School of Education Book Chapters

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  Contextual Influences in TP(A)CK Research: Bronfenbrenner and Beyond

  Judi Harris and Ting Huang

  This critical review examines the past 15 years of scholarship about contextual influences in TP(A)CK to better understand its theoretical bases. While Bronfenbrenner’s ecological systems theory is usually applied in this work, either implicitly or explicitly, its articulation is most often incomplete and/or inaccurate, with some confusion evident about the nature and foci of multiple, intersecting systems of contextual influences. We argue for a more comprehensive way to theorize context in future TP(A)CK research, using Bronfenbrenner’s systemic explanations of the complex and interdependent aspects of contextual influences and actors. We also recommend additional focus upon indirect, intersectional and sociocultural influences upon teachers’ TP(A)CK-based knowledge and action.

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  This Is the Way: Faculty on the Camino de Santiago

  Benjamin I. Boone and James P. Barber

  Excerpt from book chapter: "For nearly a millennium, pilgrims have made their way to Santiago de Compostela to visit the tomb of Saint James. These pilgrims initially journeyed from the Iberian Peninsula and then greater Europe, establishing over a dozen routes to reach the northwestern city in modern-day Galicia, a province of Spain. These routes followed established pathways connecting urban hubs, ports, and trade channels. While the number of pilgrims rose steadily in the Middle Ages through the Renaissance, the popularity of pilgrimage mirrored that of the Catholic Church and began to wane with the onset of the Enlightenment. It is not until the late twentieth century that we begin to see the Camino's revitalization and then a boom in participation in the first decades of this century..."

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  Beyond Borders: Hallmarks of Effective K-12 Teaching Online

  April D. Lawrence and Judi Harris

  This synthesis of relevant research and practice publications examines, explains, and illustrates the fivefold hallmarks of effective online teaching in K-12 learning contexts. These attributes of online K-12 teaching excellence include technologically-informed pedagogical content knowledge, or TP(A)CK; student-focused, curriculum-based, contextually-sensitive pedagogical practice; awareness and astute implementation of current online teaching standards; and demonstrated teacher presence, caring, and engagement online. All of these aspects of effective online teaching combine to catalyze and support engaged, communal, and digitally responsible student learning online. The authors acknowledge that the empirical literature base for effective online teaching in K-12 learning contexts, while growing, is still sparse, with considerably more research having been completed and reported to date in higher education.

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  Introduction to "Facilitating the Integration of Learning: Five Research-Based Practices to Help College Students Connect Learning Across Disciplines and Lived Experience"

  James P. Barber

  "What is the most powerful learning experience you had as a college student? I often start talks about integrative learning with this simple question, and the responses I get are remarkably similar. Very few people mention an academic course or an organization meeting. Even fewer describe a specific lecture or reading. Most often, people describe the types of integrative learning described in this book: educational experiences that cross boundaries and contexts and remain relevant years later. These learning experiences are visceral; people can often recall very specific details about whom they were with, what they were wearing, or how they felt in that moment. To integrate learning is to connect, apply, and synthesize knowledge and skills across contexts. The most powerful learning experiences we can provide in universities are those that prompt integration of learning."

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  Technology as Technocracy: Pre-service Teachers’ Conscientious Use of Technology for Authentic Family Engagement

  Katherine Barko-Alva, Lisa Porter, and Soccorro Herrera

  Pre-service and in-service teachers nationwide are asking the following questions: Could we have been more prepared? COVID-19 has made public and transparent the digital inequalities of today’s schools, particularly for culturally and linguistically diverse (i.e., CLD) students and their families. How can technology be used in a proactive way regardless of context to identify and document both the technological needs and assets of students and their families beyond the question of who is or is not connected? This chapter encourages educators to shift their current technological pedagogical practices by exploring possible solutions that pull-in family biographies rather than follow prescribed virtual platforms and learning programs. Adopting a Freire-an perspective, this chapter posits that pre-service teachers as well as in-service teachers should view the use of technology as a tool that serves as the equalizer between home and school if used in ways that are agentive and transformational.

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  A Framework to Support Interdisciplinary Engagement with Learning Analytics

  Stephanie J. Blackmon and Robert L. Moore

  Learning analytics can provide an excellent opportunity for instructors to get an in-depth understanding of students’ learning experiences in a course. However, certain technological challenges, namely limited availability of learning analytics data because of learning management system restrictions, can make accessing this data seem impossible at some institutions. Furthermore, even in cases where instructors have access to a range of student data, there may not be organized efforts to support students across various courses and university experiences. In the current chapter, the authors discuss the issue of learning analytics access and ways to leverage learning analytics data between instructors, and in some cases administrators, to create interdisciplinary opportunities for comprehensive student support. The authors consider the implications of these interactions for students, instructors, and administrators. Additionally, the authors focus on some of the technological infrastructure issues involved with accessing learning analytics and discuss the opportunities available for faculty and staff to take a multi-pronged approach to addressing overall student success.

