Curriculum and Social Inquiry Commons^™

Scipp: An Expanded Community Of Practice - Community Publishing, Juan Delgado, Kelly (Kl) Straight Dortch, Daiana Rodriguez, Alex Avila, William Beshears, Juliana Cruz, Gina Hanson, Frank Houlihan, Lacey Kendall, Larry Light, Cati Porter, Molly Tor, Timothy "Isaac" Pieper, Bianka Sanchez, Sara Trowbridge, Daniel Aguilar, Bernardo Benigno, Arely Bernal, Alejandra Bueno, Emily Campos, Jason Cannon, Griselda Caudillo Gallo, Joshua Clemente, Sarah Coblentz, Diana D'Arcangelo, Georgia Darwin, Mary Grace Deasis, Kaylan Els, Keith Fernandez, Maria Flores, Khiyara Frontela, Anthony Galvan, Monica Galvez, Martin Garcia, Jessica Godin, Freda Guzman, Madison Hall, Diana Huitron Munoz, Jennifer Ledesma, Maria Lias Chacon, Rebekah Linares, Prisma Loya, Elijah Magana, Alberto Mancillas, Lorinda Maya, Jennifer Pimentel, Nancy Ramirez, Angelica Rodriguez, Alexis Ruvalcaba, Sandra Sandoval De Rosas, Emily Stoddard, Andrea Tinajero, Lesly Velez Montenegro, Saulo Velez Montenegro, Matthew Vigil, Sergio Zamora, Marylou Alvarez, Roxanna Cervantes, Tenaya Fuentes, Wendy Moreno, David Valenzuela, Philip Colunga, Augustine "Auggie" Fuentes, Nadia Fuentes, Olive Fuentes, Sophia Fuentes, Miraya Martinez, Diego Mercado, Iker Valenzuela, Roma Valenzuela

Q2S Enhancing Pedagogy

SCIPP redefines and expands the existing notions about what makes for a vibrant and robust community of practice by partnering CSUSB students and professors with K-12 students, parents, and educators, along with committed community partners. SCIPP encourages curiosity in ways that leads to critical thinking, exploration, "risk taking", confidence building, open-mindedness, and other personal traits that equip them with the softskills to be active, critical, and creative contributors to our communities. SCIPP pedagogy embraces our students' collective wisdom and focuses on relational building where multi-directional communication is promoted and students are viewed as equal stakeholders in their own educations. SCIPP …

In-Between Epistemic Paradigms Of Disablement: A Reflective Journey, Daniel James Mcnair

College of Graduate Studies: Theses & Dissertations

The author explores feelings of in-betweenness, hybridity, and dislocation (Aoki, 2005; Bhabha, 2007/1994; Saïd, 1994) as he contemplates the meaningfulness of a liminal placement between two epistemic worlds—that of his more recent experiences as a curriculum studies scholar and his previous training as a postpositivist practitioner of school psychology. This self-study engages pedagogical possibilities of in-between spaces (Aoki, 2005; He & Ross, 2012; Baszile, 2006) to construct a lived curriculum that challenges traditional stereotypes of autism and postsecondary disability services. To guide this critical self-reflective inquiry, the author applies the concepts of Joseph Schwab’s (1973) curriculum commonplaces along with William …

Cybernetics, Cyborgs, And Bionics, Oh My!!: Counterstories Of The Intersection Of Disability + Technology And Its Impact On Identities Of Adults With Disabilities, Ellen M. Hotchkiss

College of Graduate Studies: Theses & Dissertations

In this dissertation inquiry, I explore the counternarratives of adults with disabilities relating to their identities and how their identities intersect and change with regards to technology and assistive technology. Theoretically building upon critical disability studies (Goodley, 2017; Davis, 2013, 2017; Erevelles, 2011) and posthumanism (Haraway, 1985/2016; Snaza & Weaver, 2015; Weaver, 2010) and methodologically drawing upon counternarrative or counterstories (Bamberg & Andrews, 2004; Carmona & Luschen, 2014; Delgado, 1989; Glenn, 2012; He & Phillion, 2008; He & Ross, 2012; Sandoval & Davis, 2008; Smith, 2006; Solazano & Yosso, 2002; Tuck, 2009), I explore the stories of seven participants with …

