Impacting Education: Journal on Transforming Professional Practice
Upon discovering inequities and foundational issues with the previous practicum projects complete... more Upon discovering inequities and foundational issues with the previous practicum projects completed individually by each EdD student, Frostburg State University transformed its practicum into a consultancy-based group project that students complete remotely. In this revised experience, student teams respond to problems of practice as presented by community partners within diverse educational settings. This article explicates the structure, format, and process of the new practicum experience, describes how it aligns with CPED’s guiding principles for program design, and provides rich benefits for EdD students and local educational organizations. We also explain how we have continued to revise the practicum to address challenges that have arisen.
Impacting Education: Journal on Transforming Professional Practice
This essay describes the pedagogical practices and learning activities of an EdD course redesigne... more This essay describes the pedagogical practices and learning activities of an EdD course redesigned to help students develop scholarly practitioner identities by weaving together the program’s previously disparate strands of educational leadership, theory, practice, research, and social justice. We particularly focus on how students can learn to apply theories for equity and justice to their leadership practice.
Most of the literature on critical pedagogy lacks the voices of the students in the class, is pri... more Most of the literature on critical pedagogy lacks the voices of the students in the class, is primarily conceptual with limited anecdotal or empirical data, and suggests that critical pedagogy is experienced unilaterally by participants, all of whom are empowered by the experience. Additionally, the literature argues that knowledge and learning are positioned differently in a critical pedagogy from how they are discussed in current educational policy. This yearlong study was conducted in an urban tenth grade English classroom, exploring how a classroom teacher enacts critical pedagogy, how the adolescent students experience that critical pedagogy, and what counted as knowledge and learning within this classroom. Using ethnographic methods of data collection, including observations, participant interviews, transcribed class discussions, and artifact collection, I then employed a critical classroom discourse analytic framework. Specifically in my data collection and analysis, I have looked for moments of dissonance (LeCompte, 1995, p. 101), and I have gone to the teacher and the students with my interpretations of classroom events to listen to their own interpretations and responses to my interpretations. I have also taken seriously the input of the adolescent students, an age group that is oft studied but not as frequently considered able to hold valuable and insightful opinions. Grounded in conceptual frameworks of literacy and learning as sociocultural practices (Moje and Lewis, 2007) and Foucauldian understandings of power, this study explores the ways the classroom teacher disrupts students\u27 established ideologies during classroom lessons but then struggles to help students construct a new framework for understanding their worlds. The students experience this critical pedagogy in complicated ways, sometimes troubling their prior conceptualizations but other times resisting or missing the teacher\u27s pedagogical intent. Additionally, when students are given the agency to speak freely in class discussions, they produce problematic narratives about race, gender, and difference. In critical moments in which differences are highlighted, the students seem uncertain about how to negotiate these differences, especially when they conflict with narratives they\u27ve already constructed about others
In the field of academic advising, the advising and retention of students of color are of particu... more In the field of academic advising, the advising and retention of students of color are of particular concern. Academic advisors can utilize practitioner inquiry to better understand the (in)equities in their interactions with and in service to these students. Our inquiry was conducted over one semester at a Predominantly White Institution (PWI) in the mid-Atlantic region. We utilized practitioner inquiry groups and the Equity Scorecard to identify antiracist actions in our advising practice, including supporting students' connectivity to support services on campus and advocating for changes to inequitable campus systems. The implications demonstrate why advisors may conduct a similar inquiry on their advising practice. The findings further emphasize the importance of proactive approaches and modeling advocacy in prior advising studies.
We synthesize the tools of Critical Discourse Analysis and Anti-Racist Pedagogy to define and exe... more We synthesize the tools of Critical Discourse Analysis and Anti-Racist Pedagogy to define and exemplify Critical AntiRacist Discourse Analysis (CARDA) as a tool for addressing expressions of systemic racism in institutional policy. We then demonstrate CARDA with the example of a university course syllabus, which represents an institutional policy text negotiated between an individual and an institution. Findings indicate how CARDA can be used to uncover unconscious and implicit racism and amplify antiracism in a syllabus. Implications include areas in which to expand CARDA as a tool for pursuing antiracist policy and pedagogy in multiple educational and other contexts.
Even though transcription is a mainstay of qualitative research, transcription itself is rarely p... more Even though transcription is a mainstay of qualitative research, transcription itself is rarely present in discussions of data collection or analysis. A meager body of literature exists that considers transcription as theory, but such literature tends to focus on the transcriptionist’s choices. We have few empirical studies on transcription and the role of the transcriptionist. Drawing on frameworks of literacy as a sociocultural process and post-structural feminism, we investigate two cases that demonstrate how the transcriptionist can assume a generative role in research projects. Our data reveal how the transcriptionist shared interpretations, helped make methodological decisions, and was a reader who knew the full body of data. We argue for a reframing of our collective understanding of the transcriptionist and consider the benefits of, limitations to, and ethical issues in involving transcriptionists explicitly as co-researchers.
Our multiphase research conducted with a broader research team explores narratives of bullying ac... more Our multiphase research conducted with a broader research team explores narratives of bullying across young adult literature, the news media, public discourse, and adolescents' experiences, and problematizes oversimplified understandings of the adolescent bullying process.
Lesson planning is frequently presented to teacher candidates through a lesson template, but as s... more Lesson planning is frequently presented to teacher candidates through a lesson template, but as shown elsewhere in the field of ELA teacher education, formulas constrict creativity and inspiration. In this essay, I propose that English educators reconceptualize lesson planning as a creative process.
Heather Hurst shares teacher-student classroom interactions that provide reasons to connect, enga... more Heather Hurst shares teacher-student classroom interactions that provide reasons to connect, engage, persist, and learn based on her review of Deborah Bieler's (2019) text The Power of Teacher Talk: Promoting Equity and Retention through Student Interactions.
Even though transcription is a mainstay of qualitative research, transcription itself is rarely p... more Even though transcription is a mainstay of qualitative research, transcription itself is rarely present in discussions of data collection or analysis. A meager body of literature exists that considers transcription as theory, but such literature tends to focus on the transcriptionist’s choices. We have few empirical studies on transcription and the role of the transcriptionist. Drawing on frameworks of literacy as a sociocultural process and post-structural feminism, we investigate two cases that demonstrate how the transcriptionist can assume a generative role in research projects. Our data reveal how the transcriptionist shared interpretations, helped make methodological decisions, and was a reader who knew the full body of data. We argue for a reframing of our collective understanding of the transcriptionist and consider the benefits of, limitations to, and ethical issues in involving transcriptionists explicitly as co-researchers.
In this essay, I describe concerns I have about adolescent students' tendency to dismiss other pe... more In this essay, I describe concerns I have about adolescent students' tendency to dismiss other people's stories when those stories differ too much from their own. The dismissal of one's personal narrative, though, can be traumatic, and so I offer techniques for developing "democratic listening," in which adolescents can learn to listen to each other's autobiographical narratives.
This article discusses my experiences teaching disciplinary literacy practices to undergraduate s... more This article discusses my experiences teaching disciplinary literacy practices to undergraduate students in different disciplines, including Health/Physical Education and Music. I explain how we applied traditional literacy practices to music and music literacies to English/Language Arts. I describe an interdisciplinary literacy activity I developed based on Lady Gaga's song "'Til It Happens to You."
The author explores how adolescent students learn to question their lives and contexts through th... more The author explores how adolescent students learn to question their lives and contexts through the "Crossing Boundaries" podcast assignment, in which they must pick a topic, design a project, interview at least one other individual, and analyze their data - without realizing they are engaging in original research.
Impacting Education: Journal on Transforming Professional Practice
Upon discovering inequities and foundational issues with the previous practicum projects complete... more Upon discovering inequities and foundational issues with the previous practicum projects completed individually by each EdD student, Frostburg State University transformed its practicum into a consultancy-based group project that students complete remotely. In this revised experience, student teams respond to problems of practice as presented by community partners within diverse educational settings. This article explicates the structure, format, and process of the new practicum experience, describes how it aligns with CPED’s guiding principles for program design, and provides rich benefits for EdD students and local educational organizations. We also explain how we have continued to revise the practicum to address challenges that have arisen.
Impacting Education: Journal on Transforming Professional Practice
This essay describes the pedagogical practices and learning activities of an EdD course redesigne... more This essay describes the pedagogical practices and learning activities of an EdD course redesigned to help students develop scholarly practitioner identities by weaving together the program’s previously disparate strands of educational leadership, theory, practice, research, and social justice. We particularly focus on how students can learn to apply theories for equity and justice to their leadership practice.
Most of the literature on critical pedagogy lacks the voices of the students in the class, is pri... more Most of the literature on critical pedagogy lacks the voices of the students in the class, is primarily conceptual with limited anecdotal or empirical data, and suggests that critical pedagogy is experienced unilaterally by participants, all of whom are empowered by the experience. Additionally, the literature argues that knowledge and learning are positioned differently in a critical pedagogy from how they are discussed in current educational policy. This yearlong study was conducted in an urban tenth grade English classroom, exploring how a classroom teacher enacts critical pedagogy, how the adolescent students experience that critical pedagogy, and what counted as knowledge and learning within this classroom. Using ethnographic methods of data collection, including observations, participant interviews, transcribed class discussions, and artifact collection, I then employed a critical classroom discourse analytic framework. Specifically in my data collection and analysis, I have looked for moments of dissonance (LeCompte, 1995, p. 101), and I have gone to the teacher and the students with my interpretations of classroom events to listen to their own interpretations and responses to my interpretations. I have also taken seriously the input of the adolescent students, an age group that is oft studied but not as frequently considered able to hold valuable and insightful opinions. Grounded in conceptual frameworks of literacy and learning as sociocultural practices (Moje and Lewis, 2007) and Foucauldian understandings of power, this study explores the ways the classroom teacher disrupts students\u27 established ideologies during classroom lessons but then struggles to help students construct a new framework for understanding their worlds. The students experience this critical pedagogy in complicated ways, sometimes troubling their prior conceptualizations but other times resisting or missing the teacher\u27s pedagogical intent. Additionally, when students are given the agency to speak freely in class discussions, they produce problematic narratives about race, gender, and difference. In critical moments in which differences are highlighted, the students seem uncertain about how to negotiate these differences, especially when they conflict with narratives they\u27ve already constructed about others
In the field of academic advising, the advising and retention of students of color are of particu... more In the field of academic advising, the advising and retention of students of color are of particular concern. Academic advisors can utilize practitioner inquiry to better understand the (in)equities in their interactions with and in service to these students. Our inquiry was conducted over one semester at a Predominantly White Institution (PWI) in the mid-Atlantic region. We utilized practitioner inquiry groups and the Equity Scorecard to identify antiracist actions in our advising practice, including supporting students' connectivity to support services on campus and advocating for changes to inequitable campus systems. The implications demonstrate why advisors may conduct a similar inquiry on their advising practice. The findings further emphasize the importance of proactive approaches and modeling advocacy in prior advising studies.
We synthesize the tools of Critical Discourse Analysis and Anti-Racist Pedagogy to define and exe... more We synthesize the tools of Critical Discourse Analysis and Anti-Racist Pedagogy to define and exemplify Critical AntiRacist Discourse Analysis (CARDA) as a tool for addressing expressions of systemic racism in institutional policy. We then demonstrate CARDA with the example of a university course syllabus, which represents an institutional policy text negotiated between an individual and an institution. Findings indicate how CARDA can be used to uncover unconscious and implicit racism and amplify antiracism in a syllabus. Implications include areas in which to expand CARDA as a tool for pursuing antiracist policy and pedagogy in multiple educational and other contexts.
Even though transcription is a mainstay of qualitative research, transcription itself is rarely p... more Even though transcription is a mainstay of qualitative research, transcription itself is rarely present in discussions of data collection or analysis. A meager body of literature exists that considers transcription as theory, but such literature tends to focus on the transcriptionist’s choices. We have few empirical studies on transcription and the role of the transcriptionist. Drawing on frameworks of literacy as a sociocultural process and post-structural feminism, we investigate two cases that demonstrate how the transcriptionist can assume a generative role in research projects. Our data reveal how the transcriptionist shared interpretations, helped make methodological decisions, and was a reader who knew the full body of data. We argue for a reframing of our collective understanding of the transcriptionist and consider the benefits of, limitations to, and ethical issues in involving transcriptionists explicitly as co-researchers.
