This article summarizes a classroom activity designed to help education students visualize how individual learners are influenced by four factors that affect the learning process: cognitive consequences, developmental change, reciprocal causation, and organism-environment correlation. Participants were given play dough in different colors representing the four factors and asked to use it to illustrate connections between the factors on a paper with circles labeled "history". The goal was to demonstrate both the cognitive and practical aspects of understanding diverse learners and how each learner's history is uniquely shaped by the interaction of these four influences.
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Can We Actually Assess Learner Autonomy? The Problematic Nature of Assessing Student Autonomy.
This paper explores, from a theoretical basis, the difficulty in defining and assessing learner
autonomy in higher education. Although the development of learner autonomy as a key aim of higher education, it is a vague and ill-defined term. As such, the assessment of learner autonomy within university programs of study is highly problematic. The author argues that the authentic assessment of genuine learner autonomy may not be possible within formal credit-bearing programs of higher education. The aim of the paper is to stimulate reflection and discussion so that university teaching staff may reflect and consider whether they can assess autonomy in the programs they are responsible for.
Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced?
Is there Clear Evidence that Constructivist Principles have been
Applied to all Aspects of Contemporary University Undergraduate Study?
This conceptual paper provides an overview of constructivist education and the development and
use of constructivist principles in contemporary higher education, outlining constructivism and
some specific facets of student-centered learning. Drawing from first-hand experience and using two
examples of current university assessment practice, reflective learning, and learning outcomes, the
author argues that, despite claims constructivist pedagogical approaches have become normative
practice when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?’ is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.
Yager, stuart o the role of student and teacher creativity nfaerj v25 n3 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Lester, derek a review of the student engagement literature focus v7 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Can We Actually Assess Learner Autonomy? The Problematic Nature of Assessing Student Autonomy.
This paper explores, from a theoretical basis, the difficulty in defining and assessing learner
autonomy in higher education. Although the development of learner autonomy as a key aim of higher education, it is a vague and ill-defined term. As such, the assessment of learner autonomy within university programs of study is highly problematic. The author argues that the authentic assessment of genuine learner autonomy may not be possible within formal credit-bearing programs of higher education. The aim of the paper is to stimulate reflection and discussion so that university teaching staff may reflect and consider whether they can assess autonomy in the programs they are responsible for.
Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced?
Is there Clear Evidence that Constructivist Principles have been
Applied to all Aspects of Contemporary University Undergraduate Study?
This conceptual paper provides an overview of constructivist education and the development and
use of constructivist principles in contemporary higher education, outlining constructivism and
some specific facets of student-centered learning. Drawing from first-hand experience and using two
examples of current university assessment practice, reflective learning, and learning outcomes, the
author argues that, despite claims constructivist pedagogical approaches have become normative
practice when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?’ is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.
Yager, stuart o the role of student and teacher creativity nfaerj v25 n3 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Lester, derek a review of the student engagement literature focus v7 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Hines, mack the interactive effects of race nfmij v7 n1 2010William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The Role of Interest and Enjoyment in Determining Students’ Approach to Learning.
This paper provides information about findings from a recent research project that provides a new insight into how students’ approaches to learning may be impacted by their level of interest in and enjoyment of the topic being studied. The data from this research suggests that for contemporary students, interest and enjoyment play an important role in determining their approach to learning. As such there are implications for all educators who may wish to encourage their students to use a deep approach to learning.
Learning outcomes a good idea yet with problems and lost opportunitiesThe University of Hull
Learning outcomes are used throughout assessment processes in higher education. In many countries their use is mandatory, with a frequent assumption that they bring many positive benefits to educational processes. Yet, there are tensions associated with them and their current mode of use has far less flexibility than they should provide. This paper considers from a conceptual basis some of the tensions associated with the use of prescribed pre-articulated learning outcomes and the question of whether learning outcomes, as currently operationalized, provide the benefits they were meant to deliver. This is of significance to educators throughout higher
education.
Problems With Assessing Student Autonomy in Higher Education, an Alternative Perspective and a Role For Mentoring.
https://www.edupij.com/files/1/articles/article_123/EDUPIJ_123_article_5a91aa7fe0490.pdf
(How) Do Students Use Learning Outcomes? Results from a Small-Scale Project.
