Curriculum and Social Inquiry Commons^™

In Our Time: Advancing Interfaith Studies Curricula At Catholic Colleges And Universities, Eboo Patel, Noah Silverman, Kristi Del Vecchio

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

People who orient around religion differently are interacting with greater frequency than ever before. These interactions, especially in the context of college and university campuses, require young people to grapple with their own identities in ways that previous generations could more easily avoid. Conversations about religious diversity have become elevated at colleges and universities, which has led Drs. Douglas Jacobsen and Rhonda Hustedt Jacobsen to claim that religion is “no longer invisible” in the context of American higher education.

As an organization that works with hundreds of American colleges and universities every year, Interfaith Youth Core (IFYC) believes that Catholic …

The Student Role In Catalyzing An Innovation Movement In Higher Education, Christopher D. Ashley

Senior Honors Projects, 2010-2019

The purpose of this paper is to highlight the significance of the student role in enhancing the innovative and entrepreneurial landscape of higher education. Furthermore, the paper presents methods in which students can go about catalyzing a movement of change, and discusses examples of how these methods have been effectively applied. It is important to note that the methods and examples included in this paper are by no means the only ways students can go about creating change at their institutions. They are simply some of the methods that have been taught by Stanford University’s University Innovation Fellows (UIF) Program …

Girls Are Us: A Collection Of Oral Histories From The Jmu Community, Anne M. Sherman

Senior Honors Projects, 2010-2019

On a campus where women make up a majority of the student population, it is especially important that female voices are heard and given a platform on which they can control their own narrative. I wanted to give those female-identifying voices that platform. I conducted a series of interviews to examine how college-aged female-identifying students feel about their identity and how they construct that identity within the climate of the JMU community. I was particularly interested in the intersections of gender, race, ethnicity, class, sexual preference, and ability. I asked each person to share their stories of times when they …

School, Melissa F. Carter

Senior Honors Projects, 2010-2019

This project asked the question: What is the role of the undergraduate liberal arts institution in American society, now? I initially searched for answers through secondary research. This did not provide me with a single, concrete answer, but contextualized the topic and showed me that there is a multitude of roles that the university plays in society. I then formed and trained an ensemble and together we explored these roles through group discussion and exhaustive improvisation. Out of the many answers that presented themselves, we focused on the concept that the primary purpose of the university is to create the …

Learning To Notice Mathematics Instruction: Using Video To Develop Preservice Teachers' Vision Of Ambitious Pedagogy, Elizabeth Van Es, Ana Auger, Tara Barnhart, Mary Cashen

Education Faculty Articles and Research

Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation and analysis. We investigate the development of candidates' noticing of ambitious mathematics pedagogy in the context of a video-based course designed to cultivate ways of seeing and interpreting classroom interactions. Qualitative analysis of candidates' observations of teaching at the beginning and end of the course generated a framework of practices and associated approaches for noticing instructional interactions. The 3 practices include attending to features of instruction, elaborating on observations, and integrating observations to reason about instruction. Findings reveal …

In Defense Of Ambiguity In Education. A Book Review Of Rethinking Sexism, Gender, And Sexuality, Caitlin Howlett

Democracy & Education

This article offers a positive review of Rethinking Sexism, Gender, and Sexuality, a readable and refreshing account of the ambiguities and possibilities relating to gender and sexuality in education today. The review argues that, with a focus on public school experiences, this collection of vignettes, lessons, and critical essays, amounts to a resource that is of great value to teachers, preservice teachers, teacher educators, and citizens as they navigate the ever-changing winds of gender and sexuality, particularly as they diverge and multiply along categories of race, religion, ethnicity, and class. This book offers hope and excitement for those of us …

Teaching Spirituality As Ontology In Public Schools. A Response To "Democratic Foundations Of Spiritual Responsive Pedagogy", Barbara J. Thayer-Bacon

Democracy & Education

In “Democratic Foundations of Spiritually Responsive Pedagogy,” Lingley worried that talk of spirituality is taboo in U.S. public school classrooms. Lingley pointed out that the dominant narrative demands silence on the topic. She wanted to make the case for spiritually responsive pedagogy as vital to an inclusive democracy. I begin this responsive essay by describing Lingley’s argument, and then I strengthen her argument through my work on relational ontologies. When we equate spirituality with ontology, we realize it is impossible to avoid teaching spirituality in our schools, for we begin passing on to our children our fishing nets to help …

Is Culturally Responsive Pedagogy Enough? Toward Culturally “Real”-Evant Curriculum. A Response To "Democratic Foundations For Spiritually Responsive Pedagogy", James A. Gambrell