3 Tips For Equitable Use Of Classroom Data, Jori Beck, Heather Whitesides

Teaching & Learning Faculty Publications

(First paragraph) For most new teachers—and even veteran teachers!—data can be a four-letter word. That’s understandable. Educationbased data collection practices, evaluation, and influences are often lumped together, misunderstood, and carry a negative connotation. New teachers may even have negative perceptions of testing based on their own experiences as students (Beghetto, 2005)

A Model For Cultivating Global Engagement Beyond Academic Tourism, Victor D. Carmona, Tizziana Carmona

Jesuit Higher Education: A Journal

The message to environmental scholars in Pope Francis’ Encyclical “Laudato Si” is clear: contributions from Science, Technology, Engineering, and Mathematics (STEM) must serve to inform both local and international conversations as well as connect learning communities in developed and developing nations. In the hope of fostering international opportunities that challenge U.S. students to link their academic degrees with social justice elements that calibrate them to the historical reality the overwhelming majority of the world experiences, we outline a teacher-scholar model that serves as a tool for the advancement of social and environmental justice issues in developing countries.

The Impact Of Grade Level Flexible Grouping On Math Achievement Scores, Heather Mckeen

Georgia Educational Researcher

Abstract

Flexible grouping aims to divide students into groups according to their strengths and abilities. This will allow teachers to tailor instruction to meet the needs of students, allowing them to thrive within their current environments. Quantitative research was used to investigate whether flexible grouping had a positive effect on student achievement as measured by the mathematics section of the Criterion-Referenced Competency Test (CRCT). The aggregate scores of students in grades 1 to 4 in a school in a county in Georgia were compared for periods before and after the implementation of flexible grouping. The following study was able to …

Numeracy And Social Justice: A Wide, Deep, And Longstanding Intersection, Kira Hamman, Victor Piercey, Samuel L. Tunstall

Numeracy

We discuss the connection between the numeracy and social justice movements both in historical context and in its modern incarnation. The intersection between numeracy and social justice encompasses a wide variety of disciplines and quantitative topics, but within that variety there are important commonalities. We examine the importance of sound quantitative measures for understanding social issues and the necessity of interdisciplinary collaboration in this work. Particular reference is made to the papers in the first part of the Numeracy special collection on social justice, which appear in this issue.

Case Study: Robin Hood Or Criminal? The Case Of A Bank Loan Officer, Vincent Agnello, Joseph F. Winter, Hai Ta

Journal of Vincentian Social Action

Employees who deviate from established rules at work face suspension or termination from their employment. Yet, knowing these dire consequences employees may still find themselves walking on a different path of business policy. Most employee wrongful conduct is done with the specific intent of benefitting the employee. In some cases, the authorities are brought in to intervene and criminal charges are brought against the employee, as in the case of embezzlement. Some acts are done by employees who do not believe in their company’s rules and are willing to deviate from them, not for their own benefit, but rather for …

Usury And The Common Good, Jim Wishloff

Journal of Vincentian Social Action

The human person’s social nature makes justice and the common good subjects of immense importance. St. Thomas Aquinas defines justice as “the habit whereby a man renders to each one his due by a constant and perpetual will” (Aquinas, 1948, II-II, q.58, a.1). Looking more closely at the definition, we see that justice resides in and perfects the rational will. By willing to be just we perfect our moral personhood. The essence of the virtue is to give to others what is their right by virtue of their nature as human beings. Thus, justice inclines us to think of and …

Table Of Contents

Journal of Vincentian Social Action

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Editors

Journal of Vincentian Social Action

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Cover

Journal of Vincentian Social Action

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The Critical Need For Mental Health Education To Be Mandated In New Mexico's Public Schools, Bonnie L. Murphy

Shared Knowledge Conference

Based on a review of research and best practices in mental health awareness and skills, this inquiry project argues for state legislative policies that would require mental health awareness and skills in the K-12 curriculum. Mental health affects individual accomplishments in every stage of people’s lives beginning in early childhood and throughout the life cycle. Prevention and treatment of mental illness plays a key role in the ability of an individual to cope with loss and develop resiliency and perseverance in challenging times and to make better decisions that improve the individual’s life and the lives of those around them. …

"Misfits" And The Celebration Of Lesbian, Gay, Bisexual, Transgender, And Queer (Lgbtq) Youth At A High School In The United States, Nathan N. Taylor

Journal of Research Initiatives

As part of a six-month case study, this article delineated the relationship between homonormativity and the victimization of students in a high school in the United States by investigating the strategies of policing, resistance, and queering. Not only do these strategies reappropriate practices inherent in homonormative practices, these strategies reconfigure practices associated with heteronormativity and homophobia. The undercurrent of this research highlights how schools marginalize identities in some spaces and elevate identities in other spaces, the socio-political readings of that positioning, and what educators can do to promote an inclusive environment for all students.

