Peer-Reviewed Papers

Permanent link for this collectionhttps://hdl.handle.net/2022/1130

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A Call for Data on the Principal Pipeline
(Educational Researcher, 2022-02-03) Perrone, Frank; Young, Michelle D.; Fuller, Edward J.
In this policy forum commentary, we call for improved national and state-level data collection and access relevant to the principal pipeline. We focus specifically on how access to quality data can inform, has informed, and is critical to policy and practice across three segments of the principal pipeline—principal preparation, licensure, and labor markets—as well as the essential issue of diversity itself and across each pipeline segment. We also outline and explain the types of data collection, storage, and access that would enable more informed and relevant principal pipeline research, policy, and preparation. We then call for action at the state and the federal levels, including reauthorization of the Higher Education Act to expand Title II educator data collection to include principal preparation programs as it does teacher preparation programs. Finally, we conclude with cautions against potential data misuse.
A case study of youth participatory evaluation in co-curricular service learning
(Journal of the Scholarship of Teaching and Learning, 2013-08) Samuelson, Beth Lewis; Smith, Ross T.; Stevenson, Eleanor; Ryan, Caitlin
Abstract: This paper examines the practice of participatory evaluation through an exploratory single case study of the Evaluation Team of Books & Beyond, a cocurricular service-learning program of the Global Village Living-Learning Center at Indiana University. The paper, which is authored by three undergraduate members of the evaluation team and their faculty advisor, juxtaposes the process of conducting the evaluation and reporting the results with reflections from the Evaluation Team participants on conducting youth participatory action research, which offers a means of improving youth-serving programs and developing a greater understanding of why youth choose to participate in these programs. In their review of the implementation of their evaluation project, the team noted that the difficulties of getting past lessons learned to methodological rigor in service-learning evaluation are compounded by the realities of engaging in a student-faculty partnership in a co-curricular service-learning context.
A Contextual Examination of Gender Role Conflict Among College Football Players
(American Psychological Association, 2011-10) Steinfeldt, Matthew C.; Hoag, Jacquelyn M.; Hagan, Aleska R.; Wong, Y. Joel; Steinfeldt, Jesse A.
This mixed methods study examined the contextual nature of gender role conflict (GRC). Using a quasi-experimental design, 153 male college football players were randomly assigned to two groups wherein they were instructed to report levels of GRC based on the assigned life domain (within the football environment vs. life outside of football). Results indicated that participants did not differ significantly in levels of GRC across life domains, but did reveal that life domain (within the football environment) moderated the significant relationship between Restrictive Affectionate Behavior Between Men (RABBM) and life satisfaction. Qualitative findings provided support for quantitative results, and described ways that football players express emotions and affection toward other men within this unique context. Results can help psychologists design interventions that normalize and encourage affective and emotional expression within the domain of football, with the intent of teaching players to transfer these behaviors to life domains outside of football.
A Is for Avatar: Young Children in Literacy 2.0 Worlds and Literacy 1.0 Schools
(National Council of Teachers of English, 2010-11) Wohlwend, Karen E.
We talk about children as digital natives (Prensky, 2001) growing up in brave new virtual worlds, but also as vulnerable innocents who are especially attuned to—and in need of—nature. But do we really see these children? Do we understand them as emergent users of new literacies and new technologies? If so, how might early literacy education change to prepare children to read, write, be, and act as full participants in digital worlds and unknowable futures? This article examines tensions across literacy, play, and technologies in early childhood classrooms in order to understand how the meaningmaking possibilities we offer children are shaped by the ways we see them. How might new ways of seeing open our eyes to “new basics” (Dyson, 2006) in early education and help us reshape inschool literacies to more closely match children’s lived worlds?
A New Spin on Miscue Analysis: Using Spider Charts to Web Reading Processes
(National Council of Teachers of English, 2012-11) Wohlwend, Karen E.