Pre-specified, prescribed or intended Learning Outcomes have been in use throughout
higher education programs for over two decades. There is an assumption amongst quality assurance bodies and university program approval and review processes that students engage with them. Yet, learning outcomes may constrain learning, they may not always be understood by learners and their relevance to learning has been questioned. There is anecdotal evidence from lecturers that some students do not understand them and do not use or refer to them. This paper reports on a small-scale
research project investigating how university student’s use prescribed learning outcomes in their everyday learning and when producing assessed work. No clear differences were found between higher and lower achieving students, yet there were differences between first- and third-year students. Surprisingly, some were able to achieve highly without referring to the outcomes against which they were assessed.
The uk's key information set was it really needed and what was its real purposeThe University of Hull
An Unnecessary KIS? The UK’s Key Information Set, was it Really needed and What was its Real Purpose?
This paper provides a critical analysis of the United Kingdom’s higher education Key Information
Set (KIS), which was implemented following the 2011 UK White Paper ‘Students at the Heart of the System’. It argues that one of the central tenets of the KIS – providing information that
students within a free market can make an informed choice and, through this process of consumer choice improve the quality of teaching, is untenable because a central component of the KIS, the National Student Survey (NSS), is unreliable when used for comparing university courses. Further,it argues that the KIS reified a neoliberal perspective about the worth and value of higher education qualification, positioning it as a commodity of value only to the paying individual rather than being
something of value to society as a whole. It will be of particular interest to academics and policy
makers from outside of the United Kingdom, where governmental and regulatory agencies may be implementing similar policies
CAREER PATHWAYS: DISCOURSES OF MOTHERS IN THE ACADEMEJovenil Bacatan
The purpose of this research was to gather information in exploring the discourses of the student-mothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the different pressures they faced.
Teaching learning skills at post secondary level - from critique to pedagogic...The Free School
This paper summarises the rationale that underpins the curriculum design for a unit of study
that I have authored titled ‘Teaching learning skills at post-secondary level’. This paper
comprises part of a series by this author that shows how academics may use detailed practical
examples to supplement their scholarship that offers a critique of pedagogical practices.
This paper is copyright of Julie W. Aknrum, PhD, Assistant Professor at the University of Pittsburgh at Johnstown and Rita M. Bean, PhD, Professor at University of Pittsburgh
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...AJHSSR Journal
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Jennifer T. Butcher, PhD Proposal Defense, Dr. William Allan Kritsonis, Disse...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Hines, mack the interactive effects of race nfmij v7 n1 2010William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The Role of Interest and Enjoyment in Determining Students’ Approach to Learning.
This paper provides information about findings from a recent research project that provides a new insight into how students’ approaches to learning may be impacted by their level of interest in and enjoyment of the topic being studied. The data from this research suggests that for contemporary students, interest and enjoyment play an important role in determining their approach to learning. As such there are implications for all educators who may wish to encourage their students to use a deep approach to learning.
Learning outcomes a good idea yet with problems and lost opportunitiesThe University of Hull
Learning outcomes are used throughout assessment processes in higher education. In many countries their use is mandatory, with a frequent assumption that they bring many positive benefits to educational processes. Yet, there are tensions associated with them and their current mode of use has far less flexibility than they should provide. This paper considers from a conceptual basis some of the tensions associated with the use of prescribed pre-articulated learning outcomes and the question of whether learning outcomes, as currently operationalized, provide the benefits they were meant to deliver. This is of significance to educators throughout higher
education.
Problems With Assessing Student Autonomy in Higher Education, an Alternative Perspective and a Role For Mentoring.
https://www.edupij.com/files/1/articles/article_123/EDUPIJ_123_article_5a91aa7fe0490.pdf
(How) Do Students Use Learning Outcomes? Results from a Small-Scale Project.
Pre-specified, prescribed or intended Learning Outcomes have been in use throughout
higher education programs for over two decades. There is an assumption amongst quality assurance bodies and university program approval and review processes that students engage with them. Yet, learning outcomes may constrain learning, they may not always be understood by learners and their relevance to learning has been questioned. There is anecdotal evidence from lecturers that some students do not understand them and do not use or refer to them. This paper reports on a small-scale
research project investigating how university student’s use prescribed learning outcomes in their everyday learning and when producing assessed work. No clear differences were found between higher and lower achieving students, yet there were differences between first- and third-year students. Surprisingly, some were able to achieve highly without referring to the outcomes against which they were assessed.
