CI 610 Leadership Seminar: Core paper abstracts
Name
Hatfield, Lisa
Date, Time
Aug. 22, 9 AM
Title
College-Level
Writing:
Challenges of
Aligning
Secondary and
Higher
Education
Systems in
Oregon
Abstract
Abstract
Oregon students often graduate from high school without a clear idea of what
is expected of their writing should they go on to college. Clarity could
positively impact the writing performance of students and the writing
instruction of high-school teachers and university faculty. This paper
explores the issues around the alignment and communication of high-school
writing expectations between secondary and higher education systems
through three lenses: learning theories, organizational theories, and
educational policy. Critical theory, the zone of proximal development, and
constructivism are discussed in the learning theories section. Organizational
lenses used are structural and political frames. Policy is viewed through the
arena model, spheres of influence, and implementation challenges. To
understand the topic more fully, background is provided on (a) current
writing instruction at the secondary and university levels, (b) a general
overview of K-16 alignments, (c) the Common Core State Standards, and (d)
college readiness in general. Background and policies impacting the state of
Oregon are specifically given.
Keywords: K-16 alignment, Common Core State Standards, writing
instruction, college level writing, college readiness, college and career ready
Parker, Matt
Aug. 22, 11 AM
Effects of
Interactions
on Identity
and Learning
of Middle
School
Burmese
Refugee
Abstract
This paper examines how the interactions middle school students have
with peers from different cultural backgrounds affect their learning and
identity formation, using Burmese refugee students as an example.
Refugees come to the United States with unique challenges due to their
backgrounds, including traumatic situations and marginalization. The
largest recent group of refugees to enter the United States comes from
Burma. Refugee students in middle school are especially marginalized at
Students
Connor, Michael
Aug. 22, 2 PM
All School and
No Play:
Supporting
Play in Head
Start to Boost
Self-regulation
a time in their lives when social interaction is very important. Using
three different learning theories (sociocultural theory, theories of
identity formation, and critical race theory), two theories of
organizational leadership (the human resources frame and
organizational anarchy), and two frameworks for analyzing policy
(Centering a Child in Multiple Contexts and sociocultural analysis), the
author examines how to best empower these marginalized students by
focusing on how they interact with students from different cultural
backgrounds.
Keywords: Burmese, interaction, hegemonic culture, refugee
Abstract
How can Head Start best support the development of self-regulation in young
children? Many children challenged by poverty enter public schools lacking
the ability to focus their attention, regulate their feelings, and control their
behavior. In this essay I highlight dramatic play for boosting self-regulation
in children involved in the Head Start program. I examine the significance of
play for Head Start children at three levels: I explore the relationship
between learning theory and dramatic play scaffolds; I detail organizational
obstacles and opportunities within Head Start that can foster or hinder
teacher scaffolds for dramatic play; and finally I connect neoliberal
educational changes with the decline of play for young children, and suggest
social movements offer the best hope for change.
Keywords: Head Start, play, scaffolds, self-regulation, neoliberalism,
social movements, Vygotskian theory, early childhood education
Lee, Kirk
Wenzel, Marcus
Aug. 23, 11 AM
Aug. 23, 9 AM
The Elephant
in the
Abstract
Classroom:
Large Class
Size
Implications
for Meeting
Diverse
Student Needs
Parker, Matt
Aug. 22, 11 AM
Effects of
Interactions
on Identity
and Learning
of Middle
School
Burmese
Refugee
Students
As the K-12 student population in the United States becomes increasingly
more diverse, teachers must respond with managerial and pedagogical
strategies that meet the needs of all students. However, this task becomes
much more challenging for K-12 teachers with large class sizes, particularly
with increasingly heterogeneous populations. While many variables impact
student achievement, large diverse classrooms create daily challenges for
teachers who attempt to engage students and meet individual needs. This
paper analyses the impact of class size on student learning using frameworks
provided by learning theories, organizational leadership theories, and policy
and political theories.
Key Words: class size, pupil-teacher ratio, interaction, student behaviors,
classroom composition
Abstract
This paper examines how the interactions middle school students have
with peers from different cultural backgrounds affect their learning and
identity formation, using Burmese refugee students as an example.
Refugees come to the United States with unique challenges due to their
backgrounds, including traumatic situations and marginalization. The
largest recent group of refugees to enter the United States comes from
Burma. Refugee students in middle school are especially marginalized at
a time in their lives when social interaction is very important. Using
three different learning theories (sociocultural theory, theories of
identity formation, and critical race theory), two theories of
organizational leadership (the human resources frame and
organizational anarchy), and two frameworks for analyzing policy
(Centering a Child in Multiple Contexts and sociocultural analysis), the
author examines how to best empower these marginalized students by
focusing on how they interact with students from different cultural
backgrounds.
Keywords: Burmese, interaction, hegemonic culture, refugee