This article introduces a way of seeing miscue analysis data through a spider chart, a readily available digital graphing tool that provides an effective way to visually represent readers’ complex coordination of interrelated cueing systems. A spider chart is a standard feature in recent spreadsheet software that puts a new spin on miscue analysis by quickly generating visual displays of children’s documented reading processes. Also known as radar charts, spider charts show webs that point to the apparent strategies that readers are using, providing a way to quickly visualize how well readers are noticing and coordinating syntactic, semantic, and graphophonic cues during the process of constructing meaning for a text. Following a brief overview of miscue analysis procedures, a range of spider charts is presented, using charts generated from reading analyses conducted by pre-service teachers in the author’s early literacy methods course.
Against all odds: socio-economic and political factors related to female labor force participation and decision making power in Bangladesh
(Indiana University, 2019-12-20) Rouf, Kazi Abdur
Gender inequality and discrimination is persistent in different socio-economic and political institutions. Women are mainly treated as second sex, sex objects, reproductive agent and their economic contributions to the family, market and state are largely ignored. These discriminations are transferred through the institution of patriarchy, labor force participation and different national and international programs and policy processes. The rigidity and confinement of women within households is experiencing minimal change. A majority of women continue to experience inequalities in different sectors of the society; both in developed and developing countries. However, in terms of gender inequality, female labor force participation is a major factor. This paper reviewed feminist literatures and author personal experiences working with women particularly marginalized women in many countries. The paper examines the interrelating issues of female labor force participation, patriarchy, differential household structures and development policies as they exist in Bangladesh.
American Higher Education Student Financial Aid
(2019-08-16) Rouf, Kazi Abdur
The American higher education student financial aid program is an American national social financing program that has both grants and loans components from the public and the private financial institutions as a social investment for the American college students for their higher education human resource capital development. Although America provides higher education student grants yearly more than $250 billion; its student debts are accumulating more than $1.5 trillion in 2007-2008. Even now the student debts are more increasing. Therefore, it is important to know what the American higher education student financial aid acts, policies and strategies are at the federal, states and institutional levels; how the private student loan agencies are working; why the student debts are increasing; and what are the issues related to the student financial aid services in America. The federal, states and institutional financial grants and their policies are continuously changing but they are legislated the by congress and states legislators. The US Department of Education and many other agencies are monitoring and reviewing the student financial aid policies and budgets. The higher education student financial aid’s budgets and policies are altering to comply with the college students need and the colleges demand. Despite the American student financial aid system is decentralized; however, its policy appropriations need to be democratized.
“Are You Guys Girls?”: Boys, Identity Texts, and Disney Princess Play
(Sage, 2011-07-15) Wohlwend, Karen E.
Drawing from critical sociocultural perspectives that view play, literacy, and gender as social practices, boys‟ Disney Princess play is examined as a site of identity construction and contestation situated within overlapping communities of femininity and masculinity practice where children learn expected practices for “doing gender.” The article presents critical discourse analysis of two instances of 5- and 6-year-old children‟s doll play excerpted from data collected during a year of weekly visits to one focal kindergarten in a U.S. Midwest public school, part of a larger three-year study of literacy play as mediated discourse. Through princess play, children enacted femininities and masculinities and negotiated character roles with peers in ways that enforced and contested gender expectations circulated in media marketing and enacted in play groups. Findings indicate that doll play is a productive pedagogy for mediating gendered identity texts circulating through global media and for creating spaces for diverse gender performances in early childhood settings.
Asian Americans’ Family Cohesion and Suicide Ideation: Moderating and Mediating Effects
(John Wiley & Sons, Inc., 2012-01-19) Li, Peiwei; Uhm, Soo Yun; Wong, Y. Joel
The purpose of this study was to examine the relationship between family cohesion and suicide ideation in a national, adult community sample of Asian Americans (N = 2072). The data for this study was drawn from the National Latino Asian American Study, the first national epidemiological study of Asian Americans’ mental health. The results indicate that family cohesion was negatively related to suicide ideation. In addition, English proficiency moderated the relationship between family cohesion and suicide ideation. Family cohesion was more strongly related to suicide ideation among low English proficiency Asian Americans than among high English proficiency Asian Americans. Further, the findings are consistent with a model in which the relationship between family cohesion and suicide ideation was partially mediated by psychological distress. Practical implications of the results are discussed in terms of how mental health professionals can help strengthen family cohesion and prevent suicide ideation among Asian Americans.