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  The State of Fraternity/Sorority Research

  James P. Barber, J. P. Biddix, Grahaeme A. Hesp, Eric Norman, and Daniel A. Bureau

  "Over 50 years ago, Baciq and Sgan (1962) wrote, “Only an increase in the factual data about fraternities will raise the level from the emotional and anecdotal to the rational and logical” (p. 95). In their introduction to The Impact of College on Students, Feldman and Newcomb (1969) noted that the periodic assessment of scientific endeavor is essen-tial for any profession. Practitioners often reflect on and discuss the nature of research in their chosen field, but generally only during conferences or in other informal ways. Feldman and Newcomb believed, however, that the reflection on research in a profession such as fraternity and sorority life should be more systemic. Despite these warnings, Fin-egan and Hines (1967) reported in American Fraternities: An Agenda of Needed Research, “Nowhere, so far as we know has anyone undertaken a ‘research program’ with college fraternity life as its focus” (p. 3)..."

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  Making the Grade: Fraternity and Sorority Standards Programs

  Daniel A. Bureau and James P. Barber

  "Fraternity and Sorority Community (FSC) standards programs have been a practice of campus administrators seeking to change fraternity (and sorority) culture for over three decades (Mamarchev, Sina, & Heida, 2003; Norman, 2003; Sasso, 2012; Schoper, 2009). These programs have been so much of a part of efforts by administrators, notably those responsible for fraternity/sorority advising programs (FSAP), that guiding documents such as the Council for the Advancement of Standards (CAS) FSAP Standards included content relative to the implementation of these types of programs as recommended practice for FSAP operations (CAS, 2015; Mamarchev, Sina, & Heida, 2003). However, the extent to which these efforts have influenced culture change, engaged stakeholders in a shared objective, and facilitated student and organizational learning and development is often called into question (Reikofski, 2008; Sands & Cucci, 2013), and with good reason: a number of these programs were developed without stakeholder input (Mamarchev et al., 2003; Sasso, 2012) and have had mixed results, sometimes resulting in abandonment based on a lack of institutional and chapter effort toward making implementation a success (Norman, 2003; Reikofski, 2008)..."

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  Topics and Sequences in Experienced Teachers’ Instructional Planning: Addressing a ~30-Year Literature Gap

  Mark J. Hofer and Judi Harris

  Which topics were addressed, and in what sequence(s) did they appear, in experienced K-12 teachers’ instructional plans that incorporate students’ educational technology use? Eight volunteer classroom teachers with expertise in a broad variety of curricula and instructional levels participated in a university-sponsored professional learning program that helped them to explore ways to plan technology-enhanced, curriculum standards-specific lessons, units, and projects. Data were generated through individual participants’ think-aloud and group reflection audio recordings, plus follow-up interviews with two participants that occurred after the planned units were taught. Many individual differences in planning topics and sequences were noted when the data were analyzed. Overall, the teachers’ TPCK/TPACK-based pedagogical reasoning first emphasized curriculum content, then knowledge of students and/or learning activities. Technological considerations were voiced far less often than those regarding content, students, and learning activities, but did increase when participants used planning aids that matched recommended educational technologies to specific types of learning activities.

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  Adding Spirituality, Religious Diversity, and Interfaith Engagement to Student Affairs Courses

  Jenny L. Small and James P. Barber

  "Gaduate school curricula provide the baseline knowledge for profes-sionals in the field of higher education and student affairs (HESA). Before beginning their careers, student affairs practitioners build their core competencies around a variety of relevant topics including, quite significantly, college student identity and diversity. ACPA–College Student Educators International (2018) offers an online syllabus clearinghouse as an open-access resource for faculty seeking to develop courses in HESA programs. Although 20 of the 29 clearinghouse syllabi that align with the courses discussed in this chapter mention religion, spirituality, or related top-ics, the type of inclusion ranges dramatically from a substantive element of a course, including readings, assignments, and discussions, to a mere mention of religion as one in a list of elements of student or campus diversity..."

