Pub Date : 2023-01-12DOI: 10.1080/00131725.2022.2149911
Michael G. Ryan, Megan Cziraky, Kristen Kain, Helena McKendrick, Meredith Miller
Abstract This paper presents a collective self-study that examines what student teachers and a teacher educator learned from our collective work during the initial Covid-19 shutdown. Using a theory of collaborative inquiry grounded in Brené Brown’s work on resiliency and vulnerability, we examined our work during this time of great struggle. We learned how severe challenges prompted us to enhance our practices and reimagine typical roles while thinking critically and creatively about teaching and learning.
{"title":"Learning, Growing, Embracing, Transitioning, and Changing: Exploring Resilient Teaching and Learning during the Covid-19 Shutdown","authors":"Michael G. Ryan, Megan Cziraky, Kristen Kain, Helena McKendrick, Meredith Miller","doi":"10.1080/00131725.2022.2149911","DOIUrl":"https://doi.org/10.1080/00131725.2022.2149911","url":null,"abstract":"Abstract This paper presents a collective self-study that examines what student teachers and a teacher educator learned from our collective work during the initial Covid-19 shutdown. Using a theory of collaborative inquiry grounded in Brené Brown’s work on resiliency and vulnerability, we examined our work during this time of great struggle. We learned how severe challenges prompted us to enhance our practices and reimagine typical roles while thinking critically and creatively about teaching and learning.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"51 - 63"},"PeriodicalIF":1.3,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43170157","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 : 2023-01-12DOI: 10.1080/00131725.2022.2155280
Shantel D. Crosby, K. Jones, Angelique G. Day, C. Somers, Beverly A. Baroni, Alanna Feltner Williams
Abstract This study explores the intersections of race, gender, and trauma in students’ school experiences. We collected focus group data from 36 trauma-exposed Black girls and 10 trauma-exposed Black boys from two urban high schools. Data was analyzed using an intersectional framework and resulted in the following themes: (1) Don’t Touch the Students; (2) You Gettin’ Suspended; (3) You Supposed to Be the Bigger Person; and (4) If We Have a Uniform, They Should Have a Uniform. Implications are discussed.
{"title":"“Expect to Be Taken Out of Class”: Comparing School Experiences of Trauma-Exposed Black Girls and Boys","authors":"Shantel D. Crosby, K. Jones, Angelique G. Day, C. Somers, Beverly A. Baroni, Alanna Feltner Williams","doi":"10.1080/00131725.2022.2155280","DOIUrl":"https://doi.org/10.1080/00131725.2022.2155280","url":null,"abstract":"Abstract This study explores the intersections of race, gender, and trauma in students’ school experiences. We collected focus group data from 36 trauma-exposed Black girls and 10 trauma-exposed Black boys from two urban high schools. Data was analyzed using an intersectional framework and resulted in the following themes: (1) Don’t Touch the Students; (2) You Gettin’ Suspended; (3) You Supposed to Be the Bigger Person; and (4) If We Have a Uniform, They Should Have a Uniform. Implications are discussed.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"252 - 263"},"PeriodicalIF":1.3,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44648028","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 : 2022-12-16DOI: 10.1080/00131725.2022.2149912
Kerry Kretchmar
Abstract Parents make choices about their children’s education within a neoliberal, racist system. Measurable metrics are used to evaluate school quality within a competitive, market-based system, yet those indicators often do not align with parents’ definitions of a good school, and they obscure the role of race. This paper examines how white, privileged parents understand school quality and justify their educational decisions, illuminating how white parents subtly reinforce racial and socio-economic hierarchies.
{"title":"“Parents Care Deeply about Their Kids’ Education, but Perhaps Not so Deeply about the Education of Other People’s Kids”","authors":"Kerry Kretchmar","doi":"10.1080/00131725.2022.2149912","DOIUrl":"https://doi.org/10.1080/00131725.2022.2149912","url":null,"abstract":"Abstract Parents make choices about their children’s education within a neoliberal, racist system. Measurable metrics are used to evaluate school quality within a competitive, market-based system, yet those indicators often do not align with parents’ definitions of a good school, and they obscure the role of race. This paper examines how white, privileged parents understand school quality and justify their educational decisions, illuminating how white parents subtly reinforce racial and socio-economic hierarchies.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"4 - 17"},"PeriodicalIF":1.3,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41532122","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 : 2022-12-15DOI: 10.1080/00131725.2022.2155894
Christopher J. Cormier
Abstract For years, policymakers, districts, and scholars have pushed for the inclusion of more Black male teachers in US public schools; however, their even smaller subset—Black male special education teachers—has been ignored, particularly by scholars. The results of this study provide insight into the recruitment and retention of Black male special education teachers as the author interviewed 10 of them on what factors impacted their decision to enter the field and assume the roles they did. The results highlight that these teachers have had a parent who was a special educator or mentor who aided their decision, and they often assume the role of a tutor or father figure, particularly for Black boys in their schools. Implications for research and practice are also discussed.
