IUSB School of Education faculty publications

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What Ever Happened to the Arts, and Is Education Next?
(Education and Culture, 1999) Heck, Marsha L.
This essay challenges a paradigm which views the arts as education's overlooked and unappreciated sibling, with the voices of both historical and contemporary arts advocates. It will propose ways in which educators might again embrace a more holistic educational paradigm which allows the unknown, unpredictable, messy, and challenging processes and products visual arts actualize. Finally, in-progress re-search will suggest that educator-preparation programs must model arts-infused curricula and pedagogical practices not only for the reasons addressed in this text, but also to empower systemic transformation in K-higher education.
The RUMERTIME Process as a Protective Factor in School Attendance Problems
(Ubiquity Press, 2022) Larrier, Yvonne; Allen, Monica; Edwards-Joseph, Arline; Fleming, Geneva; Kellybrew, Vanessa
The RUMERTIME Process (RP) is a five-step culturally responsive social-emotional, problem-solving, prevention-intervention strategy used to educate, equip, and empower students, educators, and families. The RP equips individuals with the abilities to recognize, understand, manage, express, and reflect on their thoughts, interactions, mindsets, and emotions (RUMERTIME) in relation to themselves, others, and the daily life challenges they face within multiple systems and settings. The RP is embedded within the Cultivating SEEDS System framework (CSS) and is utilized to equip culturally diverse communities, inclusive of students, family members, educators, and administrators, with the social-emotional skills to effectively solve student attendance problems (SAPs). The data shared in this practice intervention article are descriptive in nature and highlight the RP as a protective factor and explain its three goals. The paper consists of three parts: (a) introduction of the RP, which is embedded in the CSS framework; (b) description of implementation of the RP as integral to the Daytime Intervention Room (DIR) program; and (c) discussion of risk factors that qualified students to receive services through the DIR program as well as data that demonstrated how the RP performed as a protective factor. The DIR program was aimed at creating an alternative to out-of-school suspension (OSS) and the traditional punitive in-school suspension (ISS). The program was established in each of the four schools in an urban high-needs school district in the midwest region of the United States. The DIR program was intentionally designed to include multiple levels, stakeholders, and delivery support, thus creating a solid base for the holistic development of students, educators, and parents. In conjunction with the CSS framework, the DIR program sought to increase academic performance, decrease the number of behavior referrals, and improve attendance rates in this high-needs urban school district. Keywords: Cultivating SEEDS System®; RUMERTIME Process; social emotional education; school attendance problems
Counselors’ Knowledge about HIV Transmission and Prevention
(University of North Florida, 2020-06) Campbell, Joseph A.
This article presents the results of an online survey study of 80 counselors to explore counselors’ knowledge about Human Immunodeficiency Virus (HIV) transmission, HIV prevention strategies, potentially related factors, and where counselors obtained their knowledge. Results show that approximately 90% of counselors correctly identified knowledge about HIV transmission, 68% correctly identified knowledge about HIV prevention strategies, and 64% reported receiving no education regarding HIV/AIDS in their graduate counseling programs. Implications for counselor training and professional development are discussed.
Developing Empathy Through Children's Literature
(ERIC, 1998) Cress, Susan W.; Holm, Daniel T.
Empathy is important in social adjustment, and teachers can assist in its development in children. This paper suggests a rationale for encouraging the use of empathy related literature and provides teachers with a children's literature resource of realistic picture books whose stories evoke feelings of empathy. The books listed in this paper were selected because they realistically deal with emphatic elements which will appeal to children ages 4-8.
"Rise Up:" Enhancing Social Justice Advocacy in Higher Education Classrooms by Board Game
(IU Teaching Strategies Showcase, 2019-09) Rogalla, Kylie B.
"Rise Up” is a board game about cultivating systemic power and succeeding as part of a team in order to advance social justice.