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  Changing the Light Bulb in Higher Education: "Transforming Internationalization"

  James P. Barber, Pamela L. Eddy, and Stephen E. Hanson

  In this chapter, Dr. Jim Barber (associate professor, School of Education), Dr. Pam Eddy (professor, School of Education), and Dr. Steve Hanson (vice provost for International Affairs and director, Reves Center for International Studies) explore how the transformation on internationalization at the College of William & Mary - School of Education. I was pleased to hear their thoughts about the personal and professional benefits of reflecting on their institutional impact.

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  Dynamic Student Development Metatheodel: Application to Fraternity and Sorority Life

  Daniel Bureau and James P. Barber

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  Leading in the middle

  Pamela L. Eddy and Marilyn J. Amey

  Understanding Community Colleges provides a critical examination of contemporary issues and practices and policy of community colleges. This contributed volume brings together highly respected scholars as well as new scholars for a comprehensive analysis of the community college landscape, including management and governance, finance, student demographics and development, teaching and learning, policy, faculty, and workforce development. Written for students enrolled in higher education and community college graduate programs, as well as social sciences scholars, this provocative new edition covers the latest developments in the field, including trends in enrollment, developmental education, student services, funding, and shared governance. At the end of each chapter, the "Questions for Discussion" section helps to bridge the gap between research and practice.

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  If There’s TPACK, Is There Technological Pedagogical Reasoning and Action?

  Judi Harris and Michael Phillips

  Substantial evidence from research done with both preservice and inservice teachers demonstrates that the nature of teachers' knowledge is expanded and changed when educational technologies are incorporated effectively into teaching. If teachers infuse use of digital tools and resources in their praxis — that is, if they use them to access and comprehend content and teaching materials, to facilitate students' learning, and/or to reflect upon their teaching and their students' learning — does this use of digital technologies also change the fundamental nature of their educational planning and decision-making? Several researchers have asserted that it does. In this critical literature review, we consider these claims in light of the original conceptions of Shulman's (1987a) knowledge base for teaching, which includes pedagogical content knowledge (PCK); of technological pedagogical content knowledge (TPCK/TPACK); and of Shulman's model of pedagogical reasoning and action. This analysis leads to recommendations for a new direction in future TPCK/TPACK research.

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  PCK and TPCK/TPACK: More Than Etiology

  Michael Phillips and Judi Harris

  In this review of multiple reinterpretations of TPCK/TPACK that have emerged over time, we trace the construct’s roots not only to PCK, but more importantly to Shulman’s (1987) knowledge base for teaching, within which PCK was originally situated. We suggest that TPACK is a special case of PCK that sits within the considerably broader knowledge base for teaching, basing this assertion upon Cox’s (2008) explanation of the differences between teachers’ PCK and TPACK. Following Cox, we argue that TPACK references only the specific nature of a teacher’s PCK when unfamiliar digital tools are considered and implemented for educational purposes. We recommend that TPACK researchers distinguish among the different categories of teachers’ knowledge, reasoning, and action more clearly, bounding TPACK more narrowly in ways that mirror how Shulman delineated PCK with reference to the six other components comprising his knowledge base for teaching.

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  Social and emotional development of students with gifts and talents

  Tracy L. Cross, Lori Andersen, Sakhavat Mammadov, and Jennifer Riedl Cross

  Introduction to Gifted Education is the definitive textbook designed for courses that introduce teachers to gifted education, whether that is in graduate school or in certification or continuing development programs for teachers. The book is inclusive in nature, addressing varied approaches to each topic while relying on no single theory or construct. The book includes chapters that focus on critical topics such as gifted education standards, social-emotional needs, cognitive development, diverse learners, identification, programming options, creativity, professional development, and curriculum. The book provides a comprehensive look at each topic, including an overview of big ideas, its history, and a thorough discussion to help those new to the field gain a better understanding of gifted students and strategies to address their needs. A rich companion piece supports the text, providing practical strategies and activities for the instructor (designed for both online classes and face-to-face classes).

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  A Focus on Higher Education: Fisher v. University of Texas at Austin and the New White Nationalism

  Jamel K. Donnor

  "In the absence of overt methods of racial exclusion, such as de jure school segregation, contemporary instantiations of racism toward persons of color in education occur primarily through a set of strategic discursive and legal challenges against policies and practices meant to foster racial inclusion. No less powerful or impactful than Jim Crow or South African Apartheid, contemporary practices of racial exclusion in education at the hands of White people remain informed by a White supremacist logic. While explicit methods of racism and racial exclusion were required for establishing the existing sociopolitical and economic hegemonic racial hierarchy in the United States, present day practices of racial exclusion, which are operationalized subtly through a racially coded process of discernment and differentiation, are still intended to maintain the racial status quo. Stated differently, the purpose of contemporaneous racial exclusion is to not only entrench the historically derived advantages traditionally accorded to White people collectively, but to also ensconce non-White disadvantage..."

