Other Education Commons^™

Civic Engagement In Education: Insights From California's Local Control Funding Formula, Julie A. Marsh, Tasminda K. Dhaliwal, Michelle Hall, Morgan S. Polikoff

Education Faculty Articles and Research

In this policy brief, we use the case of California's Local Control Funding Formula (LCFF) to provide policy makers and educators guidance on how to involve the public in goal setting and resource distribution decisions. We provide clarity around who is and is not participating, why, and what broader lessons we can draw for implementing federal and state education policies mandating public engagement. Our findings indicate tremendous room for improvement. LCFF's target populations (e.g., low-income, English learners) are not more likely to be aware of or participate in decisions than nontargeted groups, which suggests weak accountability for the use of …

Mcnair Scholars Research Journal Volume Xiii, St. Mary's University

McNair Scholars Research Journal

This is the fourteenth journal for the McNair Scholars Program at St. Mary's University.

"After yet another year of complexities, concerns, and adaptations to many changes, our Scholars have once more completed a strong summer research program! We believe Dr. Ronald McNair would be extremely proud of how students benefiting from the McNair Scholars Program at St. Mary’s University have responded to unprecedented challenges. In spite of local and global challenges, these students keep their eyes set on a future which only a short time ago was unimaginable. Now, they are taking steps into a world they will lead, form, …

Reflections Of A World In Crisis

Conversations

Photojournalism professor Robin Hoecker discusses teaching during a period of pandemic and social unrest, including the challenges of remote and trauma-informed teaching, and offers advice.

Impostor Phenomenon In Educational Developers: Consequences And Coping Strategies, Kristin J. Rudenga, Emily O. Gravett

To Improve the Academy: A Journal of Educational Development

A recent survey of educational developers revealed that nearly all respondents (96%) had experienced impostor phenomenon (IP) in their professional lives. Here, we use survey data to investigate the consequences of and coping strategies for IP among educational developers. We describe the repercussions of IP for the personal and professional lives of educational developers (including stress, lowered self-esteem, not speaking up, and diminished career trajectories), the ways in which they cope with IP, and the unique ways that they may be positioned to leverage their own experience with IP to work more effectively with instructors.

Students Helping Students Provide Valuable Feedback On Course Evaluations, Adriana Signorini, Mariana Abuan, Gautam Panakkal, Sandy Dorantes

To Improve the Academy: A Journal of Educational Development

The purpose of the student evaluations of teaching (SET) are to help instructors enhance the teaching and learning experience in their courses; however, student feedback can often be more unconstructive than useful because students are usually requested to evaluate instruction with little or no formal training. As a result, SET become missed opportunities for students to effectively communicate their learning needs and for instructors to collect actionable information about how the course is perceived. This project aims to improve the quality of student responses to the open-ended questions that instructors receive by partnering with undergraduates in demonstrating to their peers …

Tell Me More About Alex: Helping Instructors Uncover And Mitigate Their Implicit Biases, Cait S. Kirby, Heather N. Fedesco

To Improve the Academy: A Journal of Educational Development

All instructors bring a set of unconscious or implicit biases to the classroom. These biases can negatively impact the way they interact with students, thus affecting important student outcomes (for example, grades, sense of belonging). Facilitators leading programming on inclusive teaching may struggle to identify strategies they should include in sessions to help unearth and address these biases in others. We have created an activity that can be tailored to fit a variety of teaching contexts and audiences and that helps unveil implicit biases while potentially mitigating some challenges associated with participant responses to such conversations.

Co-Creation With Youth: Teaching Artistry And Art Outreach Programs, Hallie Morrison

Artizein: Arts and Teaching Journal

This article shares my process and reflection as a teaching artist on a specific project with the Chicago Opera Theater (COT). An extension of my personal and professional practices that aims to provide larger painting experiences for students than they are normally provided, this project takes place in Chicago public schools through a model of Arts Partnership in which COT brings in multidisciplinary arts education. Beyond being an educational program, this school-based artistic co-creation resulted in opportunities for professional learning, intracultural bonding, and empowering moments for youth. This article includes images of the art teaching process, arts integration program tools, …

Emergent And Early Literacy Opportunities For Children With Visual Impairment With/Without An Additional Disability, Susan Pope