The Impact Of Refusal Of Accommodations By High School Students With Learning Disabilities, Emotional Disturbance, Or Other Health Impairment On Their Attendance And Discipline Referral Rates, Lucheia Graves

Doctoral Dissertations and Projects

The inclusion of students with learning disabilities, emotional disturbances, and other health impairments in general education classrooms is mandated by the Individuals with Disabilities Education Act. For the majority of these students with disabilities, accommodations are necessary for them to achieve the same academic successes as their nondisabled peers. Therefore, an Individualized Education Plan (IEP) is put into place for students that mandates specific accommodations essential for each formally identified student for an equal chance to succeed academically. Unfortunately, there are instances when high school students with a learning disability (LD), emotional behavioral disabilities (ED), or other health impairment (OHI) …

Introduction: A Vision For Transforming Early Childhood Research And Practice For Young Children Of Immigrants And Their Families, Fabienne Doucet, Jennifer Adair

Occasional Paper Series

This special issue of the Occasional Paper Series describes practices and policies that can positively impact the early schooling of children of immigrants in the United States. We consider the intersectionality of young children’s lives and what needs to change in order to ensure that race, class, immigration status, gender, and dis/ability can effectively contribute to children’s experiences at school and in other instructional contexts, rather than prevent them from getting the learning experiences they need and deserve.

Personal Reflection: An Administrator’S Path To Serving And Living The Mission, Sawanee Khongsawatwaja

Journal of Vincentian Social Action

No abstract provided.

St. John’S University Founder’S Week Convocation Keynote Address Date: September 21st, 2017, John Oliver Barres S.T.D., J.C.L., D.D.

Journal of Vincentian Social Action

No abstract provided.

Cultural Immersion And Social Justice: The Inside-Out Prison Exchange Program At St. John’S University, Judith Ryder Ph.D, Joanne Carroll Ph.D.

Journal of Vincentian Social Action

No abstract provided.

Foxes Have Dens, And The Birds In The Sky Have Nests, But The Son Of Man Has Not Place To Lay His Head.—Mathew 8:20 A Photographic Project, Alex Morel, Joseph De Rege, Sieta C. Leon, Noah J. Letcavage, Wesley T. Martinez, Stefanie M. Perrotte, Nicholas F. Proscia, Fernando Zelaya

Journal of Vincentian Social Action

No abstract provided.

The Gift Of Academic Service Learning, Robert A. Mangione

Journal of Vincentian Social Action

No abstract provided.

Bullies And Allies Near The Playground: Mothers' Experiences Of Aggression In Their Children's Schools, Mara Vicente Robinson

Dissertations

Despite an increasing understanding of the importance of both parent-involvement and aggression among women, there appears to be little understanding of how these two areas influence each other; specifically, the lack of literature examining the extent to which female guardians experienced aggression from other female guardians and the effect it had on their involvement in their children’s schools. In an effort to investigate the extent to which aggression was prevalent among female guardians, the factors that influenced the aggression, and the effects of that aggression on women’s involvement in their children’s education, a convergent parallel mixed methods design was used …

The Heart Of K'É: Transforming Diné Special Education And Unsettling The Colonial Logics Of Disability, Sandra Yellowhorse

American Studies ETDs

This paper takes up the roles of ideology and spatiality as they impact Diné students and learners in understanding conceptions of normativity, neuro-diversity and bodily variance. I am concerned with how the movement and creation of Indigenous schools and their praxis still maintain and often times produce settler colonial ideologies of being, personhood, difference and ability. I illustrate the challenges that Diné planners and educators face in entrenching cultural knowledge and language into their educational initiatives, while some of the problematic manifestations and expressions of normativity present themselves through state polices, federal law and mainstream curriculum.

