11515 research outputs found
Sort by
“We can\u27t escape the cultural and historical moment that we live in. I can fully accept that”
Get PDFExcerpt from oral history
K-5 Social Studies Content Standards: Investigating Critical Thinking for Informed Action
Get PDFReform efforts in social studies education such as the College Career, and Civic Life (C3) framework encourage students to consider civic engagement and action based on the understanding of real-life social issues. Few studies have, however, systematically examined the foundational documents representing the official state stance on content selection. Fewer studies have sought to understand the affordances and constraints in the depth of reasoning expected from young students in social studies elementary education. This study explored the dynamics of context-based critical thinking within the frame of states’ Kindergarten-5 social studies content standards in the U.S.A. Employing a quantitative content analysis approach, the results indicate complex variations in context-based critical thinking levels are required by the states’ content standards with an extensive orientation towards superficial contextual thinking. The study discusses the implications of the states’ K-5 standards expectations on engaging students in complex thinking. It provided a new lens to make sense of students’ context-based critical thinking as they relate to standard expectations
“I have a feeling within a year, there\u27s gonna be some real shortages.”
Get PDFExcerpts from Oral History
We Cope by Coming Together: Chaplaining During Covid
Get PDFA hospice chaplain reflects on the effects of isolation of nursing home residents and their loved ones during Covid. The author describes the suffering of disconnection, and affirms the ways that connection has brought healing and meaning in the midst of the pandemic
Fostering a Reimagined Professional Stability: An Autoethnographic Exploration of How Our (Work) Group Found Hope and Healing During the COVID-19 Pandemic
Get PDFThrough a collaborative autoethnography, we tell the story of how our work group developed resilience and fostered a reimagined professional stability throughout the COVID-19 pandemic. We invoke the idea of bricolage, as our manuscript is a mosaic of personal, professional, and personal-professional challenges, solutions, and ongoing threads that we weave together to illuminate the complexity of COVID-19. As bricoleurs, we understand stories to be initiated by writers; deepened by listeners, readers, and coauthors; and communally practiced. Our bricolage layers narratives throughout four specific and interrelated themes: Shape, Structure, and Stability; Sharing Grief and Finding Joy; Overlapping Pandemics; and Together Alone. Our bricolage (1) investigates the complexity of the COVID-19 pandemic, uncovering some of the invisible artifacts; (2) utilizes the five narrative goals mapped out by Sharf and Vanderford (2003) to show how our narratives contribute to a larger cluster of stories; (3) illustrates one avenue readers and academics might follow to build supportive communities; and (4) emphasizes the development of resilience through the integration of the personal and professional. It is our goal to share our collective vulnerability and reimagined stability with readers while also spreading joy and hope
General Course Catalog [January 2021-June 2021]
Get PDFGeneral Course Catalog, January 2021-June 2021https://repository.stcloudstate.edu/undergencat/1133/thumbnail.jp
St. Cloud Area Quarterly Business Report, Vol. 23, No. 3 - Podcast
No full textSt. Cloud State University School of Public Affairs Dean King Banaian and Professor Richard MacDonald provided a virtual review of the September 2021 Quarterly Business Report in addition to the in-person meeting. The report shows that while the pandemic appears to have created scars in the local economy that plague some of our local service sectors, many area firms continue to report challenges that are typically associated with rapid expansion—labor shortages, price increases, accelerating wage growth, etc.https://repository.stcloudstate.edu/scqbr_video/1007/thumbnail.jp
University Chronicle [April 2021]
Get PDFSt. Cloud State University student newspaper, volume 96, issue 7, April 2021https://repository.stcloudstate.edu/chron/1016/thumbnail.jp
St. Cloud State Magazine [Fall 2020/Winter 2021]
Get PDFhttps://repository.stcloudstate.edu/magazines/1150/thumbnail.jp
Grade Level Reconfiguration at the Elementary Level: A Case Study of Select Elementary School Principals’ Reports on Educational Policy when Choosing to Reconfigure Grade Span and the Impact on Student Success
Get PDFAbstract
The standards movement and subsequent accountability measures invoked by federal mandate has influenced elementary schools in multiple ways. As school principals navigate initiatives to impact student success, limited research has been carried out on the role of school configuration on elementary students’ academic success (Coladarci & Hancock, 2002; Dove et al., 2010; Franklin & Glascock, 1996; Howley, 2002; Paglin & Fager, 1997; Renchler, 2002; Seller, 2004; Wren, 2003). This study examines the relationship between educational policy, accountability measures, and grade span reconfiguration at the elementary level.
Through a structured interviews with six Minnesota school principals who had experienced reconfiguration of grade spans at their elementary schools between 2015 to 2019, the study identifies what select elementary principals report are the effects of accountability measures on decision-making in reconfiguring schools, the subsequent effect reconfiguration had on student success, and how geographic classification of the school community is related to reconfiguring schools.
The finding from this study suggests education policy can affect elementary school principal\u27s decision to reconfigure schools. The majority of current literature concludes broader grade spans at the elementary level has a positive impact on elementary students’ success (Alspaugh & Harting, 1995; Howley, 2002; Johnson et al., 2016; Renchler, 2000; Wihry et al., 1992; Wren, 2003). The findings from this study support the opposite conclusion as participants reported more advantages to narrower grade span configurations.
Key words: reconfiguration, grade spans, elementary, principal, policy, accountabilit