Asian Americans’ Lay Beliefs About Depression and Professional Help-Seeking
(John Wiley & Sons, Inc., 2010-02-02) Calfa, Nicolina Ann; Van Horn Kerne, Valerie; Kim, Seong-Hyeon; Tran, Kimberly K.; Wong, Y. Joel
Guided by a culturally-informed illness representation self-regulation model (CIRSRM), this study analyzed the relations among 223 Asian Americans’ lay beliefs about depression, enculturation to Asian values, and their likelihood of seeking professional help for depression. Participants’ lay beliefs were assessed through an analysis of written responses to open-ended questions about depression. Enculturation as well as beliefs in biological causes, situational causes, and a short duration of depression were significantly related to the likelihood of professional help-seeking. In addition, enculturation moderated the association between several lay beliefs and the endorsement of professional help-seeking. The findings are discussed in light of how clinicians can incorporate mental illness lay beliefs in their work with Asian Americans.
Blending Spaces: Mediating and Assessing Intercultural Competence in the L2 Classroom
(The Electronic Journal for English as a Second Language, 2015-11) Stewart, JesAlana
With the vast amount of second language learners across the world in various contexts and the ever-‐present force of globalization, it becomes essential to acknowledge the interaction of differing sociocultural and linguistic practices at play in second language (L2) learning. In doing so, a learner of a new linguistic code can gradually come to use both their first and second languages appropriately through the medium of a third space between each system. Witte discusses the unique situation of L2 learners when faced with a new, possibly competing linguistic system and culture, in such a way that would benefit both educators and researchers alike. He explains the challenges that a foreign language learner faces in having two competing rhetorical traditions, and he explains the interactions of these languages in a third space where reconciliation takes place in new and interesting forms. This book meticulously and gradually builds on both first and second language development in order to construct the understanding of what intercultural competence could mean.
Building Creativity: Collaborative Learning and Creativity in Social Media Environments
(Emerald Insight, 2011) Solomou, Maria; Peppler, Kylie A.
Purpose: Using a systems-based approach to creativity and a sociocultural constructionist approach to learning, this study highlights how creative ideas emerge within a community and spread amongst its members. Design/methodology/approach: Using a design-based approach to research, this study took place within the social media environment, Quest Atlantis. Chat data was collected from 85 participants and screenshots were taken of the virtual architecture designed and built by players in the Quest Atlantis environment, in an effort to explore the nature of creativity and collaborative learning within the context of virtual 3D architectural construction. Findings: Findings illustrate the rise and spread of creativity in online communities and also point to the social and cultural nature of creativity. Research limitations/implications: As this is the first study of its kind, we focus on how creativity operates within a single community in order to draw implications about digital creativity more broadly. Practical implications: Implications for designing virtual and physical communities to promote creativity are discussed. Originality/value: Documenting and analyzing an entire creative system in the everyday world can be a challenging endeavor. Social media, by contrast, offers an opportunity to document, describe, and analyze creativity, extend Csikszentmihalyi’s work into the realm of social media and push back on current conceptions of digital creativity.
Bullying Among Adolescent Football Players: Role of Masculinity and Moral Atmosphere
(American Psychological Association, 2011-12-24) Steinfeldt, Matthew C.; LaFollette, Julie R.; Vaughn, Ellen L.; Steinfeldt, Jesse A.
