Educational Assessment, Evaluation, and Research Commons^™

Profile Interview With Faculty Mentor Dr. Jason Ware, C. Max Otterbacher

Purdue Journal of Service-Learning and International Engagement

Dr. Jason Ware is a clinical assistant professor in the Honors College with a courtesy appointment in the College of Education.

Journal Of Communication Pedagogy, Complete Volume 5, 2021

Journal of Communication Pedagogy

No abstract provided.

Who We Are: Focus On… Student Identity, Yarina Aguilar Becerra, Cecilia Diojuan, Jasmine Walker, Neera Malhotra, David Peterson Del Mar, Vicki Reitenauer

University Studies Faculty Publications and Presentations

In short

• Increasingly, professionals in higher education are acknowledging the short- and long-term impacts on individuals and communities of institutional failures to create welcoming, inclusive, and caring environments for traditionally underrepresented students.
• Student voices, reflecting on their lived and felt experiences in college, have been less frequently present in the discussions about inclusion in higher education.
• Listening to students from underrepresented groups has the potential to redefine and renew how we understand education and ourselves, offering a template and a foundation for the dense network of relationships that a student-focused institution of higher education ought to aspire to and build …

Establishing Trauma-Informed Practices Within The Early Learning Environment, Daria M. Castor

Selected Honors Theses

Nearly half of US children have experienced one or more types of serious trauma with rates continually increasing. Early childhood educators get a first-hand encounter with childhood trauma as it affects the learning and behavior of young students. Young children process their trauma differently whether that be through behavioral issues or a withdrawn demeanor. Building strong, positive relationships with students and creating a safe learning environment are practical methods used by educators when working with traumatized young learners, however there is much more to be done to best meet the needs of these students. This thesis emphasizes the detrimental effects …

Reinvigorating A Technical Countering Weapons Of Mass Destruction Distance Learning Graduate Certificate Program, James C. Petrosky, Gaiven Varshney, Jeremy Slagley, Sara Shaghaghi

Faculty Publications

Current Countering Weapons of Mass Destruction (CWMD) demands can be divided broadly into policy and science. The science of chemical, biological, and radiological/nuclear weapons informs the limits of development, production, employment, operation, detection, risk characterization, human and material protection, and medical intervention. In short, the science of weapons of mass destruction (WMD) should precede and inform the development of policy. It is to this end that the Air Force Institute of Technology (AFIT) CWMD program was re-established, providing a technical educational option for practitioners to understand the science behind a very technically challenging subject.

Evidencing Creativity And Curiosity In Ib Schools, Sarah Richardson, Sladana Krstic

2021-2030 ACER Research Conferences

There is growing recognition of the importance of learners gaining transversal or 21st-century attributes in order to thrive in the contemporary world. This poses a number of challenges for educators. First, to what extent are transversal attributes innate, or do they include a combination of traits and skills? Second, what can teachers do to help nurture these attributes in learners? Third, how can the existence or strengthening of attributes be recognised? In this paper, we draw on work that we are doing for the International Baccalaureate Organisation to define conceptual frameworks for creativity and curiosity. Our goal is to enable …

Integrating Video Evidence In Mixed Methods Research: Innovations, Benefits, And Challenges For Research Exploring How Beliefs Shape Actions, Tashane K. Haynes-Brown, Peggy Shannon-Baker

Curriculum, Foundations & Reading: Faculty Publications

The purpose of this article is to demonstrate the benefits of using video evidence as a catalyst for innovative integration in mixed methods research. We illustrate how video data were used in the elicitation interviews of three teachers to understand their interpretations of how their beliefs align with their observed practices and how they attempted to reduce cognitive dissonance that became apparent during the video elicitation interviews. This article draws from the mixed methods case study phase of a larger explanatory sequential mixed methods study conducted in Jamaica with 248 secondary school teachers. A subsample of eight teachers participated …

Contributors

Early College Folio

Contributors to issue 1 of Early College Folio

Table Of Contents

Early College Folio

Table of Contents | Issue 1 | Early College Folio

The Need For Early College In The 21st Century, Donald E. Heller

Early College Folio

This essay, a response to Elizabeth Blodgett Hall’s “The House of Education Needs Overhaul,” details the evolution of the early college movement within the American educational system. The author then makes a case for the continued importance and success of early college models in the 50 years since Hall’s initial call for reform.

