<p> The topic of this study examines how the art classroom can be a site to facilitate agency amongst high school students. The research questions for this study are: (a) How will implementing a unit of instruction based in youth participatory action research (YPAR), critical pedagogy, visual culture, and art activism facilitate a change in students&rsquo; attitudes towards their own agency to impact change? (b) How will implementing a unit of instruction based in youth participatory action research (YPAR), critical pedagogy, visual culture, and art activism promote agency within students to think of art as a tool to affect change within their communities? This study uses critical pedagogy to situate students&rsquo; concerns and lived experiences as a starting point. Through a visual culture arts education (VCAE) approach, I developed a discussion about students&rsquo; ability to critically examine how their visual experience produces belief systems that perpetuate social inequities. Lastly, this research utilizes Socially Engaged Art (SEA) to theorize art&rsquo;s ability to build awareness and propose solutions to social concerns. I conducted this study as a Youth Based Participatory Action Research (YPAR) project in which students are active participants within the research, design, and implementation of the study.</p><p>

Abstract not available.

Key leaders within the social work field have repeatedly challenged social work educators to address issues of race and racism, in addition to other forms of identity and oppression, in social work education and practice. Little is known, however, about if and how these issues are being addressed by social work faculty teaching advanced clinical practice courses. This qualitative study examines the manner and extent to which 15 social work faculty, all of whom teach advanced clinical practice courses in one of four graduate social work programs on the East Coast of the United States, conceptualize and address issues of race and racism in their teaching of clinical social work. Analysis of the 15 interviews suggests that most participants view race primarily as an individual ethnic or cultural identity and racism as a largely micro level phenomenon that is the result of racial prejudice. Few participants appeared to understand race as a social identity situated within structures of power and privilege or how racism operates at a structural or institutional level. For example, in discussing a case vignette provided by the researcher, they focused on symptomatology, diagnosis, and assessment rather than the possible implications and effects of race and racism on a client of color. Overall, participants in this study appeared to lack conceptual, historical, and sociological knowledge about race and racism. While participants in this study view themselves as committed to addressing issues of diversity and social justice, they also acknowledge their struggle to enact this commitment in the classroom. The findings from this study suggest that additional faculty development opportunities and institutional support will be needed before clinical social work educators are likely to meet the challenge to effectively address issues of race and racism as well as other issues of identity and oppression in the classroom.

<p> The purpose of this case study was to explore the quality enhancement plan (QEP) process and its influence on student learning of critical thinking and the institutional environment from the perspective of key stakeholders at two community colleges accredited by the Southern Association of Colleges and Schools Commission on Colleges (the Commission). Key stakeholders were defined as faculty, staff, and administrators who had direct and continuous involvement with the development and/or implementation of the QEP. This was accomplished through document reviews and analysis of interviews. The study was guided by intertwined quality assurance systems&mdash;accountability, accreditation, and assessment, and six of Deming&rsquo;s (1986) total quality management principles. These principles are: (1) customer, (2) training and development, (3) teamwork, (4) measurement, (5) improvement, and (6) leadership (Bosner, 1992; Deming, 1986; Marchese, 1991; Sallis, 2002).</p><p> The study suggests that as a result of accountability from multiple entities, quality in higher education and how the definition of quality includes student learning assessment, continues to be important to the Commission. The QEP process was developed to assist institutions with educational quality and improving effectiveness. Based on the study findings, the QEP process can have a positive influence on student learning of critical thinking and result in constructive and effective changes for an institution. The study also reveals the current QEP process could benefit from incorporating the strategy of identifying both internal and external direct measures of student learning within the QEP assessment plan and the Commission including a <i>use assessment results</i> section as a requirement for the QEP Impact Report.</p><p> The study confirms the importance of accountability, accreditation, and assessment, but the six TQM principles are not as significant as anticipated. Instead of all six principles surfacing as themes at the two public community colleges, teamwork was the only common theme. However, there was evidence of all six TQM principles at each college. Recommendations for the Commission, institutions of higher education, and recommendations for future research are presented.</p>

<p> This study examined whether teaching character competencies of growth mindset and grit in advisory to middle school students increases motivation in the classroom. The problem being addressed is the perceptions of teachers that student motivation has decreased over time, and the significance is benefits derived from the ability to increase motivation. A mixed methods approach with an action research design is used for collecting data before, during, and after delivery of the lessons/interventions, from self-reports, surveys, and journals, and the qualitative data augments findings of quantitative data. The qualitative findings allude to the possibility that the concepts of growth mindset and grit can be taught, but quantitative data do not support this conclusion. Mean scores for growth mindset, grit, and motivation are charted from pretest to posttest, and significance of observed differences of experimental and control group means were tested with a <i>t</i>-test. Teacher growth mindset means showed statistical significance and a moderate to large effect size, but that was not true for student growth mindset means and student or teacher data for grit or motivation. Multiple linear regression analyses did not prove any causal relationship between growth mindset and motivation, or grit and motivation, but the effect of grit was much greater than the effect of growth mindset on motivation. </p><p> <i><b>Keywords:</b></i> motivation, character competencies, growth mindset, grit, middle school students, intrinsic motivation, extrinsic motivation, self-efficacy, persistence</p>

