Papers

Recent research literature has found boys to be failing in school compared to girls; because of this a wave of awareness and furthered research on boys has followed. However, girls’ struggles in education must not be ignored as a result of boys’ issues. This project aims to describe and analyze the differences in educational experiences that both sexes have, and it operates under the understanding that culture is a primary influence on these different experiences. Experiences are divided into three broad sections: academic outcomes, confidence, and behaviors. In short, boys generally have worse academic outcomes, girls have poor confidence, and …

Bridging The Literacy Achievement Gap With Diverse Children's Literature, Sammy Siemon

Masters Projects

Classrooms across the globe contain immensely diverse populations of students, many of which are not well represented in the texts that they interact with inside of the classroom. This becomes especially noticeable in the intervention setting, when students are already reading below the proficiency level for their grade and may already have doubts about their ability to fit in within the learning space. Read-alouds and repeated rereading are often heralded for their impact on literacy development, they can be utilized in the intervention setting using texts that help to foster student identity, empathy and belonging. This project is grounded heavily …

Leading While Black: An Examination Of The Black Supervisor Experience Overseeing White Subordinates In Higher Education, Colette Marie Tobias

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

This study examines how systemic racism and social capital hierarchies shape the supervisory experiences of Black supervisors. While existing literature has explored leadership and race, it has not fully examined how systemic racism shape Black supervisors’ experiences or how social capital hierarchies play into the behavioral responses of white subordinates. This study addresses that gap by centering the lived experiences of Black supervisors within higher education.

Grounded in narrative inquiry, this research focuses on how participants make meaning of their experiences through their stories. Data was collected through semi-structured interviews and reflective journals with 19 Black supervisors who had at …

Florence Normal College Quarterly, Faculty Of Florence Normal College

Documents

Faculty Quarterly Journal of Florence Normal College, January 1910.

Sparking Teacher Educators’ Engagement With Generative Ai Through Narrative Case Studies: Ethical Considerations And Pedagogical Implications, Brady Nash, Ann Mackenzie, Todd Edwards, Sherrill Sellers

Ohio Journal of Teacher Education

This study examines how teacher educators critically engage with generative AI through narrative case studies, highlighting ethical and pedagogical considerations in teacher preparation. Grounded in threshold concepts —transformative disciplinary ideas that emphasize equity and justice —the research highlights educators’ concerns about AI’s impact on academic integrity, algorithmic bias, and teacher-student relationships. Analyzing discussions of the cases among multidisciplinary faculty and preservice teachers reveals tensions between AI’s transformative potential and the ethical challenges it poses. Findings underscore the need to integrate nuanced, reflective case-based learning into teacher preparation programs, fostering informed ethical decision-making and pedagogical adaptability in response to generative AI.

Recognizing And Celebrating The Life Of Sophie Blanchard, The First Woman Pilot, William P. Bintz, Shabnam Chaghervand

Ohio Journal of Teacher Education

This article provides a book review of a new picture book biography based on the life and times of Sophie Blanchard, a woman who should be famous but isn’t, and shares an instructional strategy that teachers can use with this, and other picture book biographies, to support student reading and learning in the classroom.

Letter From The Editor, William Visco

Ohio Journal of Teacher Education

No abstract provided.

More Magicschool: A Follow-Up Study On The Use Of Generative Ai By Southwest Ohio Teachers, Lauren Angelone, Brett Burton

Ohio Journal of Teacher Education

This study extends prior research examining K-12 teachers’ use of Generative Artificial Intelligence (AI) in southwest Ohio within the context of recent legislation requiring districts to adopt AI policies by July 1, 2026. Using thematic analysis, survey responses from teachers across two suburban public school districts were examined. Findings indicate that teachers continue to use AI primarily for planning and communication, with more advanced applications emerging since the previous study. Teachers reported expanded use for differentiated instruction, including materials aligned to Individualized Education Programs (IEPs), enrichment activities, and formative feedback. AI was also used to streamline professional communication. While these …

Competition In The Classroom: Using Technology And Non-Technology Games To Engage And Motivate Vocabulary Learners, Melissa Holmes, Hannah Chai, Dusty Columbia Embury, Michelle A. Fleming

Ohio Journal of Teacher Education

Vocabulary development plays a critical role in supporting comprehension and content learning. This study explored seventh grade students’ engagement and motivation when learning vocabulary through technology-based and non-technology-based games. The purpose was to examine how gamified instruction influenced participation and learning. Findings indicated that students demonstrated higher levels of engagement and excitement when lessons included friendly competition. Both technology-based and non-technology-based games encouraged active participation and sustained attention during vocabulary instruction. This study found that when vocabulary was gamified through technology and non-technology games, the students were more motivated to participate and learn, leading to stronger achievement and student success. …

Informal Digital Learning And Pre-Service Physics Teachers’ Willingness To Communicate And Utilize First Language In Classroom: Mediating Roles Of Communication Competence And Anxiety, Wasiu Olayinka Yahaya, Abdulrasaq Akanbi, Abednego Kanu, Yahaya Quadri, Yusuf Olowo

Ohio Journal of Teacher Education

Teaching and learning in the 21st century is flexible due to the usage of digital tools and by extension the development in science and technology. The call for classroom instruction in first language was necessitated due to its efficacy to improve students’ deep understanding of scientific concepts, theoretical and practical explanation behind technological advancement. The current study examined the pre-service physics teachers’ willingness to communicate and utilize first language in classroom instructions as determined by the receptive and productive informal digital learning and when mediated by first language communication anxiety and competence. The study utilized the 157 responses as completed …

Florence Normal College Quarterly, Faculty Of Florence Normal College

Documents

Faculty Quarterly Journal for Florence Normal College, October 1909.

*Press of The Florence Times*

It’S No Longer Greek To Me: A Gamified Parsing Study Tool, Josiah J. Lane

Senior Honors Theses

Learning Koine Greek presents significant challenges due to the language’s complex morphology, including multiple verbal forms encoding tense, aspect, mood, voice, person, and number. Traditional methods relying on rote memorization often fail to support long-term retention and rapid parsing ability. This project presents a web-based parsing study tool designed to address these challenges by integrating spaced repetition algorithms, active recall, and gamification principles. The system leverages a relational database of lexical forms and parsed words, enabling adaptive scheduling of practice items based on individual learner performance. Gamified elements, including scoring, progress tracking, and immediate feedback, sustain engagement and encourage consistent …