An Evaluation Of One School's Reading Program To Support Struggling Readers Through The Use Of Data, Gabrielle Jones

Dissertations

ABSTRACT

The purpose of this study is to evaluate the efficacy of one school’s reading intervention program, and its impact on struggling readers reading performance. Participants in this study included administrators, Grades 3 through 5instructional staff that directly impact student learning in reading through reading instruction. I collected survey data and analyzed it to determine teachers’ ability to instruct struggling readers with high expectations for student learning. As a result, this evaluation exhibit teachers require more quality planning time to prepare effective reading intervention lessons that includes strategies attained from strategically designed professional development structured to increase students’ reading ability. …

Refugee Higher Education And Participatory Action Research Methods: Lessons Learned From The Field, Hadas Yanay

Dissertations, Theses, and Capstone Projects

Refugee access to higher education is devastatingly low. Recognizing the complex barriers facing refugee learners, global educational initiatives are innovating flexible learning models which promote blended online and in-person learning modalities. This article describes the implementation of a five month, online-based internship pilot offered to 21 refugee participants in qualitative and quantitative research methods, through a participatory action research (PAR) framework in five different countries -- Malawi, Kenya, South Africa, Rwanda, and Lebanon. The internship is part of the Global Education Movement (GEM), which brings refugees accredited online college degree and career development opportunities. Through direct engagement, observation of the …

Seeking Universal Education: From Singapore’S Educational Success, Gulnar Rzayeva

Master's Projects and Capstones

According to the Universal Declaration of Human Rights, education is considered a fundamental human right. However, this right is not accessible for every child. Not all education systems are capable of providing quality education. There are various reasons behind this issue. Based on the OECD and PISA records, Singapore has a successful education system with multiple ethnicities and religions. This study intends to discover some characteristics of Singapore's education system and the feasibility of achieving similar success in other practices. In the methodology part, based on a literature review on the education policy and the education system of Singapore, content …

Approaches To Narrative Instruction For Second Language Learners, Mathew Peters

MA TESOL Collection

Narratives have reemerged as a dominant form of rhetoric over the last fifty years. This dominant use of narrative discourse has only increased with the rise of social media. Walther Fisher (1987) proposed the narrative paradigm as a unifying theory of human communication. His major claim is that people are inherently storytellers and that people use a narrative rationality and a logic of good reasons to inform their beliefs, values, and actions. This paper utilizes his theories, along with recent findings in neuroscience, to establish an argument for greater inclusion of narratives into second language teaching. Narratives can have a …

“Now I Feel Like I’M Supposed To Make Mistakes”: Changing Student Perceptions Of Mistakes, Ellison Lunde

Masters of Education in Teaching and Learning

This study examined how second-grade students in a GT-clustered classroom perceived making mistakes. The researcher implemented literature discussion circles focused on growth mindset and making mistakes as an intervention to improve student perceptions. She collected data through surveys, field notes, and student focus group interviews. Data were analyzed using the constant comparative method to look for recurring themes as well as descriptive statistics in the case of numerical data. Three major themes emerged including struggles with mistakes, internal processes, and benefits of mistakes. Statistics confirmed that the intervention effectively improved the perceptions of almost every student and that GT students …

Faith-Based Education And Civic Value Formation, Matthew H. Lee

Graduate Theses and Dissertations

Since the founding of the United States, scholars and policymakers have argued that education should not merely train the minds of students, but also prepare them for active participation in a democratic republic. This dissertation, divided into three chapters, studies the leaders, schools, and content that shape students’ character.