Democracy & Education

In this response to Lingley's (2016) article "Democratic Foundations of Spiritually Responsive Pedagogy," the author invites the framework of (a)spiritually responsive curriculum to include a more direct engagement with a culturally relevant curriculum as well. The author agrees with Lingley's postulation that (a)spirituality is deeply embedded within the worldview of many students in K–12 classrooms, whether educators include this important aspect of their epistemology or not. Similar to the problems that come when we ignore identities of race, gender, (a)sexuality, (dis)ability, and social class, ignoring these important characteristics of students’ lived experiences is detrimental to learning outcomes and reinforces dominating …

Ypar, Critical Whiteness, And Generative Possibilities. A Response To “Sam And Cristina: A Dialogue Between A High School Teacher And Student About The Commoditization Of People Of Color”, Chris Corces-Zimmerman, Jamie Utt, Nolan L. Cabrera

Democracy & Education

In this response to the article by Tanner and Corrie, the authors provide three critiques of the methodology and theoretical framing of the study with the hopes of informing future scholarship and practice. Specifically, the three critiques addressed in this paper include the integration of CWS frameworks and YPAR methodology, the application and description of CWS and YPAR frameworks, and the role of power in the relationship between educator and student that served as the central medium for the study.

Examination Of The New Tech Model As A Holistic Democracy, Jill Bradley-Levine 4355986, Gina Mosier

Democracy & Education

Using the Degrees of Democracy Framework (Woods & Woods, 2012), we examined eight New Tech (NT) high schools to determine the extent to which they demonstrated characteristics of holistic democracy. We collected qualitative data, including observations and interviews during the fourth year of implementation. Findings indicated that the eight NT schools demonstrated many features of holistic democracy with a few exceptions. This study has implications for researchers and school communities interested in measuring holistic democracy in other schools and within school models.

Gracefully Unexpected, Deeply Present And Positively Disruptive: Love And Queerness In Classroom Community., Benjamin Lee Hicks

Occasional Paper Series

During the winter of 2011, I was moving through some of the more overtly physical phases of gender transition. At the time, I was also a grade 6 teacher in a public elementary school. My presence as a visibly transitioning person in that environment was never intended to be a coming out; it was a choosing in… and there is a difference. I was “out” because I was visibly different, and I was visible because that difference was not expected. I - as a teacher of young children who identifies as a non-binary person, as genderqueer, as trans, and …

“It’S Non-Existent”: Haunting In Trans Youth Narratives About Naming, Julia Sinclair-Palm

Occasional Paper Series

Often, choosing a name is one of the first ways trans people begin to assume a different gender from the one they were assigned at birth. Stories about the process of choosing a name reveal how trans youth negotiate their relationship with their old name and their emerging sense of identity. Working with Avery Gordon’s Ghostly Matters (2008), I explore the ghostly ways birth names remain in the lives of trans youth. Gordon’s concept of ghosts presents an opportunity to think about how trans youth experience their birth name and the complex ways trans youth negotiate their identity at school.

Teaching Trans*: Transparent As A Strategy In English Language Arts Classrooms, Joseph D. Sweet, David Lee Carlson

Occasional Paper Series

The purpose of this paper is to illustrate how to incorporate a popular television series about being trans*gender into the secondary English Language Arts curriculum. The authors conduct a series of two-hour interviews with the creative and writing teams of the popular television show, Transparent, and examine how to incorporate this material in the English Language Arts classroom along with their combined 16 years of teaching experience. The paper discusses how to incorporate fuse writing assignments and literature activities with adolescents in order to educate young adults about the experiences of being trans*gender as well transform teaching practices as they …

Changing The Shape Of The Landscape: Sexual Diversity Frameworks And The Promise Of Queer Literacy Pedagogy In The Elementary Classroom, Cammie Kim Lin

Occasional Paper Series

Analyzing LGBTQ-inclusive children’s literature and teaching practices in the elementary classroom, the author outlines a vision for a queer literacy pedagogy. The article begins with a description of four different sexual diversity frameworks: homophobia/heterosexism, tolerance/visibility, social justice, and queer. It includes an exploration of children’s literature and teaching practices that exemplify each framework, making explicit the connections between theory and practice. It then expands on the theories, principles, and practices composing queer literacy pedagogy. The article will be of particular interest to teacher educators and elementary classroom teachers, though the frameworks are equally applicable to all levels and settings.

The Sky's The Limit: An Interdisciplinary Curriculum On Sustainable Architecture Within Urban Communities, Sierra Van Ryck Degroot

Graduate Student Independent Studies

As trees continue to fall and buildings rise in our expanding internationally-linked cities, the future of technology, design and the health of the environment rests on instilling the importance of sustainable practices in future generations. In this interdisciplinary curriculum unit designed for grades 3-5 in the New York City metropolitan area, students are studying and then developing their own models of multi-purpose skyscrapers, utilizing sustainable technologies to reduce environmental impact.