Students' View of Feedback on Electronic Assignments
(Atlantis Press, 2019-05-13) Chang, Ni
With the rapid development of technology, more and more universities put courses online. Electronic submissions become ordinary and seem largely reasonable choices. Yet, those instructors who employ blended approaches to interacting with students may also require students to submit their assignments electronically even though instructors and students meet on campus regularly as scheduled. Providing electronic feedback (e-feedback) by instructors becomes one of the central concerns in higher education. However, there is limited research in students’ views of e-feedback provided on submissions. This study, part of a large study, was intended to fill the void. All undergraduate students from a Midwestern university were surveyed regarding what they support: e-feedback and handwritten feedback and what their perceptions on efeedback based on the following five categories: accessibility, timeliness, legibility, quality and personal. Data were analyzed quantitatively and qualitatively. The results show that the majority of the respondents preferred e-feedback for accessibility, timeliness, and legibility. While there were not as many supporters as those for accessibility, timeliness, and legibility, the theme of quality was supported more than that of personal. In this article, addressed are also limitations, educational implications, and future research suggestions. Keywords: feedback, electronic feedback, instructors, student
Creative Endeavors: Inspiring Creativity in a First Grade Classroom
(Early Childhood Education Journal, 2016) Cress, Susan; Holm, Daniel
With an emphasis on high-stakes testing and a focused curriculum, it would seem at times, the joy of creativity is missing from the classroom. This article describes a curricular approach the children named ‘‘Creative Endeavors’’, as implemented by a first grade teacher. The approach is described in three phases. In the exploratory stage the children were presented with various media, made requests for additional materials, and explored different forms of expression. In the second phase the children made choices based on interests, and typically worked with others in a spirit of collaboration with an emphasis on the process of the project as well as affective responses. In the final phase of intentional planning, children began to independently design, construct, and take responsibility for their project working alone or with others. Phases are intended to provide a blueprint for other teachers to explore creative endeavors in the classroom. Children in this project communicated through various media including sewing, photography, and drama. Through collaborating with peer and choosing projects, the children became authentically engaged in the various classroom experiences. Although the curricular approach was intended to foster creativity, in each phase writing about their projects became a natural and critical element in the process. Children wrote about their experiences, the steps they took to take part in the process, why they chose it, and reflected upon the projects undertaken.
Mental Health Mondays
(Becaon Community Health Mental Health Campaign Newsletter, 2018) Campbell, Joseph A.
Culture Maps: A Tool for Building Competent Global and Multicultural Education Curriculum
(2012-12) Okrah, Kwadwo
A recurring problem in global and multicultural education in United States of America is the issue of prejudice, stereotyping and discrimination. To resolve the problem is to lessen cultural conflicts in American schools. Thus, it is important to understand different cultures and their mores. It is a common knowledge that the first contact with different cultures always has the potential of causing conflicts and culture shock. Therefore, it is important to prepare students to understand the peculiarities of cultural differences in other societies and countries to avoid such difficulties. This paper intends to utilize cultural mapping to forge a new way of effective cross-cultural communication through tolerance, understanding and acceptance. Data was collected from students in selected non-American cultural backgrounds living in and outside United States and American students. The conclusions from diverse students’ own stories have led to appropriate strategy that would control prejudice, stereotyping and discrimination in our schools.
Electronic Feedback or Handwritten Feedback: What Do Undergraduate Students Prefer and Why?
(Journal of Teaching and Learning With Technology, 2012) Chang, Ni; Watson, Bruce; Bakerson, Michelle; Williams, Emily; McGoron, Frank; Spitzer, Bruce
Giving feedback on students’ assignments is, by no means, new to faculty. Yet, when it comes to handwritten feedback delivered in person and typed feedback delivered electronically to students, faculty may not know what undergraduate students prefer and reasons behind their preferences. The present study explored which form of feedback, i.e., electronic or handwritten feedback, undergraduate students preferred and rationale behind their preferences. Two hundred fifty respondents completed an online survey, which consisted of three closed-ended questions and two open-ended questions. Nonparametric tests were used to analyze the quantitative data. Qualitative responses were read and analyzed by four researchers and six themes were identified. The qualitative data were rechecked against the six themes independently first and then collectively. Discrepancies were discussed before complete consensus was made. The study found that nearly 70% of the participants preferred e-feedback for its accessibility, timeliness, and legibility. Yet, with respect to the quality of feedback, the majority of handwritten supporters chose handwritten feedback, as they perceived this type of feedback as more personal. The article discusses the marked discrepancies between the two groups and ends with educational implications and suggestions for future research.
It's a zoo out there!
(Science and Children, 2014) Gillan, Amy; Hebert, Terri
The Quantitative Literacy Connection: Is Literacy Instruction the Key to Teaching Mathematical Habits of the Mind?
(Literacy Research Association, 2012-11-28) Smith Davis, Hope; Brown, Anne E.
This exploratory study was designed to establish a foundation for future research about the disciplinary literacy practices in the field of mathematics. The purpose was to examine the instructional practices already in place in an undergraduate mathematics course designed to increase quantitative literacy for non-math majors. Using a disciplinary-literacy lens, our goal was to discover: (1) what types of instructional practices related to literacy were present, and (2) if present, could the literacy practices used be linked to students' increased quantitative literacy?

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