Special Education and Teaching Commons^™

Motivating Students Positively Through Restorative Justice Discipline, Peyton Dejong, Emily Trupe, Eric Zwingel

Empowering Research for Educators

The purpose of this paper is to examine the effects of discipline formats on student development and analyze if the practice of restorative justice can decrease the school to prison pipeline. Does criminalizing every discrepancy against the law create better law-abiding citizens? Is the zero-tolerance policy change an effective mechanism for school discipline? Do restorative justice practices reduce the school to prison pipeline? To investigate this, the infraction rates at various high schools have been observed in regard to their discipline practices to analyze the number of incidences that students incur and how they were managed.

Lessons From The Field: A Collection Of Findings From Teacher Candidate Field Experiences, Tony Durr

Empowering Research for Educators

No abstract provided.

Instructional Scaffolding Of The Acrl Framework For Information Literacy For Developmental Learners., Fabio Montella

Georgia International Conference on Information Literacy

Information literacy has become a necessary set of abilities for community college students to possess in this age of digital distribution. The plethora of information that is generated at an almost instantaneous rate has brought about the need for an information-literate student body with the ability to both decipher and utilize viable and valid information. However, the attainment of such abilities requires the comprehension of information literacy core concepts. These concepts, while instrumental, may be difficult to grasp without a foundation of practical familiarity, especially for students in developmental education courses.

In this presentation, Fabio Montella, Assistant Professor of Library …

Poverty, According To Gorski, Kristyna M. Rudio

The Montana English Journal

In this poem, "Poverty, According to Gorski", the main points of Paul Gorski's book Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap (Second Edition) are outlined. The poem discusses and summarizes topics heavily researched by Gorski such as meritocracy, equality, equity, equity literacy, ideologies, and strategies to help classroom teachers, administrators, and leaders in literacy help to break down barriers for students and families experiencing poverty.

Using Response Cards In Inclusive Classrooms, Kaitlin Ayers

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

Inclusive classrooms consist of students with and without disabilities. It is often difficult for teachers to find ways to incorporate all students equally in classroom discussions. Often students with disabilities tend to participate less than their typically developing peers. For teachers to be effective in their classroom it is important for them to follow high leverage practices. One high-leverage practice strategy for teachers to incorporate in their classroom is the use of response cards (RCs). Response cards are evidence-based practices for increasing active engagement, academic achievement, on-task behavior, as well as decreasing problem behaviors. In order for students to have …

Knowledge And Desires Of Parents Of Middle School Students With Intellectual Disability Regarding Inclusive Education Laws And Practices In South Korea: Qualitative Case Study, Yunji Jeong

Special Education ETDs

The purpose of this study was to examine the knowledge and desires of parents of middle school students with ID regarding inclusive education practices and laws in South Korea. I interviewed seven mothers of children with ID who attended South Korean middle school. Three themes emerged including (a) mother-teacher communication, (b) particular knowledge that suppressed further desires for inclusive education, and (c) culture-based advocacy for inclusive education. I discussed these findings based on Confucianism, collectivism, social and medical models of disability, and Rawls’s theory of justice. The mothers neither knew about inclusive education laws nor valued the laws. Instead, they …

Understanding Practice: A Pilot To Compare Mathematics Educators’ And Special Educators’ Use Of Purposeful Questions, Mary E. Sheppard, Robert Wieman

Journal of Human Services: Training, Research, and Practice

Despite calls for alignment, descriptions of best practices from special education and math education researchers continues to diverge. However, there has been little discussion of how special education teacher educators and mathematics teacher educators compare in practice. This paper describes a study in which a range of teacher educators (N=51) were asked to evaluate a series of questions asked in response to a struggling student with a learning disability. The results indicate that teachers from both groups ranked initial assessment questions highly, and questions that lowered the cognitive demand of the task much lower. Differences between math education and …

Including Autism: Confronting Inequitable Practices In A Toddler Classroom, Emmanuelle N. Fincham, Amanda R. Fellner

Occasional Paper Series

As co-teachers in a toddler room, we share a personal narrative about our experiences working with a child diagnosed with autism while in our care. Framed within the competing discourses of the medicalized perspective on disability and the individual, child-centered philosophies of early childhood education, we investigate the inequities we felt in the classroom and make connections to the field of early childhood inclusive education at large.

Promoting Inclusion In A "Struggling School": Supporting Co-Teachers Through Critical Appreciative-Inquiry Based Professional Development, Louis Olander

Dissertations, Theses, and Capstone Projects

This dissertation explores the extent to which the beliefs and practices of teachers who work in a “struggling” school can be shifted towards inclusiveness through an action research based professional development program. The school was struggling in that it was charged with the education of children who are marginalized by a range of social forces while simultaneously accountable to institutional priorities. Broadly speaking, these institutional priorities preferred behaviorist punishment and technocratic approaches to meeting student needs, devaluing and decontextualizing students’ proficiencies as test scores and special education labels, in turn impeding inclusive change. Over the course of four months, an …

“Be A Liberation Whatever”: Social Justice Literacy In A Living-Learning Community, Faith Kurtyka

The Journal of the Assembly for Expanded Perspectives on Learning

This article describes an assessment of a living-learning community— part residence life, part community service, and part academics—to understand how students learn “social justice literacy.”

