Disability and Equity in Education Commons^™

Islamophobia In U.S. Education, Shabana Mir, Loukia K. Sarroub

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Anti-Muslim sentiment has grown in scale and visibility far beyond its association with the horrific attacks of 2001. The US government’s “War on Terror,” which began after the attacks, often pervades the domestic landscape as a war on Islamic religious “extremism.” The definitions and content of such religious extremism are so extensive that they encompass large numbers of Muslims, and they highlight Muslims as being inherently problematic. For example, the success of the 2016 presidential campaign can be said to have relied significantly on a right-wing Islamophobic fear-mongering that shariah was set to take over the US. As we grappled …

What, How, Who: Developing Mathematical Discourse, Kelley E. Buchheister, Christa Jackson, Cynthia E. Taylor

Department of Child, Youth, and Family Studies: Faculty Publications

A collaborative classroom, an open-ended problem, and a what-how-who structure can build students’ reasoning skills and allow teachers to recognize all classroom contributions.

With an increased focus on using social discourse to enhance students’ mathematical thinking and reasoning (NCTM 2014, Staples and King 2017), teachers are looking for discussion strategies that encourage middlelevel students to make sense of mathematical concepts. However, structuring these valuable discussions is complex. “Mathematical discourse should build on and honor student thinking, and provide students with opportunities to share ideas, clarify understandings, develop convincing arguments, and advance the mathematical learning of the entire class” (Smith, Steele, …

Moving From Talk To Action: What Does Successful Institutional Change Related To Equity, Diversity And Inclusion (Edi) Look Like?, Mark A. Puente, Kiyomi D. Deards

University of Nebraska-Lincoln Libraries: Presentations

Slides of a talk: Puente, M.A., Deards, K.D. (2019). Moving From Talk to Action: What Does Successful Institutional Change Related to Equity, Diversity, and Inclusion (EDI) Look Like? IDEAL’19: Advancing Inclusion, Diversity, Equity, and Accessibility in Libraries & Archives.

Includes:

Where is the Change? Strategies & Tools ARL’s Future Plans Resources Action & Assessment

Sliding Into An Equitable Lesson, Kelley E. Buchheister 6872059, Christa Jackson, Cynthia E. Taylor

Department of Child, Youth, and Family Studies: Faculty Publications

A kindergarten teacher uses Gutierrez's four dimensions of equity to design and facilitate geometry instruction.

Equitable instruction is reflected in how students are positioned in the classroom and how their identities evolve through purposeful interactions that value and recognize the intellectual capacity of each student (Gutiérrez 2013; Lemons-Smith 2008). These integral interactions occur when teachers and students exchange problem-solving strategies, discuss relations among various mathematical representations, and listen to the viewpoints of others (NCTM 2000; 2014).

Art Studio As Thinking Lab: Fostering Metacognition In Art Classrooms, Julia Marshall, Kimberley D'Adamo

Kimberley D'Adamo: Art, Curriculum, Publications, and Other Scholarly Works

What can high school art classes offer to both aspiring artists and students who have other interests and goals? Here’s an answer: thinking skills. Thinking skills are essential for all learners, and both art creation and encoun-tering art provide opportunities for complex thinking and, therefore, for honing conceptual skills. Beyond that, art experiences can spur students to reflect on how they think and to expand and refine their thinking. That is to say, art classes can cultivate metacognition.

This article pursues both trains of thought and describes how an art class can be an art thinking lab—a site for everyone …

Innovation In Pedagogy And Technology Symposium: University Of Nebraska, May 8, 2018, University Of Nebraska

Zea E-Books Collection

Selected Conference Proceedings, Presented by University of Nebraska Online and University of Nebraska Information Technology Services.