<p> This qualitative study examines the critical methods and approaches brought fourth by late nineteenth-century African American women educators Anna Julia Cooper and Frances E. W. Harper in their task of imparting skills for the regeneration of the Black race. Too few people have explored the ways in which their work speaks to the importance of culturally relevant education. Fewer have argued on the relevance of their writings, philosophies, and approaches to present-day educational deficiencies in higher education settings. The purpose of this qualitative study was to explore Cooper and Harper's written work and extract themes that may speak to the importance of culturally relevant education. Second, this study sought to offer a critical examination of the possible contributions that Cooper and Harper can make to the pedagogical model of teaching African American students.</p><p> The following published works written by Cooper and Harper were used in this study: "The Colored People in America" (Harper, 1854), "Duty to Dependent Races" (Harper, 1891), "The Intellectual Progress of the Colored Women in the United States since the Emancipation Proclamation: A Response to Fannie Barrier Williams" (Cooper, 1893), and "On Education" (Cooper, 1930s). A close analysis of each text was performed, and patterns and emerging themes were extracted. The data was then coded and reasonable conclusions were drawn about their written work.</p><p> Five key themes emerged from Cooper and Harper's written work: commitment to faith, commitment to freedom, commitment to sacrifice, commitment to resistance and struggle, and commitment to the future &ndash; all of which were characterized under the overarching concept of tradition. The written data demonstrated clear evidence of thought and practice grounded in African culture and tradition. The findings for this study reveal a number of significant ways that the pedagogies of Cooper and Harper can contribute to the pedagogical model of teaching African American student populations in their pursuit of academic success and achievement. </p>

<p>Since equipping students for service to God and others is either an implicit or explicit element of the mission statement of every Christ-centered college and university, academic officers at such institutions should give serious consideration to making service-learning one of their regular pedagogical strategies. This paper presents the philosophical, pedagogical, and theological framework upon which a Christian higher education institution could build a shared rationale for a service-learning program. The author discusses a case study of a Christian liberal arts college that is taking steps to develop a campus-wide commitment to service-learning, including the implementation of a pilot program in order to better accomplish their service-oriented mission. The work provides a number of research-based guidelines to assist faculty members who want to learn how to embed a service-learning component into one of their academic courses. These guidelines are organized by use of a mnemonic device developed by Saint Mary's College of California to outline five basic components involved in such a process. The letters O.P.E.R.A. represent outcomes, partnerships, engagement, reflection, and assessment. The author describes each element in some detail, including examples of practice at a number of colleges and universities, and lists a summary of key points for each one. Readers will also find a discussion of an eight-step process, based on a review of best practices, by which the case study institution sought to develop an effective service-learning program within its curriculum. First, the researcher helped lead the college community in a discussion of the alignment of service-learning with its mission in order to develop a shared vision for the program. The provost appointed a service-learning advisory team, which worked with the faculty to develop an institutional definition of service-learning, select instructors to participate in a pilot program, determine the most appropriate means by which to train faculty members in service-learning practice, and assist the initial instructors in the process of developing community partnerships. The writer discusses the implementation of the pilot program in three courses in a single semester and presents the results of the various means of assessment employed at the course and program level. A factor analysis of student survey items provides the basis for a discussion of statistical analyses comparing responses across the three courses and across demographic categories. Although the pilot program did not achieve the specific criteria for success established by the advisory team for the student, faculty, and community partner groups, most participants reported positive impact in many outcome areas. The results confirm the importance of following best practice guidelines in assuring a high quality experience for all participants. The work concludes with an examination of a number of issues that service-learning practitioners suggest a campus community must consider if it desires to institutionalize service-learning and collaboratively integrate it into both the curriculum and co-curriculum. The author also provides recommendations based on the results of the case study institution's pilot program to improve its practice of service-learning as it prepares to expand the use of this strategy into additional courses&mdash;recommendations that could also help other colleges strengthen the implementation of their first pilot programs. Finally, the writer presents topics for further research that could contribute to a program's continuous quality improvement and to the larger body of scholarship on service-learning. </p>

