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Item Teaching Disabled Youth at the Intersections of Race, Ethnicity and Language: Best Practices for Student Success(Cambridge Scholars Publishing, 2024-10-15) Santamaría Graff, Cristina; Segarra Hansen, AllisonIn the United States success and best practices in education and, specifically in special education, have been constructed through a dominant, westernized epistemology that has and continues to privilege white, English-speaking, able-bodied individuals. In this chapter, we, two non-disabled Latina teacher preparation scholar-practitioners, begin by troubling the words success and best practices and their understandings for disabled youth at the intersections of race, ethnicity, and language as well as other marginalized identities. Through a critical and synthesizing review of the research literature, this chapter investigates the overarching question, “How have student success and best practices in special education been conceptualized and how are these understandings evolving in light of teaching disabled youth with multiple intersecting identities?” Using an inductive and deductive approach to data analysis, findings suggest that traditional understandings of student success and best practices focus on where the disabled student is positioned in relation to their peers and more critical understandings center on who the disabled student is and ways to support and advocate for them. Through a synthesis of findings, the authors propose two new definitions of student success and best practices. These definitions have implications for practice as they represent a pedagogical shift in the ways educators assess and evaluate disabled youth.Item Tragic Hope at the Cruel Edge: Toward an Appreciation of the Everyday Struggles of the Displaced(IUI Office of Community Engagement, 2022) Nguyễn, Thu Sương Thị; School of EducationItem Teaching Disabled Youth at the Intersections of Race, Ethnicity and Language: Best Practices for Student Success(Cambridge Scholars Publishing, 2024-10-03) Santamaría Graff, Cristina; Segarra Hansen, AllisonIn the United States success and best practices in education and, specifically in special education, have been constructed through a dominant, westernized epistemology that has and continues to privilege white, English-speaking, able-bodied individuals. In this chapter, we, two non-disabled Latina teacher preparation scholar-practitioners, begin by troubling the words success and best practices and their understandings for disabled youth at the intersections of race, ethnicity, and language as well as other marginalized identities. Through a critical and synthesizing review of the research literature, this chapter investigates the overarching question, “How have student success and best practices in special education been conceptualized and how are these understandings evolving in light of teaching disabled youth with multiple intersecting identities?” Using an inductive and deductive approach to data analysis, findings suggest that traditional understandings of student success and best practices focus on where the disabled student is positioned in relation to their peers and more critical understandings center on who the disabled student is and ways to support and advocate for them. Through a synthesis of findings, the authors propose two new definitions of student success and best practices. These definitions have implications for practice as they represent a pedagogical shift in the ways educators assess and evaluate disabled youth.Item Sense(making) & Sensibility: Reflections on an Interpretivist Inquiry of Critical Service Learning(University of Georgia, 2023-04) Weaver, Laura; Warren-Gordon, Kiesha; Crisafulli, Susan; Kuban, Adam J.; Lee, Jessica E.; Santamaría Graff, Cristina; School of EducationCritical service learning, as outlined by Mitchell (2008), highlights the importance of shifting from the charity- and project-based model to a social-change model of service learning. Her call for greater attention to social change, redistribution of power, the development of authentic relationships, and, more recently with Latta (2020), futurity as the central strategies to enacting “community-based pedagogy” has received significant attention. However, little research has occurred on how to measure the effectiveness of these components. This reflective article expands upon and calls into question the ways in which critical service learning can be assessed. Utilizing focus groups, we ask the following questions: How do engaged scholar–practitioners operationalize Mitchell’s (2008) three tenets of critical service learning? What are ways to measure the outcomes and impacts of Mitchell’s three tenets of critical service learning?Item Units Coordination, Combinatorial Reasoning, and the Multiplication Principle: The Case of Ashley, an Advanced Stage 2 College Student(Taylor & Francis, 2024) Tillema, Erik; Antonides, Joseph; School of EducationThe multiplication principle (MP) is foundational for combinatorial problem-solving. From a units-coordination perspective, applying the MP with justification entails establishing unit relationships between the number of options at each independent stage of a counting process and the total number of combinatorial outcomes. Existing research literature, however, has not captured, generally, how students establish these unit relationships. We provide a second order model of an advanced stage 2 college student, Ashley, who had no prior combinatorics instruction, as she engaged in solving combinatorics problems that we considered to involve the MP. Our findings suggest that Ashley began by interpreting combinatorics problems using her whole number iterative units coordination scheme. Through engagement with the teacher-researcher, Ashley constructed combinatorial composites using a pairing operation, units coordination, and units simplification. We also found that Ashley was able to create a three-level-of-unit structure in activity, and to use notation that she produced to re-instantiate the reasoning that produced this unit structure. Doing so provides novel insights into how advanced stage 2 students, especially those at the college level, can use notation to manage complex unit relationships.Item Quality, Not Quantity: Metrics Made for Community Engaged Research(2024-09-19) Price, JeremyWithout a doubt, an intense focus on numbers and metrics is the current zeitgeist of higher education. When community-engaged researchers and their supporters meet, the question “What are our metrics?” often arises. While metrics are typically used to support market-driven goals and can oversimplify complex research-such as community engaged scholarship-they can also be valuable when used grounded in a humanizing and relational stance. Dr. Jeremy