Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8025-7.ch001
J. Ingle
Finding models and insight into the best and most effective strategies and programs to teach English language learners in respectful and equitable ways is a persistent topic in practitioner and educational research. This chapter shares the voices and work of Toronto educators whose embrace of multiculturalism and multilingualism has contributed to the academic success of English language learners and refugee children in the Toronto schools. Through a series of interviews and classroom observations, the author explored the practices and programs used to support and empower these young English language learners. The chapter presents three major themes that emerged from this study: teacher mindset, family engagement, and targeted refugee education. These themes shed light and provide a deeper understanding for educators of the why and the how of Toronto's success. Educator takeaways are shared.
{"title":"Intentional Inclusion","authors":"J. Ingle","doi":"10.4018/978-1-7998-8025-7.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-8025-7.ch001","url":null,"abstract":"Finding models and insight into the best and most effective strategies and programs to teach English language learners in respectful and equitable ways is a persistent topic in practitioner and educational research. This chapter shares the voices and work of Toronto educators whose embrace of multiculturalism and multilingualism has contributed to the academic success of English language learners and refugee children in the Toronto schools. Through a series of interviews and classroom observations, the author explored the practices and programs used to support and empower these young English language learners. The chapter presents three major themes that emerged from this study: teacher mindset, family engagement, and targeted refugee education. These themes shed light and provide a deeper understanding for educators of the why and the how of Toronto's success. Educator takeaways are shared.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130297224","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 : 1900-01-01DOI: 10.4018/978-1-7998-2124-3.ch006
B. C. Martínez-Azúa
University education is currently the object of numerous changes related to the implementation of the European Higher Education Area (EHEA). One of them involves placing the student at the core of the teaching-learning process through the use of active methodologies. During the academic year 2018/2019, with this objective in mind, Gamification was introduced in the subject of Microeconomics as an innovative teaching experience. This was carried out through the use of Kahoot. At the end of the course, the experience was evaluated through an online questionnaire combined with the analysis of the academic results. In general, the innovative experience was positive for the students because it increased their motivation and participation in the classroom, and improved the learning process. The experience also positively affected final results of the participating students.
{"title":"Gamification Assessment","authors":"B. C. Martínez-Azúa","doi":"10.4018/978-1-7998-2124-3.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-2124-3.ch006","url":null,"abstract":"University education is currently the object of numerous changes related to the implementation of the European Higher Education Area (EHEA). One of them involves placing the student at the core of the teaching-learning process through the use of active methodologies. During the academic year 2018/2019, with this objective in mind, Gamification was introduced in the subject of Microeconomics as an innovative teaching experience. This was carried out through the use of Kahoot. At the end of the course, the experience was evaluated through an online questionnaire combined with the analysis of the academic results. In general, the innovative experience was positive for the students because it increased their motivation and participation in the classroom, and improved the learning process. The experience also positively affected final results of the participating students.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129243887","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 : 1900-01-01DOI: 10.4018/978-1-7998-3285-0
{"title":"Cases on Strategic Partnerships for Resilient Communities and Schools","authors":"","doi":"10.4018/978-1-7998-3285-0","DOIUrl":"https://doi.org/10.4018/978-1-7998-3285-0","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124191939","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 : 1900-01-01DOI: 10.4018/978-1-7998-3838-8.ch006
Chapter 6 considers the challenges for school community members in a restorative school environment. Student challenges include confronting peers, learning to find a balance between completing individual work and resolving issues that affect the community, and learning to take on leadership roles within restorative circles. Teacher challenges involve learning to share responsibility and control within a classroom, implementing restorative practices and balancing the need to confront issues while still covering the required academic content, and helping students overcome some of the challenges they face. Counselor challenges focus on learning to confront difficult situations and students, learning how to become vulnerable, and assisting others in the implementation of restorative practices. Administrative challenges include dealing with situations in which teachers sometimes blame themselves, learning how to model restorative behaviors, and finding staff members that believe in the philosophy and practice of being and doing things restoratively within a school environment.
