Curriculum and Instruction Commons^™

Melvin Gets A Passing Grade, Peter London

Artizein: Arts and Teaching Journal

150 word abstract

The author assigns a failing grade to a student in a high school required art course as a consequence of the student not doing any art at all. His chairman, stunned that any one can actually fail art, offers a view of art and teaching and history that upends the author’s own views on the purposes of art, the purposes of teaching and his possible role in history. Confounded by the realization that there might be a domain different, more and better than the one he had been navigating, the author changes the student’s grade, he was, …

Introduction: Stories That Mattered, Peter London

Artizein: Arts and Teaching Journal

Introduction to the themed issue of Artizein: Arts & Teaching Journal entitled 'Stories that Mattered.'

Editorial Foreword, Barbara Bickel

Artizein: Arts and Teaching Journal

Editorial Foreword for Artizein: Arts & Teaching Journal 2021. It includes a farewell to retiring co-editor Peter London and a welcome to incoming co-editor Darlene St. Georges.

Front Matter Artizein December 2021, Peter London

Artizein: Arts and Teaching Journal

Front Matter for Artizein: Arts & Teaching Journal December 2021. Includes table of contents.

Full Issue Artizein_December 2021, Peter London

Artizein: Arts and Teaching Journal

A full PDF of the themed Artizein: Arts & Teaching Journal issue entitled 'Stories that Mattered' edited by Peter London.

The Great Water Design Challenge: A Collaboration With Noaa Planet Stewards, Elizabeth Martinez

Publications & Research

Session Goals

• Define design challenge
• Generate ideas for classroom design challenge
• Outline design challenge for your classroom

NOAA Planet Stewards NESTA Article

Implementing Food Science-Based Instruction In Career Technical Education Courses, Jasmine D. Hendrix

Theses and Dissertations

Students are exposed to food concepts in agriculture-based career technical education (CTE) courses which provide a gateway for students to become more aware of food science career pathways. Professional development for Mississippi (MS) CTE teachers is needed to effectively implement food science-based instruction since there is not a food science curriculum framework adopted in MS. The objective of this study was to assess a food science professional development training for MS CTE teachers that would increase their self-perceived knowledge of food science, self-perceived ability to conduct food science skills, and their self-efficacy to implement food science-based instruction. Thirty-one teachers participated …

The Time To Talk Is Now: Race-Based Dialogue Among White Student Affairs Professionals, Imari Hazelwood

Graduate Theses, Dissertations, and Capstones

Enrollment of students of color (SOC) in higher education has called on student affairs professionals to design and implement programs and policies focused on diversity and inclusion (Mueller & Pope, 2000, 2003; Ellertson, Moore, & Marsh, 2007; Pope, Mueller, & Reynolds, 2009). White student affairs professionals need to develop cultural competencies about race to aid the development of students of color at Predominantly White Institutions (PWI) (Mueller & Pope, 2001). Book clubs are one way to gather and converse about race and identity (Polleck & Epstein, 2015). The White Racial Identity Development theory (WRID) is a way to bring awareness …

The Impact Of Small Group Direct Instruction On The Vocabulary Development Of Fourth Grade Students, Rachel Solum

Dissertations, Theses, and Projects

This 2021 study focused on the impact that small group vocabulary instruction had on the vocabulary development of 4th grade students. I wanted to see the effect that small group instruction had on students’ vocabulary growth. Students were pulled into a small group every day for four straight weeks. There was four groups of four students involved. During this small group time the teacher pulled vocabulary words from the word wall. The words on the word wall were tier two vocabulary words that had been pulled from various interactive read alouds. The teacher followed Marzano’s Six Step Approach to teaching …

Teaching Young Dual Language Learners: A Critical Review Of The Strengths And Limitations Presented In Alanís And Colleagues’ 2021 Book, The Essentials: Supporting Dual Language Learners In Diverse Environments In Preschool & Kindergarten, Jessica Summers

Journal of English Learner Education

The increase in dual language learners (DLLs) in the United States is shifting the way many districts, schools, and individual educators approach teaching and learning in order to better meet the needs of emergent bilinguals. Iliana Alanís, María G. Arreguín, and Irasema Salinas-González’s wrote The essentials: Supporting dual language learners in diverse environments in preschool and kindergarten (2021) to help early childhood educators, administrators, and instructional coaches understand guiding principles of bilingual education and implement evidence-based practices for working with young DLLs. This book review highlights five strengths and provides three critiques.

