Despite the fact that research indicates the importance of culturally relevant curriculum, educational experiences continue to be disconnected from the lives, communities, and ways of learning of underrepresented youth. This chapter... more
Despite the fact that research indicates the importance of culturally relevant curriculum, educational experiences continue to be disconnected from the lives, communities, and ways of learning of underrepresented youth. This chapter unites the concept of Pedagogy of the Oppressed and video research methodologies to explore the ways in which learning can become more connected to the lives of youth. To do this, we offer an account of applying this methodology with youth in a rural mountain town in the Dominican Republic. We discuss the affordances and constraints of Video of the Oppressed throughout our reflection on this application. Within this account we highlight the relevance of allowing learning to emerge with youth as they participate in directing the learning experience.
The article describes a task-centered, peer-mentoring (TCPM) group initiated by a group of female junior faculty to support one another toward tenure and work/life balance. It describes a qualitative study that investigated the... more
The article describes a task-centered, peer-mentoring (TCPM) group initiated by a group of female junior faculty to support one another toward tenure and work/life balance. It describes a qualitative study that investigated the peer-mentoring experiences of the participants and explored the implications and complications of peer-mentoring relationships for women in academia. The article begins by describing the group's formation in the context of literature that highlights challenges faced by untenured female faculty; next, it describes the task-centered group process and offers a theoretical framework based on feminist pedagogy. The results of the study and implications for further research and peer-mentoring practice in higher education are presented.
This article in the Journal of Research on Technology in Education is about how different younger generations think and learn. This a great resource in order to understand how the younger generation deals with technology. It will show how... more
This article in the Journal of Research on Technology in Education is about how different younger generations think and learn. This a great resource in order to understand how the younger generation deals with technology. It will show how to successfully teach this generation by ...
Designing Critical and Creative Learning with Indigenous Youth: A Personal Journey traces the events leading to the creation of Unlocking Silent Histories (USH) and outlines the program's foundational and methodological principles. The... more
Designing Critical and Creative Learning with Indigenous Youth: A Personal Journey traces the events leading to the creation of Unlocking Silent Histories (USH) and outlines the program's foundational and methodological principles. The book opens with an explanation of the author's struggles with the theory-practice tension, a conflict that has inhibited the widespread adoption and actualization of socially just learning engagements. She then offers her rationale for taking a leave from academia to concentrate fully on developing a critical pedagogy-informed learning design facilitated by combining community-connected inquiry with video ethnography. The substance of the text focuses on the identified foundational and methodological principles, explained through first-hand accounts of USH's year-one participants. These youth-centered chapters assist in presenting an argument for employing culturally responsive and socially just educational engagements. At the same time, the chapters illustrate how drawing on youth voice can more broadly contribute to bridging theory and practice in communities that are often disconnected from the larger educational discourse.
In and out of school technology uses present themselves differently. Namely, outside structures more often than not reflect distributed knowledge models, while inside structures mirror hierarchical ones. Drawing upon theoretical frames of... more
In and out of school technology uses present themselves differently. Namely, outside structures more often than not reflect distributed knowledge models, while inside structures mirror hierarchical ones. Drawing upon theoretical frames of cultural sociology and critical pedagogy, the ...
In this three-year, mixed methods case study, the benefits and challenges of online learning for at-risk high school students were examined. A key finding was that at-risk students identify the benefits and challenges of online learning... more
In this three-year, mixed methods case study, the benefits and challenges of online learning for at-risk high school students were examined. A key finding was that at-risk students identify the benefits and challenges of online learning to be the same. While students appreciate the opportunity to work ahead and study at their own pace, they see it as a challenge to be responsible for their own learning and manage their time. The authors of this paper argue that, with proper support structures in place, students who are at-risk for dropping out can overcome challenges and find success in an online learning environment.
Social presence remains the key to a successful learning experience, and understanding social presence, with its critical connection to learning and community building, allows us to better support faculty and students. Understanding a... more
Social presence remains the key to a successful learning experience, and understanding social presence, with its critical connection to learning and community building, allows us to better support faculty and students.
Understanding a wide selection of tools, media, and reflective activities helps faculty assist students in taking responsibility for their own learning.
Providing iterative feedback and mindful assessments helps faculty meet learning outcomes and guide student learning.
Implementing change in small steps is the key to understanding which strategies work and which lead to frustration and discontent.
Huntley High School in Huntley, Illinois has recently implemented a Blended Learning Initiative to meet needs of their learners in the 21st century, infusing technology into the school’s curriculum and teachers’ instructional practices,... more
Huntley High School in Huntley, Illinois has recently implemented a Blended Learning Initiative to meet needs of their learners in the 21st century, infusing technology into the school’s curriculum and teachers’ instructional practices, and preparing students for college and career. Huntley’s unique mix of traditional and blended learning provides a variety of ways for students to learn in both elective and core classes. We share Huntley’s unique model of blended learning, focusing on four lessons learned:
• Transform instruction;
• Build productive relationships among students, their peers, and their teachers;
• Support 21st century students and educators; and
• Capitalize on the affordances of flex time.
Using the Social Presence Model (SPM), the authors explore the teacher and student experience at the North Carolina Virtual Public School (NCVPS), the largest public online secondary school where teachers design and develop the... more
Using the Social Presence Model (SPM), the authors explore the teacher and student experience at the North Carolina Virtual Public School (NCVPS), the largest public online secondary school where teachers design and develop the curriculum. Through a series of surveys, focus groups, and interviews, this two-year mixed methods study investigates the concept of social presence through the SPM. The overall findings suggest that teachers value all five elements of the SPM and see it as an important new heuristic for achieving increased student satisfaction and outcomes. Students largely did not find the Model useful, except for the Instructor Involvement element. Furthermore, because of their online learning experiences, students noted an increased investment in their own learning. Further analysis suggests the importance of integrating connectedness and social presence into student orientations and teacher professional development opportunities. Overall, social presence serves as learning a new language—a new literacy—that is essential to a successful online teaching and learning experience.
