Pub Date : 2022-05-15DOI: 10.15760/nwjte.2022.17.2.7
Vincent A. Aleccia, Haskins Haskins
Hybrid or blended learning has gained enormous popularity in higher education because of its demonstrated ability to increase student learning, reduce undergraduate attrition rates, and maintain costs in an era of relentlessly increasing tuition. This study reviews the literature on hybrid or blended learning, enumerating both the benefits and liabilities of this type of instruction and the controversies surrounding it. The researchers then describe the two forms of a mixed-methodology survey instrument used to determine the satisfaction of primarily undergraduate students who are enrolled in separate sections of an introduction to education course, one taught in a traditional face-to-face mode and one in a blended configuration during two academic terms at a public regional comprehensive university in the Northwest portion of the United States. They then analyze the findings of the qualitative and quantitative data with recommendations for further research.
{"title":"Student Perceptions of Course Configuration: Hybrid and Face-to-Face Models","authors":"Vincent A. Aleccia, Haskins Haskins","doi":"10.15760/nwjte.2022.17.2.7","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.2.7","url":null,"abstract":"Hybrid or blended learning has gained enormous popularity in higher education because of its demonstrated ability to increase student learning, reduce undergraduate attrition rates, and maintain costs in an era of relentlessly increasing tuition. This study reviews the literature on hybrid or blended learning, enumerating both the benefits and liabilities of this type of instruction and the controversies surrounding it. The researchers then describe the two forms of a mixed-methodology survey instrument used to determine the satisfaction of primarily undergraduate students who are enrolled in separate sections of an introduction to education course, one taught in a traditional face-to-face mode and one in a blended configuration during two academic terms at a public regional comprehensive university in the Northwest portion of the United States. They then analyze the findings of the qualitative and quantitative data with recommendations for further research.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123622900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.15760/nwjte.2022.17.2.10
J. Baker
For some teacher educators, the singular goal of teacher preparation is to license new teachers, not develop critical thinkers. This lack of thinking beyond lesson plans, course standards, and classroom management to explore high impact practices – such as undergraduate research – leads to the deterioration of the education field and limits preservice teachers’ understandings of their own curricular and pedagogical practices. This article is a poetic reflection – through headaches and humility – on how 157 preservice teachers (PTs) made connections between curricular research and practice. The article also addresses steps taken by a teacher educator to ensure their success and mechanisms to overcome preservice teachers’ (as well as other teacher educators’) perceptions that educators do not need research skills.
{"title":"Headaches and Humility: Introducing Preservice Teachers to Undergraduate Research","authors":"J. Baker","doi":"10.15760/nwjte.2022.17.2.10","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.2.10","url":null,"abstract":"For some teacher educators, the singular goal of teacher preparation is to license new teachers, not develop critical thinkers. This lack of thinking beyond lesson plans, course standards, and classroom management to explore high impact practices – such as undergraduate research – leads to the deterioration of the education field and limits preservice teachers’ understandings of their own curricular and pedagogical practices. This article is a poetic reflection – through headaches and humility – on how 157 preservice teachers (PTs) made connections between curricular research and practice. The article also addresses steps taken by a teacher educator to ensure their success and mechanisms to overcome preservice teachers’ (as well as other teacher educators’) perceptions that educators do not need research skills.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128843414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.15760/nwjte.2022.17.2.1
Shain Wright
Shain Wright, Associate Editor of the Northwest Journal of Teacher Education, frames Volume 17, Issue 2, a collection of eight articles that explore student experiences, educator responsibilities, teaching strategies, and modes of course delivery. Threaded through these articles are core themes of humanity, holistic approaches to teaching and learning, and solutions-focused research.
{"title":"Foreword/Advancing Teacher Education: Promises and Challenges","authors":"Shain Wright","doi":"10.15760/nwjte.2022.17.2.1","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.2.1","url":null,"abstract":"Shain Wright, Associate Editor of the Northwest Journal of Teacher Education, frames Volume 17, Issue 2, a collection of eight articles that explore student experiences, educator responsibilities, teaching strategies, and modes of course delivery. Threaded through these articles are core themes of humanity, holistic approaches to teaching and learning, and solutions-focused research.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123772381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.15760/nwjte.2022.17.2.5
Danielle Torres, Alejandra Favela
Now more than ever, supportive practices and policies are needed to bolster the opportunities, safety, and future of undocumented students. K-12 school counselors and educators who aim to support the college and career readiness of undocumented youth need to be well informed and prepared to adequately address requests for guidance by students and families. This article seeks to uncover the primary areas of need, support, and resources identified by school counselors in one Pacific Northwest state in order to optimize post-secondary options and success.
