Browsing by Author "Hall, Ted"

Now showing 1 - 6 of 6
  • Thumbnail Image
    Item
    CEISL Equitable and Inclusive Throughlines
    (2020) Price, Jeremy F.; Hall, Ted; Santamaría Graff, Cristina; Magee, Paula; Moreland, Brooke; Waechter-Versaw, Amy
    A graphic representation of the Throughlines that guide the work of the Collaborative for Equitable and Inclusive STEM Learning (CEISL): Empowering Families and Communities, Coalition Building, Equitable Practices and Systems, Multiple Ways of Knowing and Doing, Intentional Use of Technology, and Deep and Transformational Learning.
  • Thumbnail Image
    Item
    Decolonizing Benevolence: Can Faith Leaders Move the Mark Toward Equity to Create an Alternative to the White Savior Complex?
    (2024-05) Anglade, Anita Jean; Badertscher, Katherine; Konrath, Sara; Adamek, Margaret E.; Hayes, Cleveland; Hall, Ted
    This ethnographic research project identifies and explores the limiting ideology of the White Savior Complex to open pathways to develop and promote improved practices at individual, relational, and organizational levels. This qualitative research advances the narratives on how organizational leaders can identify, recognize, and dismantle systems of oppression by decolonizing benevolence assistance to individuals and communities seeking philanthropic support. Faith leaders were interviewed from two separate case study sites, both located in a midwestern city. This dissertation examines some of the language, themes, and conceptual frameworks behind how leaders can dismantle White Supremacy and hierarchical power structures in Christian benevolence assistance. By using grounded theory, this project contributes to scholarship on the development of new tools and strategies for how leaders undo racism, promote justice, and co-create equitable practices. At the individual level, findings suggest WSC is not unique to those who identify as White. Whiteness is a mindset that prescribes to toxic ideologies that reinforce power differentials. BIPOC can also find themselves maintaining hierarchical helping relationships that reinforce toxic charitable models. Racial deconstruction requires the development of new paradigms, ideas, and language. Transformative leaders must commit to the continuous development of critical consciousness by challenging dominant norms and power structures. At a relational level, findings suggest leaders are not bound to a role, therefore, transformational leaders must be willing to move outside of hierarchical structures to consciously shift and share power with others. Collaborative approaches to social service delivery, such as collaborative notetaking, can enhance ways to build trust and transparency. Effective liberatory leadership also requires an intersectional lens, which looks at people as individuals and uses person-centered language. At an organizational level, findings suggest the mission and values can compete with economic value. Organizational support networks build collective wisdom, rather than relying on one person to be a “savior.” Liberatory practices require intersectional analysis that trickles up and down power structures. The results of the study contributed to the development of a model that can be used as best practices for decolonizing work across all levels. This research adds to both theory and practice for scholars and practitioners.
  • Thumbnail Image
    Item
    Digital Education Hub Critical Trajectory
    (2021) Price, Jeremy F.; Magee, Paula; Santamaría Graff, Cristina; Hall, Ted; Moreland, Brooke; Waechter-Versaw, Amy
    This diagram is a representation of the trajectory that the Digital Education Hub project has developed for educators and community members to deepen practices, decision making, and dispositions to facilitate a more equitable and inclusive learning environment.
  • Thumbnail Image
    Item
    The Digital Education Hub Design Process
    (2022) Price, Jeremy F.; Waechter-Versaw, Amy; Hall, Ted; Magee, Paula; Santamaría Graff, Cristina; Willey, Craig; Moreland, Brooke
    The Digital Education Hub Design Process is designed to give teachers, educators, and curriculum designers a pathway for developing, enacting, and evaluating lesson plans, units and modules, and learning experiences in a range of settings.
  • Thumbnail Image
    Item
    The Five Senses of STEM Learning
    (2022) Price, Jeremy F.; Santamaría Graff, Cristina; Waechter-Versaw, Amy; Moreland, Brooke; Magee, Paula; Hall, Ted; Willey, Craig; Bulanov, Maxim; Knoors, Anneleen Johanna; Fleming, Da'Meisha; Fox, Alexandria; Murray, Ryan; Russo, Kelly; Arora, Akaash; Franklin, Jeffery
    The Five Senses of STEM Learning is a framework and approach to teaching, learning, curriculum, and pedagogy deeply grounded in Culturally Relevant Pedagogy (Ladson-Billings, 1995, 2016) and Universal Design for Learning (Meyer et al., 2013; Rose & Meyer, 2002) while also incorporating a range of ideas and concepts that are specific to STEM learning and strengthen the connections to the particular contexts of the science, technology, engineering, or mathematics learning environment.
  • Thumbnail Image
    Item
    Mapping the Contours of the Research on Learning to Teach with Technology: Clusters, Categories, and Missing Trajectories
    (2023) Price, Jeremy F.; Manlove, Joshua; Morgan, Zachary; Arora, Akaash; Hall, Ted
    This review of the literature examines research reports on learning to teach with technology between 2013 and 2019 to illuminate the characteristics of the field at multiple levels of granularity and to call attention to what is missing. We ask the question: What does the overarching paradigm of the field of research on learning to teach with technology look like? Using a mixed paradigmatic and data science-based analysis that involved qualitatively coding the methodologies, purposes, and approaches in the manuscripts and applying a hierarchical clustering of principal components algorithm, five clusters emerged on a two-dimensional axis that centered on exploring the teacher pipeline versus social and individual experiences on one axis and behaviors and practices versus attitudes and beliefs on the other. The field was found to be tightly centralized, and clusters overlapped and intersected with methods and outcomes bundled together in a milieu buffeted by neoliberal logics and a sense of techno-utopianism to largely support default theories around technology as a “fix” and as an end in itself to build the teacher workforce. This review finds several critical areas underrepresented, such as time- and context-bound ethnographic studies, approaches that center on anti-oppressive critical media literacy, understanding the ways technology can bridge the classroom with families and communities, and learning to teach with technology for equity and inclusion to support the sustainability and development of identities, communities, and a more democratic society.