Curriculum and Instruction Commons^™

Ethical Dilemmas Of Generative Ai In Education And Their Implications For Sdg 4: A Systematic Review From A Global And Inclusive Perspective, Eva García-Beltrán

Journal of Educational Technology Development and Exchange (JETDE)

This systematic review, conducted in accordance with PRISMA 2020 guidelines, examines the ethical dilemmas associated with the use of Generative Artificial Intelligence (GAI) in education and analyses their implications for the achievement of Sustainable Development Goal 4 (SDG 4), with a focus on inclusive and equitable quality education. The review draws on 24 peer-reviewed studies published between December 2022 and December 2024, covering diverse educational levels and geographical contexts, with a predominance of Global North perspectives and limited representation from the Global South. The analysis reveals four primary themes: academic integrity, algorithmic equity, data privacy, and the potential contribution of …

Exploring Teachers’ Perceptions Towards Using Ict With Dialogic Teaching In The Primary Science Classroom In Saudi Arabia, Yousef Alharbi, Sue Johnston-Wilder

Journal of Educational Technology Development and Exchange (JETDE)

This study examines the implications of teachers’ perceptions of using ICT to support dialogic teaching in primary science classrooms in Saudi Arabia. It employed questionnaires distributed electronically to science teachers working in state primary schools in Riyadh, and 305 completed responses were analyzed using SPSS. The majority were found to implement a variety of activities to support dialogue and to use several ICT tools in their science lessons. In addition, most teachers reported positive attitudes toward ICT, dialogic teaching, and ICT-supported dialogic teaching in science lessons. However, the results indicated that some teachers currently adopt a dominant role in dialogue …

Application Of Artificial Intelligence In Case-Based Teaching: A Qualitative Study In Mba Education, Tianjiao Xu, Mohd Nazir Bin Zabit

Journal of Educational Technology Development and Exchange (JETDE)

This study examines the incorporation of artificial intelligence (AI) into case-based teaching (CBT) within Master of Business Administration (MBA) programs in China, amidst the rapid digital transition in higher education. Guided by the Context–Input–Process–Product (CIPP) evaluation framework, the study adopted a qualitative design and conducted semi-structured interviews with five instructors from three core MBA courses. The findings indicate that AI enhanced classroom interaction and reduced teachers’ workload by supporting real-time feedback and dynamic discussion processes. Institutional support, including teacher training, digital infrastructure, and technical assistance, was recognized as a vital facilitator of effective implementation. Despite its various benefits, the study …

The Coalition Of Inclusive School Leaders Framework & Guidebook, K. Adams, Meghan Cosier, Audri Sandoval Gomez

Thompson Policy Institute on Disability Policy Reports

"The purpose of this inclusive leadership framework, also supplemental, is to expand further on those actionable steps in the PSEL 2015 and Promoting Principal Leadership for the Success of Students With Disabilities document for direct use with future and current school and district administrators, framing a more inclusive-focused leader than the initial development of the CPSEL and PSEL. This framework will guide leaders toward improving access, equity, and inclusion for students with disabilities (SWD) and other students from traditionally marginalized backgrounds (e.g., students who are Black, Latinx, and Indigenous; students who are LGBTQIA+; and students who are experiencing poverty across …

Ai In Pk-12 Education: Implications For Teaching And Learning, David Naff, Meleah Ellison, Casey Bailey, Tzu-Wei Wang, Kiana Bradford

MERC Publications

This research and policy review from the Metropolitan Educational Research Consortium (MERC) explores the implications of artificial intelligence (AI) for teaching and learning in public PK-12 education. It is part of a two part series with a companion report focused on AI implications for PK-12 policy. The report explores two questions:

1. How is AI shaping teaching and instructional practice?
2. How is AI shaping student learning and development?

It concludes with a series of key takeaways and recommendations for PK-12 policy and practice.

Perspectives Of Rural Educators On The Dependencies And Drawbacks Of Chat Gpt In Nigerian Higher Education Practices, Adedayo Olayinka Theodorio Dr, Francisca Jumoke Theodorio, Olumide Gbenga Olugbodi, Peter Adebowale Samson, Olusegun Olawale Olakotan

Journal of Educational Technology Development and Exchange (JETDE)

ChatGPT remains a valuable tool for transforming teaching strategies and supporting students’ comprehension of subject matter. However, its adoption and research remain uneven within the context of higher education in Nigeria. Specifically, there is limited empirical research that exemplifies real-world experiences regarding the dependencies and drawbacks in rural educational settings. This qualitative single-case study explored this phenomenon at a southwestern institution in Nigeria, involving a purposively selected group of educators. Data were gathered through participatory observation and focus group interviews, which were thematically analysed. The results indicated that the effective use of ChatGPT in rural higher education heavily depends on …

(In)Consequential Rhetoric: Grading Policy And Values Misalignment At First-Generation-Serving Community Colleges, Sarah N. Seiffert

Journal of Multicultural Affairs

Research indicates that first-generation (FG) students face a number of barriers to success in higher education when compared to their continuing-generation peers. Although many institutions serving a large number of FG students have implemented programs to support this population, little attention has been paid to institutional grading policies that reinforce harmful practices by attempting to standardize assessment while perpetuating inequalities. This study uses document analysis and critical policy analysis to examine the alignment between the grading policies and institutional values of 25 community colleges serving high FG student populations. Findings reveal critical tensions between the stated values of these colleges …

Critical Hope As A Discipline: Resisting Neoliberal Education And Teaching Toward Futurity, David H. Kahl Jr.

Feminist Pedagogy

The university was founded on the principles of critical thought and the critical examination of ideas. However, this vision has gradually eroded over time due to the permeation of neoliberal thought into the university’s walls. Since the last 1970s, hyper-capitalist ideologies have disrupted efforts to develop students into engaged citizens of the world who speak out against gendered, racial, sexual, economic and other forms of marginalization by propagating post-truth messages. Specifically, neoliberal entities produce messages that teach students that their role in life is not to build community and communal bonds among people. Rather, neoliberal entities produce post-truth messages that …

Culturally Relevant Pedagogy In Teaching And Learning In High School Social Studies Curricula In Georgia: A Case Study, Sharon Ann Mcmeans-Lukiri

Dissertations

Despite increasing diversity within Georgia’s high school student population, it remains unclear to what extent social studies teachers incorporate Culturally Relevant Pedagogy (CRP) in the planning and implementation of their instruction. Recent research indicates that many educators continue to struggle with developing effective instructional practices that meet the learning needs of students from vulnerable communities (Liasidou & Symeou, 2018). Students from these communities often experience lower academic achievement (Ladson-Billings, 2009), and when the curriculum fails to reflect or respond to their cultural backgrounds, they are more likely to disengage from school (Ladson-Billings, 2009). This gap between students’ cultural needs and …

Table Of Contents - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Front Matter - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Full Issue Of The Journal Of The Assembly For Expanded Perspectives On Learning Volume 30, Wendy Ryden, Jonathan M. Marine

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Writing Without Peter: Reflections On Peter Elbow And His Legacy: Peter Elbow The Philosopher, Irene Papoulis

The Journal of the Assembly for Expanded Perspectives on Learning

On the occasion of Peter Elbow’s passing, we read many tributes and praises commemorating him and the foundational contributions he made to the multi-faceted field of writing studies. But as we know, even as Peter’s ideas were lauded and embraced, they were also questioned by many, including other renowned members of our profession.

“Narrative Medicine Saved My Life”: Writing Is A Verb As Well As A Noun, Marian M. Maccurdy, Sarah Robinson

The Journal of the Assembly for Expanded Perspectives on Learning

Dedicated to Professor Peter Elbow 4/14/1935 – 2/6/2025

I, Marian, began my career as a graduate student in medieval literature who had a teaching assistantship to fund her degree. As a graduate student I lived in a world that saw writing as a noun, something done and finished, not as a verb, a process that shows us a world that is as ever-changing as we are. But as a writing teacher I found myself sliding into the world that writers inhabit, and

The Giving And The Receiving: Spiritual Traditions And Teaching, Aepl Summer Conference 2025, Estes Park, Co., Bhushan Aryal, Beverly Brannon, Geri Deluca, Nate Mickelson, Laurence Musgrove, Kristin B. Rajan, Adrian Matt Zytkoskee

The Journal of the Assembly for Expanded Perspectives on Learning

Editor’s note: This past year, AEPL held its first full, in-person conference since the pandemic at our beloved Estes Park location in the Rockies. To commemorate the return of this staple event for our organization, here’s a snapshot of one of the workshops, led by immediate past AEPL Chair, Geraldine DeLuca, “Writing Our Spiritual Autobiographies,” in which DeLuca asked attendees to consider, where and how did we begin, spiritually? What sustains us now? Deluca provided three prompts by Wallace Stevens, Karen Armstrong, and Audre Lorde to aid attendees in their reflection and writing processes. These prompts appear at the end …

Review: Williams, Bronwyn T. Literacies In Times Of Disruption: Living And Learning During A Pandemic., Ashna Singh

The Journal of the Assembly for Expanded Perspectives on Learning

This review is structured around three central concepts that Williams develops throughout this book: affect, assemblages, and the connection between memory and identity. In Literacies in Times of Disruption: Living and Learning During a Pandemic, Williams focuses on the narratives of over thirty university students at the University of Louisville to examine how their literacy practices and emerging identities were influenced by physical, emotional, and structural crises.

Bringing Mindfulness Into First-Year Composition, Matt Lemas

The Journal of the Assembly for Expanded Perspectives on Learning

I first stumbled upon the relationship between mindfulness and writing sometime after college. I had been meditating for a few years—not perfectly, but enough to notice the way it softened the inner critic and procrastinator that usually accompanied me to the page.

