Curriculum and Instruction Commons^™

Social Emotional Learning (Sel) For Secondary English Language Learners (Ells), Summer E. Wallace

Honors Projects

This literature review and unit plan seeks to understand what Social Emotional Learning (SEL) is and provide resources to educators on its importance in the classroom. The literature review provides an overview of peer-reviewed sources from various educational journals, as well as online publications. It also contains interviews with two educators currently in the field. This project examines the benefits of SEL within the classroom and beyond, and proposes steps and considerations for implementing SEL into the classroom. It also includes specific provisions for SEL instruction to secondary English Language Learners (ELLs). Additionally, it discusses specific strategies to implement in …

Inclusive Laboratory Instruction For Students Who Are Blind Or Low Vision Pacifichem Symposium Overview, Cary Supalo, Christin B. Monroe, Siegbert Schmid

Journal of Science Education for Students with Disabilities

The 2025 Pacifichem conference held in Honolulu, Hawaii during the week of December 15-20, 2025, included a symposium titled, “Inclusive Laboratory Instruction for Students Who are Blind or Low Vision.” This symposium was organized by Dr. Cary Supalo, Prof. Siegbert Schmid, Dr. Kaitlin Beare and Ms Jasodhara Bhattacharya, and sessions were moderated by Dr. Cary Supalo and Dr. Christin Monroe. The symposium featured chemists with BLV and other chemists who have an interest in the inclusion of chemists with BLV into the STEM enterprise. It included 13 presentations on varying topics ranging from auto-ethnographic, methodological, to formal educational research studies.

Accessible Outreach As Experiential Learning: A Transformative Gateway For Neurodivergent Stem Scholars, Christin B. Monroe, Rebecca W. Matte

Journal of Science Education for Students with Disabilities

This paper positions science outreach as a structured and accessible form of experiential learning for neurodivergent STEM scholars. Grounded in Beard and Wilson’s (2018) learning waves framework, we argue that outreach offers predictable experiential phases, guided reflection, and supportive mentoring that collectively foster identity development and career readiness. Drawing on the AIE: STEMPLOS program, we illustrate how tiered mentoring, intentionally designed outreach activities, and reflective tools such as the Birkman® assessment help scholars articulate strengths, understand communication and work‑style preferences, and navigate real‑world professional contexts. Program outcomes demonstrate increased confidence, improved communication skills, and strengthened STEM identity among participants. By …

A Mindful Approach To Language Learning: Investigating Attitudes, Self-Efficacy, And Well-Being In The Efl Classroom, Sharon E. Fayerberger, Anca D. Cehan

Journal of Contemplative and Holistic Education

A Mindful Approach to Language Learning: Investigating Attitudes, Self-Efficacy, and Well-Being in the EFL Classroom

This study aimed to explore the effect of a 13-week mindfulness intervention program conducted in English, within the framework of English Foreign Language lessons for 10th-grade students. The aspects researched were attitudes, language self-efficacy, and student well-being, which are essential components for successful foreign language learning. Fifty-seven 10th-grade students were divided into an experimental group and a control group. A mixed-methods approach was employed, combining quantitative questionnaires to assess the students' self-efficacy and attitudes pre- and post-stage, and qualitative data collected from semi-structured questionnaires, which …

Artizein Arts And Teaching Journal Volume 11 (1), Darlene St. Georges

Artizein: Arts and Teaching Journal

Full Issue

The Material Life Of Visual-Textual Pairs, Marzieh Mosavarzadeh, Ken Morimoto, Rita L. Irwin

Artizein: Arts and Teaching Journal

This visual essay follows the material lives of visual-textual pairs within a collaborative a/r/tographic  inquiry, attending to how their changing forms invite relations we could not anticipate. Beginning as a  digital exchange of photographs and texts between two collaborators, the inquiry expanded to include a third collaborator and later took the form of hinged, foldable cards shared at a conference round-table. Through gestures of lifting, revealing, passing, and (re)arranging, the pairs became participants in a collective inquiry, opening possibilities beyond their creators’ intentions. We wonder what becomes of inquiry when the gestures through which we share the work begin to …

