IUScholarWorks

Indiana University's Institutional Repository

IUScholarWorks Repository is a service of Indiana University Libraries to make the work of IU scholars freely available, while ensuring these resources are preserved and organized for the future. Because your work is assigned a stable, permanent Internet address readers will always find it.

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Recent Submissions

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Practice and Experience in Advanced Research Computing (PEARC24) Evaluation Report
(Indiana University, 2024-11-07) Wernert, Julie A.; Miles, Tonya A.
The eighth annual Practice & Experience in Advanced Research Computing (PEARC) conference, highlighting Human Powered Computing, was held July 21–July 25, 2024, in Providence, Rhode Island. The PEARC conference series is a community-driven effort built on the successes of the past, with the aim to grow and increase inclusivity by involving additional local, regional, national, and international cyberinfrastructure and research computing partners spanning academia, government, and industry. The PEARC Conference Series works to integrate and meet the collective interests of the growing Research Computing and Data (RCD) community by providing a forum for discussing challenges, opportunities, and solutions among its broad range of participants. PEARC Conferences are organized by a group of dedicated volunteers from the community, with oversight by a Steering Committee comprised of a diverse cohort of community members and are sponsored by the Association for Computing Machinery (ACM), the world’s largest educational and scientific computing society. This report summarizes results from the PEARC24 evaluation activities.
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Experiencing Cultural Diversity Through Film: A Practitioner Inquiry on Developing Cultural Proficiency in a High School Spanish Classroom
([Bloomington, Ind.] : Indiana University, 2023-12) Wood, Joshua; Wohlwend, Karen
World Language classrooms are an ideal place to have discussions related to race, culture, and other topics related to diversity, but many of these chances are missed based on the teacher’s experience, outdated textbooks, and a history of placing grammar first. This practitioner inquiry held the goal of incorporating the Cultural Proficiency Continuum Framework into the Spanish curriculum in a 9th grade Spanish I classroom. The teaching of this framework alongside the use of films and documentaries provided a rich scenario for the students to discuss topics of race and cultural diversity. This paper will share pedagogical methods as well as student responses and feedback from this year-long study.
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HUMANIZING THE WORK WITH EQUITY FACILITATORS TO UNDERSTAND CULTURALLY SUSTAINING PEDAGOGY: A SCHOOL ADMINISTRATOR’S PRACTITIONER INQUIRY
([Bloomington, Ind.] : Indiana University, 2024-05) Wilson-Coles, Ayana A.; Damico, James
To educate students from diverse backgrounds, educators are often encouraged to be aware of their student’s cultural backgrounds and to use the knowledge to inform their instruction to be culturally relevant. While this approach to teaching is widely promoted, educators are often unaware of how to accomplish this. This is especially true for White educators whose backgrounds are starkly different from their students. Although there is an abundance of literature explaining the theories underpinning pedagogies that build on students’ backgrounds, like culturally relevant pedagogy, there is not a lot of literature examining the journey White educators take as they try to implement asset-based pedagogies --in particular, the journeys of White educators trained as facilitators of equity. Using whiteness and culturally sustaining pedagogy as a lens, this dissertation explores what happens when I facilitated conversations with two White educators as they attempted to divest from dominant ideologies and implement asset-based pedagogies in their elementary classrooms. In this practitioner inquiry, data included interviews, observations, field notes, and classroom observations. Using thematic analysis, the findings of this study include the tensions that arose due to the educators feeling confined to the dominant systems and how they contended with these pressures. The implications of this practitioner inquiry study extend to equity-minded leaders, suggesting the need to comprehend white supremacy culture, the developmental journey toward critical consciousness, and the significance of text selection. Furthermore, the study holds implications for my own professional development, advancing my understanding of white supremacy in relation to trauma and reinforcing my commitment to resisting dominant systems to further this work.
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What Happens when Culturally Responsive Teaching is implemented in the English Language Learning Classroom as Part of Instruction?
([Bloomington, Ind.] : Indiana University, 2024-05) Sacarello-Ruiz , Marisella; Hines, Mary Beth
Recent studies have shown that the proportion of English Language Learner (ELL) students in our school systems has increased significantly.  Chabot (2021) stated that “ELL students make up one of every 10 students in the public-school classrooms in the U.S.”  In this article, Chein Li, Associate professor of school psychology at Northeastern, is quoted as saying that “ELL students are often left behind due to the linguistic, cultural and economic hurdles that can derail their education and their life-long potential.”  In other words, ELL students are being neglected by school systems that do not have the resources, qualified personnel, or commitment to help ELL students be included.  The purpose of this study was to explore the experiences and capabilities of an ELL student in a classroom in which the teacher established positive and authentic relationships with students by using culturally responsive teaching (CRT). The primary data in this qualitative researcher-practitioner study were drawn from video-recordings of sessions in which CRT was implemented.  Another data source was the practitioner’s reflective journal documenting observations of daily classroom activities and conferences with individual students. It was found that exposing ELL students to rich academic language through topics in which they were interested helped them improve their academic performance.  Practicing culturally responsive teaching (CRT) also helped ELL students to feel included and valued while learning similarities and differences among cultures. The lessons created by the practitioner promoted language learning and critical thinking by emphasizing collaboration among students and providing positive reinforcement.   Overall, it was concluded that CRT can help ELL students develop a sense of belonging in school and promote their language learning through collaboration and the use of the funds of knowledge they bring to the classrooms.
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BUILDING PRE-SERVICE TEACHER AWARENESS OF ENGLISH LEARNERS THROUGH PARTICIPATORY ACTION RESEARCH
([Bloomington, Ind.] : Indiana University, 2023-12) Reinhardt, Katrina Marie; Wohlwend, Karen
Ten percent of all public-school children in the United States are considered English Learners (ELs) (NCES, 2020). Yet pre-service teachers receive little, if any, training to work with this population during their teacher preparation programs (Harklau & Ford, 2022; Leider et al., 2021; Lopez & Santibanez, 2018; Education Commission of the States, 2014). To address the lack of training in teacher preparation, this practitioner inquiry examines pre-service teachers’ perceptions of the knowledge, skills, and mindsets needed to serve ELs in the secondary education content-area classroom and how these perceptions can inform the practice of teacher educators. In phase I of the study, pre-service teachers acted as both participants and researchers as they completed a short-term field experience in a beginning level EL classroom and corresponding participatory action research project that was embedded into their teacher preparation coursework. They analyzed course artifacts and identified themes that described their perceptions of the knowledge, skills, and mindsets needed to serve ELs. In phase 2 of the study, the researcher used thematic analysis to analyze the findings of participants’ project in addition to other data sources collected throughout the experience. Overall, eleven key themes emerged that highlight the impact of using participatory action research and short-term field experiences in teacher preparation to serve ELs.