{"title":"Challenges of Restorative Practices in Schools","authors":"","doi":"10.4018/978-1-7998-3838-8.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-3838-8.ch006","url":null,"abstract":"Chapter 6 considers the challenges for school community members in a restorative school environment. Student challenges include confronting peers, learning to find a balance between completing individual work and resolving issues that affect the community, and learning to take on leadership roles within restorative circles. Teacher challenges involve learning to share responsibility and control within a classroom, implementing restorative practices and balancing the need to confront issues while still covering the required academic content, and helping students overcome some of the challenges they face. Counselor challenges focus on learning to confront difficult situations and students, learning how to become vulnerable, and assisting others in the implementation of restorative practices. Administrative challenges include dealing with situations in which teachers sometimes blame themselves, learning how to model restorative behaviors, and finding staff members that believe in the philosophy and practice of being and doing things restoratively within a school environment.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114322143","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 : 1900-01-01DOI: 10.4018/978-1-7998-1461-0.ch006
J. Kellinger
This chapter explores the use of game-based teaching in teacher education courses. It compares a version of a course taught in a traditional manner to the game-based version. It then traces the evolution of the author's use of game-based teaching and details ways the author overcame various obstacles in subsequent courses. In doing so, it discusses the affordances and constraints of learning management systems and concludes that small changes in learning management systems would greatly improve the ability to use them to create curricular games.
{"title":"Designing Curricular Games in Teacher Education","authors":"J. Kellinger","doi":"10.4018/978-1-7998-1461-0.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-1461-0.ch006","url":null,"abstract":"This chapter explores the use of game-based teaching in teacher education courses. It compares a version of a course taught in a traditional manner to the game-based version. It then traces the evolution of the author's use of game-based teaching and details ways the author overcame various obstacles in subsequent courses. In doing so, it discusses the affordances and constraints of learning management systems and concludes that small changes in learning management systems would greatly improve the ability to use them to create curricular games.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"290 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114753925","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 : 1900-01-01DOI: 10.4018/978-1-5225-7772-0.CH015
Eda Başak Hancı-Azizoglu
The majority of scientific research in the world is published in English. The chapter expands the discussion on English as a lingua franca a step further to initiate a discussion on English as a scientific lingua franca. English as a scientific lingua franca poses a significant challenge for the non-Anglo-Saxon scholars by disregarding their data sets and research unless the research is written in academic English with culturally determined rhetorical conventions. This chapter investigates why different cultures have tendencies to write in culturally affected writing styles and forms. Toward that end, the chapter shows how the failure to give proper attention to other rhetorical styles results in losing crucial intellectual information from the non-Anglo-Saxon scholars. With this in mind, the chapter offers short-term solutions for academicians to join in the scientific world despite possible language barriers.
{"title":"Scientific Publishing in English for Non-English-Speaking Academicians","authors":"Eda Başak Hancı-Azizoglu","doi":"10.4018/978-1-5225-7772-0.CH015","DOIUrl":"https://doi.org/10.4018/978-1-5225-7772-0.CH015","url":null,"abstract":"The majority of scientific research in the world is published in English. The chapter expands the discussion on English as a lingua franca a step further to initiate a discussion on English as a scientific lingua franca. English as a scientific lingua franca poses a significant challenge for the non-Anglo-Saxon scholars by disregarding their data sets and research unless the research is written in academic English with culturally determined rhetorical conventions. This chapter investigates why different cultures have tendencies to write in culturally affected writing styles and forms. Toward that end, the chapter shows how the failure to give proper attention to other rhetorical styles results in losing crucial intellectual information from the non-Anglo-Saxon scholars. With this in mind, the chapter offers short-term solutions for academicians to join in the scientific world despite possible language barriers.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121781378","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 : 1900-01-01DOI: 10.4018/978-1-7998-2430-5.ch015
Brandon M. Sabourin
Teacher candidates in teacher education programs are using Twitter for a variety of reasons. This chapter explores teacher candidates' use of Twitter to make their service learning experiences in the L.E.A.D. program visible. Applying Bandura's (1978) reciprocal determinism, this chapter presents a lens for understanding how teacher candidates' Twitter use contributes to social learning while engaged in a high-impact practice. A set of six effective practices for using Twitter to make service learning visible are provided, with specific reference to the tweets of L.E.A.D. teacher candidates. The chapter concludes with next steps, considerations for teacher educators, and opportunities for further research into teacher candidates' uses of social media in service learning.