Identifying practices of masculinity socialization that contribute to the establishment of gender privilege can help address violence and bullying in schools (Connell, 1996). Because the sport of football is considered an important contributor to masculinity construction, establishing peer networks, and creating hierarchies of student status, this study examined the influence of social norms (i.e., moral atmosphere, meanings of adolescent masculinity) on bullying beliefs and behaviors of 206 high school football players. Results demonstrated that moral atmosphere (Peer Influence, Influential Male Figure) and adherence to male role norms significantly predicted bullying, but the strongest predictor was the perception of whether the most influential male in a player’s life would approve of the bullying behavior. In addition to prevention interventions highlighting the role of influential men and masculinity norms in this process, implications for practice suggest that football players can use their peer influence and status as center sport participants to create a school culture that does not tolerate bullying.
Canadian higher education student financial aid policies, products and services in Canada
(2019-09-10) Rouf, Kazi Abdur
Although Canada is a welfare state and it has need-based priority student financial aid support policies in Canada; however, its higher education financial aid service is not universal. Rather its higher education support services have neoliberal policy matrix (public grants and private loan) financial aid services began to take root in most Canadian provinces. Although since 1964, the Canadian financial aid program has provided over $51 billion in Canada Student Loans to more than 5 million Canadians to help them finance their education and equip them to achieve their career aspirations. The average Canadian student debt is $27,000, up from $8,000 in 1990. The Government of Canada changes many of its higher education financial assistance policies, programs, and products; however, the ratios of the grants: loans are still questionable to many students, researchers, and laymen. Therefore, the federal, provincial and institutional grants need of the increased so that grants portion can be higher than 80% than the loan portion.
Chasing Friendship: Acceptance, Rejection, and Recess Play
(Taylor & Francis for Association for Childhood Education International, 2005-12) Wohlwend, Karen E.
The tension in a game of hide-and-seek typifies the social flight and pursuit recorded in an ethnographic study of recess play during weekly observations on an elementary school playground. Analysis of field notes revealed that 1st-grade children frequently blurred the line between acceptance and rejection while they worked through peer relationships within the complex social web of playground friendships. One body of research on childhood relationships indicates that children may suffer peer rejection or lags in their social development as a result of ineffective play behaviors (McCay & Keyes, 2001; Yanghee, 2003). Other ethnographic studies (Corsaro, 2003; Fernie, Kantor, & Whaley, 1995; Kantor & Fernie, 2003; Scott, 2003) expand interpretations of exclusion beyond individual deficits, situating peer rejection within the social context of children's culture and the institutional structure of schools. In this article, inclusion and exclusion are interpreted not as functions of individual developmental deficit but rather as socially constructed phenomena within the peer group, highlighting the need for teachers to intervene with the entire class rather than focusing on perceived social skills deficits of particular children. The article describes how children in this study used play materials and themes to create play group affiliations, restrict or challenge group membership, and stretch peer social boundaries. The final section offers a playground observation tool and classroom implications and suggestions for teachers to help young children form more inclusive play groups.
Chasing literacies across action texts and augmented realities: E-books, animated apps, and Pokémon Go
(Springer, 2017-07-06) Wohlwend, Karen E.
In this chapter, mediated discourse theory is used to compare how changing models of literacy learning reflect and shape educational expectations for children’s engagement with new technologies. Video analysis of children’s actual iPad interactions with an e-book app, an animation app, and an augmented reality app identifies the literacy practices in each model that interpret, create, and share a range of action texts. An action text is a played text that also supports an imaginary co-constructed context, negotiated among multiple players across digital screens and physical environments. Analysis of action texts created during app play identifies three prevalent models of literacies that circulate notions about who, what, and how children should use iPads: (1) digital literacy, (2) participatory literacies, and (3) socio-material literacies Each model is justified by educational discourse that prepares children to participate in particular ways in different conceptions of learning spaces: • digital literacy in the skills mastery discourse of educational standards in school cultures • participatory literacies in the social practice discourse of situated and connected learning in digital cultures and global networks. • socio-material literacies in post-human discourse of entangled assemblages of actions, bodies, and machines in converging realities.
