Current Issues in Education (E-Journal, Arizona State University)
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Unifying K-12 Learning Processes: Integrating Curricula through Learning
Get PDFThis study was designed to examine whether a set of cross-curricular learning processes could be found in the respective K-12 US national standards for math, language arts, foreign language, science, social studies, fine arts, and technology. Using a qualitative research methodology, the standards from the national associations for these content areas were narrowed to thirteen distinct learning processes consisting of both singleton and hybridizations of several learning processes. The determination of a superset of learning processes will allow researchers, curriculum developers, and teachers both in and outside the United States to better understand the relatedness of certain types of instruction, irrespective of content area; develop novel techniques regarding content integration within instruction; better develop students’ capacities for 21st century learning; and develop new standards more attuned to these process standards. This investigation concludes with a call for National Learning Processes Standards
Commentary: A New Day In How Scholars Communicate
Get PDFCommentary from the Faculty Advisor for Current Issues in Education
Educational Faculty Perceptions of the Learning Climate in a Juvenile Justice Residential Facility
Get PDFThe majority of educational faculty from a juvenile justice residential detention facility in rural Northeast Missouri who participated in a learning climate survey of their school seemed to agree that the environment for staff and students was generally physically safe and emotionally supportive; key factors for a positive learning climate. By describing perceptions of their schoolâs learning climate; facility educational faculty can identify strengths and improve upon weaknesses. Enhancing a schoolâs physical and psychosocial surroundings leads to a healthier school environment for all
Increasing visibility for LGBTQ students: What schools can do to create inclusive classroom communities
Get PDFThe number of lesbian, gay, bisexual, transgender and questioning students is increasing in schools. School districts, administrators and teachers need to increase awareness of these students and work to make them feel included and welcomed in a safe school environment, one free from offensive languages and practices. This article discusses some of the problems that these students and teachers face and some strategies that educators can use to help them be a valuable part of a learning community
The Serious Games of Racial Accounting in Schools
Get PDFEducational disparities are frequently framed in racial comparisons that are based on data generated by sorting and counting racial subgroups. Our reliance on these data, and the sorting and counting mechanisms entailed therein, is fundamental to debates about racial inequalities. What is largely ignored in achievement gap discourse is how racial data collection procedures naturalize and legitimize what counts as race and what doesn’t. The contested racial status of Latinos illustrates the tension within and political significance of government-sanctioned racial classificatory schemes. By situating race discourse within actual race data collection practices, particularly as they relate to Latinos in the U.S. and other racial misfits, this study explores how technologies of truth re-create racial (arti)facts. It also considers the implications of recent changes to racial accounting procedures in schools
Monitoring the Middle School Movement: Are Teachers In Step?
Get PDFA descriptive study examined the degree to which middle level teachers in grades 6-8 in three states accept the tenets of the middle school philosophy. The guiding questions were: (1) Does a cross difference in variables exist among teachers from different organizational settings or grade configurations in respect to the teacher’s acceptance of the tenets of the middle school philosophy? (2) Does a cross difference in variables exist among teachers who hold different types of certification or licensure in respect to the teacher’s acceptance of the tenets of the middle school philosophy? Based on the overall data, the middle school movement appears to be making steady progress. Data in this study suggest substantial teacher acceptance of the middle school philosophy across the various organizational settings. Pearson chi square values denoting significant differences across building configurations were revealed for eight of the 20 survey questions. A greater sense of uniformity existed across certification or licensure types with significant differences uncovered for four of the 20 questions
Building new identities in teacher preparation for inclusive education in Ghana
Get PDFâWe want our classrooms to be just and caring, full of various conceptions of the good. We want them to be articulate, with the dialogue involving as many persons as possible, opening to one another, opening to the worldâ (Greene 1993 as cited in Nieto & Bode, 2008). These words sum up inclusive education as a multifaceted practice that deals with value and belief systems, invites and celebrates diversity and difference arising from family background, social class, gender, language, socio-economic background, cultural origin or ability with human rights and social justice at its core. In this paper we reflect critically on current pedagogical practices in Ghana in relation to inclusive education. Using a critical post-colonial discursive framework the paper takes up the challenge to problematise the existing pedagogical practices, which are intensely oppressive. It examines the impact of colonial and cultural practices (beliefs, values, norms) on teaching and learning, using data obtained from three focus groups with 21 student teachers, a total of 42 hours of non-participant observation of their classroom teaching and existing research commentaries. We found that current pedagogical practices are prescriptive, mechanistic, and do not value student diversity and different learning styles. We conclude with new directions for teacher education programs in Ghana that value and celebrate diversity, and difference
Changing Course: Reflections of Second-Career Teachers
Get PDFThis study examined the phenomenon of second-career teachers with specific emphasis on the motivating factors, common experiences, and reflections of the participants in this study concerning the decision to leave already established professions in order to pursue a career in teaching. The study also inquired into the process involved in professional preparation as well as in assimilating to the culture of schools. The participants in this study indicated several reasons for changing careers, such as the need for more meaningful work, a more flexible and family-friendly schedule, and the desire to share their experiences with the younger generation. Many of the participants also discussed a sense of religious calling. Hardships faced by second-career teachers are discussed, along with an examination of the strengths and weaknesses of teacher education programs as they relate to second-career teacher candidates. Reflections concerning the participantsâ current teaching practices are also examined
The Impacts of Budget Reductions on Indianaâs Public Schools: The impact of Budget Changes on Student Achievement, Personnel, and Class Size for Public School Corporations in the State of Indiana
Get PDFIn recent years, economic downturn and changes to Indiana’s school funding have resulted in significant financial reductions in General Fund allocations for many of Indiana’s public school corporations. The main purpose of this statewide study is to examine the possible impacts of these budget reductions on class size and student achievement. This three-year, quantitative study examines budget cutback amounts, teaching position reductions, per-pupil spending changes, class-size data, and student-achievement indicators. Methods of data collection include a statewide superintendent’s survey, an evaluation of student achievement indicators, and a collection of public financial records of participating Indiana school corporations. Currently, year one is complete. A compilation of this data provides current information regarding General Fund budgets, position reductions, and class sizes for Indiana’s public schools. 
What do Students Expect to Learn? The Role of Learner Expectancies, Beliefs, and Attributions for Success and Failure in Student Motivation
Get PDFThis study uses the foreign language classroom to examine students' beliefs about learning, perceptions of goal attainment, and motivation to continue language study. Survey and interview results indicated students’ attributions for success and failure and their expectations for certain subjects’ learnability played a role in the relationship between goal attainment and volition. It appears that over-effaciousness negatively affected student motivation. For other students who felt they were "bad at languages," their negative beliefs increased their motivation to study. Suggestions for how these results apply to other disciplines and interventions for increasing student motivation are offered