College of Education and Human Services Titles (2023)
Attitudes of Students with Learning Disabilities Toward Participation in Physical Education by Ellie AbdiMany researchers have confirmed that students with disabilities engage in significantly less physical activity than their nondisabled peers in physical education class. One of the elements that influences student participation in physical education class is attitude and there is a gap in the literature with respect to investigating the attitudes of students with learning disabilities, emotional/behavioral disabilities, or attention difficulties. There is limited research on how teachers perceive and assist students to participate in physical education. This dissertation is looking specifically at enjoyment and useful attitudes of physical activity in physical education class for students with learning disabilities.
Publication Date: 2019 Dr. Abdi is a clinical faculty member affiliated with the MSUNER
Black Fathering and Mental Health by Michael D. HannonThis edited volume is the first work purposefully designed to amplify the voices of Black men in communicating their mental health needs and challenges while fathering in their families and communities. Dr. Michael Hannon has convened a group of Black fathers and aspiring fathers, who are also professional counselors, and they offer unique and untapped perspectives about the needs, challenges, and victories of Black fathering across the family life cycle in the context of an anti-Black world. In each chapter, the contributors offer counselors and other mental health professionals a resource to assist them in providing culturally relevant and responsive support to Black fathers at various points across the family life cycle and more comprehensively understand the circumstances that might prompt--and prevent--Black fathers to seek counseling support.
Publication Date: 2022 Professor Hannon is in the Department of Counseling
Publication Date: 2019 Dr. Abdi is a clinical faculty member affiliated with the MSUNER
Disability Studies and the Inclusive Classroom by Susan BaglieriDisability Studies and the Inclusive Classroom integrates knowledge and practice from the fields of disability studies and special education to provide readers with a comprehensive understanding of inclusive education. Now in its third edition, this critical volume has been revised and updated to include expanded discussion of disability models and contemporary perspectives on disability. Each chapter features a dilemma to capture the complexities of the field of educational practice to inspire critical thinking and contemplation of inclusive education.
Publication Date: 2023 Professor Baglieri is in the Department of Teaching and Learning
Educational Psychology and Transformational Classrooms by Helenrose Fives; Nicole Barnes"Educational Psychology and Transformational Classrooms uniquely positions teachers transformational experiences as central to understanding and implementing educational psychology research. Across three well-developed case studies using narrative inquiry methods, this volume explores moments of significant change, learning, and evolution in teaching and learning. Each case is followed by analyses from educational psychologists focusing on the three central actors in the learning experience-students, teacher, and context-and is then concluded with case authors responses to the analyses provided. Showcasing the holistic experience of teaching before unpacking it with theory and research, this book centers classroom life and posits educational psychology as an ideal and accessible lens for its examination"--Provided by publisher
Publication Date: 2022 Professor Fives and Professor Barnes are in the Department of Educational Foundations
Emerging Realities and the Future of Technology in the Classroom by Inaya Jaafar (Editor); James M. Pedersen (Editor)The COVID-19 pandemic has shed light on how much humans rely, more than ever before in our history, on technology. While technology in its simplest definition is the use of a tool for a practical purpose, in the last three decades, educators can confidently say it has revolutionized how information is communicated and accessed. Most importantly, educators who had to recently shift their classes online understood the important role of technology to stay connected and instruct students remotely. There are many different facets of technology in today's classrooms and ideas on where educators are headed in preparing their students for a technology-rich world. With new technologies being constantly developed and new scenarios rising to the surface in the educational environment, the future of technology in the classroom is widespread, consistently growing, and always advancing with more technological reliance. Emerging Realities and the Future of Technology in the Classroom provides an understanding on how technology is integrated into today's classroom and how institutions can be further informed of the importance of technology in today's world. This book examines a variety of pertinent topics that look at the present and future potential roles of technology in the classroom. While highlighting topics such as STEM in online education, leadership and technology, new instructional models in online learning, and gaming in education, this book is essential for teachers across all disciplines and in higher education and K-12, school administrators, principals, instructional designers, librarians, media specialists, educational software developers, educational technologists, IT specialists, practitioners, researchers, academicians, and students interested in the current status of technology in the classroom and its potential role in education for the years ahead.