I focus on the …

Creating Grace And Space: The Foundation On Which Progressive Educators Build A Sense Of Belonging And Safety For Marginalized Gender And Sexual Diverse High School Students, Lisa M. Ortiz

CUP Ed.D. Dissertations

This descriptive case study focused on a single high school community which is intentional in its efforts to craft a school culture, fostering belonging and safety in students who are Gender and Sexual Diverse (GSD). The researcher examined the perspectives of classroom-based and non-classroom-based educators, as they strove to articulate how they address the needs of this student-population without negatively impacting academic and other school priorities, and how they incorporate understandings regarding this population into their practice. Through a multi-phase process including interviews, observations, focus group, and document analysis, the researcher explored how seven educator-participants navigate changing demographics both personally …

Bringing Dis/Ability Identity Into The Curriculum & Pedagogical Practices For Social Change, Janet Sauer, Simone Dupont, Molly Wolber, Lizzy Bellin, Cassidy Donahue

Lesley University Community of Scholars Day

This panel is comprised of a faculty member, students, and alumni from CLAS whose work focuses on bringing about equity that includes dis/ability identity markers. Each of the students were or currently are enrolled in an interdisciplinary Disability Studies course involving a social action project. For their project, two Special Education majors responded to the need for ual education curriculum for youth with disabilities. A counseling major produced a photo essay “to get able bodied people to see things from a different perspective, specifically the perspective of people with disabilities” by creating “normal body” access signage around the Lesley community. …

Steering At Risk Students In The Right Direction On Life's Highway, Sheila Coats Mrs.

National Youth Advocacy & Resilience Conference

The commitment of the W.O.R.K.S. Program is to educate our students for life, so they can maximize their potential and the totality of their lives: academically, spiritually, mentally, emotionally, and physically.

Identifying And Addressing The Educational Needs Of Primary Elementary Latino Males, Sandra Vilas

Dissertations

Purpose: The purpose of this qualitative study is to understand and describe the strategies and practices that exemplary teachers use to address the educational needs of Latino male students from kindergarten through third grade.

Methodology: The researcher selected a qualitative research design to describe and understand the instructional strategies and practices used by district Teachers of the Year from 2011 - 2016 in three counties in Southern California. Through in-depth semi-structured open-ended interviews, the researcher provided a detailed examination of the instructional practices and strategies exemplary primary teachers use to address the educational needs of primary Latino males. The district …

The Purpose Of Education: What Should An American 21st Century Education Value?, Krista Shilvock

Empowering Research for Educators

A survey taken by 511 respondents dealt with such issues as past and current educational practice preparation, educational purposes in America, core class subjects, and soft skill teachings. Its results revealed a public opinion believing the primary goal of education as teaching students to adapt to any situation they find themselves in. Other results include a lack of preparation in current practices for life beyond education, although workforce preparation is adequate. Also, soft skills ought to see a curriculum of their own and taught explicitly to students in education instead of implicitly enforced, hoping parents alone taught these skills previously. …

Exploring Transformative Usability In The Professional Writing Classroom, Danielle Nielsen

Faculty & Staff Research and Creative Activity

This article addresses the importance of teaching transformative usability and accessibility concepts through the lens of disability studies in general business and professional communication courses. It argues that when students learn to analyze audiences, include diverse users, and foresee accessibility before the final draft because they practice user-centered design, their documents become more accessible for all users and situations. It presents a four-unit course plan that integrates disability studies and usability, including legal requirements. The unit plan advocates considering disability and diverse users and uses at the beginning of the design process.

I, Too, Am A Woman: An Emancipatory Text On The Intersections Of Race, Gender, And Sexuality, Michelle M. Allen

College of Graduate Studies: Theses & Dissertations

This inquiry builds upon Black Feminism and Critical Race Feminist frameworks by exploring the juxtaposition between Black Women and Queer Black Women. It is also an exploration of the similarities between Queer Black Women and Black Women and how they interact with femininity and masculinity, patriarchy, and heteronormativity. Claiming digital space through podcasting, it honors the power of counter narratives by employing autoethnographical story telling. It examines the multivalent ways in which critical geographies, safe spaces, and homeplaces nurture or alienate Black Women on the basis of sexual orientation, gender performance, race, and social class. Employing tenets of Black Feminist …