University of Nebraska Information Technology Services (NU ITS) and University of Nebraska Online (NU Online) present an education and technology symposium each spring. The Innovation in Pedagogy and Technology Symposium provides University of Nebraska (NU) faculty and staff the opportunity to learn from nationally recognized experts, share their experiences and learn from the initiatives of colleagues from across the system. This event is offered free to NU administrators, faculty and staff free of charge. Tuesday, May 8, 2018 The Cornhusker Marriott, Lincoln, NE

Technology …

Language Ideologies And Epistemic Exclusion, Lydiah Kananu Kiramba

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Research in educational linguistics is now challenging the efficacy of monolingual approaches that often dominate educational practices in multilingual settings. In most African nations where multilingualism is the norm, there remains a persistent reluctance by educational stakeholders (principals, teachers, parents, and students) to embrace multilingualism in education or to reposition local languages as resources in classrooms. This article draws on qualitative data from a multilingual, rural, fourth-grade classroom in Kenya to interrogate the articulated ideologies and their effects on communicative practices as voiced by the participants and by observing actual classroom practices. Bourdieu’s notions of habitus, legitimate language, and symbolic …

Sybil Ludington: Double The Distance, Half The Recognition, Elizabeth E. Saylor, Mardi Schmeichel, Jillian Tullish

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This article describes a lesson for elementary students based on Sybil Ludington’s midnight ride during the Revolutionary War. The tasks and activities presented in the lesson afford students the opportunity to learn about this period in history by comparing Ludington’s ride to Paul Revere’s ride. Through an analysis of the stories told about these midnight rides, students are also encouraged to think about the reasons why Revere’s story is the one most often presented in history books and to consider the consequences of excluding the experiences of marginalized groups when telling stories from the past.

Seeing Mathematics Through Different Eyes: An Equitable Approach To Use With Prospective Teachers, Christa Jackson, Cynthia E. Taylor, Kelley Buchheister

Department of Child, Youth, and Family Studies: Faculty Publications

Teacher educators need to prepare prospective teachers by encouraging them to critically examine their current beliefs about the teaching and learning of mathematics while also providing opportunities for prospective teachers to develop an equity-centered orientation. Attending to these practices in teacher preparation programs may help prospective teachers observe actions that occur in classrooms and determine effective strategies that provide the opportunity to enhance all students’ access to high-quality mathematics instruction. As mathematics teacher educators, we must recognize what prospective teachers attend to as they direct their attention to various classroom events and how they relate the events to broader principles …

"Hear Us, See Us": Constructing Citizenship In The Margins, Tricia M. Hagen Gray

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

The meatpacking industry has drawn an increasing number of immigrants to the Midwestern community of Washington River from Mexico and Central America, making it a New Latino Diaspora (NLD) receiving community. Demographic change amidst the sociopolitical landscape of neoliberalism, declining civic engagement, and polarized partisan politics has forced interaction between longstanding residents and newcomers who are socially, culturally, and linguistically different. Historically marginalized groups have sought to claim rights—especially since Donald Trump’s election in 2016—resulting in a deeper fissure of the social landscape.

Washington River High School provided a context in which to explore questions about how students construct citizen …

Maths Games: A Universal Design Approach To Mathematical Reasoning, Kelley E. Buchheister, Christa Jackson, Cynthia E. Taylor

Department of Child, Youth, and Family Studies: Faculty Publications

By incorporating math games into the classroom, through the principles of Universal Design teachers are able to address mathematical content, reasoning and problem solving, as well as tailoring games to address students' individual needs.

Classroom Readiness For Successful Inclusion: Teacher Factors And Preschool Children’S Experience With And Attitudes Toward Peers With Disabilities, Kyong-Ah Kwon, Soo-Young Hong, Hyun-Joo Jeon

Department of Child, Youth, and Family Studies: Faculty Publications

The current study examined (1) associations among teachers’ experiences regarding children with disabilities (i.e., education, specialized training, years of work experience), their attitudes toward disabilities, and their classroom practices in relation to inclusion and (2) associations among children’s attitudes toward peers with disabilities and child and teacher factors. Ninety-one 4- and 5-year-old children participated in an interview, and their teachers completed a survey. Teachers’ specialized training and bachelor’s degree in early childhood education (ECE) were positively associated with their inclusive practices in the classroom; teachers’ bachelor’s degree in ECE and experiences working with children with disabilities were positively associated with …

Perceptions Of Eighth Grade State Writing Assessment At A Nationally Recognized Middle School, Jillian M. Quandt