Narrative Threads: Mining Testimonios And Story-Building As Transformative Practice, Nicole M. Romanski, Leslie C. Sotomayor Ii, Julia L. Hovanec

Artizein: Arts and Teaching Journal

This visual essay interweaves narrative and feminist testimonio practices through the lived experiences and critical reflections of three art educators. It explores storytelling as a transformative method within art education and visual culture. Through vignettes of personal narratives and testimonios, the authors examine how individual experiences shape their teaching philosophies and pedagogical practices. This article situates their positionalities through diverse creative processes, including story mining, bookmaking, filmmaking, advanced clinical experience reflections, and visual pláticas. By merging practice and reflection, the collaborators highlight narrative pedagogy as a tool for personal and professional growth. Drawing on the work of scholars such as …

Drawing Out Remarkable Communities, Bailey Ennig

Artizein: Arts and Teaching Journal

This visual essay examines how an unused classroom whiteboard evolved into a student-driven site of relational art and community building. Initially left blank, the whiteboard became a shared drawing space as students began to doodle informally, returning regularly to contribute and interact. Over time, these collective drawing practices fostered friendships, cross-grade connections, and a sense of belonging grounded in shared pop culture interests and creative play. Drawing on theories of relational aesthetics (Bourriaud, 2002), creative ecosystems (Harris, 2021), and connected learning (Ito et al., 2019), the whiteboard functioned as a dynamic social space shaped by student agency rather than teacher …

Metaphoring Visual Metaphors For Visual Art Research, Jeff Horwat

Artizein: Arts and Teaching Journal

In Art Practice as Research, Graeme Sullivan (2005) advances a seminal argument for art making as a rigorous mode of inquiry capable of generating knowledge comparable to that produced within positivist traditions. He conceptualizes visual art research through a complex framework. To render this model usable, Sullivan introduces a braided metaphor that operationalizes the framework while implicitly demonstrating the generative capacity of visual metaphors to reshape theoretical constructs themselves. Building on this premise, this visual essay approaches Sullivan’s framework not as a fixed schema but as an open invitation for methodological experimentation.

Through a process of metaphoring—the conceptual melding …

The Humidity Of Living: Walking, Permeability, And Care As Embodied Research Practice, Lyndsay Mckay

Artizein: Arts and Teaching Journal

This visual-textual essay traces walking as an embodied research methodology situated at the intersection of autoethnography, material feminist theory, and practices of care. Drawing on nursing-informed sensorial attunement and site-responsive observation, the work follows a pedestrian route through urban and coastal landscapes to examine how bodies, infrastructures, atmospheres, and more-than-human matter co-produce perception. Through photographic documentation and poetic narrative, the project foregrounds permeability as a methodological stance—one that resists detached observation in favor of affective, relational, and trans-corporeal engagement. Concepts from Ingold’s correspondence, Alaimo’s trans-corporeality, Mol’s logic of care, and Benner’s embodied expertise are woven into lived encounters with decay, …

Sketching Collective Resilience: Visual Journals As Murmurating Heartwork, Miranda D. Koffey

Artizein: Arts and Teaching Journal

This visual essay offers a portal into twelve anonymized visual journal pages by pre-service art education students, read as a set rather than as isolated artifacts. The pages are not presented as finished works, but as traces of attention and lived weeks that show how making can help a learning community stay with what is difficult without demanding resolution. I approach the sequence as an invitation to witness, with captions that record my reading and attend to what becomes visible when pages are placed in relation, where a collective register emerges from shared classroom practice and a journal’s private form …

Within The Making: Methodological Possibilities In Arts-Centred Research, Darlene St. Georges

