Educational Methods Commons^™

Non-Aversive Social And Academic Interventions For Youth With Challenging Behavior, Tom Clees

National Youth Advocacy & Resilience Conference

Differential reinforcement procedures (DR) will be the focus of this presentation, including differential reinforcement of appropriate behavior that is alternative to (DRA), or incompatible with (DRI), targeted challenging behavior, and differential reinforcement of the absence of challenging behavior for specified intervals (DRO). In addition, combined strategies (DR with changing criteria and/or social skills instruction) will be presented. Novel applications will also be highlighted.

Accessibility Disclosure Statements: Best Practices For Documenting Inclusive And Accessible Web-Based Research Design, Alicia Mason, Elizabeth Spencer, Pan Liu, Kristen Livingston, Sakshi Bhati, Angela Ashmore, Tristan A. Spencer, Lauren Shepard

Faculty Submissions

Accessibility disclosure is a core principle of the Project IRIS Best Practice Framework. This instructional resource-- Accessibility Disclosure Statements: Best Practices for Documenting Inclusive Web-Based Research Design-introduces options for reporting accessible web-based research design efforts in scholarly and professional publications. The three forms of accessibility disclosure statements are introduced: summary statements, reports of analysis--both general and specific-, and detailed process descriptions. Each of these strategies including terms, conceptual definitions, and examples are provided. The instructional resource may be of interest to undergraduate and graduate course instructors teaching research methods courses in a variety of social science disciplines.

The History Matters: Fighting For Equal Education In Lowell, Massachusetts, 1970-1990, Robert Forrant, Chandaranee Khoeun, Chrisna Khuon

Institute for Asian American Studies Publications

This is a story about Southeast Asian and Latino parents in Lowell, MA who confronted the Lowell School Committee in the late 1970s and 1980s, demanding that schools be desegregated and that their children have equal educational opportunities. While the school struggle unfolded, acts of anti-Asian and anti-Latino violence were perpetrated in Greater Boston and around the country, including the tragic death of Vandy Phorng, a 13-year-old Cambodian American in 1987. Following his death, the federal lawsuit that Southeast Asian and Latino parents had filed moved through the federal court for two years before the city settled. However, further racism …

Teaching And Normalizing Digital Accessibility For Students In The Chemical Sciences, Stefano C G Biagini

Journal of Science Education for Students with Disabilities

Digital accessibility is the inclusive practice of ensuring that all people can equally access digital information. However, this good practice has yet to be fully embraced by practitioners and educators in the chemical sciences. This article will describe and explain the key requirements of digital accessibility and how they apply to educators in the chemical sciences, with the emphasis on supporting visually impaired students; it will illustrate a case study of training students in adopting digital accessibility good practices in order to enable a culture change of greater inclusivity for the next generation; and finally illustrate low cost laboratory adaptations …

An Attitude Of Openness: Adapting Body Neutrality For Performers, Kerstin A. Vaughn, Emily Baird

Feminist Pedagogy

For performers, specifically dancers and actors, the body constitutes the vast majority of focus and training. It is what we present onstage, share with audiences, and contract to casting directors and choreographers. Our bodies, the way they look and move, directly influence the amount and quality of work we make. The concept of body neutrality, then, poses an interesting challenge for performers and those of us who train them. How do we balance a healthy relationship with the body while also thinking critically about all of the ways our bodies carry meaning in performance? How do we, as educators, promote …

Teacher Retention And The Future Of Learning: Alarming Concerns About Preparing The Next Generation Of Citizens, Dejuanna M. Parker, Barbara D. Holmes

Journal of Research Initiatives

Research is robust in detailing the various reasons teachers leave the profession. There is scant literature on why teachers stay and what should be done to improve teacher retention. Teacher retention is a primary concern nationally and internationally. The inability to retain teachers has resulted in a teacher shortage and significantly affects student learning. Sorenson and Ladd (2020) This study yielded three emergent themes related to integral factors of teacher retention: changing attitudes on administrative support, workplace collegiality, and persistence of passion and purpose. Recommendations offered include encouraging administrators to leverage the passion and commitment of the educators to create …