The uk's key information set was it really needed and what was its real purposeThe University of Hull
An Unnecessary KIS? The UK’s Key Information Set, was it Really needed and What was its Real Purpose?
This paper provides a critical analysis of the United Kingdom’s higher education Key Information
Set (KIS), which was implemented following the 2011 UK White Paper ‘Students at the Heart of the System’. It argues that one of the central tenets of the KIS – providing information that
students within a free market can make an informed choice and, through this process of consumer choice improve the quality of teaching, is untenable because a central component of the KIS, the National Student Survey (NSS), is unreliable when used for comparing university courses. Further,it argues that the KIS reified a neoliberal perspective about the worth and value of higher education qualification, positioning it as a commodity of value only to the paying individual rather than being
something of value to society as a whole. It will be of particular interest to academics and policy
makers from outside of the United Kingdom, where governmental and regulatory agencies may be implementing similar policies
CAREER PATHWAYS: DISCOURSES OF MOTHERS IN THE ACADEMEJovenil Bacatan
The purpose of this research was to gather information in exploring the discourses of the student-mothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the different pressures they faced.
Teaching learning skills at post secondary level - from critique to pedagogic...The Free School
This paper summarises the rationale that underpins the curriculum design for a unit of study
that I have authored titled ‘Teaching learning skills at post-secondary level’. This paper
comprises part of a series by this author that shows how academics may use detailed practical
examples to supplement their scholarship that offers a critique of pedagogical practices.
This paper is copyright of Julie W. Aknrum, PhD, Assistant Professor at the University of Pittsburgh at Johnstown and Rita M. Bean, PhD, Professor at University of Pittsburgh
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...AJHSSR Journal
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Jennifer T. Butcher, PhD Proposal Defense, Dr. William Allan Kritsonis, Disse...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Allan Kritsonis & Donald Brown & Desiree Skinner
Dr. William Allan Kritsonis, Public School Law, School Law, School Legal Issues, Educational Laws & Policies
Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 18 doctoral dissertations. He lives in Houston, Texas
Ch 1 The Leadership Challenge by Fenwick W. EnglishWilliam Kritsonis
PhD presentation, Dr. William Allan Kritsonis, PVAMU, The Texas A&M University System, Book by Dr. Fenwick W. English titled The Art of Educational Leadership: Balancing Performance and Accountability.
William Allan Kritsonis, PhD
Dr. William Allan Kritsonis, Professor, PhD Program in Educational Leadership, PVAMU, The Texas A&M University System. School Law, Corporal Punishment, Due Process, Freedom of Expression
EDUL 8003 - Dissertation, Dr. William Allan KritsonisWilliam Kritsonis
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; Wright State University, Dayton, Ohio; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA). In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Glaeser, susan a colorful field of learners visualizing nftej v22 n2 2012[1]William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Educational Resources for E-Learning in Urban Life-Long Learning (Richter 2012)Richter Thomas
Pre-Publish version of invited keynote at: Richter, T. (2012). Educational Resources for E-Learning in Urban Life-Long Learning. In: Yangpu Society Construction and Life-Long Education Promotion Committee Office (Eds.), Proceedings of the Forum on Construction of Urban Lifelong Education and Learning Community, Shanghai, Oct. 2012, pp.59-80.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; counseling and addiction, international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
School of Education and Human Development at the University of.docxanhlodge
School of Education and Human Development at the University of Colorado Denver
source
CLDE Faculty Publications
Culturally and Linguistically Diverse Education
(CLDE) Faculty Scholarship
2011
Mindful Reflection as a Process for Developing
Culturally Responsive Practices
Barbara Dray
University of Colorado Denver, [email protected]
Debora Basler Wisneski
Follow this and additional works at: http://source.ucdenver.edu/clde_publications
Part of the Bilingual, Multilingual, and Multicultural Education Commons
This Article is brought to you for free and open access by the Culturally and Linguistically Diverse Education (CLDE) Faculty Scholarship at source. It
has been accepted for inclusion in CLDE Faculty Publications by an authorized administrator of source. For more information, please contact
[email protected]
Recommended Citation
Dray, B. J. & Wisneski, D. B. (2011). Mindful Reflection as a Process for Developing Culturally Responsive Practices. TEACHING
Exceptional Children, 44(1), 28-36.
http://source.ucdenver.edu?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
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mailto:[email protected]
Becoming a culturally responsive edu-
cator has been at the forefront of the
movement to reduce inappropriate
referrals to special education and dis-
proportionate representation of stu-
dents of color within special education
(Fiedler, Chiang, Van Haren, Jorgensen,
Halberg, & Boreson, 2008; National
Center for Culturally Responsive Edu-
cational Systems, 2005). However, for
many educators, working with a
diverse student population can be more
difficult when the student comes from
a background that is unfamiliar to the
teacher (Harry & Klingner, 2006). As
teacher educators who prepare educa-
tors for inclusionary settings in diverse
urban areas, we have noticed that
issues often arise when a teacher or
teacher candidate attempts to make
meaning of behavior in the classroom,
particularly a behavior that concerns
student engagement, classroom man-
agement, or discipline of students with
whom the teacher has a cultural dis-
connect. Teachers are not often aware
of how diversity affects the way that
they interpret students’ actions and the
ways that they interact with their stu-
dents. Teachers may misi.
Dr. Fred C. Lunenburg, Critical Thinking & Constructivism - Published in NATI...William Kritsonis
Dr. Fred C. Lunenburg, Critical Thinking & Constructivism - Published in NATIONAL FORUM JOURNALS, www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
Joshua, monday conceptualization and perceptions of teaching as an artistic formWilliam Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Similar to Glaeser, susan a colorful field of learners visualizing nftej v22 n2 2012[1] (20)
Joshua, monday conceptualization and perceptions of teaching as an artistic form
Glaeser, susan a colorful field of learners visualizing nftej v22 n2 2012[1]
1. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
VOLUME 22, NUMBER 3, 2012
A Colorful Field of Learners: Visualizing the Beauty of
Diverse Learners in a Classroom Community
Susan Glaeser
Doctoral Student
Texas A&M University-Commerce
Commerce, TX
Leslie Haas
Doctoral Student
Texas A&M University-Commerce
Commerce, TX
Susan Szabo
Associate Professor of Reading
Texas A&M University-Commerce
Commerce, TX
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Abstract
Stanovich (1986) determined there were four factors that affected the learning process: cognitive
consequences, developmental change, reciprocal causation, and organism-environment
correlation. A classroom activity was developed to help the doctoral student participants to
visualize how individual learner’s histories are influenced by the interaction of these four factors.
This visualization activity helped these participants to see the ‘beauty’ of diversity, as well as
how each of the four terms does affect students’ reading and histories differently.
Diversity can be a wonderful and beautiful thing and should be embraced by every classroom
teacher. This is important because English language learners (ELLs) population is growing at a
rapid pace. It is estimated that 20% of students today speak a language other than English at
home (US Census Bureau, 2010), and this number is expected to grow to 40% of the school-age
population by 2030 (Thomas & Collier, 2002).
As educators working on our doctorate degrees in reading, we were able to explore the reasoning
behind this value. One of the required courses is Reading Process: Theories and Implications.
This course work not only allowed doctoral students to analyze varied definitions and theories of
reading/learning but it also helped them to determine the role they played in the reading/learning
instruction. The doctoral course was designed to help graduate students reflect and transform
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ideas about the importance of theories and how, why, and when they are used in the K-12
classroom to enhance the reading/learning process. What teachers think, does determine the
theories that are used and the way the teacher approaches used in the classrooms (Bransford,
Derry, Berliner, Hammerness, & Beckett, 2005).
One of the assignments was facilitating a chapter review to our classmates, other teachers, and
educational administrators. In addition, we had to provide an “after” activity that would help our
classmates visualize what the author wanted us to learn from the chapter.
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Chapter Review
Keith Stanovich (1986) coined the term the “Matthew Effect” to explain the gap between
strong readers and weak readers. The idea behind the “Matthew Effect” is that those who do
well participate more and develop better skills, and those who do poorly participate less and are
slower to progress. Students who need to read the most are the very ones who are reading the
least (Cunninghan & Stanovich, 2001). As this cycle of poor reading is set in motion, teachers
search for clues in an effort to break this cycle. Unfortunately, while teachers are looking for a
cause for struggling readers, teachers may overlook that the reason for poor reading may also be
the consequences of being a poor reader (Stanovich, 1986).