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Introduction: This study examined implications of literacy instruction for children with visual impairment (VI) with/without an additional disability at a specialized preschool in a large Midwestern city. Methods: Teachers participated in interviews and revealed their perspectives for providing literacy instruction, and students were video recorded participating in literacy activities. Literacy opportunities were coded for themes. Results: Six themes of literacy opportunities emerged from this study (i.e., literacy opportunities, accessibility, frequency, assessment, settings, and cues for understanding). Results provide evidence of instructional strategies, challenges and strengths described by teachers, types of activities used to promote literacy and the frequency and accessibility …

Kevin Ponce, Kevin Ponce, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

A native of Hawaii, Kevin Ponce left the islands after high school to join the US Air Force. After a 20-year career in the Air Force Ponce retired. Having earned a degree in hotel and restaurant management he took the position as an area supervisor for the Oklahoma City Public Schools. This was followed by a position overseeing the procurement of food and equipment. Eventually he took a food service director position, where he moved up to larger and larger districts. Kevin up running a district with over eighty schools before eventually retiring again after another-plus year career.

An Evaluation Of Technical Oral Presentation Components In Engineering, Mohamed Abdullah Adnan

Student Works (2020-2029)

This case study evaluates implementation of Technical Oral Presentations (TOP) components in English for Specific Academic Purposes (ESAP) language course for engineering undergraduates at a technical university. The respondents were 310 engineering undergraduates who registered for English Technical Communication (ETC) course and 12 instructors from Universiti Malaysia Pahang. The case study employs Convergent Parallel design to collect data in all four evaluation components of Context, Input, Process and Product (CIPP) Evaluation Model. Two questionnaires were administered in this study. The Questionnaire Set A were distributed to English language instructors teaching English for Technical Communication course while the Questionnaire Set B …

Integration Seminar Bis 299, Joanna Burkhardt

Library Impact Statements

No abstract provided.

Effectiveness Of Virtual Manipulative Teaching Method In Enhancing Year Four Pupils’ Understanding Of Fractions, Kavitha Karbal Singh

Student Works (2020-2029)

Fractions are common numerical representations in mathematics. However, they seem to be a complicated mathematical concept to master, particularly among school pupils. Pupils have a hard time studying fraction due to insufficient understanding of the concept. An effective teaching method is therefore essential for the teaching and learning of this particular component. The purpose of this study is to determine the effectiveness of the virtual manipulative teaching method in improving the understanding of fraction among Primary Year Four pupils. Essentially a quasi-experimental research, the method used was a non-equivalent, control group pretest-posttest approach. A total of 80 pupils from a …

Misconceptions On Chemical Bonding Among Form Four Pupils, Quah Mei Ling

Student Works (2020-2029)

The learning of chemical bonding in chemistry is an abstract concept for all students. The process of learning chemistry can be classified into three levels which are macroscopic, sub-microscopic, and symbolic levels. Students have problems correlating all three levels in learning chemical bonding. During the transition of these three levels, students face difficulties in relating the macroscopic and sub-microscopic levels which lead to misconceptions. Therefore, the purpose of conducting this study was to explore the misconceptions of chemical bonding which includes ionic bonding and covalent bonding among Form Four students. This study aimed to answer two research questions; 1) what …

Navigating The Uncharted Pandemic Waters: An Examination Of The Role Of The Catholic School Superintendency In Response To Covid-19, Andrew Miller, Melodie Wyttenbach, Ronald James Nuzzi

COVID-19 and Catholic Schools

The management of multiple dilemmas became a norm overnight for Catholic school superintendents navigating the COVID-19 pandemic as they quickly moved to making decisions that would have long-term effects on the system of schools they led. This paper attempts to make sense of the new educational dilemmas that have confronted Catholic school superintendents during these past several months. Utilizing the 2019 framework for navigating and managing professional dilemmas in educational leadership (Spillane & Lowenhaupt), we explore educational dilemmas Catholic school superintendents face during this pandemic. We show in this paper that Catholic school superintendents have drawn on their professional expertise …

Covid Witness To Hope: Catholic Schools Respond To Covid-19, Michael J. Boyle, Gail Donahue Ph.D., Mary Pat Donoghue, David A. Faber, Frankie Jones, Jeannie Ray-Timoney, Brooke Tesche, Timothy Uhl

COVID-19 and Catholic Schools

The twin uncertainties of the pandemic and the economic downturn have taken a toll on our Catholic schools. Yet reports across the country are that Catholic schools have been very successful in remote learning.