{"title":"Surveying the Landscape of Post-secondary Options and Support for Undocumented Students in the Pacific Northwest: A View From One State’s School Counselors","authors":"Danielle Torres, Alejandra Favela","doi":"10.15760/nwjte.2022.17.2.5","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.2.5","url":null,"abstract":"Now more than ever, supportive practices and policies are needed to bolster the opportunities, safety, and future of undocumented students. K-12 school counselors and educators who aim to support the college and career readiness of undocumented youth need to be well informed and prepared to adequately address requests for guidance by students and families. This article seeks to uncover the primary areas of need, support, and resources identified by school counselors in one Pacific Northwest state in order to optimize post-secondary options and success.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134334191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.15760/nwjte.2022.17.2.8
A. Causarano
What a teacher believes and envisions as an educator has a profound influence on teaching and learning. This paper explores the importance of self-study and teacher’s ideology as a methodology to systematically assess the evolutionary nature of teacher’s ideology and its importance in envisioning teaching and learning in K-12 education. Ideology is used in this paper to analyze how self-reflective practices and self-study are part of ideological formations in teachers and how a systematic analysis of teacher’s ideology is the lens through which we are able to unpack and critically analyze the impact that ideology has on curriculum and instruction in classroom settings. The paper presents a methodology teacher can use to deconstruct and assess their ideology to improve their instruction and support students’ learning in the classroom. van Dijk (1998) multidisciplinary approach to the study of ideologies via discursive formation will be used as an analytical lens in this paper.
{"title":"Self-Study, Ideology, and Teacher’s Self-Knowledge in Guiding Curriculum Decisions","authors":"A. Causarano","doi":"10.15760/nwjte.2022.17.2.8","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.2.8","url":null,"abstract":"What a teacher believes and envisions as an educator has a profound influence on teaching and learning. This paper explores the importance of self-study and teacher’s ideology as a methodology to systematically assess the evolutionary nature of teacher’s ideology and its importance in envisioning teaching and learning in K-12 education. Ideology is used in this paper to analyze how self-reflective practices and self-study are part of ideological formations in teachers and how a systematic analysis of teacher’s ideology is the lens through which we are able to unpack and critically analyze the impact that ideology has on curriculum and instruction in classroom settings. The paper presents a methodology teacher can use to deconstruct and assess their ideology to improve their instruction and support students’ learning in the classroom. van Dijk (1998) multidisciplinary approach to the study of ideologies via discursive formation will be used as an analytical lens in this paper.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128570323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.15760/nwjte.2022.17.2.4
Brenda M. Morton
Youth continue to leave school prior to earning a high school diploma, despite focused attention and resources on this population of students (Porche, et al., 2011), leaving unanswered questions as to what support this group of students need. Researchers identified attendance, disciplinary issues, and low grade point average, as prevalent in dropouts, but few have explored the story behind the statistics. This study sought to fill this gap in the literature by exploring the role of trauma and Adverse Childhood Experiences (ACEs) in the lives of students at risk for academic failure, by examining their lived experiences. To that end, this study reports the lived experiences of a group of high school students enrolled in an alternative education program in a rural, Pacific Northwest high school. The participants shared the challenges and supports that they believed influenced their academic journey. These challenges and supports were found both at home and in the classroom. Their lived experiences provide compelling rationale for the importance of trauma-informed training for school personnel. By understanding the prevalence of trauma and ACEs, and the connection to academic impact, interventions can be created to support this vulnerable group of learners (Iachini, Petiwala, DeHart, 2016).
{"title":"Trauma and Academic Impact: Stories From At-Risk Youth","authors":"Brenda M. Morton","doi":"10.15760/nwjte.2022.17.2.4","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.2.4","url":null,"abstract":"Youth continue to leave school prior to earning a high school diploma, despite focused attention and resources on this population of students (Porche, et al., 2011), leaving unanswered questions as to what support this group of students need. Researchers identified attendance, disciplinary issues, and low grade point average, as prevalent in dropouts, but few have explored the story behind the statistics. This study sought to fill this gap in the literature by exploring the role of trauma and Adverse Childhood Experiences (ACEs) in the lives of students at risk for academic failure, by examining their lived experiences. To that end, this study reports the lived experiences of a group of high school students enrolled in an alternative education program in a rural, Pacific Northwest high school. The participants shared the challenges and supports that they believed influenced their academic journey. These challenges and supports were found both at home and in the classroom. Their lived experiences provide compelling rationale for the importance of trauma-informed training for school personnel. By understanding the prevalence of trauma and ACEs, and the connection to academic impact, interventions can be created to support this vulnerable group of learners (Iachini, Petiwala, DeHart, 2016).","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"10 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131486401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.15760/nwjte.2022.17.2.3
S. Mcqueen
Emphasized by the fallout of the pandemic, critical math scholars have long-since called for resistance to the cultural marginalization, systemic racism and violence of math instruction by crafting a liberatory and humanizing mathematics education. In response to that call, this paper illuminates the theoretical connections between the frameworks of two relational approaches to schooling, Restorative Justice in Education (RJE) and Cognitively Guided Instruction in Mathematics (CGI). Through discussing the intersections of the components of both frameworks and their shared vision of equity and agency for all students, this paper argues that integrating restorative justice into math instruction is not only possible, but necessary.