Jaepl, Vol. 24, 2018-2019, Wendy Ryden, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

ESSAYS

“Be a Liberation Whatever”: Social Justice Literacy in a Living-Learning Community, Faith Kurtyka

Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom, Mara Lee Grayson

SPECIAL SECTION: ENCOUNTERING THE NATURAL WORLD: ENVIRONMENTAL EDUCATION IN THE ARTS AND HUMANITIES

Swamps, Flat Earthers, and Boughs of Holly: “Encountering” the Natural World and the Poetics of Environmental Literacy, Wendy Ryden

Containing the Jeremiad: Understanding Paradigms of Anxiety in Global Climate Change Experience, Brian Glaser

Seeking a Language that Heals: Teaching and Writing from a Ruined Landscape, Amy Nolan

Teaching Animals in the Post-Anthropocene: Zoopedagogy as a Challenge to Logocentrism, …

Swamps, Flat Earthers, And Boughs Of Holly: “Encountering” The Natural World And The Poetics Of Environmental Literacy, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

"Encountering” the Natural World and the Poetics of Environmental Literacy

Containing The Jeremiad: Understanding Paradigms Of Anxiety In Global Climate Change Experience, Brian Glaser

The Journal of the Assembly for Expanded Perspectives on Learning

This essay uses Bion’s concept of “containing” to read the psychological dynamics of jeremiads about global climate change, arguing that their structure reveals a strategy of communication that may be useful for more broadly raising awareness about this challenging state of the planet. More specifically, I argue that contemporary global climate change jeremiads have a structure that first elicits alarm and then moves to discuss solutions, and that this structure may be beneficial to those who are awakening to the reality of global climate change by rendering anxiety bearable and therefore open to purposive and creative response.

Teaching Animals In The Post-Anthropocene: Zoopedagogy As A Challenge To Logocentrism, Anastassiya Andrianova

The Journal of the Assembly for Expanded Perspectives on Learning

This essay examines a theory and practice of zoopedagogy that encourages exploring non-logocentric mode(l)s of communication while promoting environmentalism, critical thinking, and empathy.

Writing About Wolves: Using Ecocomposition Pedagogy To Teach Social Justice In A Theme-Based Composition Course, Michael S. Geary

The Journal of the Assembly for Expanded Perspectives on Learning

Elements of ecocomposition are employed to construct a course that uses the relationship between wolves and humans as a social justice metaphor. Students explore how mythmaking leads to dire consequences for any population being exploited. This approach to teaching first year composition allows students to acquire new knowledge about conservationism while focusing on developing their critical reading, writing, and researching skills.

Connecting, Christy I. Wenger, Monica Mische, Kristina Fennelly, Laurence Musgrove, Lindsey Allgood

The Journal of the Assembly for Expanded Perspectives on Learning

Finding Meaning in our Work and Writing, Christy I. Wenger

Response from Beyond, Monica Mische

Reflecting on Arguing and Listening in Digital Spaces, Kristina Fennelly

Sunday Morning Before Midterms, Laurence Musgrove

Honoring Impulse, Attending to Gesture, Lindsey All-good

Front Matter, Wendy Ryden, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

Seeking A Language That Heals: Teaching And Writing From A Ruined Landscape, Amy Nolan

The Journal of the Assembly for Expanded Perspectives on Learning

I first heard Iowa referred to as a "ruined landscape" when I was riding a shuttle bus from an airport to a conference... The statement led me to wonder... what does "ruined" mean?

Racial Literacy Is Literacy: Locating Racial Literacy In The College Composition Classroom, Mara Lee Grayson

The Journal of the Assembly for Expanded Perspectives on Learning

In order to develop pedagogies around racial literacy, we must first define the goals and bounds of racial literacy as praxis. In this paper, I synthesize the findings of a year-long teacher research project to explore the significance of racial literacy in the college composition classroom. Drawing from existing scholarship and my own research into racial literacy instruction, I offer four visions of racial literacy in the English classroom, the last of which is Racial Literacy as Literacy. I conclude by arguing that a racial literacy curriculum can teach students foundational concepts of textual analysis, audience awareness, authorial choice and …

Back Matter, Wendy Ryden, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

Relational Literacy, W. Kurt Stavenhagen

The Journal of the Assembly for Expanded Perspectives on Learning

In this paper, I propose literacy practices that further shift us from subject-object dichotomies and exclusive language practices to a focus on relationships and multimodality. Based in large part upon Indigenous Scholar Shawn Wilson’s concept of relationality, I define a relational literacy wherein we counter an undue abstraction of the environment by mapping interspecies relationships and placing them within kinship narratives.

