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Journal of Educational Research and Practice
Number of Followers: 2  Open Access journalISSN (Print) 2167-8693 Published by Walden University  [5 journals]
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- Enacting Inclusive Mathematics Teaching and Learning Using Biography
Driven Instruction
Authors: Jessie C. Store
Abstract: As schools become increasingly diverse, there is an increasing need for examples of classroom practices that create inclusive teaching and learning environments. Many research studies found that gaining knowledge of student home life and using it to bridge learning and home supports access and equity. Many scholars have called for exemplars of activities that connect students’ in-school and out-of-school cultural activities. This paper provides an example that may be used in teacher education and K–12 classrooms to bridge out-of-school and in-school activities. In this paper, we discuss the enactment of biography-driven instruction, specifically how cultural biographies can be used to create inclusive mathematics teaching and learning.
PubDate: Tue, 30 May 2023 11:26:55 PDT
- Science Curriculum Requirements: Science Process Skills in Textbook
Activities
Authors: Dilek Özalp
Abstract: Science textbooks play an important role in making scientific knowledge and applications available to learners. In most countries, science curriculum expects to cultivate scientifically literate individuals who are able to use science process skills. Critical analysis of textbooks is therefore crucial to determine whether they can facilitate this outcome. The purpose of this study is to find out to what extent science process skills are included in the activities of elementary and middle school science textbooks in Turkey. A total of 304 activities in six science textbooks were analyzed. A content analysis was employed to determine the frequency and percentage of science process skills in the activities. The results indicate that observing, collecting information and data, recording data, and interpreting and drawing conclusions receive the most emphasis in the activities at all grade levels. Measuring, estimating, predicting, processing and model creating, determining variables, knowing and using experimental materials and tools, and designing experiments are either the least frequently found science process skills or are included in none of the activities. This suggests textbooks focus more on basic science process skills rather than on high-level, causal, and experimental skills.
PubDate: Wed, 10 May 2023 12:37:08 PDT
- The Effect of Scenario-Based Learning on 8th Grade Students’
Perceptions of Scientists
Authors: Fatma ŞAŞMAZ ÖREN et al.
Abstract: The aim of our study was to investigate the effect of scenario-based learning on eighth-grade students’ perceptions of scientists. We used a semiexperimental design to conduct our research with 36 students from the eighth grade, who were divided into experimental and control groups. We collected the data through a “Draw-a-Scientist Test,” an opinion form, and semistructured interviews. According to the findings we obtained from the drawing test, students have stereotypical perceptions of the scientists’ working environment (indoor/laboratory). But the results showed that scenario-based teaching affects eighth-grade students’ perceptions of scientists and moves them forward on two points: (1) the physical appearance of the scientist (drawing characteristics in the head area, accessories, clothing features, etc.) and (2) symbols of knowledge (encyclopedia/books/notebook, writing board) and research (test tube, magnifying glass, experiment glasses, etc.). In the light of these findings, we propose some suggestions regarding the use of scenarios in education to affect students’ perceptions of scientists.
PubDate: Mon, 08 May 2023 18:36:41 PDT
- Using Emotion Regulation to Support Informed Literacy
Authors: Rachael A. VanDonkelaar
Abstract: When it comes to fake news, no medium circulates and reaches more youth than social media. Social media can provide an opportunity for students to create and post with an authentic audience; however, social media can also perpetuate the danger of fake news. Youth across the globe emotionally engage with content several hours a day and can become vulnerable to the clickbait style of news. Therefore, although research has studied how critical literacy instruction supports informed reading, literacy instruction must also address students’ emotional regulation needs. This research-to-practice article describes the dangers of fake news on youth interactions and provides practical emotional regulation tips for teachers. Emotional regulation strategies in this paper specifically concentrate on implementing affect labeling and mindful breathing in classrooms in order to support informed literacy.
PubDate: Thu, 27 Apr 2023 20:32:10 PDT
- Book Review: Equity Does Not Mean Equal in Culturally Responsive Teaching
Authors: Christina Gabaldon
Abstract: The ideas, tools, and example lessons found in the book will appeal to teachers, administrators, and pre-service teachers. The book stresses the importance of equity for all students in the classroom setting. The examples are applicable whether the instructor is in the hybrid, virtual, or face-to-face classroom setting. Dr. Stembridge’s purpose for writing the book is to communicate why culturally responsive education is the framework for equity, why equity and pedagogy should be the central focus of schools, and to describe specific elements found within culturally responsive education. The book continues along the lines of Geneva Gay’s research (2000) that revealed that meeting the needs of culturally different students was best achieved through culturally responsive education.
PubDate: Tue, 25 Apr 2023 15:26:45 PDT
- Closing Reading Achievement Gaps for Middle School Students
Authors: Michael D. Daugherty
Abstract: This research examined how self-efficacy, collective efficacy, and professional development compared between core content and special education middle school teachers working with middle school students in reading comprehension and fluency. Accordingly, no statistically significant difference in teacher self-efficacy between core content and special education teachers was discovered based on the ANOVA analysis results. An analysis of professional development and collective teacher efficacy showed mixed results with a negative relationship predicted between increased professional development hours for core content teachers. A predicted positive relationship existed with the number of professional development hours increasing for special education teachers. There was no statistically significant difference between core content and special education teachers’ numbers of professional development hours identified as low, medium, or high. The chi statistic showed that both populations of teachers had insufficient training.
PubDate: Fri, 14 Apr 2023 16:36:56 PDT
- Navigating Secondary School: What Cushioned Adolescents in an Education
Intervention in Urban Kenya
Authors: Benta Abuya et al.
Abstract: This paper explains sustained effects and what worked for students in the Advancing Learning Outcomes and Transformational (ALOT Change III) program. Data comes from qualitative narratives from the baseline survey of the program collected by the African Population and Health Research Center (APHRC) between December 4, 2019, and January 31, 2020, using focus group discussions (FGDs) and dialogues. The analysis followed the Miles and Huberman (1994) framework to make comparisons and contrasts. Results showed that students transferred skills such as self-confidence from primary to secondary schools, enabling the adolescents to speak up and engage. This showed an effective implementation uptake. The implication of the study points to the efficacy of community-based programs in impacting behavior of adolescents beyond primary school.
PubDate: Mon, 10 Apr 2023 19:31:53 PDT
- Creating Inclusive Syllabi: Recommendations From the Field
Authors: Cynthia Briggs et al.
Abstract: Attrition is a persistent concern across online campuses. Because online programs often attract greater numbers of nontraditional, diverse students, attrition issues can especially impact learners from underrepresented groups. Modifications in language and communication, starting with the course syllabus, can create a foundation for an inclusive and supportive learning community. We describe our own process of revising the syllabus template within a counselor education program at a large, online university, via the Student Experience Project (SEP). We offer recommendations for current and future practice and concrete suggestions for higher education faculty members across disciplines.
PubDate: Mon, 10 Apr 2023 19:31:31 PDT
- Forced Isolation in an Era of Inclusion Within U.S. K-12 Public School
Communities
Authors: Cheryl Burleigh et al.
Abstract: The COVID-19 pandemic brought to the forefront disparities and inequities in U.S. K–12 public school systems that affected both educators and the students they served—not only during school closures but also after in-person instruction resumed. The purpose of this scholarly essay is to shed light on the levels of isolation that occurred during the pandemic and still affect educators in K–12 public schools as they seek to foster academically rigorous and inclusive school communities. Recognizing, and then quickly responding to, historic events by implementing strategies that take into account the social determinants of learning and health is the starting point to helping the education stakeholders heal, which will then facilitate students to regain their personal and academic confidence and abilities as we move to a post-pandemic world.
PubDate: Wed, 08 Mar 2023 07:15:39 PST
- The Development of the Protocol for Advancing Inclusive Teaching Efforts
(PAITE)
Authors: Tracie M. Addy et al.
Abstract: Inclusive teaching is instruction that fosters a sense of belonging, is equitable for a diverse student body, and shows students that they matter. Inclusivity is associated with positive student outcomes and is critical at institutions of higher education given the diversity of student populations. While there are a number of recommended practices for inclusive teaching, valid and reliable classroom observation tools that provide instructors with formative feedback on their instructional efforts are lacking. This article describes the development of the Protocol for Advancing Inclusive Teaching Efforts (PAITE). The PAITE was developed for formative purposes to provide higher education instructors with formative feedback on observable inclusive teaching practices. The protocol can be used by peer observers, educational developers, student pedagogical partners, and educational researchers in higher education classrooms. We describe the creation of the protocol, how to prepare observers to use it within classrooms, and how instructors can use the feedback to monitor and improve their inclusive teaching approaches.
PubDate: Tue, 28 Feb 2023 14:51:19 PST
- An Analysis of the Texts in the Life Studies Textbooks in the Context of
the United Nations Convention on the Rights of the Child
Authors: Emrullah Akcan et al.
Abstract: In this research, we analyzed the life studies lesson textbooks taught in Turkey as of 2019–2020 within the scope of the United Nations Convention on the Rights of the Child (UNCRC). Considering this purpose, we conducted content analysis using the document analysis method, one of the qualitative research methods. As a result, two themes emerged from life studies textbooks (LSTs), namely “the formation of the perception of children’s rights” and “the basic rights of immigrants and children with special needs,” and we developed a total of 17 codes belonging to these themes. We found that the texts in the LSTs do not contain enough information and findings within the scope of the articles of the UNCRC. In some themes, children’s rights are expressed intensely, while in other themes they are not included at all. Our findings suggest that children’s rights are expressed in the books but do not sufficiently address children’s rights as stated in the 54 articles of the UNCRC. In addition, the themes around children’s rights included in the textbooks are very scattered; we determined that there is no balanced distribution.
PubDate: Fri, 17 Feb 2023 13:16:48 PST
- Book Review: Engaging International Alumni as Strategic Partners.
Authors: Osasohan Agbonlahor
Abstract: About 1.1 million international students were enrolled in U.S. institutions in the 2019–2020 academic year (Institute of International Education, 2021). Given limited work visas and the ever-changing political climates that impact migration, most international students will return to their home countries and will be unable to remain connected with alumni activities in their former host countries. A few institutions have attempted to maintain relationships with these former international students through their alumni relations office. The book Engaging International Alumni as Strategic Partners offers innovative ideas and approaches on how institutions can effectively develop, grow, and sustain such programs of engagement and why institutions should be strategic in their engagement with international alumni.
PubDate: Mon, 23 Jan 2023 08:51:32 PST
- Photography as a Wellness Tool for Counselors-in-Training
Authors: Charaya C. Upton et al.
Abstract: The academic journey to become a professional counselor can be challenging for counselors-in-training (CIT), adversely affecting their physical health, mental health, and wellness. Counselor educators (CE) have recognized a need for wellness training and interventions to assist CIT during graduate school and to prepare them for their careers. Photography is considered a tool in art therapy within the realm of expressive therapies that can be used for wellness purposes. We review wellness, CIT struggles with wellness, expressive therapies, and photography techniques to promote CIT professional development and wellness practices. We identify the history of photography tools, describe each tool more precisely, and provide examples of how they can aid CIT in addressing their health and wellness and increasing their knowledge and use of photography as a wellness tool with future clients. We discuss practice and research implications for CE and CIT.
PubDate: Tue, 17 Jan 2023 16:36:53 PST
- In Search of Belonging Online: Achieving Equity through Transformative
Professional Development
Authors: Michelle Pacansky-Brock et al.
Abstract: Online classes hold the potential to expand college access to Black, Latino/a/x, Indigenous, and other students of color who must be supported to diversify the STEM workforce. Research shows that fostering belonging is key to the academic success of students from minoritized groups. However, online classes often lack interpersonal interactions and are often left out of research about the positive impacts of belonging. This paper summarizes an equity-focused STEM grant project that produced an openly-shared online professional development program, the Humanizing Online STEM Academy. Through the Academy, STEM faculty are introduced to a model of humanized online teaching that centers belonging as a way to address equity gaps. Participant survey responses present opportunities for future research about belonging in online courses.
PubDate: Tue, 17 Jan 2023 16:36:33 PST
- Community Circles in Response to Restorative Justice Research and Critique
Authors: Hannah Edber
Abstract: Zero-tolerance discipline in schools has resulted in disproportionate referrals, suspensions, and expulsions for Black students, students with disabilities, and low-income students of color. Restorative Justice (RJ) seeks to intervene in these patterns by emphasizing community interconnectedness and a discourse of harm, accountability, and repair. Although RJ has been shown to increase school connectedness and decrease suspensions and expulsions, teachers and students using RJ (as a response to discipline issues) report varying degrees of satisfaction with the framework. Frustrations can include limited time and limited depth of conversations with students who have caused harm, so that root causes of behavior are not addressed or explored. Ultimately, if there is no sense of community or accountability established prior to harmful interactions, there is no justice to be restored. Community circles (a practice of ritualized egalitarian discussion) can establish the interconnectedness needed for RJ to be effectively practiced in schools. This paper instructs teachers and school staff how to plan, run, and train students to facilitate community circles in their classrooms.
PubDate: Wed, 28 Dec 2022 08:31:35 PST
- Leadership Skill Development in Master’s-Level Counselor Education
Authors: Charity A. Godfrey et al.
Abstract: Student leadership identity is fast becoming one of the most critical challenges educational institutions face today. However, mental health counselors may be limited in the amount of education and training received as they become leaders in the field. There is currently no known mandate at the master’s level for leadership embedded within the counseling curriculum in the educational environment, although research suggests otherwise. The purpose of this correlational predictive empirical study was to investigate leadership identity characteristics as measured by the Socially Responsible Leadership Scale, Revision 2 (SLRS-R2), moderated by demographic factors. Multiple regression analysis was used to determine outcome measures of the SLRS-R2 relating to leadership. Conclusions and suggestions for future practice regarding leadership skill development are provided.
PubDate: Fri, 16 Dec 2022 19:16:28 PST
- Faculty and Student Online Mentoring Preferences
Authors: Lee Stadtlander et al.
Abstract: Isolation of online doctoral students intensifies when they transition from coursework to the dissertation/capstone phase, limiting them to interacting with their mentors. A three-round modified Delphi study was conducted to examine mentoring preferences of online doctoral students and faculty. The first round provided qualitative data regarding the preferred mentoring practices for faculty and alumni. Round 1 qualitative data were organized into Likert questions and used in the second round, which resulted in data about frequency of mentoring practices for the same participants from Round 1. The third round provided data about importance of each preference rated by faculty and current students. Findings indicated a dichotomy was present in that mentees’ academic self-esteem appeared to be tied to faculty being responsive. Faculty emphasized mentee autonomy while mentees wanted frequent contact with faculty.
PubDate: Fri, 09 Dec 2022 13:21:51 PST
- Dissertation Writing During COVID-19: Student Anxiety and Productivity
Authors: Christy Fraenza et al.
Abstract: Many students across all levels of education experienced disruptions due to stay-at-home orders as part of the response to the COVID-19 pandemic. The purpose of our qualitative study was to specifically explore the doctoral student experience managing the writing of a dissertation amid stay-at-home orders during COVID-19. The majority of participants reported experiencing anxiety more frequently during stay-at-home orders and more productivity before stay-at-home orders. Reasons for decreased productivity during stay-at-home orders included reduced motivation, distractions, and lack of access to outside services and support.
PubDate: Fri, 02 Dec 2022 06:26:36 PST
- “ESL teachers are looked down upon”: Understanding the lived
experience of a first-year ESL teacher with culturally and linguistically
diverse background
Authors: Chiu-Yin (Cathy Wong
Abstract: Research indicates many new English as a Second Language (ESL) teachers leave the profession within 5 years. However, limited research has focused on these teachers’ experiences and far fewer studies examined those with Culturally and Linguistically Diverse (CALD) backgrounds to identify what contributes to the high attrition rate. This narrative study captured the experience of a first-year ESL teacher with CALD backgrounds. Data were collected using a three-step interview approach over the course of 1 year. The data show the protagonist’s identity as an advocate for Emergent Bilinguals (EBs) began during his extended clinical practicum and was further driven by his CALD background, unsupportive colleagues, and the marginalized status of EBs and ESL teachers. Although he overcame numerous challenges, he ultimately left his ESL position due to his unsustainable low salary. The story confirmed current research regarding systematic barriers that may prevent CALD individuals from entering and staying in the ESL teaching field. Possible implications for teacher educators and policy makers are discussed.
PubDate: Mon, 21 Nov 2022 21:31:12 PST
- Strategies for Creating Inclusive Learning Environments through a Social
Justice Lens
Authors: Beverly Araujo Dawson et al.
Abstract: Culturally situated and cross-cultural approaches to instructional design and research have become increasingly important in higher education, particularly in online learning environments. As higher education becomes increasingly racially and ethnically diverse, learning environments must be structured and facilitated to meet the learning needs of BIPOC (Black, Indigenous, people of color) students. Based on the Community of Inquiry (CoI) and culturally inclusive pedagogy, this paper provides an overview of inclusive teaching practices and the necessity to take a holistic approach to online teaching with BIPOC students. This paper provides an overview of key instructional design elements to achieve equity-minded instructional design.
PubDate: Mon, 21 Nov 2022 20:21:25 PST
