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Stuck in the Same Old Grades: Unchanging Disparities in Economically Disadvantaged Students’ Course Failures The Educational Forum Pub Date : 2024-02-26 Sarah Ruth Morris, Sarah Clark McKenzie
Freshman grades relate to academic outcomes, yet limited research explores which students face the highest risk of course failure. With logit analysis using a five-year Arkansas dataset (n = 164,68...
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Illuminating the Obscure: Teacher Leaders Confronting the Adverse Impact of Their Subject Leaders/Coordinators The Educational Forum Pub Date : 2024-02-15 Norma Ghamrawi, Abdullah Abu-Tineh, Tarek Shal, Yousef M. Al-Shaboul, Abdellatif Sellami
This phenomenological inquiry investigated the often-overlooked negative aspects of subject leaders’/coordinators’ influence on teacher leadership development, utilizing semi-structured interviews ...
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How Teachers Might Have Taught but Most Didn’t, and Why The Educational Forum Pub Date : 2023-12-11 David K. Cohen, Simona Goldin
We discuss one of the oldest ambitions in U.S. education: that teachers should treat children as active learners, teaching should be intellectually engaging, teachers should respect students’ think...
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Editorial Statement The Educational Forum Pub Date : 2023-12-08 Monica Taylor, Emily J. Klein
Published in The Educational Forum (Vol. 88, No. 1, 2024)
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“At What Point Do You Ask a Suicidal Teen to Do Their Math Homework?”: How Los Angeles Teachers Are Navigating the Effects of Violence-Related Trauma in the Classroom The Educational Forum Pub Date : 2023-11-15 Melanie A. Sonsteng-Person, Natalie Fensterstock, Miranda Higham, Jessica Kidd
Racism, violence exposure, trauma, and education are inextricably linked, impacting adolescents’ current and future well-being. Although trauma-informed care models are being adopted in schools, r...
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Cultivating Supportive School Environments during and after Shared Trauma The Educational Forum Pub Date : 2023-09-01 Breahannah Hilaire, Laurie O. Campbell, Glenn W. Lambie, Jamie Stickl Haugen, Caitlin Frawley
Abstract Shared trauma can contribute to anxiety, fear, sadness, and lack of engagement among learners leading to poor school attendance and diminished positive relationships. Therefore, it is incumbent on schools to design a supportive learning environment during experiences of shared trauma. The descriptive study presented illustrates a supportive learning environment intervention after shared trauma
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Institutional Structures as Mediators for Diversifying State Education Policymaking Bodies The Educational Forum Pub Date : 2023-08-31 Rachel S. White, Johnathon Jerman, Heidi Fischer, Andrew Whitfield, Michael Lovegrove, Aaron McDonald, Alexis Patrick-Rodriguez
Drawing on longitudinal data of state K–12 education policymaker demographics, we examine education policymaking body diversity over time, and across states and institutional structures. Though dom...
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Teacher Educator Identity as a Relational Ontology: An Inquiry of the Entangled Self The Educational Forum Pub Date : 2023-07-26 Adrian D. Martin
Abstract The purpose of this inquiry was to explore teacher educator identity as a relational ontology. The study is conceptually grounded in new materialism and employed self-study methodology to analyze the ways teacher educator identity was produced and enacted in relation to materiality. Findings suggest the entanglement with the internet and digital connectivity, a dependency upon things, and
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Examining the Situative Progression of Teachers’ Novice-To-Expert Development in Education Policy The Educational Forum Pub Date : 2023-07-26 Rebecca L. Hite, Levi Johnson, Jessica Gottlieb, Jon McNaughtan, Richard Carlos L. Velasco
Abstract Professional development in policy for K–12 teachers is relatively rare despite the indelible role that teachers play in policy implementation. This study describes the experiences of five teachers who completed the 10-month Texas Education Policy Fellowship Program. Results showed that the experienced classroom teachers garnered the most policy knowledge, situated leadership development,
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Constructing Smartness and Intelligence: A Content Analysis of Postsecondary Disability Literature The Educational Forum Pub Date : 2023-07-07 Autumn K. Wilke
Expectations of smartness are woven into the foundation of postsecondary education (e.g. admissions, grading). This content analysis examines current postsecondary dis/ability literature through th...