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  Looking underneath the Helmet: Learning How African American Football College Athletes Navigate Sports, Education, and Expectations

  Jamel K. Donnor

  College athletes are at the very center of emerging campus debates over their legal, financial, and academic role. Amid ongoing litigation and pressure from internal and external stakeholders, many policy makers and university leaders are scrambling to determine the nature of this role. This timely and comprehensive volume identifies and discusses bylaws and legal decisions that have impacted the college athlete’s ability to pursue higher education. It also explains and critiques the formal policies of the National Collegiate Athletic Association and member institutions while examining critical issues relevant to the growing fields of sport management, athletic administration, and sports law.

  Aimed at anyone seeking to enhance their understanding of the intercollegiate athletics landscape, College Athletes’ Rights and Well-Being is divided into four sections. The first lays out the historical foundations that have shaped the intercollegiate athletic experience. Subsequent sections describe the principles, structures, and conditions that influence how athletes experience campus life, as well as the increasingly commercialized business enterprise of college sports.

  Told from the perspective of athletes and written by leading scholars and researchers, the book’s sixteen chapters are enhanced with useful lists of key terms and conversation-provoking discussion questions. Touching on everything from concussion protocols and collective bargaining to amateurism, Title IX’s gender-separate allowance, and conference realignment, this important book is designed for upper-level undergraduate and graduate students, scholars, educators, practitioners, policy makers, athletic administrators, and advocates of college athletes.

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  Football Memorabilia, Tattoos, and the Fall of Jim Tressel at The Ohio State

  Jamel K. Donnor and Collin D. William Jr.

  This timely book highlights the impact that sports have on institutions of higher education and guides college leaders and educators in informed discussions of policy and practice. Scandals in College Sports includes 21 classic and contemporary case studies and ethical dilemmas showcasing challenges that threatened the integrity and credibility of intercollegiate sports programs at a range of institutional types across the country. Cases cover NCAA policy violations and ethical dilemmas involving student-athletes, coaches, and other stakeholders, including scandals of academic misconduct, illegal recruiting practices, sexual assault, inappropriate sexual relationships, hazing, concussions, and point shaving. Each chapter author explores the details of the specific case, presents the dilemma in a broader sociocultural context, and ultimately offers an alternative ending to help guide future practice.

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  Editor’s notes

  Pamela L. Eddy

  A ground swell of activism on campus is underway to recognize a wider understandings of gender, to support long time marginalized populations, and to open up leadership pipelines that result in a reflection of the populations community colleges servewhich include women, minorities, and diverse stakeholders.
  
  This issue expands on the research regarding the stubborn persistence of the glass ceiling and thinking about constructions of gender, inclusivity, and strategies to advance equity for all. Tackling new and extended conceptions of gender to include issues facing the LGBTQ community; it:

  • highlights the intersections of race and gender,
  • addresses how gender performance continues to influence the experiences of men and women in the 2-year college sector,
  • presents strategies for supporting women leaders
  • updates readers on the Clery Act on campus, and
  • includes strategies for inclusivity. This is the 179th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.

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  Looking forward: Strategies for inclusivity

  Pamela L. Eddy

  This final chapter draws together the ways in which intersectionality occurs for a range of stakeholders regarding constructions of gender in community colleges and provides tactics for increasing equity.

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  Personality Communicated in Children's Digital and Non-Digital Drawings: Inferences for Market Research

  Judi Harris

  This chapter describes an illustration of Szent-Gyorgyi's maxim in applying the results of research about the communicative aspects of children's artwork to emerging inquiry about personality-sensitive design in marketing. It explains in a sense, with hopes of validating the reality of this 'practitioners' truth' –to discover what, if any, verifiable information viewing teachers can accurately infer about young artists by examining their graphic creations, but without knowledge of the children who produced them. Rather, the content and/or forms of the images seemed to have prompted the viewing teachers' perceptions, regardless of digital or non-digital medium used. The chapter focuses on evidence for a link between artists' personal characteristics and graphic expression. It explores the verifiable information communicated in children's drawings, and how it might differ by artists, viewers and/or media, multi-source, open-ended techniques which were used to generate data about the artists.