Price, supported by the CUMU-Collaboratory Fellowship, has been developing a set of metrics that better capture the true essence of community-engaged research. These new metrics consider the full context, relationships, and efforts involved in this type of work. Drawing inspiration from Neil Postman’s constructive approach to change, Dr. Price will discuss the benefits, challenges, and opportunities that come with using these more human-centered metrics.Item Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale(Sage, 2022-11-21) Jacobson, Erik; Cross Francis, Dionne; Willey, Craig; Wilkins-Yel, Kerrie; School of EducationTeachers’ beliefs can have powerful consequences on instructional decisions and student learning. However, little research focuses on how teachers’ beliefs about the role of race and gender in mathematics teaching and learning influence educational equity within classrooms. This gap is partly due to the lack of studies focused on variation within classrooms, which in turn is hampered by the lack of instruments designed to measure mathematics-specific equity beliefs. In this study of 313 preservice and practicing elementary teachers, we report evidence of construct validity for the Attributions of Mathematical Excellence Scale. Factor analyses provide support for a four-factor structure, including genetic, social, personal, and educational attributions. The findings suggest that the same system of attribution beliefs underlies both racial and gender prejudice among elementary mathematics teachers. The Attributions of Mathematical Excellence Scale has the potential to provide a useful outcome measure for equity-focused interventions in teacher education and professional development.Item Understanding STEM from Students’ Perspectives: Exploring Students’ Lived Communities and the Learning Communities They Wish to Create(IUPUI Office of Community Engagement, 2023) Price, Jeremy; School of EducationCommunity engagement in STEM learning and teaching largely focuses on citizen science projects, serving the needs and goals of the largely white and male dominated STEM fields with only cursory attention to the lived experiences and narratives of the learners who engage in these experiences (Mahmoudi et al., 2022; Rautio et al., 2022). This article explores the ways in which researchers can work with students to uncover the ways in which they experience learning environments, and pathways for change according to their community memberships, aspirations, and goals. Participants in this research are high school biology students in a diverse mid-suburban city. To understand their perspectives, students participated in activity structures grounded in anthropological methods including ethnographic interviews (Emerson et al., 1995; Spradley, 1979), illustrations (Haney et al., 2004), pile sorts (Boster, 1994; Ryan & Bernard, 2003), and ranking (Smith & Borgatti, 1997; Thompson & Juan, 2006). Moving between consensus and individuals, this research demonstrates the ways in which students’ critical and meaningful experiences and aspirations can be understood and heard.Item “Doctors’ Lounge” podcast to teach clinical reasoning to first-year medical students(Taylor & Francis, 2018-06-14) Brown, Shilpa; Wood, Elena; McCollum, Daniel; Pelletier, Allen; Rose, Jennifer; Wallach, Paul; School of EducationThis article was migrated. The article was marked as recommended. In the first year of medical school, our students have a comprehensive course in history taking, physical examination skills, clinical reasoning, and patient-centered care. We have observed that first year students struggle to conduct a focused history and perform a focused physical examination on a given chief complaint. We developed an innovative program to address this concern in our Essentials of Medicine- Physical Diagnosis course. We created an online outline and audio podcast for students to review illustrating the key elements of the history of presenting illness, review of systems, other historical patient information, and focused physical examination for 3 specific chief complaints to assist them in their approach to these patients. This resource also included the discussion of the work up and treatment plans and was created in collaboration of Internal, Family, and Emergency Medicine to account for the various approaches to the same chief complaint within the various specialites of medicine. Students completed a brief pre- and post-session survey to assess their utilization of the resource, quality of the content, and delivery of the session materials. The preceptor's were also surveyed regarding the students' ability to conduct a patient encounter and discuss their assessment and plan comparing current students to those in previous years who did not use this resource. We also asked for feedback on how these resources might be improved for future use. The resource was highly effective for first-year medical students in preparation for focused history taking and physical examination of a patient with a specific chief complaint. Students were more engaged in the critical reasoning discussion of the case assessment and plan after using this resource and preceptors were in agreement. We believe this model we called the "Doctors' Lounge" developed for the chief complaints of sore throat, chest pain, and abdominal pain can be replicated at any medical school desiring to introduce or enhance teaching of clinical reasoning skills to their preclinical students.Item Combinatorial and quantitative reasoning: Stage 3 high school students’ reason about combinatorics problems and their representation as 3-D arrays(Elsevier, 2024-03) Tillema, Erik S.; Gatza , Andrew M.; Pinheiro, Weverton Ataide; School of EducationResearchers have identified three stages of units coordination that influence a range of domains of student reasoning. The primary foci of this research have been students’ reasoning in discrete, non-combinatorial whole number contexts, and with fractions, ratios, proportions, and rates represented using length quantities. This study extends this prior work by examining connections between eight high school students’ combinatorial reasoning and their representation of this reasoning using 3-D arrays. All students in the study were at stage 3 of units coordination. Findings include differentiation between two student groups: one group had interiorized three-levels-of-units, but had not interiorized four-levels-of-units; and the other group had interiorized four-levels-of-units. This differentiation was coordinated with differences in how they reasoned to produce 3-D arrays. The findings from the study indicate how combinatorics problems can support quantitative reasoning, where combinatorial and quantitative reasoning are framed as a foundation for algebraic reasoning.