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“I Want to Contribute, but…”: Exploring the Perceived Valuing of Doctoral Qualifications Held by Teachers in Schools The Educational Forum Pub Date : 2023-06-30 Ellen Larsen, Melissa Fanshawe, Yvonne Salton
Abstract This paper explores the experiences of educators in Australia with doctoral qualifications and how they perceive their knowledge and research skills to be valued and leveraged as legitimate funds of knowledge in school environments. Findings from an online survey and four semi-structured interviews provoke further consideration of how teachers’ cultural capital is contemporaneously defined
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The Best of School Systems, yet Lowest for Inclusion: Does Insufficient General Educator Preparation Make an Impact? The Educational Forum Pub Date : 2023-06-28 Joseph A. Hogan
This article examines the unique situation of New Jersey Public Schools being ranked the best in the nation while simultaneously being ranked the worst in the nation for inclusion of students with ...
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Editorial Statement: The Educational Forum Pub Date : 2023-06-23 Emily Klein, Monica Taylor
Published in The Educational Forum (Vol. 87, No. 3, 2023)
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“Back to Basics:” Converging Mattering, Dialogue, and Love within Pedagogy, Research, and Community-Engaged Work The Educational Forum Pub Date : 2023-06-13 Camilla J. Bell, Martín Alberto Gonzalez, Terrance Burgess
This article highlights the intersections of Mattering, Dialogue, and Love—three seemingly distinct concepts, within schooling and research. Using sister circles, book presentations, and a critical...
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“Going for Broke”: Working with Teacher Candidates to Bring about Intersectional Socially Just Teaching The Educational Forum Pub Date : 2023-05-24 Carl A. Grant, Alex(andra) Allweiss
Abstract Embodying James Baldwin’s call to “go for broke” in the face of the current “dangerous time” and ongoing “determined resistances,” this article argues for an intersectional social justice praxis for preparing and supporting teacher candidates and novice teachers to work with diverse students. We posit a sustained intersectional social justice framework for teaching, coaching, and mentoring
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Implementation of Social Inclusion to Support Refugee Students’ Well-Being in Victoria, Australia: A Study of School Reports and Policies The Educational Forum Pub Date : 2023-05-24 Huu Loc Nguyen, Ahmed Bawa Kuyini
This paper explores social inclusion approaches implemented by ten secondary schools in Victoria, Australia, to support refugee students’ well-being, as articulated in their policies, reports, and ...
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Perceptions of Teachers and Spanish-English Speaking Adolescents on Bilingualism and Heritage Language Maintenance The Educational Forum Pub Date : 2023-05-24 Debra A. Giambo, Tunde Szecsi, Hasan Aydin
This qualitative phenomenological study explores teachers’ and bilingual adolescents’ views about heritage language (HL) maintenance and bilingualism. Interviews with twelve teachers and twelve stu...
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Do Early Warning Systems Help High School Students Stay on Track for College? Mixed Methods Evaluation of the Ninth Grade Success Initiative The Educational Forum Pub Date : 2023-05-11 David S. Knight, Julia C. Duncheon, Kefi Andersen, Matthew Frizzell
As the transition point between middle and high school, ninth grade can either set a student up for long-term success or diminish a student’s likelihood of graduating high school altogether. The Ni...
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The Complex Web of Teacher Leadership: Examining the Relationships between Instructional Support, Shared Leadership, and Teacher Satisfaction The Educational Forum Pub Date : 2023-05-09 Peter D. Wiens, Jori S. Beck, KaaVonia Hinton, Abigail Moyal
The complexity of contemporary schools necessitates principals supporting teachers to become teacher leaders while also supporting their instructional practices. Drawing on data from the 2018 Teach...
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Editorial Statement The Educational Forum Pub Date : 2023-03-27 Monica Taylor, Emily J. Klein
Published in The Educational Forum (Vol. 87, No. 2, 2023)
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Emergent Themes from the 2020 KDP Diversity Summit: Teacher Educators’ Awareness of Factors That Support and Retain Prospective Teachers of Color The Educational Forum Pub Date : 2023-03-16 Jill Ardley, Winn Wheeler, Angela Goodloe, Keesha Kerns, Nicholas Hartlep, Diane Courington
Abstract In 2020, Kappa Delta Pi’s Diversity Summit convened professional conversation groups to explore recruitment and retention factors influencing prospective teachers of color. Information from groups was interpreted qualitatively; analysis and findings suggested the following emergent themes: (1) Importance of different perspectives and voices, (2) Recognition of systemic racism as experienced
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“From Heroes to Scapegoats”: Teacher Perceptions of the Media and Public’s Portrayal of Teachers during COVID-19 The Educational Forum Pub Date : 2023-03-10 Erin Nerlino
Abstract This study examines teacher perceptions of the media and public’s portrayal of teachers and teaching during COVID-19 from the initial school closures in March 2020 through the reopening process of the 2020–2021 school year. Drawing upon data from 122 full-time, public-school teachers in Massachusetts, findings include teacher perceptions of such portrayals as mischaracterizations, not inclusive
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More than Multilingual: Investigating Teachers’ Learning to Support Multilingual Students through an Intersectional Lens The Educational Forum Pub Date : 2023-03-07 Samantha A. Marshall, Amelia Q. Rivera
Abstract Traditional teacher andragogy models oversimplify teaching multilingual students, overlooking both the complexity of identity and the contexts in which this work occurs. In this paper, we describe our intersectional approach to research, highlighting its affordances for research on teachers’ learning to support multilingual students. This intersectional lens opens urgent new research questions
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The Case of the Mommy Network: Getting to Know about Educational Assessment The Educational Forum Pub Date : 2023-03-07 María D. Vásquez-Colina, John D. Morris
Using a literacy framework, this case study explores parents’ assessment literacy in South Florida (United States). Data were collected using focus-group interviews of public-school parents (N = 32...
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“I Feel Like Nothing Else Will Ever Be This Hard”: The Dimensions of Teacher Resilience during the COVID-19 Pandemic The Educational Forum Pub Date : 2023-03-07 Narelle Lemon, Sharon McDonough
While the COVID-19 global pandemic has resulted in numerous lockdowns, understanding how teachers experience the shift to remote learning and the person focussed skills and capacities they employ d...
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“There Just Isn’t Enough of Me”: The Cost of Moral Injury for One Teacher of Color The Educational Forum Pub Date : 2023-03-06 Thomas Albright
This article provides an ethnographic accounting of one teacher of color’s experience of moral injury by exploring the question: what morally injurious events does Nancy experience, and what are th...
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A Study of Teacher Educators’ Work: Complexity and Confrontation The Educational Forum Pub Date : 2023-02-22 Sharon McDonough, Robyn Brandenburg, Wendy Moran
Using pedagogical confrontations as a lens for a study of teacher educator work, we identify the way that teacher educator practice is mediated by teacher educator values and beliefs. We highlight ...
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“I Feel like I'm Not Doing Enough, and I Don’t Know How to Do Better”: Teacher Educators and LGBTQIA + Inclusion The Educational Forum Pub Date : 2023-02-03 Cathy A. R. Brant, Lara Willox
Abstract This study reports on teacher educators’ (n = 930) self-efficacy in working with LGBTQIA + students and addressing LGBTQIA + topics in teacher education in the United States. We explore the topics they teach, the barriers they face, and the support(s) needed to be more purposeful in LGBTQIA + inclusion. Themes from this analysis provide a continuum of engagement among teacher educators and
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Making the Shift in Theoretical Orientation and Teaching Practices to Disability Studies: Two Educators’ Narrative Journey The Educational Forum Pub Date : 2023-01-23 Hyun Uk Kim, Amy Ballin
In this study, two teacher educators share their educational journey using narrative inquiry. Specifically, the authors share how they learned to ground their teaching and research in disability st...
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Enacting Hip-Hop Pedagogy for Joy and Justice The Educational Forum Pub Date : 2023-01-23 Lin Wu 吴林
Abstract This self-study illustrates how one Asian male immigrant teacher educator enacted hip-hop pedagogy to promote joy and justice in a multicultural education course at a predominantly white institution in the Pacific Northwest. Implications include how teacher educators can model hip-hop pedagogy to prepare all teacher candidates to cultivate joy and justice in their future classrooms amidst
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“Expect to Be Taken Out of Class”: Comparing School Experiences of Trauma-Exposed Black Girls and Boys The Educational Forum Pub Date : 2023-01-12 Shantel D. Crosby, Kristian Jones, Angelique Day, Cheryl Somers, Beverly 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
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Learning, Growing, Embracing, Transitioning, and Changing: Exploring Resilient Teaching and Learning during the Covid-19 Shutdown The Educational Forum Pub Date : 2023-01-12 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
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Editorial Statement The Educational Forum Pub Date : 2022-12-15 Emily J. Klein, Monica Taylor
Published in The Educational Forum (Vol. 87, No. 1, 2023)
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“Parents Care Deeply about Their Kids’ Education, but Perhaps Not so Deeply about the Education of Other People’s Kids” The Educational Forum Pub Date : 2022-12-16 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
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Easing Down the Road: Exploring the Pathway to the Field and Experiences of Black Male Special Education Teachers The Educational Forum Pub Date : 2022-12-15 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
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Toward an Antiracist Pedagogy of Humanizing Co-Creatorship in Teacher Education The Educational Forum Pub Date : 2022-12-15 Kyle L. Chong, Sheila M. 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
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Culturally Responsive Schooling during COVID-19: A Study of Six Elementary Level Educators’ Reality The Educational Forum Pub Date : 2022-12-09 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
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Tension between Objectivism and Constructivism in Organizing and Enacting Student Learning in Online STEM Education The Educational Forum Pub Date : 2022-12-09 Diana L. Moss, Claudia M. Bertolone-Smith, Steven Boyce, Beth L. MacDonald, Jeffrey A. Grabhorn, Christopher 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
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Developing Constructivist Practices through an Alternative Route to Licensure Program for STEM Teacher Candidates The Educational Forum Pub Date : 2022-12-02 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
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Public Education: Defending a Cornerstone of American Democracy The Educational Forum Pub Date : 2022-12-02 Mickey Diamond
Published in The Educational Forum (Vol. 87, No. 1, 2023)
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Constant Critical Reflexivity: Engaging in an Archaeology of Self to Promote Racial Literacy in a Math Teacher Education Program The Educational Forum Pub Date : 2022-10-12 Richard Carlos L. Velasco
Abstract Racial literacy is critical pedagogy that seeks to end racism. Developing racial literacy in math teacher education programs is a crucial step in preparing preservice teachers to acknowledge and resist prejudiced and racist math teaching policies and practices before they enter the K–12 classroom. In this essay, I unpack and share how I engaged in critical reflexivity and an Archaeology of
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Editorial Statement The Educational Forum Pub Date : 2022-09-27 Monica Taylor, Emily J. Klein
Published in The Educational Forum (Vol. 86, No. 4, 2022)
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In-Betweenness, Mother Guilt, and Juggling Roles: The Emotional Experiences of a Vietnamese International Doctoral Student Mother The Educational Forum Pub Date : 2022-09-27 Anh Ngoc Quynh Phan
Abstract This paper features the emotional experiences of a Vietnamese doctoral student mother in New Zealand named Hoa who was stranded when COVID-19 hit the globe. As a temporary migrant and a mother who was separated from her children, she experienced displacement, nostalgia, mother guilt, and a diasporic feeling. When she managed to return to Vietnam, these feelings did not vanish but transformed
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Motherwork Post-Displacement: Love, Trust, and Kinship through Freirean Culture Circles The Educational Forum Pub Date : 2022-08-09 Astrid N. Sambolín Morales
Abstract This study, guided by Woman of Color feminist epistemologies, implements culture circles to highlight the agency of displaced Puerto Rican mothers. Participants expanded their social/kin networks and shared resources from which they drew to meet their family’s needs. Our space provided support for each participants’ reality based on their positionalities while centering love and trust. This
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Reimagining Black and Latinx Student Success Efforts: An Instrumental Case Study Analysis to Inform Intersectional Justice The Educational Forum Pub Date : 2022-08-09 Sohyeon Bae, Ginny Boss
Abstract This instrumental case study examined why institutional diversity efforts on US campuses gained limited success through a case of a predominantly white research university in the Midwest. Through the lens of reimagined organizational behavior theories for intersectional justice, we analyzed the lived experiences of Black and Latinx students and staff members, as well as institutional practices
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Intersectional(ity) Pedagogy: Conceptualizing Soul Work toward Solidarity and Resistance The Educational Forum Pub Date : 2022-07-28 Victoria Gill
Abstract This research explored an intersectional pedagogy framework through a yearlong inquiry as a 6th grade English teacher in a charter school for racially and economically marginalized and first-generation students. My study revealed that an intersectional(ity) pedagogy means doing soul work which involves an analysis of self and society toward solidarity and healing in response to the systemic
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We See the Stars: Young Black Girls’ Creative Imaginings of Intersectional STEM Futures through Art The Educational Forum Pub Date : 2022-07-28 Jennifer D. Turner
Abstract Inspired by Dr. Mae C. Jemison, the first African American woman astronaut, this essay employs an intersectional framework to illuminate how young Black girls, eight to ten years old, created visual artwork that foregrounded their embodied STEM knowledge, creativity, values, and innovation. For these girls, visual art served as sites of refusal where they rejected white male-centric visions
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Tapestries of Epistemologies: Intersectional and Transnational Feminist Understandings of Caribbean and African Women Faculty’s Influence as Researchers The Educational Forum Pub Date : 2022-07-26 Christine Nganga, Kimberly Williams Brown, Makini Beck, Joyanne De Four-Babb
Abstract In this article, the authors explore how their intersectional identities as Black immigrant/immigrant descendent women academics inform their research epistemologies in relation to who they are, what they research, and how they perform research. Through the intersections of race, migration, gender, and class they explore four key themes: (1) crossing borders (2) body as text (3) living with
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Breaking the Silence Using AsianCrit: Arts-Based Autoethnography of an Asian Immigrant Teacher Educator The Educational Forum Pub Date : 2022-07-26 MinSoo Kim-Bossard
Abstract This paper uses autoethnographic storytelling to examine the perpetually silenced space I occupy as an Asian immigrant teacher educator in the United States. Guided by four tenets of AsianCrit, I weave together fragments of my lifeworld that both fuel and challenge my position as a teacher educator in the hope of establishing fragile connectivities with other Asian American teachers and expanding
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Editorial Statement The Educational Forum Pub Date : 2022-06-16 Emily Klein, Monica Taylor
Published in The Educational Forum (Vol. 86, No. 3, 2022)
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Pre-Service Mathematics Teachers’ Experience with Productive Struggle The Educational Forum Pub Date : 2022-06-07 Zareen Gul Rahman
Abstract Mathematics pre-service teachers (PSTs) need opportunities to learn best practices in teaching mathematics, e.g., productive struggle. Productive struggle happens when students work through challenging problems that are not straightforward. This paper describes mathematics PSTs’ engagement with productive struggle in a mathematics methods course. PSTs critiqued high cognitive demand tasks
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There’s a Shooting at the Middle School The Educational Forum Pub Date : 2022-05-19 Carleton H. Brown, David DeMatthews
Abstract The Federal Bureau of Investigation (FBI) has indicated that schools are vulnerable to school shootings. Understanding the experience of school members who have experienced such tragedies provides important context for further developing much-needed preventive and responsive measures. Using narrative inquiry, we explored the experience of a teacher who provided critical assistance in helping
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“It Kind of Takes over the Life of the Building:” The Influence of Standardized Testing on Coaches’ Daily Work The Educational Forum Pub Date : 2022-05-16 Evthokia Stephanie Saclarides, Britnie Delinger Kane
Abstract Through this retrospective interview study, we explored the ways in which coaches described how their daily work with teachers was impacted by a pervasive culture of pressure surrounding standardized assessment and achievement in one school district. Ultimately, we identified five ways in which coaches’ work with teachers was impacted as a result of the assessment culture. Implications for
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Disability, Race, and Immigration Intersectionality: Disempowering the Disabled through Institutionalized Ableism in American Higher Education The Educational Forum Pub Date : 2022-05-12 Theodoto W. Ressa
Abstract A systematic and comparative review of the literature and lived experience of a disabled Black African immigrant scholar in America reveals institutionalized ableism as a form of today’s immigration restrictions. As long as the perspectives of immigrant disabled scholars remain outside universities, scholars are likely to continue with “academic incest” and higher education is unlikely to
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The M in STEM: Using Mathematics Methods Courses to Support Preservice P-5 Teachers’ Understanding and Use of STEM Integration Practices The Educational Forum Pub Date : 2022-05-06 Natasha Ramsay-Jordan
Abstract This article describes how mathematics method courses could become opportunities for integrating preservice P-5 teachers’ mathematics learning experiences to science, technology, engineering, and mathematics (STEM). I explore varying dynamics that impact preservice P-5 teachers’ mathematics-STEM experiences and highlight how teacher educators could use mathematics method courses to develop
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Epistemological Foundations of Liberal Education for Democratic Life The Educational Forum Pub Date : 2022-05-06 Timothy L. Simpson, Jon Fennell
Abstract This paper explores the epistemological justification of liberal education for all, and of foundations courses for teachers, set forth by Harry Broudy, the paramount voice in philosophy of education during the mid to late twentieth century. This justification, grounded in Michael Polanyi’s revolutionary theory of tacit knowing, reveals that such education and preparation, issuing in a capable
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Teaching with Acceptance and Commitment: Building Teachers’ Social-Emotional Competencies for Teaching Effectiveness The Educational Forum Pub Date : 2022-04-19 J. David Smith, Jessica Whitley
Abstract Teachers need to relate to students in caring and committed ways, which can be personally and emotionally challenging. Enhancing teachers’ social-emotional competences (SECs) is a pathway to fostering these kinds of relationships. One possibility is using Teaching with Acceptance and Commitment (TAC), which integrates ideas and practices from mindfulness and behavior change. TAC helps teachers
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Alternative Practicum Experiences for Early Childhood Preservice Teachers The Educational Forum Pub Date : 2022-04-12 Qianyi Gao, Sandra Linder, Anna H. Hall
Abstract Practicum experiences are an integral part of teacher education programs. This study drew on perceptions of stakeholders (preservice teachers, cooperating teachers, and university professors) to examine the strengths and weaknesses of two practicum models of an early childhood teacher education program. Findings showed that preservice teachers, regardless of varied experiences due to practicum
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The Inclusion of the Excluded Sociopolitical and Linguistic Issues into EFL Curriculum in Turkey: A Critical Pedagogical Perspective The Educational Forum Pub Date : 2022-04-11 Eser Ordem
Abstract This study aims to apply critical pedagogy and a participatory approach by including an excluded context, the South African culture, into the curriculum of foreign language classes (EFL) in Turkey because the South African context (SA) has been ignored and excluded from the curriculum of global textbooks and EFL in Turkey. This comparative educational and cultural study is based on a descriptive
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Navigating the Roles of the School-Based Teacher Educator: Mentor Teachers’ and Teacher Candidates’ Perceptions The Educational Forum Pub Date : 2022-04-11 Lori Rakes, Rebecca L. Powell, Bethany Blevins, Victoria Giordano
Abstract In this longitudinal study, we sought to better understand mentor teachers’ perceptions of their roles as school-based teacher educators. We studied 11 school-based teacher educators and 123 teacher candidates, and collected data from observations, interviews, and artifacts. Using content and thematic analysis, the six roles of school-based teacher educators were identified: (a) host, (b)