Category Archives: Concurrent Paper Session A (12:15pm-12:45pm)

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“It’s Useful But…”: Using Positioning Theory to Compare Teachers and Principal Views on Teaching Strategies GOLD®

Concurrent Paper Session A (12:15pm-12:45pm)

Qinghua Chen

Grounded in positioning theory, this empirical study examines 15 storylines from interviews with Head Start lead teachers and principals when they define themselves into different positions based on their experience with the Teaching Strategies GOLD (TS Gold) system. Findings provide a better understanding of how differently teachers and principals report their usage of TS Gold, how they perceive the system, and what possible changes they suggest for improved application of the tool at Head Start schools.

Zoom Link:  https://buffalo.zoom.us/j/99627202739?pwd=RTlSSHdXRnJTRUZEQ1RGWHJCUXMvdz09

Freedom of the Student Press: The Student Experience in an Autonomy-Supportive Journalism Classroom

Concurrent Paper Session A (12:15pm-12:45pm)

Kari A. Koshiol

Student-run scholastic journalism programs provide students with opportunities to choose their assignments, participate in feedback, and create for a real-world audience (Madison et al., 2019; Smagorinsky, 2002; Warrington et al., 2018). To understand the lived experience of high school students as they participated in an autonomy-supportive learning environment and understand if this experience changed overtime, this narrative case study gathered interview and questionnaire data from the students in a scholastic journalism course throughout the 2020 fall term. Thematic coding of the data suggests that students had an overall positive experience in the autonomy-supportive learning environment and that three key factors played a role in this experience: being afforded opportunities for choice, the connection students saw between journalism and the real world, and the classroom community. Furthermore, this study suggests that students in an autonomy-supportive course gain more comfort overtime with both the class structure and the class content.

Zoom Link:  https://buffalo.zoom.us/j/94899444594?pwd=NWl6NjNreDBCZEtRNjFranZNY1ZSZz09

Equity and Cultural Competent Assessment Practices

Concurrent Paper Session A (12:15pm-12:45pm)

Davion Lewis

This session will, first, discuss much-needed asset-based counter-stories of Black boys. Second, this session discusses the permanent harm that current assessment practices inflict on Black boys. At the macro level, assessments are used to determine promotion and retention, teacher evaluations, and school report cards, each of which impacts school funding and school quality. At the micro-level, daily teacher assessment practices determine access to gifted programs, advanced placement courses, etc. Third, as this session will discuss the constructs of learning and smartness as well as how they are impacted by race and culture.

Zoom Link: https://buffalo.zoom.us/j/96977589298?pwd=MEx6eVptVmxYZjNPMjZXZE1IaWxUQT09

Managing the Maze in a Pandemic: Prospective College Student-Athletes Navigate College Choice During COVID

Concurrent Paper Session A (12:15pm-12:45pm)

Bridget Niland

As recently released scholarly studies have established, the Class of 2020 experienced a high level of uncertainty and financial stress “as they weighed their college plans amid an unfolding pandemic.” This presentation discuss these findings as they apply to WNY students and note the innovations and learnings they employed during this time. The presentation is based on qualitative data gathered among graduating seniors in two WNY school districts from April through December 2020.

Zoom link: https://buffalo.zoom.us/j/99502436468?pwd=RFZGY2NjRkhEeXZtRFIrelhjdkNsZz09

Collecting Culture: Rare Books and Manuscripts at Harvard and Yale Universities

Concurrent Paper Session A (12:15pm-12:45pm)

Melissa A. Hubbard

This paper explores the history of the first two formal special collections departments, founded in the early 20th century at Harvard and Yale universities. Because these collections largely reflect the interests of elite white men, the only students who could attend Harvard and Yale in the early 20th century, they represent a legacy of cultural imperialism that has limited the production of research on anything outside of the hegemonic “Western canon.” However, there has been significant pushback against the limited and elitist nature of special collections since the 1960s, as more faculty have become interested in research and teaching that makes use of primary sources created by more diverse individuals and cultures. This paper explores changes that have occurred in the special collections libraries at Harvard and Yale as a result of this pushback, describing how the history and legacy of the way these collections were founded continues to cast a long shadow over both scholarly research and library practice.

Zoom link: https://buffalo.zoom.us/j/97465482078?pwd=RUdOdXFVMGdpY0JjSEJrZWNCZGNJdz09