The Curriculum Development Of Experienced Teachers Who Are Inexperienced With History-Based Pedagogy.Pdf, John Bickford

Faculty Research and Creative Activity

p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 12.0px 'Times New Roman'; min-height: 15.0px} p.p2 {margin: 0.0px 0.0px 0.0px 0.0px; font: 11.0px 'Times New Roman'} span.s1 {font: 12.0px 'Times New Roman'} span.s2 {font: 7.0px 'Times New Roman'} Contemporary American education initiatives mandate half of all English language arts content is non-fiction. History topics, therefore, will increase within all elementary and English language arts middle level classrooms. The education initiatives have rigorous expectations for students’ close readings of, and written argumentation about, numerous texts representing multiple perspectives about the same historical event, era, or figure. Practicing English language arts teachers must adjust …

Experiences Among U.S. Students Of Color, Travel Background, And Cultural Attunement To Intersectionalities In Study Abroad Programs., Jessica Norman

Dissertations

This cohort and event-based case study sought to evaluate the cultural experiences and development of cross cultural intersectionalities in U.S. students of culture participating in a study abroad program to Argentina. Current study abroad outcomes consistently show travel abroad experiences lead to improved cultural awareness, knowledge, understanding and competency. Study abroad programming appears to be an overlooked opportunity for creating positive, long-lasting, transformative change, particularly for under-represented students (Milsen, 2005; Mondard-Weissman, 2003; Hadis, 2005; Van Hoff & Verbee, 2005). Over the last 30 years, international educators have reported positive changes in students after learning abroad; improved in self-awareness, respect for …

A Causal Comparative Study On The Effect Of Proficiency-Based Education On School Climate, Kay York

Doctoral Dissertations and Projects

his quantitative, causal comparative study sought to determine if proficiency-based education has an effect on school climate. With sweeping school reform across the United States, educators are seeking ways to improve student achievement and maintain a positive school climate. This study consisted of 87 teachers in proficiency-based high schools and 125 teachers in non-proficiency-based high schools in New England who were emailed the Secondary School Climate Assessment Instrument (SCAI-S-G). Data analysis consisted of descriptive statistics computed for each teacher group through SPSS. SPSS was also used to conduct separate t tests for each of the eight domains of the SCAI-S-G …

A Phenomenological Study Of Ninth Grade Students' With Disabilities Perceptions Of Educational Settings, Micole Talley

Doctoral Dissertations and Projects

Few research studies listened to the voices of high school students with disabilities’ regarding their lived experiences during placement in an inclusion setting and a resource setting. The purpose of this qualitative, phenomenological study was to understand the central phenomenon of the study for 10 ninth grade students with disabilities served in either an inclusive setting or a resource setting in 2 rural high schools located in Southeastern Georgia. The research design for this study is a qualitative, phenomenological because further exploration is needed to understand the perceptions of students with disabilities regarding their instructional environments. The central research question …

The Effect Of Advanced Placement Or International Baccalaureate Exam Scores Upon College Gpa And College Choice, Daniel Farmer

Doctoral Dissertations and Projects

This quantitative, causal-comparative and correlational study analyzed students’ academic performance in college based on whether the student was classified as an International Baccalaureate student, an Advanced Placement student, or a non-accelerated student (those who did not participate in IB or AP) and how that choice of academic program affected the type of college a student chose. The study used data obtained from Florida’s Education Data Warehouse (EDW). A stratified sample of 10,006 students was used to analyze college GPA performance and survey responses from 128,223 students were analyzed to determine the effect on college choice. The college grade point averages …

Elementary Teachers' Participation In Edmodo As A Community Of Practice: A Phenomenology, Cynthia Reasoner

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to describe the shared, lived experience of elementary teachers’ participation in Edmodo as a community of practice. The theoretical framework guiding this research included Lave and Wenger’s (1991) community of practice theory and Bandura’s social learning theory (1977, 1984) which explained how learning through participation and observation occurs among teachers involved in learning communities. Social constructivism (Bruner, 1996; Piaget, 1971; Vygotsky, 1978) and adult learning theories (Mezirow, 1991, 1995; Knowles, 1984) also provided understanding as to how adults learn and create knowledge. This study described the lived experience of 10 elementary teachers and …

"Y'All And All These Assessments Is A Little Bit Too Much" : The Effects Of High-Stakes Testing On Critical Literacy Pedagogy., Diana Lalata

College of Arts & Sciences Senior Theses

As the United States of America becomes increasingly diverse, there is a need for teachers to embrace multiculturalism within the classroom. Shifting away from the traditional “banking model” of teaching, educational researchers call for a more critical approach—one in which teachers and students challenge dominant beliefs and practices of education. Foregrounded in those aims of cultural competence and critical consciousness, “critical literacy pedagogy” addresses the politicization of literacy education and employs conscious curriculum and teaching strategies to empower marginalized voices. Although a number of case studies on critical literacy pedagogy show considerable promise in disrupting dominant discourse and developing cultural …