{"title":"Easing Down the Road: Exploring the Pathway to the Field and Experiences of Black Male Special Education Teachers","authors":"Christopher J. Cormier","doi":"10.1080/00131725.2022.2155894","DOIUrl":"https://doi.org/10.1080/00131725.2022.2155894","url":null,"abstract":"Abstract For years, policymakers, districts, and scholars have pushed for the inclusion of more Black male teachers in US public schools; however, their even smaller subset—Black male special education teachers—has been ignored, particularly by scholars. The results of this study provide insight into the recruitment and retention of Black male special education teachers as the author interviewed 10 of them on what factors impacted their decision to enter the field and assume the roles they did. The results highlight that these teachers have had a parent who was a special educator or mentor who aided their decision, and they often assume the role of a tutor or father figure, particularly for Black boys in their schools. Implications for research and practice are also discussed.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"236 - 251"},"PeriodicalIF":1.3,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44679314","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 : 2022-12-15DOI: 10.1080/00131725.2022.2153188
Kyle L. Chong, Sheila Orr
Abstract In this conceptual essay, we weave concepts of critical race theory, joy, [anti-]disciplinarity, and humanization toward a critique of the disciplinary organization of teacher preparation program curricula through what we term a pedagogy of humanizing co-creatorship. In this essay, we seek to position disciplinarity as needed, but find that antiracist practices, such as the centering of joy and humanization, are even more ethically fundamental to creating culturally sustaining early-career teachers.
{"title":"Toward an Antiracist Pedagogy of Humanizing Co-Creatorship in Teacher Education","authors":"Kyle L. Chong, Sheila Orr","doi":"10.1080/00131725.2022.2153188","DOIUrl":"https://doi.org/10.1080/00131725.2022.2153188","url":null,"abstract":"Abstract In this conceptual essay, we weave concepts of critical race theory, joy, [anti-]disciplinarity, and humanization toward a critique of the disciplinary organization of teacher preparation program curricula through what we term a pedagogy of humanizing co-creatorship. In this essay, we seek to position disciplinarity as needed, but find that antiracist practices, such as the centering of joy and humanization, are even more ethically fundamental to creating culturally sustaining early-career teachers.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"162 - 176"},"PeriodicalIF":1.3,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58913444","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 : 2022-12-09DOI: 10.1080/00131725.2022.2149913
Diana L. Moss, Claudia Bertolone-Smith, Steven Boyce, Beth L. MacDonald, Jeffrey A. Grabhorn, C. Roman
Abstract Tensions between constructivist learning theories and objectivist learning theories in online courses implicate a need for a theoretical balance. This article describes organizing and enacting tasks that elicit constructivist learning of mathematics in an online mathematics teacher education course. The results focus on a conceptual framework that was developed to explicate this balance and show how the learning goal, evidence of student learning, and the teaching that occurs are built on the teaching philosophy tenet.
{"title":"Tension between Objectivism and Constructivism in Organizing and Enacting Student Learning in Online STEM Education","authors":"Diana L. Moss, Claudia Bertolone-Smith, Steven Boyce, Beth L. MacDonald, Jeffrey A. Grabhorn, C. Roman","doi":"10.1080/00131725.2022.2149913","DOIUrl":"https://doi.org/10.1080/00131725.2022.2149913","url":null,"abstract":"Abstract Tensions between constructivist learning theories and objectivist learning theories in online courses implicate a need for a theoretical balance. This article describes organizing and enacting tasks that elicit constructivist learning of mathematics in an online mathematics teacher education course. The results focus on a conceptual framework that was developed to explicate this balance and show how the learning goal, evidence of student learning, and the teaching that occurs are built on the teaching philosophy tenet.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"81 - 97"},"PeriodicalIF":1.3,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46180961","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 : 2022-12-09DOI: 10.1080/00131725.2022.2153189
Ximena D. Burgin, Mayra C. Daniel, Sheila Coli
Abstract This case study documents the experiences and efforts of six K–5 teachers from the Midwest region of the United States to adjust instruction and establish meaningful and productive online learning environments during the pandemic. Two themes emerged from the data reflecting teachers’ perceptions about the quality of instruction and insufficiency of social emotional supports provided to students. We argue for instructional paradigms that address learners’ social emotional needs effectively and equitably in online instruction.
