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Measuring Social Relations in New Classroom Spaces: Development and Validation of the Social Context and Learning Environments (SCALE) Survey
Get PDFThis study addresses the need for reliable and valid information about how the innovative classrooms that are becoming more common on college and university campuses affect teaching and learning. The Social Context and Learning Environments (SCALE) survey was developed though a three-stage process involving almost 1300 college students. Exploratory and confirmatory factor analyses supported a four-factor solution that measures formal and informal aspects of student-student and student-instructor classroom relations. The resulting 26-item instrument can be used by instructors and researchers to measure classroom social context in different types of learning spaces and to guide efforts to improve student outcomes
Tutors or Teachers: Taking an Instructive Role in the Writing Center
No full textAs writing centers continue seeing an influx of multilingual writers, we must take into consideration the writing center's position as a language center. Rather than simply accommodating these writers, writing center tutors should consider how we can best aid these students, including developing their vocabularies and language comprehension. Adding a general understanding of linguistics, including specific grammar and syntax rules, to tutor training will allow us to help multilingual writers build the knowledge they need to better grasp the complexity of English
Navigating the Intersection of Place-based Pedagogy and Border Pedagogy: Resituating our Positions through Dialogic Understandings
No full textThis article explicates the intersection of place-based and border pedagogies, including how transnational, comparative studies and issues-centered pedagogies are central to the contemplation of one’s own situatedness. Critical place-based (Gruenewald, 2003) and border pedagogies (Giroux, 2005), provide a platform for effectively crossing borders inherent to larger research, intellectual knowledge, appreciation, and learning (Cashman & McDermott, 2013). Dialogic understandings follow on the concepts of heteroglossia, meliorism, critical cosmopolitanism, nepantla, dialogic feminism, and pragmatic hope that are embedded in place-based and border discourses. Dialogic understandings (Cashman, 2015, in press) resituate teachers, students, cultural workers, decision makers, policymakers, and the larger community. In this manner, members of the educational community have their assumptions, practices, and judgments challenged. Through border pedagogy it is possible to recognize and contemplate how margins were created by history, power, and differences. Resituated dialogic understandings position us, as educators, students, cultural workers, and members of the larger community, to be prepared to engage in multidirectional discourses from a) student to teacher, b) teacher to student, c) student to student, d) teacher to teacher, e) teacher to administrator, f) administrator to teacher, g) educator to policy maker, and h) cultural worker to policy maker.
"I Would Quit My Job:" Unpacking Preservice Teachers' Perceptions of Culture and Diversity
Get PDFWith the changing demographics of classrooms across the United States, preservice teachers must be prepared to provide a just and equitable education for all students (Edwards, McMillon, & Turner, 2010; Villegas, 2007). In order to meet the needs of our increasingly diverse student population, teacher education programs are responsible for providing support to preservice teachers so, as educators, they honor “the differences among cultures, viewing diversity as a benefit, interacting knowledgeably and respectfully among a variety of cultural groups” (Lindsey, Roberts, & Campbell-Jones, 2005, p. xviii). Recognizing the impact of respectful and reciprocal relationships between families and schools, we challenged preservice teachers to reflect upon beliefs, perceptions and biases they held about diverse cultures. Data collected through the resulting study have implications for how colleges of education can ensure that candidates have the knowledge, skills and dispositions to effectively work with all children and families
Dirty secrets and silent conversations: Exploring radical listening through embodied autoethnographic teaching.
Get PDFIn this article I explore the idea of radical listening as embodied pedagogy. I highlight the ways that radical listening can include listening to our bodies and their histories, explore the type of listening is that needed when the insights that are offered from the body are deeply personal, and question how embodied teaching might require rethinking student listening. Using my own experiences (and the context of patriarchy) as an example, I offer for analysis layered narratives and theater metaphors in order to push radical listening into personal experience. Along the way I highlight the challenges and benefits of combining radical listening, teaching and autoethnographic knowledge
Social Justice Pedagogy, Deconstruction, & Teaching What Makes a Baby
Get PDFA primary lesson within social justice education for pre-service teachers is learning to be attentive to the production of social norms and the ways in which the maintenance of said norms sustains practices of oppression and marginalization. In this paper, I critique additive frameworks of diversity that often emerge when discussing social norms with students newly exposed to ideas of power and privilege. In light of additive approaches to addressing systemic marginalization, in which the “solution” is to simply add various kinds of diversity onto an uninterrogated central norm, I propose deconstruction and critical literacy (Janks, 2010; Luke, 2012) as strategies that can both broaden students’ understanding of oppression and also through which they can explore ways to address it. Drawing on queer (Britzman, 1995; Butler, 2004) and poststructural (Derrida, 1976; Kumashiro, 2000) approaches, I offer possibilities for helping education students to explore their own relationships to cultural texts. In leveraging the idea of deconstruction as a way to consider qualities of openness as well as moments where openness fails, I investigate frameworks through which students can learn to trouble calls for diversity education as an exercise in “inclusivity”, to call dominant norms themselves into question, and to pursue justice as an openness toward the unknown. As a specific example of exploring critical literacy and deconstructive strategies in teacher education, I do a close reading of Silverberg’s (2012) What Makes a Baby and its accompanying reader’s guide. In addition to framing analysis of this book as a springboard for engaging critical literacy practices, I propose that closely considering deconstructive strategizing in relation to this text can provide a valuable analysis of ideological and political elements of schooling for future educators
Teaching Social Justice AIN’T Easy: the unique challenges and opportunities of teaching social justice at an HBCU
No full textIn this article, the idea of teaching social justice at an HBCU in the southern part of the United States is discussed. The landscape off the HBCU is reviewed, with careful attention given to the importance of the HBCU's uniqueness as an institution that encourages strong levels of social connectedness and mentoring between faculty and students. The three authors, all HBCU faculty, share their stories through autoethnography. This methodology is defined as a research and writing approach that works to describe and analyze personal experience in order to better understand cultural experience. Through the authors' autoethnographies, they share their journeys of coming into being social justice activist educators and describe how said journeys impact their daily walk in their classrooms as they work to teach social justice to their students. They also share practical activities used to help students develop social justice dispositions
Psychology of Learning Spaces: Impact on Teaching and Learning
Get PDFNew research is emerging that focuses on the role the physical classroom space plays in the teaching-learning dynamic. The purpose of this exploratory research is to describe the students’ and instructors’ perspectives of how the classroom space and environment impact teaching and learning. Focus groups were utilized with data points coming from the transcribed interactions of the participants. There were four focus groups: two groups of college students (N=15), and two groups of college faculty (N=9). Results yielded three main themes: 1) the Conditions theme, which represented all the issues in the rooms such as space, temperature, and light, 2) the Outcomes theme, which entails all the consequences of the rooms, such as concentration, engagement, and student grades, and 3) the Values theme, which exemplifies the extent classrooms impact teaching and learnin
Appreciative Advising: Retaining Academic Probation Students
No full textThe recent implementation of the Appreciative Advising framework in the Academic Review and Retention Office at the University of Southern California (USC) has led to a significant decrease in the number of undergraduates who are involuntarily withdrawn (academically disqualified) from the university at the end of every Fall and Spring semester. Two mandatory Appreciative Advising meetings with an Academic Review Counselor per semester are required of all academic probation students. During the meetings, the six intrusive phases of Appreciative Advising are incorporated. The purpose of this paper is to discuss the implementation of the Appreciative Advising framework as a tool to retain students by helping them overcome academic probation