<p> Creativity is considered to be an essential life skill that should be fostered throughout the educational system. However, public elementary school classrooms in the USA generally do not appear to be creativity-fostering places. A better understanding of teachers' beliefs about creativity would provide valuable insights into their practices in the classroom and facilitate the planning and evaluation efforts to foster creativity in all classrooms. </p><p> Using a validated survey instrument, adapted from the Teachers' Conceptions of Creativity Questionnaire (TCCQ), the researcher collected beliefs from 120 public elementary school teachers from six schools within one mid-sized public unified school district in the Los Angeles area. The survey included 25 forced choice and seven open ended items. Participating teachers taught in kindergarten through fifth grade and possessed teaching experience from 3 to 40 years. </p><p> Major conclusions include that the teachers believe creativity is primarily expressed in the form of originality of product, behavior or thought. However, these teachers were not aware that creativity should also be appropriate for the situation, an aspect critical to scholars. The teachers believe creativity to be connected mainly with the arts and school subjects in the arts. These teachers support that creativity can be developed in all students but that only a small percentage of students are highly creative. When describing creative students, teachers reported only the positive traits of creative students. The teachers believe that creativity is essential in academic learning, however, teachers expressed an ambivalence regarding their training and capability to effectively promote student creativity within the classroom. The teachers feel impeded to promote student creativity in the classroom by the emphasis on testing, standards, and expectations of the school system. Some implications for practice are that pre-service teacher education and in-service staff development should provide courses, workshops, and activities that assist teachers with knowledge and skills to foster creativity in all students within the classroom. Policy makers and educational authorities must establish creative thinking as an essential learning goal in the educational system so that all children can develop their full personal and work creative potential.</p>

<p> Many culturally responsive theorists support culturally responsive pedagogy for closing the achievement gap in the rapidly changing demographics of America&rsquo;s education system. The purpose of this case study was to examine stakeholders&rsquo; perceptions and practice of culturally responsive pedagogy in St. Andrew Academy (pseudonym), a Catholic NativityMiguel school located in a Midwest metropolitan area. The goals were: (a) to examine middle school teachers&rsquo; and the principal&rsquo;s perceptions of culturally responsive pedagogy and extent of culturally responsive teaching implemented in the school, (b) to examine how parents perceived culturally responsive caring relationships with teachers and the principal, and (c) to examine the degree to which St. Andrew Academy demonstrated culturally responsiveness in staff meetings, professional development training, parent-teacher conferences, and school social events.</p><p> The results of this study revealed that middle school teachers and the school principal were unanimous in their lack of comprehension and practice of culturally responsive pedagogy. The teachers in their response indicated that they did not receive adequate professional development or training consistent with culturally responsive teaching. The principal in his response indicated that he was in fact a culturally responsive leader but argued that his staff did not understand culturally responsive pedagogical procedures. The survey results indicated that parents were unanimous in their perception that the teachers and the principal of St Andrew Academy provided a positive caring school environment. The results also suggested that the parents at St. Andrew Academy had a passive versus collaborative role in participating and making decisions about their children&rsquo;s education. The results of the study showed that staff at St. Andrew Academy lacked the ability to communicate verbally with most parents because of their inability to speak the Spanish language.</p><p> This study offered a number of recommendations. The results showed that St. Andrew Academy could make the following improvements: (a) challenging social inequalities by examining their own bias and prejudice (b) undergoing a process of learning about and embracing all the cultures represented in their school, (c) providing true academic diversity in their teaching strategies and school environment, (d) implementing well-designed culturally responsive professional development training and (e) taking the initiative to improve the practice of culturally responsive pedagogy through partnership with parents, the school staff and culturally responsive stakeholders. It is the administrator&rsquo;s responsibility to challenge all school staff to embrace culturally responsive pedagogy in order to enrich academic success for every student.</p>

<p> The number of online courses in higher education is on the rise; however, empirical evidence elucidating best practices for synchronous online instruction is needed to implement these courses. The purpose of this dissertation was to perform a mixed-method investigation into the relationships between instructor prompt and student engagement in 5 areas based on the 7 Principles of Good Practices in Undergraduate Education using recorded chat, video, and audio transcripts of two recent fully online nutrition courses. A total of 25 previously recorded synchronous sessions including oral and textual chat interactions were transcribed. Every line of student interaction was determined to be either superficial or containing evidence of at least one instance of engagement. Every line of instructor interaction was concurrently coded for at least one of the following forms of prompt: social, organizational, intellectual. Inter-tester reliability of coded interactions was determined to be excellent (Cohen's kappa = 0.91) on a 5% sample of the entire dataset before comprehensive analysis continued. In total, 172,380 words were exchanged through 13,394 oral and text interactions across all class sessions. With 54% of student interactions deemed superficial the remainder produced a total of 8,906 student engagements. There were 4,125 instructor prompts composed of 48% intellectual, 30% organizational, and 22% social cues. Pearson correlations were performed to investigate relationships between prompt and engagement across class sessions. Intellectual prompts were the best predictor of faculty interactions, active and collaborative learning, and academic challenge (<i>r</i> = 0.77, <i>r</i> = 0.78, <i>r</i> = 0.54 respectively); organizational prompts were the best predictor of enriching academic experiences (<i>r</i> = 0.72); and social prompts were the best predictor of supportive campus environments (<i>r</i> = 0.79) with all of these being significant (<i> p</i> &lt; 0.01). No category of engagement was significantly correlated to class performance. Online synchronous class sessions can promote high levels of student engagement. A variety of instructor prompts must be used in order to promote student engagement across a number of different categories. Finally, care should be taken in order to craft and facilitate learning activities in synchronous online class sessions in order to achieve desired learning outcomes.</p>