{"title":"Tweeting @LEADUWindsor","authors":"Brandon M. Sabourin","doi":"10.4018/978-1-7998-2430-5.ch015","DOIUrl":"https://doi.org/10.4018/978-1-7998-2430-5.ch015","url":null,"abstract":"Teacher candidates in teacher education programs are using Twitter for a variety of reasons. This chapter explores teacher candidates' use of Twitter to make their service learning experiences in the L.E.A.D. program visible. Applying Bandura's (1978) reciprocal determinism, this chapter presents a lens for understanding how teacher candidates' Twitter use contributes to social learning while engaged in a high-impact practice. A set of six effective practices for using Twitter to make service learning visible are provided, with specific reference to the tweets of L.E.A.D. teacher candidates. The chapter concludes with next steps, considerations for teacher educators, and opportunities for further research into teacher candidates' uses of social media in service learning.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130001785","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 : 1900-01-01DOI: 10.4018/978-1-5225-9108-5.CH003
Sherrie Wisdom
Arizona, Colorado, Kentucky, North Carolina, Oklahoma, and West Virginia mounted statewide teacher walkouts related to teacher salary during 2018. This study offers a synthesis of literature surrounding the walkouts, along with examination of similarities and differences in publicly available measures, highlighting equity gaps and comparison to states whose teaching force did not choose to walkout and demand increased pay and per-student spending, better benefits, or better working conditions. Relationships are sought between the variables considered: per-pupil expenditures, achievement, graduation rates, college persistence of high school graduates, college graduation rates, attainment of varied levels of degree credentials, and cost of living, as related to teacher salaries, increases, and decreases. Links between political and policy issues and the variables related to unrest leading to the walkouts are explored through literature.
{"title":"State-Wide Teacher Walkouts Highlight Equality Gaps","authors":"Sherrie Wisdom","doi":"10.4018/978-1-5225-9108-5.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-9108-5.CH003","url":null,"abstract":"Arizona, Colorado, Kentucky, North Carolina, Oklahoma, and West Virginia mounted statewide teacher walkouts related to teacher salary during 2018. This study offers a synthesis of literature surrounding the walkouts, along with examination of similarities and differences in publicly available measures, highlighting equity gaps and comparison to states whose teaching force did not choose to walkout and demand increased pay and per-student spending, better benefits, or better working conditions. Relationships are sought between the variables considered: per-pupil expenditures, achievement, graduation rates, college persistence of high school graduates, college graduation rates, attainment of varied levels of degree credentials, and cost of living, as related to teacher salaries, increases, and decreases. Links between political and policy issues and the variables related to unrest leading to the walkouts are explored through literature.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134408431","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 : 1900-01-01DOI: 10.4018/978-1-7998-7379-2.ch006
K. Jordan, Susan Mariano Lapidus, Sudha Ramaswamy
Using a disability studies/critical race theory (Discrit) lens, the authors reviewed and analyzed specific literature within the pyramid model (PM) framework—a three-tier hierarchical framework for promoting social-emotional competence and reducing challenging behavior among young children—to understand the model's framing of implicit bias and the specific strategies noted in the literature that help teachers to recognize and counteract implicit bias and subsequently reduce disciplinary inequities among Black preschool children. Findings revealed that although the PM literature discussed, defined, and emphasized the importance of cultural responsivity, it did not engage critically with the construct of implicit bias (i.e., racism and ableism), specifically as it relates to the experiences of children most vulnerable to disciplinary sanction. This chapter ends with suggestions to help readers rethink the PM framework as a way to shift practice toward more equitable experiences for Black children in their earliest years of schooling.
{"title":"Analyzing the Role of Implicit Bias From a DisCrit Perspective","authors":"K. Jordan, Susan Mariano Lapidus, Sudha Ramaswamy","doi":"10.4018/978-1-7998-7379-2.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-7379-2.ch006","url":null,"abstract":"Using a disability studies/critical race theory (Discrit) lens, the authors reviewed and analyzed specific literature within the pyramid model (PM) framework—a three-tier hierarchical framework for promoting social-emotional competence and reducing challenging behavior among young children—to understand the model's framing of implicit bias and the specific strategies noted in the literature that help teachers to recognize and counteract implicit bias and subsequently reduce disciplinary inequities among Black preschool children. Findings revealed that although the PM literature discussed, defined, and emphasized the importance of cultural responsivity, it did not engage critically with the construct of implicit bias (i.e., racism and ableism), specifically as it relates to the experiences of children most vulnerable to disciplinary sanction. This chapter ends with suggestions to help readers rethink the PM framework as a way to shift practice toward more equitable experiences for Black children in their earliest years of schooling.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130684074","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 : 1900-01-01DOI: 10.4018/978-1-7998-8310-4
{"title":"Cases on Global Innovative Practices for Reforming Education","authors":"","doi":"10.4018/978-1-7998-8310-4","DOIUrl":"https://doi.org/10.4018/978-1-7998-8310-4","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131236560","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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