Although there are well-documented efforts to define the values of Catholic schools, these values are not fully known and there is still not a well-crafted national value proposition for Catholic schools. As the context surrounding Catholic schools has changed, it has become imperative that Catholic schools coalesce around a new value proposition during uncertain times. What follows is an attempt by a group of dedicated Catholic …

Looking At Catholic Schools’ Responses To The Covid-19 Pandemic Through The Lens Of Catholic Social Teaching Principles, Audrey A. Friedman, Myra Rosen-Reynoso, Charles T. Cownie Iii, Cristina J. Hunter Phd

COVID-19 and Catholic Schools

The current COVID-19 crisis has significantly impacted all teachers throughout the country, in particular, those teaching in urban schools. The urgent nature of this crisis has brought new challenges to urban Catholic school educators specifically, and their ability to enact and model Catholic Social Teachings which include; respect for the life and dignity of the human person, the call to care for family and community, solidarity in uniting the human community, the dignity of work and the rights of workers, providing persons with rights that ensure decent lives such as an education, preferential option for the poor, and care for …

Covid And Clinical Practice: Now Is The Time To Engage Future Educators, April Buschelman

COVID-19 and Catholic Schools

After a tumultuous end to the 2019-2020 school year, it is more important than ever to cultivate new teachers in the field of education. Combining the experience of veteran teachers with the eagerness and adaptability of students in clinical practice (student teaching) a new form of co-teaching may emerge for the fall semester that covers both in classroom and virtual classroom options. Student teachers experienced the student side of virtual learning during the spring semester and are able to offer valuable insight and knowledge for school communities. This article provides five guidelines for how teachers can mentor clinical practitioners during …

Gather Us In: Building Meaningful Relationships In Catholic Schools Amid A Covid-19 Context, Ronald D. Fussell

COVID-19 and Catholic Schools

During the COVID-19 pandemic, Catholic schools in the United States pivoted from traditional learning to a remote learning model to maintain continuity of instruction for students. This pivot has served as a catalyst for academic innovation in many Catholic schools. As Catholic schools turn their attention to the possibility of remote learning in the fall of 2020, it is important now to consider how remote learning impacts interpersonal relationships within the school community. This reflective essay examines implications of relationship building in a remote learning context using Cook and Simonds's (2011) framework for relationships for Catholic schools as a lens. …

Endeavoring A Critical And Thoughtful Response During And Beyond Covid-19: Community-Based Justice Work In A Catholic University, Qianhui Tian, Shanita Bigelow, Thomas Noel Jr., Joseph Gardner, Rebecca Michel

COVID-19 and Catholic Schools

The COVID-19 pandemic and resulting quarantines around the globe have required social justice educators to respond to the unprecedented challenges and the needs of the communities they serve more than ever before. This article explores how educators in a Catholic University conducted community-based justice work in response to the challenges of the pandemic by integrating educators’ solidarity with faith and social justice commitments. We introduce the Lift as You Climb (Lift) project as one example of our approach with Catholic value of promoting human rights and common good. We offer reflections on challenges and successes of community-based programming, considerations of …

“It Was Time For Us To Take A Stand”: An Ethnic Studies Classroom And The Power Of Student Voice, Jorge F. Rodriguez, Carah Reed, Karen Garcia

Education Faculty Books and Book Chapters

"In this chapter, we invite you to join us—a high school graduate, an Ethnic Studies teacher, and a university ally—as we reflect on a story of student mobilization for change. Some of us will share firsthand narratives while others, such as the university ally, will contribute an interpretive analysis. We all grew up in the region where our story takes place. This affords us a personal understanding of the cultural and political dynamics described in our story. To protect identities, we use pseudonyms for students and teachers."

The Inventive Work Of The Christian Mind, Jeff Ringer

The Journal of the Assembly for Expanded Perspectives on Learning

Responding to Bizzell’s 2008 JAEPL article, this article argues that the intellectual work of religious minds involves inventing arguments grounded in the religious community’s ethos that advocate for new perspectives within that community. Using Katharine Hayhoe’s evangelical Christian environmentalist rhetoric as an example, this article prompts rhetorical educators to rethink approaches to teaching ethos.

