Curriculum and Social Inquiry Commons^™

Amplifying Rural Voices: Defining, Reading, And Writing Rural Stories, Chea L. Parton

The Montana English Journal

This pedagogical piece introduces teachers to Literacy In Place - a resource that supports the readingand teaching of rural young adult literature. It also outlines an example unit to highlight how secondary ELA teachers could use Literacy in Place to support students' reading of Nora Shalaway Carpenter's (2020) Rural Voices anthology.

Responding To Diversity With More Than Simple Lip-Service, Donna L. Miller

The Montana English Journal

Using contentious topics like those addressed in Joe Limer’s poem “White Hollywood” as catalysts for sparking conversations on complex social issues has potential to raise social consciousness and to support collaborative conversation. Miller’s GREEN APPLE acronym guides teachers and learners in honoring diversity and nurturing social justice. In critical race theory fashion, GREEN APPLE questions enable students of all races and ethnicities to have informed, productive conversations about the forces that have shaped, and continue to shape, the society in which they live.

Undergraduate College Student Perceptions Of Empathy Cultivation In The Humanities Classroom: A Qualitative Narrative Inquiry, D. E. Fulford

All Theses And Dissertations

Empathy—the human attribute of possessing concern for other humans in a way that others’ emotions are mirrored—is both an inborn characteristic, and one that can be taught in various settings throughout one’s life. This qualitative narrative inquiry study explored perceptions from undergraduate college students regarding empathy cultivation in the college humanities classroom setting using the theory of mind—the perspective-taking ability to infer other people’s intentions. Through Zoom-based, semi-structured interviews, data was collected from five undergraduate students at the university research site. Using thematic analysis to examine the data, four prominent themes emerged: (a) empathy cultivation in the classroom, (b) empathy …

Fostering Resiliency And Care Integrating Self-Compassion Into A Graduate Course, Heather L. Burns

Educational Leadership and Policy Faculty Publications and Presentations

Self-compassion, which involves mindful awareness of feelings and offering ourselves compassion, has been shown to support balancing emotions, overcoming challenges, and achieving goals. This action research study integrated self-compassion theory and practice in a graduate course in which students wrote their final comprehensive papers in sustainability education. This study found that self-compassion practice resulted in more self-awareness, more acceptance of difficult emotions, and more ability to handle stress. Additionally, students experienced more clarity and calm in the writing process and began to integrate self-compassion into their lives and work. This study points to the promise of self-compassion as a beneficial …

Exploring Students’ Experiences In Occupational Therapy Education: A Phenomenological Study Of Professional Identity Development, Peter O. Ndaa, Katherine Wimpenny, Rebecca Khanna, Simon Goodman, Ajediran I. Bello

The Qualitative Report

The existing literature on professional identity enactment and development, subscribes to students’ socializing in a learning environment, where they regularly encounter practicing professionals throughout their education period. However, in most countries with less resourced occupational therapists like Ghana, education in occupational therapy is fraught with inadequate number of same professionals to mentor undergraduate occupational therapy students. The students are thus faced with serious dilemma regarding their professional identity which tends to elicit a bleak perception of their chosen career. The present study was therefore envisaged to interpret and analyse the students’ lived experiences, with the view to capture the process …

The History And Work Of The Centre For Early Childhood Development And Education (Cecde) (2001-2008), Elizabeth Dunphy Dr, Maire Mhic Mhathuna

Articles

Growing international interest in ECEC policy in the 1990s resulted in increasing awareness of its significance for education policy in Ireland. Arising from this, in 1999, Ready to Learn: A White Paper for Early Childhood Education was published. This led to the establishment of the Centre for Early Childhood Development and Education (CECDE). This chapter charts in chronological order the history and work of the CECDE from its inception in 2001 until its closure in 2008. It documents the governance, structures, strategic direction and management of the Centre. It foregrounds the outputs of the Centre including research reports, international conferences …

Nurturing Cultural Humility And Responsiveness Through Restorative Pedagogy In Graduate Education, Annmary S. Abdou, Kris T. De Pedro, Arantxa De Anda, Ivette Merced, Karen Mao

Education Faculty Articles and Research

In an increasingly diverse world that is characterized by significant social and educational inequities, the development of educators and leaders who embody cultural humility and culturally responsive practices is necessary and transformational. Moving beyond individual and deficit-centered models of student support systems towards ecological and relational paradigms of education are critical to the goals of equity and justice. In order to make progress on these goals, training programs must prioritize and embed the values of cultural humility and culturally responsive practice as foundational constructs for future educators. This multi-authored reflective paper describes the use of Restorative Pedagogy, an approach grounded …

Planting Seeds Of Change: Teaching For Social Justice In Elementary Classrooms, Brianna Mestas

Electronic Theses and Dissertations

Much research has been done on novice teachers’ dispositions and how their beliefs contribute to the enactment of equitable or inequitable teaching practices. Ways that deficit-based beliefs and inequitable pedagogical choices have negatively impacted students of color and low-income students have also been well documented. However, there is a dearth of literature that explores the connection between dispositions and experienced teachers’ social justice practices that lead to equitable social and academic outcomes for elementary students. The purpose of this multiple case study is to understand and examine the perceptions, enactment, and challenges of four experienced and effective elementary teachers who …