Artizein: Arts and Teaching Journal

This editorial introduces the Fall 2026 tenth-anniversary issue of Artizein: Arts and Teaching Journal, exploring methodological possibilities within arts-centred research. It considers the dynamic relationship between methods and methodology, attending to how creative practices generate knowledge through material encounters, relational engagement, intuition, and uncertainty. Questions of methodological rigour, ethical responsibility, and pedagogical responsiveness are examined through a relational and decolonial orientation. The eight contributions extend these considerations across diverse artistic and educational practices, illuminating how methodologies emerge, evolve, and transform through the living processes of creative inquiry.Darlene St. Georges is an Associate Professor of Art Education at the University …

Performing Proficiency: Ethnodrama As Arts-Based Research In An Esl Acting Classroom, Angel M. Morales

Journal of English Learner Education

This study explores the use of ethnodrama as an arts-based research method and pedagogical tool in English as a Second Language (ESL) education. Drawing on the work of Saldaña, Salvatore, and Denzin, the project examines how performance can communicate lived experiences, foster language development, and promote social justice in multicultural classrooms. Based on interviews and observations of ESL students in an Acting I course, the resulting ethnodrama, What?! Acting?!, presents verbatim narratives that reveal learners’ identities, struggles, and resilience. The findings highlight how theatrical practice enhances linguistic fluency, self-expression, and cultural understanding, demonstrating the transformative potential of performance in …

A Franco-American University Collaboration: Oral Assessment With Cefr And Star, Nadia Yassine-Diab, Christina Torres University Of Central Florida, Aimee Schoonmaker

Journal of English Learner Education

This article describes the collaboration between faculty at two international
universities, one in France and one in the U.S., who partnered their students to practice and assess oral skills. Using computer-mediated communication with both synchronous and asynchronous elements, the collaboration provided a valuable opportunity for both groups to engage in pedagogically meaningful and structured exchanges integrated into coursework that mirror their future professional situations (O’Dowd et. al., 2020). More specifically, each semester, the U.S. TESOL students interview and assess French speaking English language learners using the Common European Framework of Reference (CEFR) and the Situation Task Action Results (STAR) interview …

Unlocking Affixes In The Esl Community College Classroom: The Language Of Law, Science, And Technology, Patricia George-Hunter Edd

Journal of English Learner Education

Since vocabulary plays a significant role in second language acquisition, expansive vocabulary targets should be set and pursued. This paper explores the results of introducing affixes to develop vocabulary and increase motivation for beginner to intermediate-level English language learners (ELLs) pursuing academic disciplines in law, science, and technology at a New York City community college. Participants included 23 ELLs with diverse linguistic, educational, and sociocultural backgrounds enrolled in an online synchronous Integrative Language Seminar (ILS) designed to develop all areas of English language proficiency. Pre‑, post‑, delayed tests, questionnaires, and post‑intervention interviews were conducted and analyzed to establish the language …

Math Language Acquisition And Improving English Language Learners’ Ability To Understand And Solve Math Word Problems, Crystal L. Gammon, Jillian Skelton

Journal of English Learner Education

The purpose of this qualitative study was to explore third- through fifth-grade teachers’ perceptions of effective vocabulary instruction and collaboration practices used to support English Language Learners (ELLs) in understanding, discussing, and solving math word problems. The problem addressed was that ELL students in rural southeastern U.S. school districts were not achieving mathematics proficiency at the same rate as their native English-speaking peers, particularly when solving word problems requiring academic language comprehension. The findings revealed that teachers viewed math vocabulary instruction as essential for closing academic gaps while also identifying vocabulary as a major barrier when it was not explicitly …

Making The Implicit Explicit For Multilingual Learners: A Language-Based Framework For Literacy Development, Luciana C. De Oliveira

