Educational Research: Theory & Practice. 2022. Volume 33(1)

Educational Research: Theory and Practice

Volume 33, Issue 1, 2022

Editor: Bob Ives

ISSN: 2637-8965

Following the Money: Property Taxes and School Quality

Lawrence A. Baines — Berry College, USA

Abstract: An examination of school funding in cities in Michigan and Texas found wide disparities in the total amount of property taxes collected, but also differences in property tax rates. Families living in high-poverty neighborhoods whose children attended schools with relatively low funding actually paid higher property tax rates than wealthy families living in low-poverty neighborhoods whose children attended schools that enjoyed relatively high funding.

Reference: 

Baines, L. A. (2022). Following the money: Property taxes and school quality. Educational Research: Theory and Practice, 33(1), 1-6.

License: Attribution 4.0 International

Democratizing the Science of Teaching through Practitioner Research

Joel B. Judd — Southern Utah University, USA

Abstract: The current pandemic highlights once more the pressures and threats to teacher professionalism. While many give lip service to the essential role of educators, most high-stakes decisions continue to be made by those outside of the classroom (Hong & Rowell, 2019). Teaching continues to be more of a “compliant” than “activist” profession (Sachs, 2016). Our graduate program seeks to counter this state of affairs by supporting teacher practitioner research. By employing a cycle of inquiry drawn from action research, teachers improve their own practice and professionalism. Surveys employed before and after their capstone study support our findings that teacher-produced evidence is the best “evidence-based” practice, and that practitioner research is a powerful and transformative tool for professional development (Zeichner, 2006).

Reference: 

Judd, J. B. (2022). Democratizing the science of teaching through practitioner research. Educational Research: Theory and Practice, 33(1), 14-21.

License: Attribution 4.0 International

Key Components Contributing to Student Development and Cross-Cultural Adaptation During an International Internship

Karen D. Jensen — Brigham Young University, USA

Abstract: Globalization has been a motivating factor for institutions of higher education to reassess their mission statements and consider to how best prepare students for an increasingly globalized world (Green et al., 2008). As a result, universities are developing programs and initiatives to assist in this effort including on and off campus international learning experiences (American Council on Education, 2017). One of these initiatives is the field of education abroad. This narrative research study presents the experiences of university students who participated in an international internship and highlights the factors of their internship success and integration into the host community.

Reference: 

Jensen, K. D. (2022). Key components contributing to student development and cross-cultural adaptation during an international internship. Educational Research: Theory and Practice, 33(1), 22-28.

License: Attribution 4.0 International

When Technology Becomes a Student Lifeline: Impacts of a Pandemic on Student Success

Sheri Grotrian — Peru State College, USA
Lisa Parriott — Peru State College, USA
Brad Griffin — Peru State College, USA
Kelsi Leininger — Peru State College, USA

Abstract: Higher education institutions across the US transitioned to remote learning during the spring 2020 semester due to the Covid-19 pandemic. The swift pivot to online instruction prompted institutions and faculty members to reflect on numerous lessons learned. Even when face-to-face (f2f) instruction reconvened, many technological accommodations were required as students and faculty were in and out of the classroom due to requirements to quarantine (positive test results, contact tracing, etc.).

Reference: 

Grotrian, S., Parriott, L., Griffin, B. & Leininger, K. (2022). When technology becomes a student lifeline: Impacts of a pandemic on student success. Educational Research: Theory and Practice, 33(1), 29-32.

License: Attribution 4.0 International

Student Role Play and Negotiation in an Instructional Design Education Class

William Cain — University of Wyoming, USA
Danah Henrikson — Arizona State University, USA

Abstract: The following design case describes the introduction of two complementary pedagogical strategies to an EdD course on Instructional Design Application: student role play and negotiation between student design teams. The case describes the thinking behind, and implementation of, these strategies in relation to the overall redesign of an existing course. The goal of adopting these strategies was to foster interactions and opportunities for creativity and designerly thinking among student instructional designers.

Reference: 

Cain, W. & Henrikson, D. (2022). Student role play and negotiation in an instructional design education class. Educational Research: Theory and Practice, 33(1), 33-36.

License: Attribution 4.0 International

Vocational Presence in an Academic Setting: The Teaching with Industry Model

William Cain — University of Wyoming, USA
Francois Jacobs — University of Wyoming, USA

Abstract: Students pursuing applied degrees often express their desire for learning experiences that help them transition from academic to professional settings. The Teaching with Industry (TWI) model is a course design that combines videoconferencing technologies with best practices in online instruction to support greater industry presence during class sessions. The following paper describes TWI design iterations that were used in an undergraduate course on construction management safety practices. The designs featured industry practitioners as co-instructors but used different classroom setups and configurations of videoconferencing technologies to support their activities. Configurations, as well as challenges and affordances of the TWI designs are described; implications for future TWI designs and practices are discussed.

Reference: 

Cain, W. & Jacobs, F. (2022). Vocational presence in an academic setting: The Teaching with Industry model. Educational Research: Theory and Practice, 33(1), 37-43.

License: Attribution 4.0 International

Eating Disorders and the Experiences of Culturally Diverse Groups

Carrigan Veach — Rogers State University, USA
Sonya E. Munsell — Rogers State University, USA

Abstract: The purpose of this study was to examine the experiences of culturally diverse individuals who have suffered from an eating disorder. Semi-structured interviews revealed four themes: influences; mental health community issues; barriers to treatment; and stereotypes. These themes represent weak areas within the education that is provided to youth related to mental health
and eating disorders. Results of this study may prove beneficial to psychologists and counselors who can work to bridge the gap between the mental health community and different cultural groups.

