The purpose of this study was to explore high school students and mathematics teachers’ levels of perceived effectiveness, suggested frequency, and affinity towards multiple strategies. It was found that, in general, multiple strategies were popular among teachers and students, were considered highly beneficial, and should be used frequently in the high school mathematics classroom. Further research is needed to evaluate the effectiveness of mathematical strategies.
Zoom Link: https://buffalo.zoom.us/j/96752806811?pwd=RFZ4VCt2NU1Kd3RJQjJDVTMyWUh3dz09
The research was to understand Universal Pre-K teacher’s experience, views and beliefs about school readiness in the context of UPK. A contradictory picture was discovered from this study: teacher’s inside-building status vs. outsider status; teacher’s autonomy vs. external requirements; teacher’s belief vs. treatment; teacher’s expectation vs. reality. The current study would help other UPK teachers, school teachers, educators, parents, schools, districts, government and policy makers to better understand UPK teachers’ experience, the struggles, and their work in fostering children’s readiness for school
Zoom Link: https://buffalo.zoom.us/j/93515307648?pwd=VXJFNDRaUXFBcU1wVDlLSHVkSDJFQT09
Classroom talk around co-authored rules – if marked by receptive listening and responsive uptake, can manifest student voices and needs (Noddings, 2012). Indeed, how classroom rules emerge can manifest how relations of caring are evidenced and the values embodied. I examine the classroom talk around such a process in a second grade classroom community in a diverse, urban public charter school building upon a study that examined the development of a co-authored classroom agreement in the same classroom (Boyd, Vasquez & Monaco-Shevlin, in progress) and how this Classroom Agreement process is reflective of four Restorative Justice (RJ) values: empowerment, identity, apology, and empathy (Brathwaite, 1989; Zehr, 2015).
Zoom Link: https://buffalo.zoom.us/j/5707101959?pwd=S0dKVGZtSVpxc2pHTUFIZGtnUDY3Zz09
This paper seeks to link the human zoo era of the 19th and 20th century to the current state of education for Black American children. The linkage is created by analyzing the historical context of the exhibition era, the construction of the “savage”, and the ways in which it reveals itself present-day through the criminalization and adultification of Black boys and girls in the classroom.
Zoom Link: https://buffalo.zoom.us/j/98400889955?pwd=bHg5cnF0aXY0eHFESUhoUi9NRUdMZz09
Christopher Kohler, Joshua Hine, & Luke Haumesser
This study explores the ways in which neoliberal processes affect how student-parents who are food insecure experience higher education. We use neoliberalism as a frame to examine a move towards “carelessness” in explicit and implicit institutional policy, creating a culture that marginalizes students deemed as out of the mainstream, such as student-parents experiencing food insecurity. This paper not only centers how food insecure student-parents experience one institution’s culture, but brings together two theoretical lenses–neoliberalism and carelessness–to help explain how social systems and structures continue to neglect those at the margins. Despite the “nontraditional” student becoming the norm as massification of higher education takes hold, the neoliberal university is designed to develop rational, autonomous actors unencumbered by responsibilities apart from their identities as students.
Zoom Link: https://buffalo.zoom.us/j/3557919913?pwd=aEs2U3V4bHdNWWJqOVVYSDdXaTNVQT09