Journal of English Learner Education

Literacy is fundamentally an act of meaning-making that requires bridging micro-level linguistic choices with macro-level text structures across genres. Current literacy policies dominated by Science of Reading (SoR) mandates often overemphasize isolated, word-level foundational skills. This narrow focus creates a one-size-fits-all model that reduces reading to the level of individual words, not appropriate for multilingual learners (MLs) who require access to dense, specialized disciplinary discourse. This article proposes an intentional, language-based literacy framework designed to build high-challenge, high-support classrooms for MLs without lowering academic expectations. Integrating genre-based pedagogy through the Teaching and Learning Cycle (TLC) with the mode continuum, the …

Facilitating Peer Tutoring In Islamic Religious Education: A Multiple-Case Study Of Students’ Affective Experiences, Izzatul Mahya, Purnomo Purnomo, Nur Faizatul Zehan Saari

Jurnal Pendidikan dan Pembelajaran

Background: In Islamic Religious Education in junior high schools, students may feel afraid, embarrassed, or lacking in confidence when asking questions. How peer tutoring is facilitated and experienced affectively remains little studied in this subject.

Objectives: This study describes how teachers and peer tutors enact facilitation, how the tutor and the tutee relate it to their affective experiences, and how tutor-tutee familiarity shapes these experiences.

Methods: A qualitative multiple-case study was conducted at a public junior high school and a madrasah tsanawiyah. Six participants (one teacher, one tutor, and one tutee per site) were purposively selected. Data were collected through …

Transformative Learning Through Indigenous Value Internalisation: An Ethnopedagogical Study Of Leuweng Titipan, Qoriah Rahmawati, Asep Muhyidin, Anton Irawan, Ujang Jamaludin

Jurnal Pendidikan dan Pembelajaran

Background: Indigenous knowledge and customary practices offer insights into how cultural values are learned and transmitted across generations. However, the relationship between these processes and formal learning management requires careful conceptual examination.

Objectives: This study aimed to identify the values and reported learning mechanisms associated with Leuweng Titipan in the Kesepuhan Cibadak community and reconstruct them into a conceptual learning management model.

Methods: This qualitative study adopted an ethnopedagogical perspective and used ethnographic interviews with eight informants in Lebak Regency, Banten, from June to August 2026. Data were analyzed inductively through repeated reading, initial coding, comparison across participants, and theme …

A Systematic Review Of Inquiry-Based, Ethno-Stem, And Contextual Science Learning In Improving Literacy Numeracy Among Senior High School Students (2022–2025), Doni Firmansyah, Arif Widiyatmoko, Bambang Subali 5, Novi Ratna Dewi

Jurnal Pendidikan dan Pembelajaran

Background: The low level of numeracy literacy skills indicates that students still face difficulties in understanding and applying numerical concepts within real-world contexts. Although inquiry-based learning and ethno-STEM have been widely recognized as approaches that support contextual and meaningful science learning, the extent to which their integration contributes to improving students’ numeracy literacy remains insufficiently synthesized.

Objectives: This study aims to analyze research trends, examine the implementation, and evaluate the effectiveness of inquiry-based science learning integrated with ethno-STEM in supporting students’ numeracy literacy skills.

Methods: The study employed a Systematic Literature Review (SLR) using the PRISMA approach, which involved four …

The Relationship Between Digital Literacy And Computational Thinking Among Junior High School Students: The Mediating Role Of Learning Motivation, Deitawati Dalughu, Disman Disman, Susanti Kurniawati, Leni Permana

Jurnal Pendidikan dan Pembelajaran

Background: Computational thinking (CT) is increasingly regarded as a general problem-solving competence, and earlier studies have linked it to digital literacy (DL). However, less is known about why the two are related, particularly among junior high school students.

Objectives: Drawing on constructivism and self-determination theory, this study examined whether learning motivation (LM) mediates the association between DL and self-reported CT.

Methods: This study employed a cross-sectional explanatory survey design. Participants were 125 students in grades VII–IX from two public junior high schools in Bitung City, Indonesia, selected through proportional quota sampling per school. Data were collected through an online questionnaire …

Dual-Path Motivation Model: Intrinsic And Extrinsic Dynamics, Abdul Khobir, Ulul Albab, Hani Hasnah Safitri, Nur Khasanah, Sopiah Sopiah

Jurnal Pendidikan dan Pembelajaran

Background: As Artificial Intelligence (AI) increasingly enters formal education, understanding how early adolescents interact with these technologies is crucial, particularly regarding how external academic demands and internal curiosity shape their learning engagement.