“Even A Little Bit Of Independence Can Go A Long Way”: The Experiences Of Students With Disabilities Transitioning From High School To College, Joshua M. Cooper

Theses, Dissertations and Capstones

According to the National Center for Education Statistics (2020), the national percentage of first-time, full-time college students who returned to the same campus the following year was 81%. For students with disabilities, retention and graduation statistics were disproportionate to their non-disabled peers. Students with disabilities graduated high school at a rate of 73% in 2018 (NCES, 2020) but completed college programs at a rate of just 38% while their non-disabled peers graduated at a rate of 51% (Sanford et al., 2011). Additionally, students were less likely to be full time students and were less likely to graduate on time (Lee, …

Processing Equity Consciousness Through Cre Action Research Pd During Times Of Unrest, Uncertainty, And The Amplification Of Crt Disinformation, Robyn Lyn

Graduate Research Posters

Equity initiatives, such as culturally responsive education (CRE), are under attack through local school board demonstrations and state legislatures across the U.S. These public attacks are becoming a barrier to equitable education. This study began before the public outcry against critical race theory and documents a timeline of events during a CRE 2-year action research professional development (PD). Though studies have examined the benefits of CRE, few investigate equity consciousness (EC), an awareness of systemic (in)equity. My study examines EC during a longitudinal CRE action research PD observing how equity consciousness presents in dialogue with veteran in-service teachers as they …

An Autoethnographic Reflection Of My Academic Privileges While Working With High School Interns, Eric Hogan

Curriculum, Foundations & Reading: Faculty Publications

In this article, I explore my academic privileges through using the autoethnographic method while working in an alternative school and with interns hired for an agricultural internship. Academic privilege is contextualized as those factors in an education setting that benefit some and not all; with consideration of various personal and social factors including, but not limited to, skin color, aspects of identity, economic disparity, resource availability, social relationships, social settings, etcetera. Data collection involved observations within the school and when working with the interns. There were also informal conversations. The observations and informal conversations were documented as field notes to …

Rubrics - Creating Transparency For Effective Teaching And Learning, Seamus Harrington

Other Resources

No abstract provided.

A Different World: The Experiences Of Black Women At A Southern Predominantly White Institution, Latoya Stackhouse

College of Graduate Studies: Theses & Dissertations

The present study investigated the lived experiences of Black women on a predominantly White institution (PWI) campus in the South as they relate to the core themes of Patricia Hill Collins’ Black Feminist Thought (BFT). The core themes of BFT that were the focus of the research were Self-Definition/Empowerment, Safe Space, Controlling Images, Invisibility/Sense of Belonging. Sista circle methodology was used as the form of inquiry with two 60-minute sessions over a two-month span. This methodology was chosen because its focus centers the lived narratives of Black women within a safe space unlike traditional focus groups. Findings from the sista …

The Conflict Campaign: Exploring Local Experiences Of The Campaign To Ban “Critical Race Theory” In Public K–12 Education In The U.S., 2020–2021, Mica Pollock, John Rogers, Alexander Kwako, Andrew Matschiner, Reed Kendall, Cicely Bingener, Erika Reece, Benjamin C. Kennedy, Jaleel R. Howard

Education Faculty Articles and Research

"For this study, we reviewed documentation from and about the campaign’s loudest proponents, particularly national and local leaders. We analyzed anti 'CRT' websites, toolkits, Facebook groups, and media appearances to understand their shared language, tactics, and logic. We analyzed survey and interview data from educators affected through early fall 2021, drawing on survey responses from 275 members of a set of national teacher organizations that support teachers who tend toward teaching on race and diversity, as well as an interview study of 21 'equity officers' (EOs) in district diversity, equity, and inclusion (DEI) roles across the country. We also drew …

All Scientists Should Write Poetry: Creative Writing As Essential Academic Practice, Mariya Deykute

The Journal of the Assembly for Expanded Perspectives on Learning

Creative writing in undergraduate academics has often been regarded as an elective practice that has benefits primarily for students who plan to pursue creative or literary majors. However, poetic inquiry specifically offers crucial benefits to STEM students, owing both to the transformative nature of poetic process and to the way poetic inquiry can stimulate innovative, ethical, multilingual and interdisciplinary growth. The author frames the issue through individual experience of teaching poetry to STEM undergraduates in the context of a rich multilingual environment, in which many students are fluent or proficient in several languages. The author argues that due to the …

Front Matter - Jaepl Volume 27, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

Spring Break In Chernobyl: Urbex, Apocalypse, And Materiality In Writing Classrooms, K Shannon Howard

The Journal of the Assembly for Expanded Perspectives on Learning

The practice of urban exploration, or urbex—an activity in which we confront and document landscapes of ruin and make meaning from them—acts as a focal point through which students may investigate and write about the world surrounding them by gaining new perspectives of physical spaces and objects that often go ignored in daily living. More importantly, urbex inspires writing that responds to existing problems in our world (resource scarcity, lack of sustainability, and environmental trauma) while also helping students to conceptualize a better one.