Reference: 

Veach, C. & Munsell, S. E. (2022). Eating disorders and the experiences of culturally diverse groups. Educational Research: Theory and Practice, 33(1), 44-48.

License: Attribution 4.0 International

Recruiting Preservice Teachers to Top University Special Education Programs

Erica Ellsworth Miller — Brigham Young University, USA
Elizabeth Cutrer-Párraga — Brigham Young University, USA
Isabelle Fugeson — Brigham Young University, USA
Stephanie Pinneger — Brigham Young University, USA
Kendra Hall-Kenyon — Brigham Young University, USA
Barbara Smith — Brigham Young University, USA
Heidi Bussey — Brigham Young University, USA
Jasmine Boyle — Brigham Young University, USA

Abstract: Annually, 13% of special educators leave teaching, twice that of general educators (Wong et al., 2017). In June 2017, the U.S. Department of Education and Office of Postsecondary Education announced that 46 states were drastically short of special education teachers (Robinson et al., 2019). This study explores how university special education (SPED) teacher preparation program descriptions entice students to enroll in university SPED program. Results indicate disconnects between university SPED descriptions and the realities of SPED teachers will face in special education classrooms.

Reference: 

Miller, E. E., Cutrer-Párraga, E., Fugeson, I., Pinneger, S., Hall-Kenyon, K., Smith, B., Bussey, H., & Boyle, J. (2022). Recruiting preservice teachers to top university special education programs. Educational Research: Theory and Practice, 33(1), 49-54.

License: Attribution 4.0 International

Content Analysis of Digital Tools Use During 2020-21 Remote Teaching

Michelle Arroyo — University of Nevada Las Vegas, USA
Linda Quinn — University of Nevada Las Vegas, USA
Lois Paretti — University of Nevada Las Vegas, USA
Karen Grove — University of Nevada Las Vegas, USA

Abstract: Elementary teachers and preservice elementary teachers, provided data regarding their use of digital tools to reach, teach and engage their elementary students during remote teaching. This study examined the tools that were most likely to continue to be useful during face-2-face teaching. In addition, the study attempted to analyze the ways knowledge of digital tools can promote teacher learning and an increase in teaching expertise. The variety of tools used, their common use among the teachers, and the extent to which the teachers believe the tools encouraged student learning are provided.

Reference: 

Arroyo, M., Quinn, L., Paretti, L. & Grove, K. (2022). Content analysis of digital tools use during 2020-21 remote teaching.. Educational Research: Theory and Practice, 33(1), 55-60.

License: Attribution 4.0 International

Challenging Educators’ Mental Models about Motivating Students

Brian Coppess — Western Colorado University, USA

Abstract: Largely because of its behaviorist roots and despite several progressive education movements, external control has been the primary motivation technique used by educators since the dawn of formal schooling in the United States. Decades of recent research, however, has led to a paradigm shift of sorts, suggesting that by challenging their mental models about the causes of student behavior, educators might learn to motivate students differently and more effectively, thus, enhancing students’ opportunities for social and emotional growth. Based on the theory and research regarding the relations between motivation and behavior management and my own
experience as a high school principal, I argue that educators can better facilitate learning by abandoning external control as a behavior management technique and employ more productive motivational strategies like compassion and behavioral freedom.

Reference: 

Coppess, B. (2022). Challenging educators’ mental models about motivating students. Educational Research: Theory and Practice, 33(1), 61-67.

License: Attribution 4.0 International

Transformative Technology in the PK-12 Classroom

Sara Westerlin — Peru State College, USA
Spencer Vogt — Peru State College, USA

Abstract: Technology integration, particularly its growing popularity in PK-12 classrooms in the United States, is an ongoing issue. Studies have shown that professional development around integrating technology in the classroom can only go so far with increasing teacher workloads. Integrating technological pedagogical content knowledge (TPACK) and substitution augmentation modification redefinition (SAMR) frameworks, known as transformative technology, is an effective way for teachers to integrate technology in a meaningful way. Examples are included for elementary, middle, and high school levels to integrate transformational technology in specific content area tasks. Further research is needed to fully understand effective technology integration in schools, especially in public school systems in the United States.

Reference: 

Westerlin, S. & Vogt, S. (2022). Transformative technology in the PK-12 classroom. Educational Research: Theory and Practice, 33(1), 68-72.

License: Attribution 4.0 International

Examining Ways in which Students are Positioned or Position Themselves in an Undergraduate Education Course Taught Across Settings

Maria Hays — University of Washington, USA

Abstract: The research reported here explores how incorporating multiple learning settings into an undergraduate education course, in which each setting has its own unique social and material arrangements, impacts learning. Outcomes from this study indicate that courses taught across uniquely structured course settings opens up opportunities for how students are positioned or are able to position themselves. These positioning opportunities allow students to engage with course content in ways that might not happen otherwise. How students learn to negotiate their positions in one setting—and how that carries over into other current and future contexts—is also examined.

Reference: 

Hays, M. (2022). Examining ways in which students are positioned or position themselves in an undergraduate education course taught across settings. Educational Research: Theory and Practice, 33(1), 73-77.

License: Attribution 4.0 International