Bilingual Refugee-Background Student Resilience, Meta-Linguistic Awareness, And Pride In Bilingual Skills, Tunde Szecsi Dr., Debra Giambo, Rachel Bledsoe Bass, William Buchanan

Journal of English Learner Education

This qualitative phenomenological study sought to explore the experiences of emergent bilingual refugee-background [1] students in Florida and their self-perceptions as bilingual learners. Data were collected through in-depth, semi-structured interviews with seven participants learning English both in-person and virtually in high school or adult education programs during the pandemic. The researchers completed content analysis individually and, in subsequent collaboration, identified patterns, and themes. Findings indicated that students took pride in their bilingual skills, demonstrated metalinguistic awareness, and were resilient and proactive learners with strong determination to succeed in the new country. The following recommendations for teachers are offered: (1) building …

Strategies For Equitable Ell Family And Community Engagement, Stephanie K. Knight, Tracy Vasquez, Marjaneh Gilpatrick

Journal of English Learner Education

Families have been involved in their ELL students' education now more than ever. Families are truly now ALL IN. How can we make this dynamic engagement we are seeking to be easier and more seamless for our families? It’s no secret that students whose families reinforce and extend learning at home are more successful in school; moreover, when there exists a mutually supportive network of educators, families, and students, a climate is created to promote learning and success. In this article, the authors have highlighted the significance of family and community engagement in the academic achievement of students.

Teachers Of Culturally And Linguistically Diverse Students And Effective Professional Development: A Critical Review Of Research, Irish Farley

Journal of English Learner Education

Effective Professional Development (PD) is essential for teachers of Culturally and Linguistically Diverse (CLD) students. Despite the continuing increase of diversity of students, teachers are underinformed with best practices for teaching and support. Many good teachers may not know how to best support CLD students. In 2018, the National Center for Education Statistics reported that only 44% of surveyed teachers who had at least one CLD student in their classroom received professional development specifically for working with these students. This review of the literature covers two distinct but related topics: why teachers of CLD students need more PD and what …

Early Childhood Family Education: Language And Pre-Academic Skills For Latinx Dual Language Learners, Katherine B. Green, Robert A. Griffin, Chelsea T. Morris, Mary Alice Varga

Journal of English Learner Education

This study describes the effectiveness of an early childhood family education (ECFE) program built on a two-generation and strengths-based model to support dual language learners (DLLs) and their families. The researchers investigated the extent to which participation in the ECFE program influenced adult caregivers (n = 15) and the preschool-aged Latinx DLLs (n = 32) who participated, specifically regarding change related to the children’s language and literacy skills and pre-academic skills, families’ perceptions of their home literacy environments, caregivers’ perceptions of their own literacy skills, and caregivers’ actions regarding early literacy at home. Findings were robust and revealed …

Planning For Instruction Using A Language-Based Approach To Content Instruction For Multilingual Learners, Luciana C. De Oliveira, Destini Braxton, Jia Gui

Journal of English Learner Education

This article briefly describes a language-based approach to content instruction (LACI), an approach to content instruction for multilingual learners in general education classrooms that incorporates six Cs of support for scaffolding. The authors provide examples of classroom instruction by a fifth-grade teacher who used several elements of LACI in her instruction. A planning guide to assist implementation of these elements is proposed and concrete examples of how to plan for classroom instruction for multilingual learners are included.

Voices From The Sunshine State: Program And Policy Advocates, Ryan W. Pontier, Rosa Castro Feinberg, Arlene Costello

Journal of English Learner Education

As educators, we are engrossed in a world that pushes us to critically examine what is. Particularly in language education, we explore the various theories and practices involved in learning new language(s)—or expanding our linguistic repertoire, depending on your paradigmatic stance. No matter our position—whether it refers to our jobs or to an ideological stance—we are advocates. We are thus challenged to understand our diverse roles as advocates, which, as Foley and Valenzuela (2004) demonstrate, come in many forms.

We expand Staehr Fenner’s (2014) definition of advocacy—working for students’ equitable and excellent education by taking appropriate actions on their …

Effects Of Inclusive Social Skills Training On Preschoolers, Lauren E. Weiss

Special Education ETDs

Social interventions for children with disabilities are generally conducted in small groups and outside of the classroom; therefore, little is known about inclusive and classwide social interventions in early childhood educational settings. This study evaluated the effects of inclusive social skills training (ISST), a program delivered remotely to inclusive preschool classrooms via direct instruction, video modeling, rehearsal, and feedback, to teach social skills. Educators rated preschoolers' social skills in a nonequivalent pretest-posttest design and evaluated the social validity of ISST. I examined the differences in scores. A significant interaction effect was detected in the program group between abilities. Overall, educators …

Book Review: Let The Children Play: How More Play Will Save Our Schools And Help Children Thrive, Kate Hoskins, Sue Smedley

Excelsior: Leadership in Teaching and Learning

N/A - Book review

Think-Pair-Share As A Springboard For Study Buddies In A Virtual Environment, Philip J. Sembert Ii, Paul J. Vermette, Frank Lyman, Marry Ellen Bardsley, Carolyn Snell

Excelsior: Leadership in Teaching and Learning

Many powerful teaching techniques have not yet fully transitioned from face-to-face use to the new remote instructional paradigm forced on teacher educators and teacher candidates during the pandemic. Experiences by candidates and by instructors in this new environment need to be compiled and shared as we head forward into structures and situations. This article describes how one such technique, Think-Pair-Share (Lyman, 1981) inspired assigning Study Buddies in a co-taught graduate level teacher education course, Managing Culturally Responsive Classrooms, in the summer of 2020. Two teacher candidates, two professors and Dr. Frank Lyman, offer insight and suggestions about this practice, its …

Comparing Special Education Teachers’ Personality Profile With Their Choice To Teach, Laron A. Scott, Lauren Bruno, Philip Gnilka, Lindsay Kozachuk, Katherine Brendli, Vivian Vitullo

Excelsior: Leadership in Teaching and Learning

Researchers have yet to examine the association of Holland personality profiles as it relates to special education teachers. In response to this need, we report the personality and vocational profiles (Holland Codes) of 134 special education teachers across a special education training program. The purpose of this paper is to summarize findings from the Self-Directed Search measure commonly used to assess the personality of participants in an occupation and suggest implications for participants’ choice in becoming a special education teacher. Our focus was on personality match with vocational choice to include participants’ demographic (e.g., gender, race/ethnicity, and geographical location) profile. …

Enhancing Classroom Management Skills: Efficacy Of A Supplemental Multi-Platform Intervention For Preservice Teachers, Michael S. Rosenberg Phd, Sunny R. Duerr, Kate Ingraham, Karen Bell, Art Gould

Excelsior: Leadership in Teaching and Learning

Many teachers are ill-prepared to apply practices that can both preempt and address challenging behaviors that interfere with academic instruction. We evaluated the efficacy of a supplemental multi-platform (direct instruction, guided practice, and mixed reality simulations) intervention designed for preservice teachers who do not have opportunities to participate in formal classroom management courses. Efficacy of the intervention was assessed through the quality of classroom management plans, the presentation and implementation of the plan in the virtual classroom, and classroom management self-efficacy. Results indicated that preservice teachers successfully developed quality proactive classroom management plans but struggled to present and implement their …