Toward A Decolonial Creative Writing Workshop: Mbari As A Case Study In Examining Intercultural Models For Arts Education, James W. Ryan, Steve Westbrook

The Journal of the Assembly for Expanded Perspectives on Learning

The creative writing workshop has been the subject of sustained critique for its tendency to reproduce dominant cultural norms, especially in spaces where admissions to the workshop do not reflect local ethnic and cultural diversity. In an effort to aid the search for alternate models/foundations for creative writing instructions, the authors turn to the history of mbari, a cultural practice among the Owerri Igbo of Nigeria, which was briefly adapted into the pedagogical foundation for a visual arts workshop conducted between the time of Nigeria’s independence and the onset of its civil war. In its original form, mbari was a …

Jaepl Vol 27 Table Of Contents, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

TOC

A Meditation: Why Teach?, Joonna Smitherman Trapp

The Journal of the Assembly for Expanded Perspectives on Learning

What makes teaching a vocation that continues to draw smart and talented people even though the pay can be less-than-great, the workload damaging, and the rewards from societal and political opinion currently nonexistent? Frederick Buechner, a presbyterian minister, talks about the notion of vocation in his well-known book, Wishful Thinking. Our English word “vocation” comes from vocare, a Latin word meaning “to call,” and Buechner further defines the word as signifying “the work” we are “called to do” (118). I’m always amazed at my university that teachers haven’t heard about this idea. To them, vocation smacks of career-mindedness and doesn’t …

Introduction: Finding Meaning On The Road To Hell, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

SPECIAL SECTION: CREATIVE WRITING IN HIGHER EDUCATION: WHERE ARE WE GOING? WHERE HAVE WE BEEN? Introduction: Finding Meaning on the Road to Hell

Grading, Naomi C. Gades

The Journal of the Assembly for Expanded Perspectives on Learning

Poem

Jaepl Volume 27, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Full Issue

Dear Search Applicant Committee, Naomi C. Gades

The Journal of the Assembly for Expanded Perspectives on Learning

Poem

Werk At Play: Exploring The Creative Play Of A Graduate Student Writer To Reimagine Graduate Writing In The Humanities, Michelle Lafrance, Jay Hardee

The Journal of the Assembly for Expanded Perspectives on Learning

This nontraditional essay poses the imaginative possibilities of fostering creative, intellectual play in graduate classes in the Humanities. Exploring the case study of a vlog produced by a student in a graduate seminar, the essay traces how the hybrid, multimodal writing—writing that meshes the digital conventions of creative and scholarly genres—in the course enabled this student to “reimagine” the purpose and stock moves of effective “scholarly” writing as the student blended voices, identities, and genres in his work. Creative play can be understood as an important pedagogical tool that allows graduate students to resist coercive and exclusionary processes of socialization, …

“Weaving All Of Them Together”: How Writing Majors Talk About Creative Writing, T J. Geiger

The Journal of the Assembly for Expanded Perspectives on Learning

The labels “creative” and “creative writing” serve several purposes in the discourses of undergraduate writing majors. In a study of students in two writing major programs, students often exerted significant effort to negotiate among diverse writing experiences and to integrate different understandings of writing. Their efforts mirror scholars’ conversations about negotiation and integration at the level of curricula and programs. Writing majors in this study raised issues relevant to the well-established curricular domains of theoretical knowledge, professional expertise, and civic action. They explained their insights using a mix of idiosyncratic, institutional, and disciplinary language that frequently relied on forms of …

The Pandemic Forces Us Back To Our Roots: Book Reviews Introduction, Irene Papoulis

The Journal of the Assembly for Expanded Perspectives on Learning

Book Reviews Introduction

Can We Flourish?, Christy Wenger

The Journal of the Assembly for Expanded Perspectives on Learning

Teachers and students alike can agree on one shared truth of this past academic year: it was tough. Even though many of us found our way back into classrooms, sometimes masked and sometimes not, Covid continued to present new hurdles to our tried-and-true active teaching methods. Students struggled to keep up with the social and emotional demands of the face-to-face classroom after so many pandemic interruptions over the past two years, and teachers struggled to foster engagement and make meaningful learning gains in their classes. I met weekly with the instructors in my writing program to talk through classroom engagement …

Standards Do Not Happen In A Vacuum: Local, State, And National Influences On Kentucky Academic Standards For The Social Studies And Curriculum Development, Ryan Douglas New

Theses and Dissertations--Curriculum and Instruction

This dissertation includes three articles that focus on local, state, and/or national influences on the development and implementation of state standards for social studies. Each article provides insights into how external influences at various levels can mediate the enactment, understanding, and/or adhering of state-level standards.

Article One, “The State of Social Studies Standards: What Is the Impact of the C3 Framework?” (2021) is a national case study that examines the impact the C3 (College, Career and Civic Life) Framework had in influencing the development of fifty state standards and the District of Columbia. The C3 framework pulls together content, concepts, …

Back Matter, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter