Katherine Assante Perrotta and Joseph R. Feinberg
College instructors are entering a new frontier of teaching in the 21st century. Millennial students are bringing to university classrooms different experiences regarding the ways…
Abstract
College instructors are entering a new frontier of teaching in the 21st century. Millennial students are bringing to university classrooms different experiences regarding the ways they learn and engage in critical thinking. As online universities gain more popularity across the country, higher education institutions are offering more hybrid and distance-learning courses on the Internet match the demand for using technology for teaching and learning. This action research study evaluates how the Annenberg Media digital simulation The Constitutional Convention of 1787 effected student engagement in an undergraduate history course at a community college in a metropolitan region of the Southeast. Practical suggestions are provided for college level history instructors to adapt digital simulations for teaching curricular and content skills that foster critical thinking, digital literacy, and engaged learning.
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Chara Haeussler Bohan and Joseph R. Feinberg
During the late twentieth century in the field of social studies education, Donald Oliver, Fred Newmann, and James Shaver were prominent leaders. Their work on the Harvard Social…
Abstract
During the late twentieth century in the field of social studies education, Donald Oliver, Fred Newmann, and James Shaver were prominent leaders. Their work on the Harvard Social Studies Project was part of the New Social Studies movement popular in the 1960s and 1970s that attempted to transform the social studies curriculum nationwide. By creating materials that focused on inquiry-based learning, they aimed to make a difference in the way that social studies courses were taught in American schools. The focus of this research is an analysis of the content and impact of the Harvard Social Studies Project and an exploration of the contributions of Donald Oliver, Fred Newmann, and James Shaver to that project. Historical research methods served as the primary theoretical framework for guiding the investigation. Oliver, Newmann, and Shaver’s work on the Harvard Social Studies Project not only established all three men as influential leaders in social studies education but also laid the groundwork for their subsequent work in broader areas of education.
Teresa R. Fisher-Ari, Anne Martin, Sharon Hixon, Loleta Sartin, Carolyn Casale, Joseph R. Feinberg, Freda Hicks, Valerie Hill-Jackson, Jesse Rivers, Karrie A. Snider and Sean S. Warner
Joseph R. Feinberg and Yasmine Bey
A primary goal of the Collaboration and Resources for Encouraging and Supporting Transformations in Education (CREST-Ed) program was to increase the number of highly qualified…
Abstract
Purpose
A primary goal of the Collaboration and Resources for Encouraging and Supporting Transformations in Education (CREST-Ed) program was to increase the number of highly qualified, minoritized teachers committed to teaching in minority-serving, high-need school districts. This study's purpose was to evaluate the CREST-Ed program's impact on teacher residency outcomes using multiple sources of program evaluation data collected during the five-year grant.
Design/methodology/approach
This study of a federal Teacher Quality Partnership (TQP) grant at Georgia State University (GSU), a minority-serving institution (MSI) and research university, shows teacher residency programs can improve the diverse teacher pipeline. The grant, CREST-Ed, provided professional development schools (PDS) support for four urban and 23 rural school districts through partnerships with GSU, Albany State University (ASU) and Columbus State University (CSU).
Findings
The study findings suggest that teacher preparation grants can be leveraged to recruit traditionally minoritized teachers of color to increase the diverse teacher pipeline and strengthen PDS partnerships.
Originality/value
Both urban and rural PDSs could benefit from teacher residency programs like the CREST-Ed model that catered to the unique needs of each school and partnership district.
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Coparenting is a complex construct showing the quality of parental beliefs, motives, and actions related to cooperation in the child-rearing process. Its important role has been…
Abstract
Coparenting is a complex construct showing the quality of parental beliefs, motives, and actions related to cooperation in the child-rearing process. Its important role has been proven in child development and in shaping parents’ quality of life outcomes or marital satisfaction. This chapter presents the results of a study aimed at exploring the significance of selected parenting and child-related variables for the various components of coparenting in families with a child with disabilities. Material was collected in a group of 118 parenting couples using The Coparenting Relationship Scale. It was found that fathers scored higher in Coparenting Undermining and Endorse Partner Parenting. The variable of education was significant: parents with higher education showed the highest parental compatibility, and mothers also showed relatively highest satisfaction with the division of responsibilities. Parental age, age, and gender of the child with a disability were not significant. Difficult behaviors in the child correlated negatively with favorable coparenting components in parents and positively with unfavorable ones. Functional status was negatively associated with Coparenting Agreement and Endorse Partner in fathers. The complementarity of parental roles must be taken into account in the process of specialized support from psychologists, school counselors, social workers, etc.
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It is not surprising that the dominant cognitive frame through which most audiences view climate change is that of an environmental problem. However, this messaging strategy has…
Abstract
It is not surprising that the dominant cognitive frame through which most audiences view climate change is that of an environmental problem. However, this messaging strategy has proven susceptible to counter-attacks, defensing processing, and other cognitive biases. As such, many environmental advocates are switching gears. From Barack Obama to Pope Francis, the environment-as-public-health-concern narrative is increasingly found in climate change messages. This strategy involves making the abstract issue of climate change more concrete by tying it to negative health impacts, like asthma, heat-related illness, and the spread of disease. Understanding why and for whom this strategy is persuasive, particularly in a social media context where users often encounter persuasive climate change messages, can help advance theory and practice.
The purpose of this chapter is two-fold: 1.) Test the effects of climate message frame (damage to nature or damage to public health), message source (liberal or conservative organization), and the use of visual human exemplars (present or absent) in social media messages; and, 2.) Assess the predictive utility of different conceptual frameworks (personification, construal level theory, and moral foundations theory) as explanatory mechanisms for persuasive social media climate message effects. The results of a nation-wide experiment reveal that the use of visual exemplars matters when climate change is framed as an environmental problem, but otherwise message frame, source, and visual exemplar use have little impact on policy attitudes. Further analyses demonstrated that multiple conceptual mechanisms related to the aforementioned theories help explain social media effects on climate change attitudes.
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John H. Bickford III and Cynthia W. Rich
Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate…
Abstract
Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms of historical misrepresentation and differing levels of historicity. Reporting such lacunae is important for those involved in curricular decisions. We believe children’s books, even those with historical omissions and misrepresentations, provide an unique opportunity for students to incorporate and scrutinize diverse perspectives as they actively assemble historical understandings. All secondary narratives, even historically representative children’s books, can benefit from primary source supplementation. We guide teachers interested in employing relevant and rich primary source material.
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Kerem Gurses, Basak Yakis-Douglas and Pinar Ozcan
In this paper, we investigate how digital technology disruptors and the incumbents who stand to be disrupted by them frame their arguments to transform or sustain existing…
Abstract
In this paper, we investigate how digital technology disruptors and the incumbents who stand to be disrupted by them frame their arguments to transform or sustain existing institutional frameworks to enable or deter the market entry of these technologies. Using a longitudinal, comparative case analysis of three digital technologies – namely, voice over Internet protocol (VoIP), cloud antenna, and over-the-top (OTT) technologies – we explore how stakeholders use public interest frames for this purpose. We find that entrepreneurs use three specific frames to drive institutional change for the successful adoption of digital technologies in the presence of established incumbents and powerful regulators: frames that emphasize the broad public appeal of the new digital technology; frames that emphasize efficiency, democracy, and technological advancement; and frames that emphasize present as well as future benefits to the public. We find that constructing interpretations of what serves the public interest is the primary tactic used by disruptors to gain market entry, and an equally popular weapon for incumbents to block the entry of new digital technologies. These interpretations lead to a framing contest aimed at influencing regulators and obtaining a more favorable institutional environment. Our empirical findings illustrate that new digital technologies themselves are not the sole contributors to institutional change. Rather, institutional outcomes associated with the introduction of new digital technologies are shaped by how disruptors and incumbents use public interest frames and how regulators react to these frames.
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Adoption literature now speaks with many voices. Federal and state agencies and local advocacy groups are enthusiastic supporters of adoptions, the basic belief being kids need…
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Adoption literature now speaks with many voices. Federal and state agencies and local advocacy groups are enthusiastic supporters of adoptions, the basic belief being kids need homes. The bottleneck is the most conservative sector, the local agency. These are the agencies one deals with if planning to adopt a child. This brief essay attempts to give some perspective to the recent literature on adoption trends and practices. The numbers in parentheses refer to the entry numbers of titles in the bibliographic listing at the end of the article.