Junior High, Intermediate, Middle School Education and Teaching Commons^™

Trade Books, Comics, And Local History: Exploring Fred Shuttleworth’S Fight For Civil Rights, Jeremiah Clabough, Caroline Sheffield

The Councilor: A National Journal of the Social Studies

This one-week project utilized the trade book Black and White: The Confrontation between Reverend Fred L. Shuttlesworth and Eugene Bull Connor (Brimner, 2011) to explore non-violent advocacies during the 1950s and 1960s civil rights movement. Students read selected excerpts from the trade book and created a comic narrative to convey their understanding of the civil rights advocacies of Rev. Fred Shuttlesworth in Birmingham, Alabama. The students were able to accurately portray Rev. Shuttlesworth’s actions in a cohesive narrative using evidence from the trade book within their comics. The students demonstrated a solid understanding of non-violent advocacies, and why these methods …

Historical Inquiry: Who Has The Power? Using Film To Introduce Students To Medieval Social Class Structures, Megan Todd, Janie Hubbard

The Councilor: A National Journal of the Social Studies

Using film in the classroom to teach history has long been endorsed as an effective pedagogical method when the lessons’ purposes and goals are clearly supported with facts. This article, which includes a National Council for the Social Studies C3 inquiry-based lesson plan, is targeted for educators who aspire to help students understand basic European Medieval history and engage in critical thinking. Medieval history is listed in many U.S. state curriculum standards and international teaching benchmarks; thus, this lesson contributes a teaching-ready source, particularly to introduce students to historical concepts, geographies, and politics (i.e., power structures). Clips from A Knight’s …

Theo Huxtable Becomes A Historian: Culturally Relevant, Disciplinary Writing In The Secondary Social Studies Classroom, Teaira Mcmurtry Phd

The Councilor: A National Journal of the Social Studies

This article brings together three conceptualizations —Disciplinary Literacy (DL) (Shanahan & Shanahan, 2008), Culturally Relevant Teaching (CRT) (Ladson-Billings, 1995, 2009), and the African Verbal Tradition (AVT) (Smitherman, 2000)— to demonstrate how a groundbreaking event in history, such as the Civil Rights March on Washington is taught through the confluence of literacy practices reading, writing, and thinking--specifically, historical practices in social studies such as sourcing, contextualization, and corroboration.

This mini-unit uses the classic sitcom The Cosby Show as a frame to teach students the investigative process of writing a historical analysis about a recent historical event. In the show, entitled “The …

2021 Ijbe V2 Front Matter, Tamra Connor

International Journal for Business Education

1. Editorial Board
2. Letter from International President
3. SIEC-ISBE International

Using Markup Languages For Accessible Scientific, Technical, And Scholarly Document Creation, Jason J.G. White

Journal of Science Education for Students with Disabilities

In using software to write a scientific, technical, or other scholarly document, authors have essentially two options. They can either write it in a ‘what you see is what you get’ (WYSIWYG) editor such as a word processor, or write it in a text editor using a markup language such as HTML, LaTeX, Markdown, or AsciiDoc.

This paper gives an overview of the latter approach, focusing on both the non-visual accessibility of the writing process, and that of the documents produced. Currently popular markup languages and established tools associated with them are introduced. Support for mathematical notation is considered. In …

Overcoming Gifted Student Underachievement Through Teacher Best Practices, Samantha Simmons Webre

LSU Doctoral Dissertations

The goal of this study is to collect the best practices being utilized by gifted teachers affecting change amongst their gifted underachieving students. Data collected will explore trends deemed significant among the successful best practices being utilized by academically gifted certified teachers.

The researcher will administer surveys, conduct interviews, and classroom observations to collect data from a sample of participants who are currently employed as academically gifted certified teachers. This study will focus on these academically gifted certified teacher’s definitions and recognition of underachievement, identified causes for underachievement, best practices employed to re-engage underachieving students, as well as perceptions of …

What Has Changed For Top Mba Schools Within A Decade In Terms Of Mindfulness?, Dr. Damla Aktan, Asst. Prof. Nilgün Gürkaynak

International Journal for Business Education

The concepts of “mindful consumption” and “sustainability” became indispensable parts of both academia and business life. Based upon an initial research conducted in 2012, this research aims to understand and compare the change within a decade in MBA curricula in terms of mindfulness content inclusion as well as sustainability and ecological orientation. The results compare the evolution of the integration of concepts to curricula since 2012 through the official websites of the top 100 MBA schools of the Financial Times Global Ranking in both 2012 and 2022. The study aims to summarize how the concepts of sustainability, mindful consumption and …

Engaging Teacher Candidates In Teacher Inquiry: Questions And Responses, Hilarie B. Welsh

Journal of Practitioner Research

This article reports on transitioning the focus of a general secondary methods course to incorporate teacher inquiry. The author describes the shifted nature of the course, which led to empowered teacher candidates who benefited from engaging in teacher inquiry cycles even after graduation. The author then uses a question and response format to address common questions that arise in conversations about incorporating teacher inquiry for the first time.

Synchronous Distance Language Learning And Critical Visual Literacy Practices In Greek Primary Education, Marianthi Oikonomakou, Emmanouil Sofos, Argyro Kontogianni

Journal of Research Initiatives

Our research, focusing on critical literacy practices in education, demonstrates the outcome of a teaching scenario applied in 2021 in a primary school e-class learning environment with the aid of distant learning tools. Having taken for granted that: (a) covid-19 pandemic has initiated important changes regarding our understanding of language teaching and (b) the extend we expose ourselves to modern multimodal environments, our teaching intervention attempts at displaying how the use of visual grammar can contribute to the critical understanding and production of multimodal texts by junior pupils in the language teaching framework. In the light of the above, through …

Developing A K-12 School Leadership Plan, Marian E. Truehill

Journal of Research Initiatives

Abstract

The purpose of this paper is to develop a K-12 School Leadership plan for public, private, and parochial educational institutions. The K-12 School Leadership plan will help principals, teachers, staff and students focus on how to accurately operate a successful school culture, climate, and improve academic performance at their educational institutions. I used a pseudonym JFK for the high school examined in this paper. Themes represented in this paper will include assessment of ineffective leadership style, assessment of school culture, climate and performance, school improvement areas, explanation of leadership style, most effective style to improve school performance, research-based leadership …

Trauma-Informed Practices For Test-Taking Anxiety At The Elementary Grade Level, Kate Campbell, Shalini Mathew

Journal of Research Initiatives

Test -Taking Anxiety (TTA) is a challenging experience for children of all ages. Childhood exposure to trauma and adverse experience has been increasing. Fortunately, trauma-informed practices, such as mindfulness activities have become more widespread in schools throughout the last few years. Existing school counseling literature offers limited perspectives on how school counselors can support elementary students for TTA. This conceptual article explores the effects of trauma-informed practices on elementary-age students' test anxiety and overall academic success in schools and offers implications for practice.

Implementing Tactile Learning To Aid Students Understanding Of The Bohr Model, Christin B. Monroe, Andrew B. Stein, Cindy Tolman

Journal of Science Education for Students with Disabilities

It is essential for introductory level chemistry students to understand atomic models and how atoms interact to form chemical bonds. The tactile model in this article utilizes marbles to represent subatomic particles, a cup to represent the nucleus and wooden rings to simulate the electron orbitals. These inexpensive items can be combined to construct models in which students can build foundational knowledge of atomic structure and how subatomic particles interact. Students were asked to provide feedback comparing the use of this tactile model to atomic computer simulations, videos and their textbook regarding the method they felt was most useful to …

A Program Evaluation Of The Multi-Tiered System Of Supports (Mtss) And Its Role In Supporting Students’ Reading And Math Performance During The Covid-19 Pandemic, Sonia Nistler

Dissertations, Theses, and Projects

The purpose of this causal-comparative study was to employ a quantitative research study to measure the degree of impact the COVID-19 pandemic had on students’ academic performance and determine the extent to which the MTSS program served to counter the impact of the pandemic on students’ reading and math performance. This study analyzed pre-existing STAR Reading and STAR Math data collected from 7^th-grade students at one Midwest public middle utilizing the September (Fall) and December (Winter) scores. The data sets were compared to determine the students’ reading and math performance trends in the three years preceding the COVID-19 …

Taking Up The Work: Snapshots Of Disciplinary Literacy Instruction, Part I, Laura Gabrion, Jenelle Williams

Michigan Reading Journal

This article is part of a series devoted to unpacking disciplinary literacy instructional practices for educators at all levels. Here, we explore the role of disciplinary literacy instruction at all levels, in light of recent changes to Michigan's teacher certification grade bands. This article provides suggestions for getting started with addressing disciplinary literacy in instruction, as well as practical examples of what this might look like within English Language Arts classrooms.

Overview Of The Proceedings Of The 2021 Inclusion In Science, Learning A New Direction, Conference On Disability (Island), Cary Supalo, Jasodhara Bhattacharya, Daniel Steinberg

Journal of Science Education for Students with Disabilities

No abstract provided.

The Relationships Among Locus Of Control, The Impostor Phenomenon, And Math Anxiety In Business Majors, Tiffany L. S. Tovey, Stephanie Kelly, Wiley Brown

International Journal for Business Education

The importance of quantitative literacy in business education cannot be overstated. A barrier to enhancing quantitative skills for many business majors is their math anxiety, an angst some individuals experience when working with numbers. This study explored the relationship between math anxiety, locus of control, and impostor phenomenon in business students. 220 business students (undergraduate and graduate) from a two moderately sized southeastern universities in the United States participated in an online survey that assessed these three phenomena. A linear regression was run to understand the relationships among the variables. The results indicated that more than one fifth of math …

A Reflection On Writing Methods: Where Am I Going? Where Have I Been?, Kia Jane Richmond

Teaching/Writing: The Journal of Writing Teacher Education

The author, an eminent scholar and practitioner of writing teaching methods, reflects on the growth and development of the community and scholarship of writing teacher education and highlights several key trends as discussed in this issue.

Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin

Teaching/Writing: The Journal of Writing Teacher Education

This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views …

Writing Methods Key In Preparing Hope-Focused Teacher-Writers And Teachers Of Writing, Nicole Sieben

Teaching/Writing: The Journal of Writing Teacher Education

This manuscript emphasizes the need for positioning students (preservice and inservice teachers) in methods courses as both teacher-writers and teachers of writing. It demonstrates the importance of teaching writing methods with a hope-focused, process-driven approach grounded in social justice reasoning and includes ways of positioning students in methods courses as teacher-writers with valued professional presence in the field of English education. By way of example, the piece includes a description of a specific “Professional Writings” assignment from a methods course for pre- and inservice teachers and models the value of choice and voice for writers at all levels. It then …

The Evolution From Mentor Texts To Critical Mentor Text Sets, Margaret O. Opatz, Elizabeth T. Nelson

Teaching/Writing: The Journal of Writing Teacher Education

This article chronicles how two teacher educators changed the mentor text set assignment--one component of a larger writing unit plan--from a simple list of texts to a critical mentor text set that includes intentionally selected, culturally and linguistically diverse texts. The goal of the critical mentor text set was to support preservice teachers’ understanding of how to implement culturally sustaining writing pedagogy through developing students’ identities, skills, and intellect as writers, and students’ abilities to read texts through a critical stance that evaluates the privilege and power within the texts while working towards anti-oppression.

(Re)Engaging The Body In Being & Becoming Teachers Of Writers, Sarah J. Donovan

Teaching/Writing: The Journal of Writing Teacher Education

This article offers a framework by which writing teacher educators can offer secondary preservice teachers a way to engage lived writing histories with pedagogical content knowledge of writing (PCKW) through embodied practices. Building on antiracist creative writing scholarship and genre theory, two practices from a semester-long course (Teaching Writers) are offered that acknowledge the still-evolving implications of writing education during the pandemic on preservice teachers’ writing development and the writing development of high school students, some of whom spent the past three years only writing physically isolated. The author offers initial observations about the ways she sees embodied PCKW as …

Imagining The Possible: Reflections On Teaching A Writing Methods Course For Pre-Service Undergraduate Secondary English/Language Arts Teachers, Emily S. Meixner

Teaching/Writing: The Journal of Writing Teacher Education

What's possible in a teaching writing methods class? In this essay, the author provides a descriptive portrait of the undergraduate secondary writing methods course she teaches, focusing on five specific learning outcomes: teacher writing identities, knowledge of writer's craft, grammatical awareness and an understanding of linguistic justice/injustice, writing workshop methodology, and genre-based unit and lesson planning. Course readings, assignments, and work samples are included.

Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai

Teaching/Writing: The Journal of Writing Teacher Education

In this work, the author explains how she prepared preservice secondary teachers to consider themselves as writers and to teach writing in more humanizing ways. She first describes how preservice teachers were guided to cultivate identities as writers and broaden ideas of “writing.” With new knowledge about themselves as they developed writerly identities, they surfaced and unpacked existing ideas about learning how to write and built knowledge about teaching writing, creating teaching artifacts like unit and lesson plans, interacting with local adolescent writers in pen pal letters, and participating in simulated feedback sessions with adolescent writers. Asking preservice teachers to …

Teaching Writing As A Metacognitive Process, Heather Fox

Teaching/Writing: The Journal of Writing Teacher Education

In a writing methods course for future K-12 educators, preservice teachers examine the intersections of their experiences as writers, students, and future teachers through three interdependent projects. Completed between Fall 2019 and Spring 2022, this empirical study (n=138) includes Elementary Education, Middle Education, and (Secondary) English Teaching majors and focuses on the first project, Writing Memory, to examine how teaching writing as a metacognitive process facilitates preservice teachers’ understanding of how they and their future students developed, and are continuing to develop, as writers. The project analyzes students’ reflections on how they select and arrange previously written text to …

Variations On A Writing Methods Course: Two English Educators Across Four Decades, Amber Jensen, Deborah Dean

Teaching/Writing: The Journal of Writing Teacher Education

This article draws on the intersecting autoethnographies of two writing methods instructors over the course of nearly 40 years as undergraduate students, secondary English teachers, and English educators to map the evolution of the undergraduate writing methods course at Brigham Young University (BYU). It identifies five foundational principles that have shaped the course curriculum, learning activities, and assessment, integrating artifacts and student examples to demonstrate the way they enact these principles with the preservice teachers in their classes. The authors conclude by identifying revisions and future directions for the course in its coming years.

On Writing Teacher Education, The Writing ‘Methods’ Course, And The Evolution Of A Community, Jonathan E. Bush, Erinn Bentley

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Remote Learning - The Future Of Education: Effective Instructional Strategies Used By Parent Educators And Recommendations For Building Capacity, Raelene Ferguson Haugen

Dissertations

Purpose: The purpose of this mixed methods Delphi study was to identify the remote learning instructional strategies used by expert Southern California parent educators for implementing the anticipatory set, modeling, checking for understanding, and guided practice elements of Madeline Cheek Hunter’s Instructional Theory Into Practice (ITIP) framework. The study sought to identify how expert Southern California parent educators rated the effectiveness of the remote learning instructional strategies in the aforementioned elements of Hunter’s ITIP framework. Additionally, the purpose was to generate recommendations from expert Southern California parent educators to build capacity in the identified effective instructional strategies.

Methodology: The classical …

Perceptions Of Out-Of-School Reading Motivation For Female Middle School Students, Danielle Porch

Dissertations

Literacy engagement and motivation to read is lacking in middle school reading classrooms. Educators struggle with the challenge of motivating students to read and actively engage with text both inside and outside of school. Research indicates that female and male middle school students have unique characteristics and habits as readers. The purpose of this qualitative study was to examine the perspectives of female middle school students regarding their out-of-school recreational reading time, their attitudes towards reading, and their reading habits. The themes derived from this study indicated the students’ desires to have their reading instruction personalized and have their reading …

English Teachers' Opinions On Challenges Face In Teaching English As Foreign Language: The Case Of Jalalabad Selected Secondary Schools, Fahim Rahimi, Hangama Samadi

Journal of Research Initiatives

One important goal of teaching is to achieve learning outcomes. It has been observed in universities that many students have different levels of English language proficiency. However, they study in the same English courses at the school level. The main objective of this study is to learn the challenges that exist in teaching the English language as a foreign language in secondary schools that affect the English proficiency of students. In addition, ways in which these challenges will be overcome is reviewed. The data collection tools were questionnaires and semi-structured interviews to collect data from English language teachers in selected …

7 Hands-On Strategies For Struggling Readers, Elise Murray, Stacey Murray

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Struggling readers are found in almost every classroom across the world. With differing learning styles and abilities, teachers are encouraged now, more than ever, to be innovative when teaching foundational reading strategies. Within this article, readers are provided with a literature review of research and educational literature that discusses how multisensory, hands-on activities promote engagement and active learning for all students. The recommended seven hands-on learning strategies that can promote learning and support for struggling readers during literacy instruction include Build the Words, Feel the Words, Whole Body Letters, Five Finger Retell, Sight Word BINGO, …