Comparative Higher Education Research Methods: Thematic analysis
(Indiana University, 2020-01-20) Rouf, Kazi Abdur
The paper narrates different definitions of comparative education, identifies problems and barriers in comparative education studies. How comparative education finds and uses sameness (contrast) as universalism and difference as ultra-relativism in different national educational policy context. The paper deeply sees how comparative education policies are use, link and apply by comparativists’ to different social theories like modernization theory, conflict theory, structural-functionalism, positivism, relativism, historical and cultural studies, statistical methods (unit of analysis), realism, and post-structuralism, neo-liberalism, capitalism, localism, globalization, and govermentalism, etc. Then compare the comparative educational research findings of the issues, and results in different cultural contexts by using different research methods narrated by different comparative education scholars that can help change, modify or improve the comparative education research implementing model. The cross-cultural comparative education research benefits, shares and measures different education system or evaluate different education schemes. At the end, the paper explores how higher education financial aid policy can play a critical role in addressing persisting poverty and dependence in developed country.
Compare and contrast Grameen Bank (GB) Higher Education Student Loan Service in Bangladesh and the state-managed student financial aid program in Canada and America
(2018-08) Abdur Rouf, Kazi
This policy research paper narrates ‘Compare and contrast the state-managed Canada and the American student financial aid program with the NGO-managed Grameen Bank (GB) Higher Education Student Loan program in Bangladesh’. This paper is a nutshell consolidation of the research that focuses on to compare and contrast policies, strategies and products of the Canadian and the American student financial aid policies and products with the policies, strategies and products of the Grameen Bank (GB) Higher Education Student Loan program for the second generation of GB borrowers in Bangladesh. The study finds the Canadian and the American student higher education financial aid programs have distinct variations; however, some of their policies, products and implementation strategies are similar to each other; however, the Canadian and the American student higher education financial grants and loans policies have been modifying over time to address the needs and demands of the students since inception. However, although the Grameen Bank student higher education loan policies and products, initiated in 1997, it remains unchanged even it has limited expansion although the GB student higher education loan program is very popular and it has huge demand in Bangladesh. This research generates new knowledge of NGO--managed student loan financing services in Bangladesh that has impact to address poverty and employment creation in Bangladesh. The research findings help Canada and America and GB Bangladesh to improve their student higher education financial aid services in in these countries.
Comparing the Low- and High-Performing Schools based on the TIMSS in the United States
(Egitim vd Bilim (Education and Science), 2014) Akerson, Valarie; Ceylan, Eren
Because school difference has been shown to be one of the determinants of students’ science performances, this study was carried out to investigate the differences between low- and high-performing schools in the United States based on TIMSS 2007. Discriminant analysis was conducted to explore the differences between low- and high-performing schools. The results revealed that the classified schools were significantly discriminated based on the six composite variables. Whereas using of inquiry-oriented activities were found to be encouraged in high-performing schools, teacher-centered activities were more often implemented in low-performing schools. As expected, socioeconomic status (SES) of the students was found to be one of the critical factors that explain the extent of variation of students’ science performances should be considered intensively by school administrations.
Content Analysis of the Psychology of Men and Masculinity (2000 to 2008)
(American Psychological Association, 2010-07) Hickman, Sarah J.; Speight, Quentin L.; Steinfeldt, Jesse A.; Wong, Y. Joel
In 2010, the Psychology of Men and Masculinity (PMM) celebrates the 10th anniversary of its inception as the official journal of the Society for the Psychological Study of Men andMasculinity. This article commemorates this significant milestone by examining the journal’s current trends and future directions through a content analysis of 154 articles published in PMM from 2000 to 2008. The authors found that PMM scholarship was dominated by theories associated with the gender role strain paradigm, addressed clinically-related topics, relied largely on White male college samples, and had a growing impact on clinically-focused scholarly journals and books. Recommendations for addressing theoretical orientations, topics, and populations underrepresented in PMM scholarship are provided.

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