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  Epistemic Cognition and Motivation

  Jason A. Chen and Michael M. Barger

  Why do you want to teach? What are the reasons you decided to major in philosophy in college? Why did you consult three different physicians and comb through hundreds of medical journals just to find out whether you should have your daughter vaccinated—isn’t asking your own doctor sufficient? Motivation is at the root of all of these types of questions. Motivation researchers are primarily concerned with the cognitive processes by which people initiate and sustain behaviors. For example, if a group of teachers indicate they decided to teach because they believe ensuring the next generation of young people enters their adult lives prepared to face the challenges of the 21st century, then these teachers are likely describing a belief in the utility of what they do. On the other hand, if a student said she decided to major in philosophy because she took introductory courses in logic and in ethics and earned superior marks in these classes, then her competence beliefs are likely the most salient aspect of her motivation. Although motivation historically has been presented in many different ways (e.g., need satisfaction, innate drives), in this chapter we frame the most commonly studied constructs of motivation as important cognitive structures and processes that guide our behaviors. We conceive of behaviors in a broad sense of the word to also include cognitive behaviors such as asking oneself whether a certain strategy is the best approach to solve a problem. This focus is in line with the purpose of this chapter and handbook—to focus on cognitive structures and processes that guide behaviors related specifically to building and evaluating knowledge. Given this focus on the cognitive basis of motivation, we then explore how motivational aspects of cognition relate to aspects of cognition that concern the nature of knowledge and knowing. Although the literature about the intersection of motivation and epistemic cognition is relatively small, scholars are becoming increasingly interested in questions such as, “why might some students refer to a politician about whether vaccines are effective and safe rather than refer to their family doctor?” At the heart of these types of questions is the assumption that cognitive behavior (including epistemic cognition) is motivated. That is, might some students refer to their teachers as the definitive source for an answer because they believe that it is not worth the time and effort to find more nuanced answers from multiple sources of information? Or might other students seek out alternative answers that are different from their textbook because they want to show off to their peers and teachers about how smart they are? To understand the linkages between motivation and epistemic cognition, however, we must first understand the theoretical frameworks that guide research in motivation as well as the empirical findings that have supported them. Motivation is a very broad construct that can include competence beliefs (i.e., “Am I able to do this task?”), value beliefs (i.e., “Do I find this task compelling?”), and goal orientations (i.e., “What is the reason I am engaging in this task?”). Given the large number of constructs included under the umbrella term of motivation, clarification is necessary regarding which constructs are typically included when researchers describe motivation. From there, we explore the studies that have examined the links between epistemic cognition and motivation, we consider ways that theory on epistemic cognition has implicitly enveloped motivational constructs, and we delineate how clear motivational constructs might inform such research. We conclude by exploring areas where future research is needed, and offer comments about the types of studies that may be productive for the field.

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  The school-based psychosocial curriculum model

  Tracy L. Cross, Jennifer Riedl Cross, and Lori Andersen

  Content-Based Curriculum for High-Ability Learners (3rd ed.) provides a solid introduction to core elements of curriculum development in gifted education and implications for school-based implementation. Written by experts in the field, this text uses cutting-edge design techniques and aligns core content with national and state standards. In addition to revised chapters, the third edition contains new chapters on topics including special populations of gifted learners, critical thinking, leadership, and university-level honors curriculum. The text identifies fundamental principles of curriculum that support advanced and high-potential learners: accelerated learning within the core content areas, use of higher order processes and products, and concept development. These emphases form threads across chapters in core content areas including language arts, mathematics, science, social studies, world languages, and the arts. Additional chapters explore structures to support implementation, including alignment with standards, assessment of learning, counseling, and promoting exemplary teacher practice through professional development.

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  Derrick Bell, Brown, and the Continuing Significance of the Interest-Convergence Principle

  Jamel K. Donnor

  Although he spent his career as a lawyer and law school professor, Derrick Bell had a profound impact on the field of education in the area of educational equity. Among many accomplishments, Bell was the first African American to earn tenure at the Harvard Law School; he also established a new course in civil rights law and produced what has become a famous casebook: Race, Racism, and American Law. The man who could rightly be called, «The Father of Critical Race Theory,» Bell was an innovator who did things with the law that others had not thought possible. This volume highlights Bell’s influence on a number of prominent education and legal scholars by identifying some of his specific work and how they have used it to inform their own thinking and practice. What is contained here is an assemblage of contributors with deep commitments to the path-breaking work of Derrick Bell – a scholar, a teacher, an activist, a mentor, and a covenant keeper.