Letter From The Editors, Christine E. Ashby And Julia M. White

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Message From The President, Andrea Lachance

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Table Of Contents, 14.1, Excelsior Editors

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Using A Social Support Group To Educate And Empower Immigrant Latina Women, Diana N. Rendon

Department of Occupational Therapy Entry-Level Capstone Projects

The purpose of this capstone project was to promote mental health education and access to vulnerable South Florida Latina Women. The original intent was to establish a program providing families with mental health education, including information about common mental illnesses, signs and symptoms, community resources, and the impacts on occupations. This capstone experience was conducted with the Magnolias Women's Support Group at Caridad Center, located in Palm Beach County, Florida. The focus areas of this capstone were advocacy, policy and program development, and administration. Furthermore, this capstone project was intended to promote health literacy for underserved populations, especially immigrant women.

Experiences Of African American Women Living With Herpes Simplex Virus 2, Cherlisa Jackson, Yitza A. Arcelay-Rojas

Journal of Social, Behavioral, and Health Sciences

In the United States, the prevalence of herpes simplex virus 2 (HSV-2) continues to be the highest among African American women. Yet the perceived benefit of discussing sexual health, as well as recognizing a need to discuss HSV-2 with a health-care provider, is a gap in research. The purpose of this interpretive qualitative study was to understand the experiences of African American women who received an asymptomatic HSV-2 diagnosis. Semistructured interviews of seven participants were used to explore the experiences of African American women diagnosed with HSV-2, including barriers and challenges of discussing HSV-2 with health-care providers. Participants highlighted that …

The Paideia Program Is Worth Another Look, Jessica Richardi

Journal of Educational Research and Practice

Educational opportunity is unequally distributed in the United States, most notably by race and economic status. Commonly practiced in K–12 schools across the country, tracking and ability grouping serve to exacerbate those existing inequities. Recent renewed activism for racial and economic justice, coupled with concerns over learning loss due to COVID-19 school closures, makes this an ideal time for educators to reconsider a formerly well-known and ambitious whole-school reform system called the Paideia Program. The system itself is described and a comprehensive review of research and literature follows. This review demonstrates Paideia’s potential to improve educational outcomes and thus help …

Exploring The Possibilities Of And Prospects For The Interpersonal And Family Communication Classroom, Mick Brewer

Title III Professional Development Reports

This blog post offers a brief review of some of the discussions had at the 2021 107th annual National Communication Association annual conference.

Best Practices In Ipe Throughout Literature: Identifying Common Supports, Barriers, And Recommendations For Future Program Development, Megan E. Byrne

Department of Occupational Therapy Entry-Level Capstone Projects

Interprofessional education (IPE) is defined by AOTA (2015) as an “occasion by which students from two or more professions learn about, from, and with each other to improve collaboration and quality of care”. IPE is closely related to and often overlaps with interprofessional collaboration (IPC) within healthcare settings. IPC “occurs when multiple health workers from different professional backgrounds work together with patients, families, [caregivers], and communities to deliver the highest quality of care” (World Health Organization [WHO], 2010, p. 7). The overall aim of IPE is to promote and develop effective IPC thereby improving patient outcomes (Khan, 2016).

Current research …

Improving Academic Success: Creating A College Planning Resource For Students, Hannah Grunden

Honors Projects

Academic performance of students is a major concern for colleges, especially with the recent COVID-19 pandemic. Research has shown that active involvement, the development of self-regulation skills, and improved mental health all have a considerable impact on college students’ academic success. Colleges like Bowling Green State University need to consider how they can use these factors and leverage resources to improve student performance. In this project, a solution is proposed in the form of a college/personal planner which is directly based off research on early academic success. While further, more specific research is needed to fully understand the issue and …