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Item Second reaction: Lift as you climb: The story of Ella Baker(Purdue University, 2023) Greene, Michelle C. S.; School of EducationItem Generative AI in STEM Teaching: Opportunities and Tradeoffs(2025) Price, Jeremy; Grover, ShuchiItem Initiating Community Engaged Research: CUMU Community Engaged Research Huddle Session #2(2025) Price, JeremyWhat resources are essential to marshal for launching impactful community engaged research efforts?Item Situating Community Engaged Research in Academia: CUMU Community Engaged Research Huddle #1(2025) Price, JeremyHow do we situate community engaged research in the context of academia?Item Clashing Roles and Identities of EL Teachers during Emergency Remote Teaching and Learning(Wiley, 2024-06) Morita-Mullaney, Trish; Cushing-Leubner, Jenna; Benegas, Michelle; Greene, Michelle C. S.; Stolpestad, Amy; School of EducationDuring Emergency Remote Teaching and Learning (ERTL) and the closure of schools due to the COVID-19 pandemic, teachers of multilingual students were positioned to adopt varied outreach methods to sustain access to education among multilingual families. Prior to ERTL, instruction in schools was socially situated as having greater institutional value relative to service-oriented tasks, yet service-related needs, including health and human services and/or access to technology increased during the physical closure of schools. EL teachers took on more service-related tasks for their MLL families and did so by assuming, negotiating and resisting particular roles; a reflexive and interactional process. Using theories of teacher positioning and language teacher identity, we examined the experiences of EL teachers in the Great Lakes Region of the US. Findings demonstrate that few EL teachers resisted roles within instruction and service during ERTL, a critical dimension of teacher identity transformation and advocacy for MLLs. As we move into recovery from the COVID-19 pandemic and into a Remote Teaching and Learning (RTL) period, implications suggest that when EL teachers’ roles and identities are incongruous, resilience can be fostered informing a unique form of agency and teacher leadership; a necessary characteristic for an equity-informed education.Item Inclusive learning communities: An English learner framework for all educators(Wiley, 2024-09) Teemant, Annela; Upton, Thomas; Sherman, Brandon J.; School of EducationEducators in many countries must meet the educational needs of students who are not fluent in the language of instruction. Professional learning focused on incremental or individual teacher change has failed to improve student learning trajectories (Cuban, 2013; Gorski & Zenkov, 2014). This article explores Brookfield's (2012) critical articulation of Mezirow's (2012) adult learning theory to support the complex and radical transformation needed from all educators—not just language specialists—to improve classroom learning and schooling. We present the inclusive learning communities framework, with conceptual and pedagogical growth targets, guiding a seven-course English as a New Language Certification program for PreK-12 preservice and in-service teachers working with English learners (ELs) in general education and EL specialist classrooms. The conceptual and pedagogical elements leverage critical transformative learning theory to reframe educators' individual beliefs and practices while developing their collective capacity to challenge oppressive ideologies and systems in pursuit of equity. We conclude that radical improvement in EL outcomes requires all EL teacher educators to plan and evaluate university coursework programmatically in ways that demonstrate real-world change.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?