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

This study seeks to understand how one at-risk middle school in Nebraska is consistently beating eighth grade Nebraska State Writing Assessment (NESA-W) averages. The school has significant populations of Hispanic, special education, and low-income students. The study answers the following two research questions. What strategies does the at-risk school utilize to enable its students to exceed the Nebraska average on the NESA-W? What attitudes do the school’s writing teachers, administrators, students, and their parents hold about the NESA-W? Students and their parents answered a multiple-choice survey; teachers and administrators answered a longer, open-ended survey. The researcher used a combination of …

College-Going Experiences Of Male Foster Youth Alumni Who Have Stopped-Out Of College, Felipe D. Longoria

Department of Educational Administration: Dissertations, Theses, and Student Research

This qualitative research study examined how foster care experiences and masculinities influenced male foster youth alumni’s decision to go to college. The study also sought to understand the in-and-out-of-college factors that led participants to exit college prematurely. Five participants were each interviewed twice for data collection purposes. Findings from data analysis indicated that establishing and maintaining relationships in college were challenging and affected an already vulnerable population in their help-seeking behavior. Recommendations are offered for higher education professionals and areas for future research are noted.

Advisor: Corey Rumann

Program Monitoring Practices For Teachers Of The Deaf And Hard Of Hearing In Early Intervention, Anne E. Thomas, Christine Marvin

Department of Special Education and Communication Disorders: Faculty Publications

Program monitoring is an important and necessary assessment practice within the field of early childhood deaf education. Effective program monitoring requires a focus on both the consistent implementation of intervention strategies (fidelity) and the assessment of children’s ongoing progress in response to interventions (progress monitoring). Teachers of the deaf and hard of hearing (TODs) who provide early intervention services need to conduct regular program monitoring to evaluate the merit of their efforts. However, progress monitoring is a practice often overlooked by practitioners within the field of early intervention. It is recommended that TODs monitor children’s progress “regularly,” but evidence of …

Three Reading-Intervention Teachers’ Identity Positioning And Practices To Motivate And Engage Emergent Bilinguals In An Urban Middle School, Jung-In Kim, Kara Mitchell Viesca

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This study investigated three urban middle-school teachers’ practices with respect to motivating and engaging emergent bilinguals in reading-intervention classrooms by exploring the teachers’ identity positioning. The three teachers’ sociocultural and sociopolitical positioning of their students (e.g. students as individuals, as monolithic learners, or as problems) was found to be related to their practices for motivating and engaging the students (e.g. hybrid, calibrated, or imposed practices). The teachers’ historical and current resources partially shaped how they positioned their students. The findings support that teachers should not only learn motivational practices but also reflect critically on positioning processes in the classroom.

Multilingual Pedagogies And Pre-Service Teachers: Implementing “Language As A Resource” Orientations In Teacher Education Programs, Theresa Catalano, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

While Ruiz’s (1984) influential work on language orientations has substantively influenced how we study and talk about language planning, few teacher education programs today actually embed his framework in the praxis of preparing pre-service and practicing teachers. Hence, the primary purpose of this article is to demonstrate new understandings and expansions of Ruiz’s language-as-resource (LAR) approach and ways in which teacher education programs can model this orientation in their own classes, including those programs, like ours, that prepare mostly monolingual preservice and in-service teachers to work with bi/multilingual students. The authors pursue this by laying out the theoretical framework for …

The Challenge Of Students With Autism Spectrum Disorder (Asd) In Honors Programs, Susan Yager

Honors in Practice Online Archive

When Temple Grandin spoke to the College of Engineering’s advisors on my campus, I was working as associate director of the university’s faculty development center. Not long before, I had attended a conference in Tucson, the National Faculty Center Institute for Facilitating the Success of Diverse Learners, where I first realized what seems obvious now: that freedom from discrimination on the basis of disability, including social disability, is a matter of civil rights, on a par with freedom from racism or sexism. While at the faculty development center, I also learned about the concept of universal design, that is, the …

Honors In Practice, Volume 12 (2016), Editorial Material, Ada Long, Dail Mullins, Karen Lyons

Honors in Practice Online Archive

Masthead
Editorial Board
Production Editors
Contents
Editorial Policy, Deadline, and Submission Guidelines
Dedication to Patrice Berger
Editor’s Introduction
About the Authors .
NCHC Publication Order Forms

Honors In Practice: A Publication Of The National Collegiate Honors Council, Volume 12 (2016)--Complete Issue

Honors in Practice Online Archive

CONTENTS

Editorial Policy, Deadline, and Submission Guidelines v

Dedication to Patrice Berger — Karen Lyons

Editor’s Introduction — Ada Long

FIFTIETH-ANNIVERSARY CELEBRATION

Founder’s Award Speech — Bernice Braid

RESEARCH ABOUT HONORS

Evaluating the Application of Program Outcomes to Study Abroad Experiences — Patricia Joanne Smith and Lawrence J. Mrozek

Why Not Honors? Understanding Students’ Decisions Not to Enroll and Persist in Honors Programs — Timothy Nichols, Jacob Ailts, and Kuo-Liang Chang

Effects of Peer Mentorship on Student Leadership — Giovanna Walters and Ashley Kanak

PRACTICAL AND INNOVATIVE IDEAS FOR HONORS

The Challenge of Students with Autism Spectrum Disorder (ASD) in …

Variation Within The “New Latino Diaspora”: A Decade Of Changes Across The United States In The Equitable Participation Of Latina/Os In Higher Education, Deryl K. Hatch, Naomi Mardock Uman, Crystal E. Garcia

Department of Educational Administration: Faculty Publications

This study problematizes the common discourse that rapid and widespread Latina/o demographic growth in the United States is a driving force in realizing higher education equity gains. Using equity indices for students, faculty, and administrative leaders at the state level, we present a portrait of changes in Latina/o participation in higher education over the last decade and propose a classification scheme for understanding variation across states at the intersection of changes in both demographics and equitable participation.

En este estudio se problematiza el discurso común del veloz y extendido crecimiento demográfico latino en los Estados Unidos como promotor de mayor …

Parents’ Reasons For Choosing Non-Public Non-Denominational Elementary Schools For Low Socioeconomic Students In Alabama: A Mixed-Methods Study, Kyle A. Francis-Thomas

Department of Educational Administration: Dissertations, Theses, and Student Research

The purpose of this mixed-methods study was to determine parents’ reasons for choosing Non-Public Non-Denominational Elementary Schools for low socioeconomic students in Alabama. Low socioeconomic students were defined as students who qualified for free/reduced lunches. The research was designed as a mixed methods study with data being collected via an online survey and interviews. This study fills a gap in the literature about parents’ reasons for choosing Non-Public Non-Denominational Elementary Schools for low socioeconomic students in Alabama.

Based on the literature there are many possible reasons for parents choosing to send their children to private schools. The literature indicated that …

Hidden On Campus: The Impact Of Parental Illness On The College Student Experience, Molly Wilensky

Department of Educational Administration: Dissertations, Theses, and Student Research

It is unknown how many traditionally-aged college students experience the impact of parental illness immediately prior to or at some point during their time at an institution. Literature related to attachment and coping and identities/relationships provided a framework for understanding family dynamics and traditional experiences for students transitioning to a collegiate environment. Literature related to familial or parental illness provides some insight regarding the impact of illness on the college student experience; however, this research relies primarily on retrospective studies and quantitative data. What little research exists largely fails to portray the voices and subjective experiences of students coping with …

The Disabled Teacher: A Memoir Of An Interrupted Pedagogical Career, A Life With A Chronic Illness, And An Encounter With Real Barriers To Inclusive Education, Dorothy M. Bossman

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

This dissertation is a narrative exploration of multiple themes relevant to education research: the relationship between the university and school, epistemology, teacher identity, disability studies, researcher subjectivity, and the retention of quality educators. This work of “autoethnography” (Ellis, Bochner, & Adams, 2011) approaches these topics through the tellings of a teaching career, the awakening of an education scholar, and the development of a chronic illness. While the focus of this inquiry often returns to the researcher’s pedagogical identity, the three storylines interact in myriad ways that relate to the larger field. Removal of one of these narrative threads would, metaphorically, …

Professional Practice And Ethical Issues Related To Physical Restraint And Seclusion In Schools, Brenda Scheuermann, Reece Peterson, Joseph B. Ryan, Glenna Billingsley

Department of Special Education and Communication Disorders: Faculty Publications

Use of physical restraint and seclusion procedures in schools continues to be controversial, and foster proposals for federal and state legislation and regulation. Despite much discussion about what policies are needed, there has been little discussion about the professional practice issues and the ethical issues related to these practices. The purpose of this report is to present six clusters of professional practice and ethical issues that have not heretofore been specifically identified. To do so, we will examine the codes of professional practice and ethics of organizations representing educators who work with students with severe behavioral challenges. To illustrate these …

Technical Adequacy And Acceptability Of Curriculum-Based Measurement And The Measures Of Academic Progress, Stacy-Ann A. January, Scott P. Ardoin

Department of Special Education and Communication Disorders: Faculty Publications

Curriculum-based measurement in reading (CBM-R) and the Measures of Academic Progress (MAP) are assessment tools widely employed for universal screening in schools. Although a large body of research supports the validity of CBM-R, limited empirical evidence exists supporting the technical adequacy of MAP or the acceptability of either measure for universal screening. Purposes of the current study were to replicate and extend prior research by (a) examining the extent to which CBM-R performance measures more than word reading skills, (b) evaluating the concurrent validity of MAP with CBM-R, (c) determining the potential benefit of administering MAP with CBM-R for universal …

Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The classroom is a unique discursive space for the enactment of critical pedagogy. In some ways, all classroom discourse is critical because it is inherently political, and at the heart of critical pedagogy is an implicit understanding that power is negotiated daily by teachers and students. Historically, critical pedagogy is rooted in schools of thought that have emphasized the individual and the self in relation and in contrast to society, sociocultural and ideological forces, and economic factors and social progress. In addressing conceptualizations in Orthodox Marxism (with Karl Marx, Max Weber, and Emile Durkheim) in the mid-19th century and the …

What Is Equity? Ways Of Seeing, Christa Jackson, Cynthia Taylor, Kelley Buchheister

Department of Child, Youth, and Family Studies: Faculty Publications

Prospective teachers must be prepared for their role in providing equitable access for learning high quality mathematics. Therefore, it is imperative that mathematics teacher educators provide opportunities to develop an equity-centered orientation in teacher preparation courses. In this study, we begin to address this issue by identifying what prospective teachers attend to in a classroom vignette of an African American male student who is above grade level in mathematics and exhibits disruptive behavior during instruction. The results of the study indicate that while participants are beginning to attend to cultural influences, most responses are focused on classroom management strategies

Vocabulary Word Instruction For Students Who Read Braille, Mackenzie E. Savaiano, Donald L. Compton, Deborah D. Hatton, Blair P. Lloyd

Department of Special Education and Communication Disorders: Faculty Publications

The association made between the meaning, spelling, and pronunciation of a word has been shown to help children remember the meanings of words. The present study addressed whether the presence of a target word in braille during instruction facilitated vocabulary learning more efficiently than an auditory-only instructional condition. The authors used an adapted alternating treatments single-case experimental design with three students with visual impairments who read braille, collecting data on definition recall and spelling during each session. Data on definition recall were used to determine mastery. The results of this study are not consistent with previous findings with students who …

The Business Of Learning To Teach: A Critical Metaphor Analysis Of One Teacher’S Journey, Lauren Gatti, Theresa Catalano

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This article analyzes the learning to teach process of one novice teacher, Rachael, enrolled in an Urban Teacher Residency (UTR) in Harbor City, United States. Building on Loh and Hu’s (2014) scholarship on neoliberalism and novice teachers, we employ Critical Metaphor Analysis (CMA) to make visible the ways in which Rachael contends with conflicting frames of learning to teach—TEACHING IS A JOURNEY vs. TEACHING IS A BUSINESS— within her program. Rachael encounters three primary obstacles: programmatic incompatibility, pedagogical paralysis, and, ultimately, programmatic abandonment. The discussion explores the potential consequences of learning to teach in neoliberal contexts.

Includes Supplementary appendices (Interview …