Stanovich (1986) came up with four terms to describe this circular thinking. He states
that there are four circumstances or factors that affect the reading and/or learning process. They
are cognitive consequences, developmental change, reciprocal causation, and organism-
environment correlation. These four circumstances are interactive and create part of each
reader’s history. As the Transactional Theory (Rosenblatt, 1978) explained, this history effects
how a reader respond to reading a text. As a reader’s history may positively or negatively
influence a student’s reading outcome, educators must keep in mind each reader’s history as they
make judgments on and about students’ reading ability.
Cognitive Consequences
Cognitive consequences are the processes that a reader engages in when reading a text.
Cognitive processes are influenced by many things including the reader’s confidence in their
ability to read the text, background experiences with the text and the topic being read, as well as
the developmental stage on the reader. Ehri and McCormick (1998) discussed that some
children may be delayed readers or less mature readers than their fellow classmates leading to a
mistaken judgment on their ability.
Developmental Change
Developmental change is always in a state of flux, as what a child had difficulty doing
at five will not be the same at six or sixteen. The problem with developmental change is it may
become part of a reader’s history. For example, if a reader experiences a great deal of anxiety
over certain reading situations, it is possible that in the future this anxiety will interfere when
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learning new material, which may lead to a learned helplessness as struggling readers give up
(Vacca & Vacca, 2008).
Reciprocal Causation
Reciprocal causation explains the process of a cause becoming a consequence. For
example, children who like to read will be more inclined to read widely and deeply. These
children will encounter new vocabulary words at a greater rate than those who do not like to read
(Beck, McKeown, & Kucan, 2002). Those readers who do not read widely or deeply have a
smaller vocabulary leading to difficulty when encountering new vocabulary words in future
readings, thus, creating a new cycle of not reading widely or deeply, having a smaller
vocabulary, and difficulty with new vocabulary words (Blachowicz & Fisher, 2000).
Organism-Environment Correlation
The organism-environment correlation is seen as a strong factor of the Matthew effect.
Children who are in environments that do not foster strong reading environments are in danger of
passively accepting their reading fate. Research conducted by Share, Jorm, Maclean, and
Matthews, (1984) demonstrated that children who are in classrooms or schools with other
children who are strong readers make better progress then those who are surrounded by weak
readers. This led educators back to the beginning of the cycle; the cause and effect in the reading
cycle takes place while interacting with a reader’s past and current history.
Theoretical Framework
The ‘after’ learning activity used was posited in several learning theories. First, is the
social cognitive theory (SCT; Bandura, 1989), which comes from the social learning theory,
which states that learning is the interaction between the text we read, our perceptions of what is
read and the dialogue of others that have read the same text. Second, the constructivist learning
theory has its roots in SCT and states that learning takes place with real-world hands-on
experiences that makes the learners an active participant in the learning process. In addition,
social interactions between other humans are important in the learning process (Melzoff, 2009).
The final theory is the dual coding theory, which describes how both print and pictures are
equally important in the learning process.
University Classroom Activity
The purpose of this activity was to have our peers (classroom teachers and
administrators) create a visual representation that demonstrated that individual learner’s history
are influenced by the interaction of cognitive consequences, developmental change, reciprocal
causation, and organism-environment correlation. In addition, the activity demonstrated both the
art and the science of teaching diverse learners.
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Procedure
Each participant was given two objects. First, was a single sheet of paper, which had five
circles with “history” printed in the middle of each circle. The second object was four different
colors of play-dough that represented the four terms: cognitive consequences, developmental
change, reciprocal causation, and organism-environment correlation. Explanations of these terms
are in the earlier.
Step 1. The first term, cognitive consequences, was briefly explained. While chapter
review section explaining the importance of cognitive consequences and how they are influenced
by self-confidence, self-motivation, and to developmental stages, the following questions were
asked:
1. What are some other things that affect a student’s cognitive ability?
2. What is the affect of developmental change?
3. Are all children expected to be able to walk before the age of 11 months?
4. Why is this not an expectation and what does this expectation do to a child?
5. Why do we expect students to perform the same cognitively, such as all children must
read by the end of first grade, when it is not always developmentally appropriate?