{"title":"Culturally Responsive Schooling during COVID-19: A Study of Six Elementary Level Educators’ Reality","authors":"Ximena D. Burgin, Mayra C. Daniel, Sheila Coli","doi":"10.1080/00131725.2022.2153189","DOIUrl":"https://doi.org/10.1080/00131725.2022.2153189","url":null,"abstract":"Abstract This case study documents the experiences and efforts of six K–5 teachers from the Midwest region of the United States to adjust instruction and establish meaningful and productive online learning environments during the pandemic. Two themes emerged from the data reflecting teachers’ perceptions about the quality of instruction and insufficiency of social emotional supports provided to students. We argue for instructional paradigms that address learners’ social emotional needs effectively and equitably in online instruction.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"264 - 277"},"PeriodicalIF":1.3,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44753345","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 : 2022-12-02DOI: 10.1080/00131725.2022.2146243
Kristie S. Gutierrez, Jori S. Beck, Christina J. Lunsmann
Abstract In this component mixed methods study, we analyzed two STEM teacher candidates’ constructivist practices during their alternative route to licensure summer teacher education program. The findings suggest that the STEM teacher candidates incorporated all six components of constructivism in their instruction, although each candidate focused on different components more frequently than others. Additionally, the participating middle grades students showed significant changes in their perceptions of constructivist teaching methods over the course of the summer program. The concepts covered during the summer program occasionally caused discontentment, confusion, or conflict with students’ prior knowledge. By the end of the summer, middle school students reported a lack of personal voice, and they did not feel as if they were given as many opportunities to share their individual experiences with others as they had been provided initially. We discuss implications for practice based on these findings.
{"title":"Developing Constructivist Practices through an Alternative Route to Licensure Program for STEM Teacher Candidates","authors":"Kristie S. Gutierrez, Jori S. Beck, Christina J. Lunsmann","doi":"10.1080/00131725.2022.2146243","DOIUrl":"https://doi.org/10.1080/00131725.2022.2146243","url":null,"abstract":"Abstract In this component mixed methods study, we analyzed two STEM teacher candidates’ constructivist practices during their alternative route to licensure summer teacher education program. The findings suggest that the STEM teacher candidates incorporated all six components of constructivism in their instruction, although each candidate focused on different components more frequently than others. Additionally, the participating middle grades students showed significant changes in their perceptions of constructivist teaching methods over the course of the summer program. The concepts covered during the summer program occasionally caused discontentment, confusion, or conflict with students’ prior knowledge. By the end of the summer, middle school students reported a lack of personal voice, and they did not feel as if they were given as many opportunities to share their individual experiences with others as they had been provided initially. We discuss implications for practice based on these findings.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"64 - 80"},"PeriodicalIF":1.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42281797","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 : 2022-12-02DOI: 10.1080/00131725.2023.2148599
M. Diamond
Discourse concerning American public education is increasingly fraught and complex. Against this backdrop, David Berliner and Carl Hermanns have entered an edited volume of essays into the fray – Public Education: Defending a Cornerstone of American Democracy – with a particular focus on the contributions of Horace Mann as a visionary of an education system that could serve and sustain American democracy. Accordingly, a conversation about American education can and should address what democracy actually means and how it can be nurtured and strengthened. This volume facilitates such a conversation, bringing together many of the nation’s most respected educators and scholars to reflect on how and why to “uphold, defend, and perfect the critical and transformative role of public education that Mann envisioned, and for which he advocated” (p. 2).
{"title":"Public Education: Defending a Cornerstone of American Democracy","authors":"M. Diamond","doi":"10.1080/00131725.2023.2148599","DOIUrl":"https://doi.org/10.1080/00131725.2023.2148599","url":null,"abstract":"Discourse concerning American public education is increasingly fraught and complex. Against this backdrop, David Berliner and Carl Hermanns have entered an edited volume of essays into the fray – Public Education: Defending a Cornerstone of American Democracy – with a particular focus on the contributions of Horace Mann as a visionary of an education system that could serve and sustain American democracy. Accordingly, a conversation about American education can and should address what democracy actually means and how it can be nurtured and strengthened. This volume facilitates such a conversation, bringing together many of the nation’s most respected educators and scholars to reflect on how and why to “uphold, defend, and perfect the critical and transformative role of public education that Mann envisioned, and for which he advocated” (p. 2).","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"122 - 123"},"PeriodicalIF":1.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48656701","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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