Toward A Critical Pedagogy Of Assessment Integrating Social Studies Education: The Proposed Socio-Critical Assessment Integration Framework (Scaif), Caroline O. Alordiah, Regina Arisi

Journal of Research Initiatives

The Socio-Critical Assessment Integration Framework (SCAIF) and its consequences for social studies education are examined in this study. The results emphasize the advantages of developing inclusive learning environments, encouraging comprehensive evaluation procedures, encouraging applicability to the real world, and giving students agency by allowing participation in the evaluation process actively. Teachers can promote social justice, question prevailing narratives, and foster critical discourse in the classroom using a critical pedagogy lens. Student learning outcomes are improved by authentic assessment activities that reflect real-world problems and demand that students use their knowledge in meaningful ways. Inclusive learning settings respect student diversity, encourage …

Wild Magic Farms: Increasing Student Engagement And Decreasing Academic Regression In Middle School Extended School Year Through Use Of A Role-Playing Game, Maryanne Cullinan

Educational Studies Dissertations

The Extended School Year (ESY) is a federal program that falls under the Individuals with Disabilities Education Act Law (2004) as part of Special Education in public schools in the United States. It is intended to help reduce regression in student progress towards Individualized Education Program goals. However, in New Hampshire, ESY struggles with a lack of clear goals, student buy-in and quality engagement. This study examined how a researcher designed role-playing game (RPG) could impact both summer academic regression and student engagement in a middle school ESY. Utilizing i-Ready testing (n=13) data and attendance data (n=9), this study compared …

“My School Makes Even The Smallest Students …. Feel Included And Happy To Be There” Student Perspectives On Inclusion., Charles Ag Kemp, Umesh Sharma, Louise Mclean

Australian Journal of Teacher Education

The objective of this study was to examine student perspectives on what inclusion means to them and what students believe to be critical school based inclusive practices. The study utilised a mixed method approach to collect data from a sample of 40 Year 9 and Year 10 students from a small school in rural Victoria.  Qualitative data were analysed using a three-stage process of thematic analysis.  Students emphasised that inclusion could be enhanced when relationships are prioritised, school environments are more participatory, when teachers know what students need to be successful, and, when teachers actively monitor and encourage the engagement …

Bridging Language Barriers: How Secondary Teachers Support English Language Learners In The Classroom, Mason Daniel Smith

West Chester University Doctoral Projects

English Language Learners (ELLs) represent a growing student population in U.S. secondary schools, yet many educators feel underprepared to support their unique needs effectively. This mixed-methods study examines how Pennsylvania high school teachers approach the teaching of ELLs, focusing on their self-efficacy, instructional decision-making, and strategies for fostering an inclusive classroom community. Using an exploratory sequential mixed methods design, data was collected through surveys from a limited group of 40 high school educators followed by in-depth interviews with three participants. Findings revealed that while teachers express a strong desire to support ELLs, they often experience uncertainty and frustration due to …

The Role Of Faith-Based Adult Education In Black And Marginalized Communities, Brian Jones

Murray State Theses and Dissertations

Abstract

The purpose of this study is to examine how faith-based and strengths-based adult education programs impact the cognitive well-being, life purpose, and socioeconomic outcomes of Black, and marginalized adult learners. The research seeks to understand the lived experiences of participants, motivations, and barriers to inform more inclusive and effective adult education practices. Additionally, the study aims to understand what impact these organizations are having on the self-efficacy, socioeconomic outcomes of Black and marginalized students, while looking to align areas for improvement. While the study uses quantitative methods to answer research question, the focus of questions bring insight that would …

Including Conscientiously: How Charter School Educators Experience Inclusion Education Implementation, Joe A. Petty

Dissertations

This narrative inquiry examined how charter school educators experience inclusive education implementation while confronting ableist systems that maintain exclusion through seemingly neutral practices. This research emerged from my lived experience of how educational structures systematically marginalize disabled students while appearing progressive. The study investigated two research questions: how support structures and leadership practices either perpetuate or dismantle ableist assumptions embedded in educational practice, and how educators negotiate tensions between implementing evidence-based inclusive strategies and addressing environmental factors that create the need for those strategies.

Data collection employed semistructured interviews with eight credentialed educators across two Southern California charter school sites, …

A Reset For Virginia: Systemizing Leadership And Resource Support For Alternatively Prepared Special Education Teachers, Nicholas E. Olson Dr., Rebecca W. Harmon Dr., Elizabeth H. Morris Dr., Michael-Jon Rodney Dr., Matthew Seidita Dr.

Doctor of Education Capstones

Virginia continues to face the impacts of the national teacher shortage, particularly in special education. The scarcity of licensed special education teachers has led to an increasing number of educators entering the profession through alternative routes with limited classroom experience. These alternatively prepared special education teachers (ARSETs) require sustained, targeted support to implement high-leverage practices (HLPs) that improve student outcomes. Although numerous professional learning opportunities exist, the current system of support is fragmented, and resources are inconsistently applied. Compounding this challenge, many schools lack enough experienced educators to provide in-field mentors for every new hire.

To assist the Virginia Department …

The Equitability Of Virtual Public High School Education In Urban School District, Carissa Jury

Murray State Theses and Dissertations

Virtual education has become an integral component of modern high school education, particularly in urban districts where diverse student populations require flexible and equitable learning environments. This qualitative study explores the equitability of virtual public high school education in an urban school district, focusing on accessibility, student experiences, and policy implications. Using social constructivism and ecological systems' theory as theoretical frameworks, this research investigates factors influencing equitable outcomes, including access to technology, teacher and community support, and socioeconomic status. Data was collected through structured interviews and focus groups with students and parents engaged in virtual education. Key findings indicate that …

Volume 7 (2024) Artificial Intelligence And Responsibility, Arwa Alnajashi, Danielle Derise, Philip L. Frana, David Mcgraw, Amanda Sawyer, Tatjana Titareva, Raafat Zaini, Allie Zombron

International Journal on Responsibility

The seventh volume of the International Journal on Responsibility (IJR) arrives at a crucial moment in the evolution of artificial intelligence and its integration into our academic and social fabric. As we witness the rapid advancement and deployment of AI systems across various domains, this special issue examines the multifaceted dimensions of responsibility surrounding AI technology, with a particular focus on its role in higher education and broader societal implications.

The articles in this volume contribute to our understanding of responsibility through diverse lenses, from classroom implementation to ethical design considerations. Together, they fulfill IJR’s central mission of exploring “Who …

Nurturing Motivation And Engagement In All Students, Elizabeth Rosales, Elizabeth Ann Rosales

Graduate Teacher Education

This paper examined varied interpretations of student engagement in school and analyzed its impact on students' success across multiple dimensions. Using a range of research methods—surveys, classroom observations, and mixed-methods approaches—the study investigated how engagement manifests in classrooms, how it's shaped by various internal and external influences, and its effects on academic performance as well as students’ social and emotional well-being.

The studies considered different perspectives on motivation and engagement, examining how these contribute to a better learning experience. They also looked at what these insights mean for teachers and others involved in education. The research highlighted how crucial student …

Front Matter - Jaepl - Volume 29, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter. List of Board of Directors and List of Editors.

Introduction: The Confusion Of In-Between, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Introduction to Volume 29 of JAEPL. The Confusion of In-Between by JAEPL Editor, Wendy Ryden.

Remembering James Moffett: An Interview And Dialogue With Sondra Perl, Sheridan Blau, Sondra Perl

The Journal of the Assembly for Expanded Perspectives on Learning

Teachers reading these descriptions of Moffett’s teaching are likely to find in them models they too will be inspired to adapt for use in their own writing classrooms, wherever they teach.

Moffett's Corner Introduction, Stephen Lafer, Jonathan M. Marine

The Journal of the Assembly for Expanded Perspectives on Learning

In this special edition of Moffett’s Corner, Sheridan Blau, former Professor of Practice in the teaching of English at Teachers College, Columbia University interviews the noted composition theorist Sondra Perl in order to solicit her memories of the late James Moffett.

Scholarship As A Source Of Innovation/Inspiration, Curtis Porter

The Journal of the Assembly for Expanded Perspectives on Learning

Introduction to Book Reviews: Scholarship as a Source of Innovation/Inspiration

Creative Reading: Using Poetic Inquiry In Research And Teaching, Clancy Ratliff, Abdullah Al Musayeb, Barja Islam, Mithila Mumtaz, Rosol Otear, Simon Richard, Noah Smith, Nuzhat Tarannum, Allyssa Veney

The Journal of the Assembly for Expanded Perspectives on Learning

Creative Reading: Using Poetic Inquiry in Research and Teaching:

Essay and Poetry.

Strom, Kathryn J. And Adrian D. Martin. Becoming-Teacher: A Rhizomatic Look At First-Year Teaching. Sense Publishers, 2017, 138 Pages., Iwona Ionescu

The Journal of the Assembly for Expanded Perspectives on Learning

Becoming-Teacher: A Rhizomatic Look at First-Year Teaching - A Review

Adare-Tasiwoopa Ápi, Sierra And Nathan K. Silva. Gamification In Higher Education: A How-To Instructional Guide. Routledge, 2024, 252 Pages., Willa Swift Black

The Journal of the Assembly for Expanded Perspectives on Learning

Gamification in Higher Education: A How-to Instructional Guide - A Review

Table Of Contents - Jaepl - Volume 29, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Table of Contents - JAEPL - Volume 29

Indisposed To Write: Teaching A Visceral Poetics, Miriam L. Atkin

The Journal of the Assembly for Expanded Perspectives on Learning

This essay begins from the premise that acts of thinking and writing are shaped immanently by corporeal need. Accordingly, my aim is to sketch a vision of composition pedagogy that acknowledges the moves and modulations of the thinking body. The route I take to get there explores four works of critical prose that mobilize form and content toward a radical re-orientation of body-in-space and body-in-writing. These texts—by Eleni Stecopoulos, Robert Kocik, William James, and Eli Clare—are to varying degrees experimental, demonstrating a manner of textual difficulty that signals the visceral difficulty implied in any act of writing. What follows is …

Contributors To Jaepl, Vol. 29, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Contributors to JAEPL, Vol. 29

Mapping James Moffett: Formative Assessment And Common Core Standards For The Contemporary Language Arts Classroom, Jonathan M. Marine, Ruth Nathan

The Journal of the Assembly for Expanded Perspectives on Learning

In this article, we argue for an expanded conception of language assess-ment based on the principles of James Moffett and centered on outfitting teachers with useful information with which to guide their practice and optimize student learning. Importantly, we begin the article by demonstrating that Moffett’s interest in assessing language growth occurs much earlier than previously thought. Then, we sketch a composite view of Moffett’s evolving views on assessment as drawn from works across the span of his career while also investigating the many thinkers who influenced his ideas in order to situate them in the historical and educational con-text …

Echo And Drag As Resistance: Coloniality, Queerness, And Practices Of Reading Student Texts, Joshua Barsczewski, Florianne Jimenez

The Journal of the Assembly for Expanded Perspectives on Learning

In this article, a postcolonial theorist and a queer studies scholar reconsider the role of student resistance in Writing Studies’ social justice turn, arguing for a way of reading student texts that accounts for why students might choose to take up social justice or not in their own writing. Through examples from their ongoing research projects, the writers discuss how students’ resistance surfaced not as visible and explicit signs of a changed epistemological framework or political perspective, but as a series of normative rhetorical choices that made space for more transgressive or subversive possibilities.

Back Matter - Jaepl Volume 29, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter - JAEPL Volume 29