Book Reviews, Irene Papoulis, Dan Mrozowski, Jacquelyne Kibler, Christy I. Wenger, Mary Leonard, Sharon Marshall

The Journal of the Assembly for Expanded Perspectives on Learning

Present and Feeling, Irene Papoulis

Newkirk, Thomas. Embarrassment and the Emotional Underlife of Learning. Heinemann, 2017, Dan Mrozowski

Young, Shinzen. The Science of Enlightenment: How Meditation Works. Sounds True, 2016, Jacquelyne Kibler

Peary, Alexandria. Prolific Moment: Theory and Practice of Mindfulness for Writing. Routledge, 2018, Christy I. Wenger

De Luca, Geraldine. Teaching toward Freedom: Supporting Voices and Silence in the English Classroom. Routledge, 2018, Mary Leonard

Cooper, Brittney. Eloquent Rage, A Black Feminist Discovers Her Superpower, St. Martins, 2018, Sharon Marshall

Writing Underachievement: How To Support Students With Learning Disabilities And/Or Attention Deficit Hyperactive Disorder Through Self-Regulation Strategy Development, Katie Ludin

Education | Master's Theses

Writing underachievement is a national dilemma, especially among students with LDs and/or ADHD. Difficulties with written expression create negative social and emotional consequences for students since writing is critical to academic and professional success. Despite this, few studies have explored the impact of writing underachievement. The purpose of this research was to better understand the experiences of struggling writers within the elementary school setting, especially students who receive special education services. Part of this research included an intervention group. Self-Regulation Strategy Development was taught to a group of students with LDs and/or ADHD. This research was conducted in an effort …

A Space To Learn, Amy R. Goods

Dissertations, Theses, and Capstone Projects

In this dissertation, I explore what it means to different people, in different places throughout life’s spectrum to create a space to learn. This dissertation is a collection of work that I have written throughout my time at the CUNY Graduate Center. The chapters herein represent an arch of my learning over the past five years. The title, A Space to Learn, has multiple meanings. For one, writing this dissertation has provided me a space to explore and reflect on a variety of topics, ranging from memory loss, to teacher preparation programs, to eugenics and special education, to tracking and …

Caring Choices? Supporting And Dreaming With Students In New York City’S Stratifying High School Admissions System, Megan R. Moskop

Dissertations, Theses, and Capstone Projects

In New York City, all eighth graders attending public school must apply for high school. They have 400 schools from which to choose, and they must create a ranked list of twelve choices. They are then matched to one school. The results of this process play a large role in creating one of the most segregated and unequal school systems in the country. In “Caring choices? Supporting and dreaming with students in New York City’s stratifying high school admissions system,” I share an autoethnographic account that spans ten years of work as an activist educator striving both to support students …

High-Needs Schools: Preparing Teachers For Today's World

Occasional Paper Series

In the second decade of the 21st century, some schools are in trouble and some schools are not. The subject of this Occasional Paper is the preparation of teachers for schools that--lacking sufficient resources, effective leadership, or vocal advocates--are failing to educate their students by any reasonable measures. The teachers and teacher educator contributors to this volume offer a more variegated set of responses grounded in a diversity of local experiences. Their approaches to researching and understanding the immediacy of becoming a teacher are based on decades of working in hard-pressed urban schools and the institutions that supply them with …

Inclusive Classrooms: From Access To Engagement

Occasional Paper Series

No abstract provided.

Hidden Curriculum In A Special Education Context: The Case Of Individuals With Autism, Mona F. Sulaimani, Dianne M. Gut

Journal of Educational Research and Practice

This article examines the issue of hidden curriculum as it pertains to the experiences of individuals with disabilities, primarily those diagnosed with autism disorders. Examining the assumptions regarding the hidden curriculum, this article explores the challenges these assumptions create for individuals with autism. We provide suggestions for how these challenges could be overcome through the use of specific strategies.

Brookings, South Dakota: Learning Lab, Doriane Paso

Empowering Research for Educators

The following paper explores the possibilities of education in one local setting using both an insider and outsider perspective. Education is a part of society, and as society changes, why should education not change with it?

Alexa?: Possibilities Of Voice Assistant Technology And Artificial Intelligence In The Classroom, Patrick D. Hales, Melissa Anderson, Tonya Christianson, Amber Gaspar, Billi Jo Meyer, Beth Nelson, Krista Shilvock, Mary Steinmetz, Makenzi Timmons, Michelle Vande Weerd

Empowering Research for Educators

The following paper represents the combined effort of 10 educators exploring the experience and use of voice assistant technology in classrooms. This reflection and study of our classrooms looks to better understand both our use of technology and students’ use of technology in very specific ways. Is there a place for voice assistant technology in our classrooms? What benefits are there? What obstacles exist? We tell our stories and experiences here with the intent to provide context and continue the discussion among more of our colleagues.