While educational leadership in U.S. public schools is widely studied, there is much less scholarly attention to educational leadership in Protestant and other private schools. The first chapter investigates principal leadership and tests for systematic differences in educational priorities and preparation for their responsibilities by educational sector. Using a nationally-representative sample …

K-12 Economically Disadvantaged Students, Poverty, And Education: Ecological Narratives Of Successful Raised-In-Poverty, Texas Educators, Rebecca N. Morris

Electronic Theses and Dissertations

This research study aimed to understand how successful Texas educators who grew up in poverty understood and improved the educational experience of economically disadvantaged students. This study utilized a structural ecological theory and three theories of social relationships (Social Identity, Standpoint, and Cultural Capital). This phenomenological and qualitative study used a cross-sectional, descriptive, online case study design rooted in narrative nonfiction. Virtual interviews with six successful Texas educators that grew up in poverty were conducted. A narrative method of analysis was utilized to generate codes then organize them into themes, and to construct and compare the narrative findings. The results …

The Times Of Our Lives, Deborah Britzman

Occasional Paper Series

I recall a remark Anna Freud once gave around the age of 85. She said there are two ages that are most challenging for the human and require the most strength: the times of early childhood and the times of old age (Sandler, with A. Freud, 1985). Within these bookends of life, Anna Freud exchanged the ideality of strength as might for that of care for vulnerability. Strength becomes the capacity for tolerating, as in living with bodily fragility, care, and dependency. Here, perception of time, or our feelings in time, are other to the function of time. It is, …

Quintessential Jonathan, Virginia Casper

Occasional Paper Series

It was only a year ago, but many worlds away, Jonathan and I took a few hours off from a conference to hike in the hills above Las Cruces, New Mexico. The conversation wandered around people we know in common, those we have lost, and ideas we shared over 25 years as friends and colleagues. We kept returning to the topic of legacy, however, based on Jonathan’s recent reconceptualization of the term (Silin, 2020) and my interest in thinking more about it. As I listened to him explain his more generative version of this venerable notion, I remember thinking how …

Enlaces In Reflections And (Re)Memberings As Latina Border-Crossers: Journeys Of Childhood And Professional Un/Welcomings, Ana Carolina Díaz Beltrán, Paty Abril-Gonzalez, Cinthya Saavedra, Michelle Salazar Pérez

Occasional Paper Series

We are humbled to be part of this special issue honoring the life work of Jonathan Silin. His scholarship and activism have opened spaces for future generations, like our own, to share our testimonios. We are straddling between being former early childhood teachers and current teacher educators—between our profe lives and our everyday lived experiences as Latina border crossers. Testimonios, which we engage in for this piece, have herstorically captured intimate tellings that connect individual struggles and strengths to the larger collective (Delgado Bernal, Burciaga, & Flores Carmona, 2012; Latina Feminist Group, 2001). It is in these testimonios that women …

Welcoming Play In Times Of Trauma: A Response To Cassie Brownell, Karen Wohlwend

Occasional Paper Series

I’m honored and delighted to welcome Cassie Brownell to a growing community of early childhood play researchers. In one sense, welcoming implies an unequal power relation where an established member of a community introduces an unknown newcomer. This feels a bit disingenuous. Cassie is already a rising star in our field and really needs no introduction! Her work is part of an exciting new trend in literacy research that blends play with social activism and community building.

Mapping Common Grounds Between Mother And Child: A Response To Alyssa Niccolini, Jennifer Rowsell

Occasional Paper Series

In this short response, I connect my own mother-daughter story to Nicollini's article. Drawing on Silin and Stewart, I consider the ways that vulnerabilities lead to expression and a fluency of thought. In particular, how Covid-19 draws out affective intensities that lead to compositions. Inspired by Nicollini's honest and brave framing of her anxieties about her child, I reflected on a similar sense of fear and deep sadness years ago, at a different time and place.

Vulnerable Literacies, Alyssa Niccolini

Occasional Paper Series

We’d find them nestled behind earlobes, amidst eyelashes, between fingers, in folds of the neck, along the scalp, behind knees, cozy in armpits, in zigzagged waistband imprints, hidden in eyebrows, or brazenly mid-chest. Who knew the body had so many hiding places?