("What if there is intellectual work to be done that can only be done by what [Shannon] Carter calls the “Christian mind”—or Jewish, Muslim, or Buddhist mind?" —Patricia Bizzell, Faith-Based World Views as a Challenge to the Believing Game)

Back Matter-Jaepl Volume 25, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

Front Matter- Jaepl Volume 25, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

The Good Enough Teacher, Natalie Davey

The Journal of the Assembly for Expanded Perspectives on Learning

This paper puts forward a pedagogical model of care for K-12 educators that is specifically focused on alternative classroom educators. In conversation with educational theorists and psychologists, a model of care that is translatable to both teachers and students in non-traditional classrooms is presented. Looking first at Arlie Hochschild’s “emotion work” in the context of alternative classroom teaching, a link is made to Nel Noddings’s “ethics of care” as a pedagogical starting point. The author then riffs on psychoanalyst D.W. Winnicott’s notion of the “good enough mother,” the one who “manages a difficult task: initiating the infant into a world …

Invictus: Race And Emotional Labor Of Faculty Of Color At The Urban Community College, Kerri-Ann M. Smith, Kathleen T. Alves, Irvin Weathersby Jr., John D. Yi

The Journal of the Assembly for Expanded Perspectives on Learning

This article shares the counter-stories of four junior faculty members of color, whose lived experiences provide concrete examples of what emotional labor sometimes entails in higher education. Grounded in Critical Race Theory and antiracist methodologies, these academics identify specific ways in which they experience emotional labor: guilt, silence, anger, navigating double-consciousness and liminality, and self-regulating physical and mental health. They seek to buttress their experiences with counternarratives and, consequently, recommendations for how community college leaders may help to alleviate the emotional labor associated with junior faculty members of color through promotion, leadership, mentoring, and recognition of diverse perspectives and contributions …

Seeing Writing Whole: The Revolution We Really Need, Keith Rhodes

The Journal of the Assembly for Expanded Perspectives on Learning

Composition classes have difficulty achieving the aims of the CCCC position statement entitled Students’ Right to Their Own Language, for reasons related to why we have difficulty integrating calls for building rhetorical listening more fully into our curricula. A fundamental assumption that writers alone are responsible for the success of written communication leads to results that sustain privileged discourse and upset any sense that readers, too, have an obligation in any written transaction. A field of Writing, properly constituted, needs to challenge that assumption of readerly privilege overtly so that we can shift toward teaching students better ways to manage …

Stemm-Humanities Co-Teaching And The Humusities Turn, Hella B. Cohen

The Journal of the Assembly for Expanded Perspectives on Learning

Donna Haraway calls for a new Humanities that attends to the role of this traditionally anthropocentric field on a damaged planet. The Humusities, she offers, empower us to teach at the intersections of observation, speculation, and affective reasoning. This article considers co-teaching and interdisciplinary teaching structures as part of the Humusities model. Drawing from interviews and pedagogical materials of professors who have co-taught STEMM-Humanities classes, student feedback from these sections, and current research on interdisciplinary education, I theorize the possibilities and limitations of the interdisciplinary Humusities at the undergraduate level. The article explores how we translate the tenets of Haraway …

Contemplative Wac: Testing A Mindfulness-Based Reflective Writing Assignment, Jared Featherstone

The Journal of the Assembly for Expanded Perspectives on Learning

This qualitative study examines the effects of the Mindfulness Journal Assignment (MJA), a semester-long integration implemented in five different university courses, to understand its potential for teaching and learning. Of particular interest were the patterns found in the reflective writing of students engaging in the MJA and the connection of those patterns to both classroom and Writing Across the Curriculum learning objectives. The most frequent themes occurring in the 111,906-word dataset were metacognitive awareness and self-regulation, both of which are significant for learning transfer and WAC. The findings of this study are promising in that the inclusion of a contemplative …

Connecting: On “Showing Up” In Teaching, Tutoring, And Writing: A Search For Humanity, Christy Wenger, Nicole J. Wilson, Angela Montez, Sara Y. Chung, Christina M. Lavecchia, Cristina D. Ramirez, Patricia D. Pytleski

The Journal of the Assembly for Expanded Perspectives on Learning

The pieces collected in this section of Connecting all exhibit ways of “showing up” in writing. They do so by modeling how we might claim very specific, very material conditions of learning and thinking and speak from the authority of personal experience. They are full of voice. They show up by revealing the presence of their writers and by making intentional space for readers to show up in response, as a writer’s presence begets the readers’. The writing contained within this section also offers practices that might help us think through the dynamics of a pedagogical praxis of “showing up.”

Volume 25 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

The Assembly for Expanded Perspectives on Learning (AEPL), an official assembly of the National Council of Teachers of English, is open to all those interested in extending the frontiers of teaching and learning beyond the traditional disciplines and methodologies. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals.