Browse
Recent Submissions
Item The Five Senses of STEM Learning(2022) Price, Jeremy F.; Santamaría Graff, Cristina; Waechter-Versaw, Amy; Moreland, Brooke; Magee, Paula; Hall, Ted; Willey, Craig; Bulanov, Maxim; Knoors, Anneleen Johanna; Fleming, Da'Meisha; Fox, Alexandria; Murray, Ryan; Russo, Kelly; Arora, Akaash; Franklin, JefferyThe Five Senses of STEM Learning is a framework and approach to teaching, learning, curriculum, and pedagogy deeply grounded in Culturally Relevant Pedagogy (Ladson-Billings, 1995, 2016) and Universal Design for Learning (Meyer et al., 2013; Rose & Meyer, 2002) while also incorporating a range of ideas and concepts that are specific to STEM learning and strengthen the connections to the particular contexts of the science, technology, engineering, or mathematics learning environment.Item Tree Map of US Religious Populations(2022) Price, Jeremy F.A tree map representation of religious populations in the US. Data is drawn from the Pew Religious Landscape Study (https://www.pewresearch.org/religion/religious-landscape-study/).Item Second Most Prominent Religion in Each State by Population(2022) Price, Jeremy F.A map of the second largest religion in each state by population. Data is pulled from the Pew Religious Landscape Study (https://www.pewresearch.org/religion/religious-landscape-study/).Item Unraveling the EFL expat: challenging privilege through borderlands and Asia as Method(2022) Sherman, BrandonEach year, multitudes respond to the demand for native English speakers to teach English as a Foreign Language (EFL) in Asian countries, particularly China, Japan, and South Korea. These EFL transnationals are often young, new to living abroad, and inexperienced as educators. When they arrive, they often find a community, and an identity waiting for them: that of the expatriate. In this paper, I draw on research on EFL expatriates to produce a figuration, a way of engaging with and highlighting contradiction and disjuncture in the narrative identity of EFL expat taken up by some transnational EFL teachers. This figuration serves as a nexus to which I bring two bodies of theory with which to think. These are the Borderlands Thought of Gloria Anzaldúa and Chen Kwan-Hsing’s articulation of Asia as Method. Separately, I bring these into conversation with the figuration of the EFL expat, then consider what emerges when all three are brought together. In doing so, I highlight how the figuration of the EFL expat is outlined by privileged and constrictive colonial, racial, professional, and linguistic dichotomies. The theories of Anzaldúa and Chen help to unravel these binaries, suggesting ways in which transnational English teachers can move on from such constraints to become something more than in-but-not-of their local world. I also consider what it means for Western scholars to work respectfully in theoretical spaces that were not developed by and for them, proposing that such researchers can think of themselves as theoretical expatriates.Item Agency, identity, power: An agentive triad model for teacher action(Taylor & Francis, 2021) Sherman, Brandon; Teemant, Annela; School of EducationTeacher action and change is a complex and nuanced phenomenon that has been theorized across diverse literature in terms of identity, agency, and power. Drawing on this literature, this article offers specific articulations of teacher identity as interpretive framework, power as legitimate action, and agency as moral coherence. We posit a model of teacher agency understood in the interplay of individual beliefs, values, and ideals with institutional roles, authority, and institutional action, producing (or not producing) authentic action. This model draws a distinction between agency and power, and highlights dynamics of equilibrium and discord that may emerge between who teachers are and what they do. The agentive triad model serves as a theoretical tool for guiding or supporting teacher growth and agentive action, and for understanding the dynamics between institutionally legitimized roles and teacher identities.Item Investigating Weather, Climate, and Climate Change Understanding of Appalachian Middle-Level Students(International Consortium for Research in Science & Mathematics Education (ICRSME), 2021-07-08) Cartwright, Tina J.; Hemler, Deb; Magee, Paula A.; School of EducationClimate change is an increasingly pervasive global topic, but how much of this discussion is accurately understood by students? Fully comprehending the small fluctuations associated with long term changes in temperature and precipitation is a daunting task for the general public, let alone for middle-level adolescents. This study examines students’ understanding of weather, climate and climate change. Forty-seven students, ages 12-14 from the Appalachian region of the US, were surveyed before, immediately after, and six months after a standards-based unit of instruction. The study utilized a questionnaire developed by Boon (2009) with additional questions related to weather and climate. Qualitative data were analyzed using a constructivist framework and student responses were examined for understanding of the main content ideas. The students’ understandings were analyzed over time for shifts and were also compared with previously published research (Bodzin et al., 2014; Boon, 2009). Students made improvements in some aspects of understanding with instruction but not all gains persisted to six months post instruction. Students’ distinctions between weather and climate were altered by instruction, persisted, and continued to improve with time. Students demonstrated a general understanding of the differences between weather and climate but struggled when asked to apply this knowledge to specific situations. Some improvements in students’ basic understanding of the greenhouse effect were evident, but some of these improvements degraded with time. While instruction was able to temporarily improve understanding of greenhouse gases, and the benefits of the greenhouse effect, overall students did not retain this understanding over the long term.Item Book Review: African-Centered Education: Theory and Practice(Sage, 2021-06) Kazembe, Lasana D.; School of EducationItem Enduring principles of learning: Pathways to vital learning in vibrant classrooms [Practitioner Brief No.2](Indiana University - Purdue University Indianapolis, 2021) Sherman, Brandon James; Teemant, Annela; School of EducationItem The Critical Space Between: Weaving Freirean and Sociocultural Pedagogies(Routledge, 2022) Sherman, Brandon J.; Teemant, AnnelaFreirean critical pedagogy and sociocultural theories of learning have been found to resonate in certain ways while remaining distinct bodies of theory. Sherman and Teemant argue that these theories of learning, considered in tandem, have implications for the practice and pedagogy of language and literacy instruction for emergent bilinguals. In this chapter, we read sociocultural principles of pedagogy through Freirean principles of critical pedagogy using illustrations drawn from teacher practice. In this way, we draw valuable connections between how teachers translate Freirean perspectives into living educational practice.Item The Digital Education Hub Design Process(2022) Price, Jeremy F; Waechter-Versaw, Amy; Hall, Ted; Magee, Paula; Santamaría Graff, Cristina; Willey, Craig; Moreland, BrookeThe Digital Education Hub Design Process is designed to give teachers, educators, and curriculum designers a pathway for developing, enacting, and evaluating lesson plans, units and modules, and learning experiences in a range of settings.