Objectives: This study aims to investigate the motivational dynamics of early adolescents engaging with AI in formal learning environments, with particular attention to the interplay between intrinsic and extrinsic motivational pathways.

Methods: This study employed a qualitative case study approach conducted at a semi-urban junior high school in Indonesia. Data were collected through classroom observations, in-depth interviews with eight students (aged 14–15) and two teachers, and an analysis …

Unlocking Efl Teachers’ Knowledge Of English Learning Outcomes In Merdeka Curriculum: A Mixed Method Study, Tri Wintolo Apoko, Joseph Agbuya Villarama

Jurnal Pendidikan dan Pembelajaran

Background: The implementation of the Merdeka curriculum emphasizes outcome-based English language learning in Indonesian upper secondary schools. However, limited research has specifically examined EFL teachers’ knowledge of English learning outcomes and their assessment practices in achieving curriculum objectives.

Objectives: The study aimed to explore (1) how EFL teachers understand English learning outcomes and (2) how they assess students’ success in achieving them.

Methods: A sequential explanatory mixed-methods design was employed. Quantitative data were collected through a Likert-scale questionnaire administered to 23 EFL teachers from public and private upper secondary schools in Eastern Jakarta, Indonesia. The data were analyzed using descriptive …

Development Of Multilevel Teaching Method To Improve Students' Understanding Of Mathematics And Natural Sciences, Elyakim Nova Supriyedi Patty, Sri Astuti Iriyani, Lara Aulia Putri, Titik Ceriyani Miswaty, Harun Harun

Jurnal Pendidikan dan Pembelajaran

Background: Mathematics and Natural Sciences education struggles to address diverse levels of understanding in heterogeneous classrooms. Conventional methods rarely accommodate differences in prior knowledge and learning pace, so an instructional management model combining differentiated instruction and systematic classroom management is needed.

Objectives: This study aims to develop and evaluate the Multilevel Teaching (MLT) method for improving Food Technology students’ understanding of calculation materials in Mathematics and Natural Sciences courses at Universitas Bumigora.

Methods: This Research and Development (R&D) study involved preliminary surveys, lecturer interviews, model design, expert validation, classroom implementation, and data analysis with Food Technology students at Universitas Bumigora. …

K-Means Clustering For Learner Profiling In Large-Scale Nutrition Fulfillment Service Unit (Sppg) E-Learning: A Transformative Learning Perspective, Puji Agus, Riyanto Riyanto, Ahmad Zaky

Jurnal Pendidikan dan Pembelajaran

Background: Large-scale professional e-learning programmes generate assessment data that can reveal variation in competency development and performance, but aggregate results may obscure heterogeneous learning needs.

Objectives: This study identifies exploratory learner profiles in a large-scale financial-reporting e-learning programme for Indonesia’s Satuan Pelayanan Pemenuhan Gizi (SPPG) to inform differentiated learning-support recommendations.

Methods: The study analysed 20,192 participant records using six standardized features. K-Means, Ward hierarchical clustering, and Louvain community detection were benchmarked on a common sample of 3,000 observations. K-Means solutions with two to ten clusters were then evaluated using internal validity indices, initialization stability, and sensitivity analyses, and the profiles …

Padlet-Supported Parikan Writing In A Grade 4 Classroom: A Qualitative Study On Joyful Learning And Student Critical Thinking, Endang Sri Maruti, Muhammad Hanif, Durarin Nuha Achfama, Chelsa Bunga Nagita, Selfia Selfia

Jurnal Pendidikan dan Pembelajaran

Background: This study explores the utilization of Padlet as a digital collaborative platform for creating parikan, a traditional Javanese poetic form, inspired by local wisdom.