There is always a bolt of shock when the examined spot—a speck of dirt, a freckle?—comes alive with spidery legs. Mother and child then engage in a practiced routine—a submission of the body, a pinch of skin, a tug of war with a barbed proboscis, a cold swab of alcohol. The wriggling visitor is always observed with a …

Ambivalent Legacies: A Response To Harper Keenan, Jen Gilbert

Occasional Paper Series

Harper Keenan’s generous letter to beginning queer/trans teachers hinges on the question: How do we stand in that impossible moment when we are welcoming newcomers while still acknowledging our debts to those who’ve come before? Jonathan Silin, whose work this issue celebrates, grapples with these questions of legacy in an essay that reflects on his contributions as an early childhood educator and researcher and a gay rights and HIV/AIDS activist. Silin (2020) asks:

Is it possible to leave behind traditional ideas about legacy, weighted down as they are with commitments to social and biological reproduction, and reimagine it as something …

Keep Yourself Alive: Welcoming The Next Generation Of Queer And Trans Educators, Harper Keenan

Occasional Paper Series

Dear new queer/trans educator,

Welcome to the work of education. I am glad that you are here to take part in the wonderfully challenging task of supporting young people to learn more about how we might be together. I often think of classrooms and other educational spaces as something like a dance floor, where people who may not know one another gather together and learn how to interact and relate to one another in shared space.

What Can We Not Leave Behind? Storying Family Photographs, Unlocking Emotional Memories, And Welcoming Complex Conversations On Being Human, Esther Ohito

Occasional Paper Series

Everyone was startled by the flood that burst forth from my previously dry tear ducts, even me. What was supposed to be an ordinary oral presentation of a culminating assignment for Wendy Luttrell’s popular graduate school course on visual methodologies, Doing Visual Research with Children and Youth, had morphed into a strange waterworks festival starring me as the headlining performer. In addition to Wendy, a professor at the City University of New York’s Graduate Center, the audience included Tran Templeton and several other peers who were also my fellow doctoral students at Teachers College, Columbia University.1 The course drew on …

What Grown-Ups Aren’T Thinking About: A Response To Tran Nguyen Templeton, Wendy Luttrell

Occasional Paper Series

Tran Templeton opens her article “Whose Story Is It?: Thinking Through Early Childhood with Young Children’s Photographs” with a compelling adult-child encounter. Tran and 6-year-old Saloma are viewing photographs taken of Saloma by early childhood teachers in the preschool classroom where Tran taught and conducted her research. Saloma offers a piercing analysis of “grown-ups” who neglect to consider children’s own wishes. “Maybe the people [children] don’t want you to take a picture of them when they’re like that,” Saloma cautions. But it isn’t just that adults are taking pictures that may be unwanted; what bothers Saloma is how we as …

What Stories, Like Water, Hold: A Response To Fikile Nxumalo, Debbie Sonu

Occasional Paper Series

The stories we tell carry our beliefs, our histories, and our relationships. They orient us toward particular ways of living and being, both with each other and with the natural world, and guide us into our sense of self and our encounters with difference. They describe what is made alive and what is rendered in service.

Witnessing Encounters: A Response To Nicole Ineese- Nash’S “Ontologies Of Welcoming”, Veronica Pacini-Ketchabaw

Occasional Paper Series

Responding to Nicole Ineese-Nash’s beautiful offerings is exhilarating and humbling. “Ontologies of Welcoming” invites us to create openings that those of us who have been educated within a Western tradition are unequipped to do. Before writing, I read Nicole’s contribution more than 10 times, unsure how to respond to it as a non-Indigenous scholar in Anishinaabek, Haudenosaunee, and Lenapewak and Attawandaron territory. Reluctant to appropriate knowledge that isn’t mine, I was aware that not responding for fear of implicating myself in ongoing colonization would be yet another way to enact my privilege.

Ontologies Of Welcoming: Anishinaabe Narratives Of Relationality And Practices For Educators, Nicole Ineese-Nash

Occasional Paper Series

No matter which culture you belong to, or where on the planet you call home, each of us has an ethical responsibility to our first mother, the Earth. I would like to demonstrate what I have come to understand about relational ethics through Anishinaabe storywork and land-based knowledge systems as they may invite us to think differently about our relations to one another and the non-human world. Indigenous storywork is not merely fictional. Rather these stories exemplify our cultural teachings, understandings, and ways of living so that they may be carried through generations (Archibald, 2008).