{"title":"Toward a Restorative Math Pedagogy: A Theoretical Overlay Between Two Relational Approaches to Schooling and Mathematics Instruction","authors":"S. Mcqueen","doi":"10.15760/nwjte.2022.17.2.3","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.2.3","url":null,"abstract":"Emphasized by the fallout of the pandemic, critical math scholars have long-since called for resistance to the cultural marginalization, systemic racism and violence of math instruction by crafting a liberatory and humanizing mathematics education. In response to that call, this paper illuminates the theoretical connections between the frameworks of two relational approaches to schooling, Restorative Justice in Education (RJE) and Cognitively Guided Instruction in Mathematics (CGI). Through discussing the intersections of the components of both frameworks and their shared vision of equity and agency for all students, this paper argues that integrating restorative justice into math instruction is not only possible, but necessary.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123443700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.15760/nwjte.2022.17.2.6
Kara Gournaris
Second language acquisition of American Sign Language (ASL) requires opportunities for engagement with native language models (Krashen, 1988). The shift to online instruction due to the impact of COVID-19 presented unique challenges for ASL programs across the United States. With little time to redesign courses, instructors and students had to navigate the experience of online learning together. The students who participated in this 2020 study at Western Oregon University (WOU) shared their raw experiences related to this transition, and unfortunately, one year later, many of the same barriers reported by students persist. The purpose of this article is to share their stories, and present evidence that face-to-face instruction of ASL is essential and cannot simply be replaced with online learning without negative consequences. Access to immersion opportunities and consistent engagement with native language models are not easy to replicate in online environments, pointing to the fact that there is a need for face-to-face opportunities to acquire ASL when it is safe to do so.
{"title":"Adjusting to Change: Learning American Sign Language Online During A Global Pandemic","authors":"Kara Gournaris","doi":"10.15760/nwjte.2022.17.2.6","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.2.6","url":null,"abstract":"Second language acquisition of American Sign Language (ASL) requires opportunities for engagement with native language models (Krashen, 1988). The shift to online instruction due to the impact of COVID-19 presented unique challenges for ASL programs across the United States. With little time to redesign courses, instructors and students had to navigate the experience of online learning together. The students who participated in this 2020 study at Western Oregon University (WOU) shared their raw experiences related to this transition, and unfortunately, one year later, many of the same barriers reported by students persist. The purpose of this article is to share their stories, and present evidence that face-to-face instruction of ASL is essential and cannot simply be replaced with online learning without negative consequences. Access to immersion opportunities and consistent engagement with native language models are not easy to replicate in online environments, pointing to the fact that there is a need for face-to-face opportunities to acquire ASL when it is safe to do so.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122008353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.15760/nwjte.2022.17.2.2
Shain Wright, Maika J. Yeigh
Recently, NWJTE had the opportunity to sit down with Shain Wright, the Associate Editor of NWJTE and also doctoral candidate at Washington State University, in the Cultural Studies and Social Thought in Education program. Shain researches intersections between queer and trans families and social systems. Specifically, Shain explores the discursive erasure of queer and trans families in education, and familys’ resiliency, joy, and sense of community. With Shain’s work on the NWJTE, we wanted to showcase their cutting edge work and thought generating research that acknowledges and celebrates queer and trans parent families.
{"title":"Serving Queer and Trans Parent Families Through Research: A Conversation with Associate Editor Shain Wright","authors":"Shain Wright, Maika J. Yeigh","doi":"10.15760/nwjte.2022.17.2.2","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.2.2","url":null,"abstract":"Recently, NWJTE had the opportunity to sit down with Shain Wright, the Associate Editor of NWJTE and also doctoral candidate at Washington State University, in the Cultural Studies and Social Thought in Education program. Shain researches intersections between queer and trans families and social systems. Specifically, Shain explores the discursive erasure of queer and trans families in education, and familys’ resiliency, joy, and sense of community. With Shain’s work on the NWJTE, we wanted to showcase their cutting edge work and thought generating research that acknowledges and celebrates queer and trans parent families.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128169631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.15760/nwjte.2022.17.2.11
Dylan Thibaut, Irina McLaughlin
Lack of linguistic awareness prevents teachers from catering to English learners. This study proposed a new linguistically inclusive course and compared pre-service teacher knowledge of the linguistic features of five frequently spoken languages in the course versus standard courses.
{"title":"Linguistically Inclusive TESOL Course Design and Its Effect on Pre-Service Teacher Education","authors":"Dylan Thibaut, Irina McLaughlin","doi":"10.15760/nwjte.2022.17.2.11","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.2.11","url":null,"abstract":"Lack of linguistic awareness prevents teachers from catering to English learners. This study proposed a new linguistically inclusive course and compared pre-service teacher knowledge of the linguistic features of five frequently spoken languages in the course versus standard courses.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117309327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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