James Moffett’S Basic Principles, Jonathan M. Marine, Stephen Lafer

The Journal of the Assembly for Expanded Perspectives on Learning

The tricky part about trying to distill James Moffett’s basic principles is that there are so many of them. In literature, the “major” poets are separated form the “minor” for a number of reasons, but one critical criteria is development; major poets have to develop across the span of their careers, either writing in new forms, or about and with new ideas or themes. Suffice to say, Moffett developed a great deal across his career, from a focus on pedagogy to a focus on spirituality and mindfulness along with increasing consideration of educational assessment and policy. Of course, I’m overgeneralizing …

Book Reviews Introduction: Is It Just Me?, Curtis Porter

The Journal of the Assembly for Expanded Perspectives on Learning

Each of the reviews in this issue of JAEPL focus on a book that was published long before this particular crisis. The books span very different academic fields and very different research methodologies. Yet each reviewer gives a glimpse of how the research behind each book emerged from lived challenges and illustrates how that research sheds light on the daily work and daily struggle that we collectively face.

Contributors: Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Contributors: JAEPL - Volume 30

Review: Cope, Emily M. Evangelical Writing In A Secular Imaginary: The Academic Writing Of Christian Undergraduates At A Public University., Kelly M. Sauskojus

The Journal of the Assembly for Expanded Perspectives on Learning

Emily Murphy Cope’s Evangelical Writing in a Secular Imaginary: The Academic Writing of Christian Undergraduates at a Public University (2024) empirically considers how evangelical students negotiate their identities in their academic writing.

Back Matter - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter - JAEPL - Volume 30

Mindful Administration: Toward A Theory Of Academic Leadership We Can Live With, Sue Doe, Janelle Adsit

The Journal of the Assembly for Expanded Perspectives on Learning

This article names barriers to faculty leadership and identifies specific ways that faculty can harness tools and resources needed to lead well. Through mindful and relational leadership practices, faculty can ensure that the values that academic communities espouse are made manifest.

Review: Poetter, Thomas S. Curriculum Fragments: A Currere Journey Through Life Processes., Joseph Wiederhold

The Journal of the Assembly for Expanded Perspectives on Learning

Poetter’s book Curriculum Fragments—and the stories shared within— have changed the way I think about education. Redefined it. Recentered it on what matters most—the human experience, the life processes at the center of Poetter’s book: losing, knowing, forgiving, relating, hoping, growing, loving. Each of Poetter’s fragments—reflective narratives written following the Currere methodology (Pinar)—caused me to reevaluate my practice.

Content And Consequences: Impact Of Representation In Stem Higher Education Instructional Content On Marginalized Students, Nichole Ventura

Doctorate in Education

This qualitative study examined representation of historically marginalized students in STEM instructional content at the higher education level and its impact on their learning experiences. Despite growing diversity initiatives in STEM enrollment, curricular materials often fail to reflect the identities of underrepresented students. Using critical theory and interpretivist approaches, this research investigated how representation—or its absence—shapes students' sense of belonging, academic identity formation, and persistence. Through semi-structured interviews with undergraduate students from historically marginalized backgrounds, and purposeful sampling, this study captured the lived experiences of students engaging with STEM instructional materials. Interview protocols explored how students perceive their representation in …

Knowledge And Use Of Teachers Of Students With Intellectual Disabilities For Universal Design For Transition, Sarah Khaled Alfawzan Dr.

International Journal for Research in Education

The present study aimed to identify teachers of students with intellectual disabilities knowledge and Use of Universal Design for Transition (UDT) in intellectual education programs. To achieve the objectives of the study, the researcher yielded the descriptive research, and the questionnaire was used as a tool to collect data, as the study sample consisted of (270) male and female teachers of students with intellectual disabilities in the middle and secondary school. The results indicated that the level of knowledge of teachers of students with intellectual disabilities about UDT was at a high level. The results also indicated that the level …

From Mirrors To Maps: Reimagining Supervision Through Coaching, Reflection And Metaphor, Meg Norris, Sungeun Min, Andrew S. Miness, Tracy Driehaus

Education Faculty Research

No abstract provided.

Vol 18 Issue 3 List Of Reviewers

Journal of Educational Technology Development and Exchange (JETDE)

Vol 18 Issue 3 List of reviewers

Vol 16 Issue 2 List Of Reviewers

Journal of Educational Technology Development and Exchange (JETDE)

List of reviewers of Vol 16, Issue 2

Diversity In Aquatics:4th Special Issue, Tiffany M. Quash Ph.D., Angela K. Beale-Tawfeeq, Steven N. Waller Ph.D.

International Journal of Aquatic Research and Education

The theme of this special issue is “Building a Community of Champions.” The purpose of this theme is to highlight and promote a civic engagement perspective that engages, advocates, and supports communities of Black, Indigenous, People of Color (BIPOC) in addressing the national, regional, and local evolving health-related issue of drowning. Aquatic Settings have been a pivotal focal point of social justice, water safety, and public health, not only in the past but also in our present day (Beale-Tawfeeq, Quash, et al, 2023 and Waller and Bemiller, 2023). Diversity In Aquatics (DIA) strives to positively impact the field of aquatics …