Our multiphase research conducted with a broader research team explores narratives of bullying ac... more Our multiphase research conducted with a broader research team explores narratives of bullying across young adult literature, the news media, public discourse, and adolescents' experiences, and problematizes oversimplified understandings of the adolescent bullying process.
Lesson planning is frequently presented to teacher candidates through a lesson template, but as s... more Lesson planning is frequently presented to teacher candidates through a lesson template, but as shown elsewhere in the field of ELA teacher education, formulas constrict creativity and inspiration. In this essay, I propose that English educators reconceptualize lesson planning as a creative process.
Heather Hurst shares teacher-student classroom interactions that provide reasons to connect, enga... more Heather Hurst shares teacher-student classroom interactions that provide reasons to connect, engage, persist, and learn based on her review of Deborah Bieler's (2019) text The Power of Teacher Talk: Promoting Equity and Retention through Student Interactions.
Even though transcription is a mainstay of qualitative research, transcription itself is rarely p... more Even though transcription is a mainstay of qualitative research, transcription itself is rarely present in discussions of data collection or analysis. A meager body of literature exists that considers transcription as theory, but such literature tends to focus on the transcriptionist’s choices. We have few empirical studies on transcription and the role of the transcriptionist. Drawing on frameworks of literacy as a sociocultural process and post-structural feminism, we investigate two cases that demonstrate how the transcriptionist can assume a generative role in research projects. Our data reveal how the transcriptionist shared interpretations, helped make methodological decisions, and was a reader who knew the full body of data. We argue for a reframing of our collective understanding of the transcriptionist and consider the benefits of, limitations to, and ethical issues in involving transcriptionists explicitly as co-researchers.
In this essay, I describe concerns I have about adolescent students' tendency to dismiss other pe... more In this essay, I describe concerns I have about adolescent students' tendency to dismiss other people's stories when those stories differ too much from their own. The dismissal of one's personal narrative, though, can be traumatic, and so I offer techniques for developing "democratic listening," in which adolescents can learn to listen to each other's autobiographical narratives.
This article discusses my experiences teaching disciplinary literacy practices to undergraduate s... more This article discusses my experiences teaching disciplinary literacy practices to undergraduate students in different disciplines, including Health/Physical Education and Music. I explain how we applied traditional literacy practices to music and music literacies to English/Language Arts. I describe an interdisciplinary literacy activity I developed based on Lady Gaga's song "'Til It Happens to You."
The author explores how adolescent students learn to question their lives and contexts through th... more The author explores how adolescent students learn to question their lives and contexts through the "Crossing Boundaries" podcast assignment, in which they must pick a topic, design a project, interview at least one other individual, and analyze their data - without realizing they are engaging in original research.
This course addresses the following guiding principles from the Carnegie Project on the Education... more This course addresses the following guiding principles from the Carnegie Project on the Educational Doctorate (CPED): 2. Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities. 5. Is founded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry. This course is designed to explore the following essential questions: • What is research? • What is theory? • How does research apply to my practice as an educational leader?
This course, taught at a rural university, incorporated NCTE/NCATE Standard VI, the social justic... more This course, taught at a rural university, incorporated NCTE/NCATE Standard VI, the social justice standard, in the design and enactment of the course.
Impacting Education: Journal on Transforming Professional Practice, 2023
I review Colleen Capper's (2019) text Organizational Theory for Equity and Diversity: Leading Int... more I review Colleen Capper's (2019) text Organizational Theory for Equity and Diversity: Leading Integrated, Socially Just Education and describe how we use it in our CPED-aligned Ed.D. program in educational leadership.
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to, and ethical issues in involving transcriptionists explicitly as co-researchers.
to, and ethical issues in involving transcriptionists explicitly as co-researchers.