Objectives: The purpose of the research is to examines how the creation of parikan through Padlet facilitates joyful learning and provides opportunities for students to engage in critical thinking.

Methods: Employing a qualitative case study design. Data are collected through classroom observations, interviews with students and teachers, documentation of students’ parikan, and analysis of their posts and comments on Padlet. The study was conducted with 24 fourth-grade students at SD Wayut 03, Madiun, Indonesia, during …

Lms-Integrated Paper-Tep Learning Model Support In Distance Learning Transformation In Higher Education, Juharyanto Juharyanto J, Rochmawati Rochmawati R, Tomi Listiawan, Agus Purnomo, Angga Yuni Mantara Angga, Achmad Yani Ay, Dayang Rafidah Binti Syariff M. Fuad Dr, Julia Lim Jl, Neni Wahyuningtyas

Jurnal Pendidikan dan Pembelajaran

Background: Learning management systems (LMS) in higher education often function as static content repositories without a pedagogical flow connecting content to students’ lived experiences. An instructional audit of Sipejar at Universitas Negeri Malang revealed wide pedagogical gaps in design, interactivity, and personalization.

Objectives: This study developed PAPER-TEP, a six-stage, life-based instructional flow combining microlearning, reflection, authentic projects, and adaptive assessment within Sipejar, and examined its feasibility and its association with cognitive achievement, learner experience, and behavioral engagement.

Methods: Research and development followed the ADDIE framework, involving expert validation (3 experts), a limited trial (41 students), and a nonrandomized quasi-experimental field …

Artificial Intelligence In Science Education: Toward An Evidence-Informed Framework For Inclusive Teaching, Learning, And Assessment, Jamil Suprihatiningrum

Jurnal Pendidikan dan Pembelajaran

Background: Artificial intelligence (AI) is increasingly integrated into science education, offering opportunities to support instruction, learning, and assessment. However, evidence of AI’s instructional benefits does not necessarily demonstrate its effectiveness in addressing barriers to inclusive participation in scientific learning.

Objectives: This study critically synthesizes evidence on AI applications in science education, examines the extent to which existing research supports claims of inclusive educational practice and outcomes, and develops an evidence-informed conceptual framework for evaluating AI-supported inclusion.

Methods: A critical, evidence-informed conceptual synthesis was conducted using selected empirical and conceptual literature on AI-supported science education, inclusive pedagogy, assessment, and responsible AI. …

Development Of Star-G Learning Media To Increase Grade Ix Students' Interest In Learning Flat-Sided Solid Geometry, Siti Nurul Wafiroh, Astrid Chandra Sari, Festian Cindarbumi, Naning Kurniawati

Jurnal Pendidikan dan Pembelajaran

Background: Students may experience difficulties in learning flat-sided solid geometry because three-dimensional objects are not always easy to visualize through conventional learning materials.

Objectives: This study aimed to develop STAR-G (Sites and Augmented Reality for Geometry), a learning medium integrating Google Sites and augmented reality (AR), and to examine its validity, feasibility, and changes in students’ learning interest after its use.

Methods: This research employed a research and development (R&D) approach using the ADDIE model: analysis, design, development, implementation, and evaluation. The product was validated by two material experts and two media experts and was tested with 20 Grade IX …

Literacy Activities To Prepare Mll Students For An Art Museum Visit, Marion J. Tate

Michigan Reading Journal

This article describes how I prepared newcomer Yemeni students to visit, understand, and learn from museums while also strengthening their English language development and cultural identity. Many students had limited English proficiency; however, they brought rich personal, family, and cultural knowledge into the classroom. To build on those strengths, I used literacy-based activities before, during, and after museum visits. These activities included shared and independent reading with e-books, pre-assessment charts, vocabulary development, guided discussions, reflective writing, collage-making, and student-led decision-making. Each strategy helped students practice English in meaningful ways while connecting museum content to memory, immigration, history, culture, and identity. …