Next, the presenters portrayed the cognitive consequences of several types of readers and
its effect upon these readers’ “history.” One example given was of a third grade English
Language Learner who came to public school in this country with no prior schooling in their
native country. This child’s home language was not part of the bilingual program offered at the
school and English as a Second Language (ESL) services were offered twice weekly as a pullout
program.
While the participants listened, they rolled five pieces of the same colored play-dough
into small, medium, or large size balls. They were then asked to place one ball around each of
the five circles on the paper.
Step 2. The second term, developmental change, was briefly explained. While explaining
what developmental change is and why it is important, the following questions were asked:
1. How can we help our students develop in such a way that past failures are not
future failures?
2. We also wanted our peers’ input about the importance of scaffolding learning,
working within a child’s Zone of Proximal Development (ZPD), and
differentiation.
Again, while the participants listened, they rolled five pieces of the same colored play
dough into small, medium, or large size balls. They were then asked to place one of these balls
around each of the five circles on the paper. There were now two different colored play dough
balls around each circle on the sheet of paper of various sizes.
Step 3. The third term, reciprocal causation, was explained. Then the class members were
asked if they had experienced reciprocal causation in their own classrooms and asked for
examples as well. Self-efficacy was used as an example as a way to show this process. A student
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feels good about the effort of the thoughtful work they turn in for assessment, the student is
praised for their efforts, and their sense of self-efficacy grows in a positive manner. The next
time the student is asked to turn in work for assessment, they work hard and thoughtfully, are
praised for their efforts, and once again, their self-efficacy grows in a positive manner. Thus,
they learned if they worked hard and did well, they would receive praise, which in turn
reinforced their positive self-efficacy toward learning.
Once again, while the participants listened and participated in discussion, they rolled five
pieces of the same colored play dough into small, medium, or large size balls. They were then
asked to place one of these balls around each of the five circles on the paper. There are now three
different colored play dough balls around each history circle on the sheet of paper of various
sizes.
Step 4. The fourth and final term, organism-environment correlation, was talked about
and discussed. In addition, we had the class members discuss the pros and cons of both
heterogeneous and homogenous reading groups and we asked for specific examples from their
experiences. In addition, we asked them if they believed a student would develop into a better
reader if they were surrounded by positive examples of readers.
Finally, while the participants listened and participated in discussion of the final term,
they rolled five pieces of the last play dough color into small, medium, or large size balls. They
were then asked to place one of these balls around each of the five circles on the paper. There are
now four different sized, different colored play dough balls around each history circle on the
sheet of paper.
Step 5. Once the teaching of the four terms had taken place as well as discussion, the
participants were asked to draw a stem line from the “history circle” to the bottom of the page.
Next, they were asked to sit back and describe what they had created with their play-dough
creation. Participants quickly noticed that five simple flowers had emerged, each with its own
stem. Thus, the majority of the students commented that they had made a flower garden.
The participants were then asked to visualize the development of each student as a
“flower” in their class and to realize that each student is different with their own unique histories,
as each student (flower) had a different ball size for each term.
Discussion
The four terms affect each student’s reading histories differently. Thus, it is important
that each individual “flower” be nurtured differently in order to mature and blossom. Every
classroom of students has is its own beautifully unique field of flowers, which is represented by
the small, medium and large colored clay balls. This visual allowed the class members to see
that the histories of children are very different. Using a concrete visualization technique, such as
the field of flowers, is an ideal way to represent a difficult concept concerning the interactions
between causation, circumstance, and consequence of readers while gaining new understanding
on the beauty found within the differences of each child and each classroom.
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Implications
For children who come from a background rich in literacy experiences, their first
connections are likely to be more positive than those who did not come from literacy rich
backgrounds (Tabors, Roach, & Snow, 2001). Children who lack a strong literacy foundation or
those who struggle to read will need sensitive teachers to help promote language and literacy
development. Thus, as classroom teachers teach young readers or older struggling readers the
necessary skills to read, it is necessary that each reader be seen as an individual with his or her
own reading/learning history.
References
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