Media, Borders, And Citizenship: Internationalization And Social Justice In An Undergraduate Communication Program At A Public University In New England, Kristi Mientka

Capstone Collection

Higher education in the U.S. is becoming increasingly internationalized, a process which is necessitated by the global economy and the increase in communication and mobility across borders. The process of internationalization has many effects on institutions, programs, faculty, and students. It also has many purposes, among them to improve students’ future employability and to foster understanding of social issues. The communication discipline, which encompasses a variety of studies ranging from media production to interpersonal communication, has seen the effects of internationalization. Those effects are evident in evolving curriculum and pedagogy that reflect the shifting dynamics of the media landscape and …

A Retro Development In Education: Evaluating The Feasibility Of Integrating Place-Based Education Into Mississippi Curriculum Standards, Colby K. Mcclain

Honors Theses

This thesis evaluates the feasibility of integrating place-based environmental education activities from Think Green, Take Action: Books and Activities for Kids into the Mississippi Department of Education’s (MDE) Frameworks for Science and Social Studies for K-5. As children develop and experience the world, their ability to understand and interpret the surrounding environments expand; however, Mississippi schools are not focused on experiential environmental education, even though experiencing and understanding the surrounding environment is vital in fostering eagerness to learn. Due to a growing disconnect between humans and the natural world, this thesis examined 37 place- and environment-based activities for children, sixteen …

Immersive Cultural Plunge: How Mental Health Trainees Can Exercise Cultural Competence With African American Descendants Of Chattel Slaves A Qualitative Study, Clandis V. Payne

Antioch University Dissertations & Theses

This qualitative study utilized ethnographic techniques to explore the potential for change in mental health trainees resulting from the participation in an in vivo Immersive Cultural Plunge (ICP) within the African American Descendant of Chattel Slave community. The ICP combined Multicultural Immersions Experiences (MIE) of Cultural Immersion (CI) and Cultural Plunge (CP) to contribute to the developing body of research utilizing MIEs that incorporate contextual, experiential, and historical knowledge to teach the skill of cultural sensitivity. During the 12- hour ICP the participants experienced an orientation, a lecture, a tour/community interaction, a multimedia presentation within an African American community. In …

A Curriculum Of Civic Responsibility : Transitioning Black American Students To College-Level Writing., Jamila M. Kareem

Electronic Theses and Dissertations

This dissertation considers how racialized differences educational experience transition with Black students as they perform the expectations of college writing curriculum. I address the question: in what ways can a first-year writing curriculum centered on civic responsibility aid in smoother transitions from secondary to postsecondary academic writing for Black students at predominantly White institutions? My study applies racial and critical race methodologies framed within the tenets of critical race theory, institutional whiteness, and the absent presence of race in composition studies. I apply the methodologies in three key ways: analyzing transition practices through racialized perspectives; evaluating general education writing curriculum …

Creating A Multiracial Lesson Plan, Clayton Davis

Capstone Projects and Master's Theses

The purpose of this project is to teach students about multiracial identity issues. Multiracial populations in the U.S. continue to grow and it’s important for educators to address the needs of these students. A 5-E multiracial literature lesson plan was created for second grade that incorporates KWL and Text-to-World teaching strategies. A second grade class were read two children’s picture books, each featuring a biracial protagonist, and were asked to discuss and evaluate the content and commonalities of these stories. Students recorded what they learned in this lesson in their KWL’s. The results reveal that some students understood the problems …

Using Visible Thinking Routines To Teach About The Impact Of Colonialism On Race Within The Language Arts Classroom, Carol Kelly

Language Arts Journal of Michigan

Particularly within Language Arts, the curriculum has historically been based around the classics of Literature, which are heavily dominated by wealthy white men. Finding suitable materials to teach from, whilst still providing the background knowledge of the traditional canon, is a challenge to effective teaching about diversity. I am aware that I come from a culture of whiteness, and this makes me wary of my own biases when teaching about cultural diversity. When approaching this topic I have drawn upon a variety of resources, and this paper will use a mixture of academic research, teaching materials, and self study to …

A Wood Comes Toward Dunsinane: The Synthesis Of Traditional And Constructivist Methodologies, Randall L. Kaplan

Language Arts Journal of Michigan

Education professionals now favor Constructivist and project-based strategies for learning over Traditional methods, which include such frowned upon practices as rote memorization and recitation. The Constructivist approach is being taken to its natural apex by educators like Larry Rosenstock who have created Constructivist utopias such as High Tech High in San Diego, the school put under the microscope in the 2015 documentary film Most Likely to Succeed. Project-based, experiential units of study are effective, exciting, and edifying for both students and teachers. They promise to prepare students for the type of world they will inhabit, a world whose economy …

Of Lizards And Language, Bernadette Gongora

Language Arts Journal of Michigan

No abstract provided.