Publication Date: 2021 Professor Pedersen is in the Department of Educational Leadership
Publication Date: 2022 Dr. Abdi is a clinical faculty member affiliated with the MSUNER
Our Bodies Tell the Story by Emily J. Klein; Monica TaylorOur Bodies Tell the Story: Using Feminist Research and Friendship to Reimagine Education and Our Lives asks (and answers) a number of critical questions that are key to improving our educational system. How can we use our embodied stories to navigate and disrupt how schools and society reproduce the patriarchy and heteronormativity within our institutions of learning? How do we transgress oppressive boundaries (boundaries cultivated by the patriarchy that have been perpetuated at home, within school, outside of school, in university settings, and in communities) that permit our dehumanization and exclusion? As teachers, professors, and teacher educators, how do we navigate our students' trauma when we are navigating the re-ignition of our own? This book sets out to tell the story of how the authors have tried to answer these questions in their lives and work. It is the story of a friendship, a partnership, a narrative retelling of their "becoming" as girls, teenagers, women, teachers, wives, daughters, scholars, and mothers. From the earliest memories of their gendered and sexualized childhoods to the present navigation of sexism, heteronormativity, and trauma in the context of teaching and schools, these stories reside in their bodies. They recall, construct, and reexamine, emerging from their dialogues--from talking face-to-face, to email, to FB messenger, poetry, and text. Our Bodies Tell the Storycenters around the co/autoethnography of personal narratives, stories, and a kind of survival testimonies, the ways in which the authors bore witness to each other's lives. The book extensively uses co/autoethnography as a self-study feminist research methodology that takes autoethnography, "a form of self-representation that complicates cultural norms by seeing autobiography as implicated in larger cultural processes" (Taylor & Coia, 2006, p. 278) and moves it beyond the singular to the plural. Using this methodology enables the authors to interweave their stories through dialogue, so that validity, insight, and analysis all emerge in the text. The book investigates the self within the social context of personal relationships, as well as the larger society. Creating a co/autoethnography is a rich, multi-layered endeavor because it is not conducted in a vacuum. As such, it is an important book for faculty and researchers involved in a number of disciplines, including auto/ethnographic research, gender studies, women's studies, feminist studies, qualitative research and many other areas of study.
Publication Date: 2023 Professor Klein is in the Department of Teaching and Learning and Professor Taylor is in the Department of Educational Foundations
Overcoming the Educational Resource Equity Gap by Stephen V. Coffin (Editor)State school finance formula cause funding inadequacy, allocative inefficiency, and educational resource equity gaps. Legislative and court-ordered remedies have failed to solve the disparities among schools and districts. This book's ground-breaking innovation shows how to shift the public education finance paradigm to fund K-12 public education properly, fully, and equitably by eliminating the duplicative and unnecessary layer of county government nationwide and repurposing those tax dollars while implementing economies of scale to achieve allocative efficiency.
Publication Date: 2023 Professor Coffin is in the Department of Educational Leadership
Philosophy of Education : Modern and Contemporary Ideas at Play by Jaime G. A. Grinberg, Dorothy Rogers, Maughn Rollins Gregory."Philosophy of Education: Modern and Contemporary Ideas at Play offers a space of questioning and imagination where students are asked to suspend what they think they have come to know and think critically, imaginatively, and playfully about the status quo. Future teachers are given an opportunity to analyze assumptions, speculate as to alternatives, and cultivate a comprehensive sense of the relationships between all aspects of schooling. Educational philosophy provides the skills needed to play with ideas. "-- provided by publisher
Publication Date: 2022 Professors Grinberg, Rogers and Gregory are in the Department of Educational Foundations
School Leadership in a Diverse Society by Carlos R. McCray; Floyd D. Beachum; Phyllis F. ReggioWith the increasing amount of diversity taking place in the United States and in our K-12 schools, this book will help school leaders become prepared. It is the school principal who sets the tone for the school culture and provides the vision as to the direction of the organization. Therefore, school principals will ultimately have a great impact in promoting cultural and social diversity. School Leadership in a Diverse Society: Helping Schools Prepare all Students for Success (2nd Edition) will help scholars and practitioners have a better understanding of the increasing amount of diversity that is occurring in American society. This book will give them the tools needed to lead schools to ensure that all students, regardless of their life circumstances and status, are provided a school experience that promotes high academic achievement and a sense of belonging. Today, multiculturalism and diversity preparation are needed in our society, seemingly more so than when schools first made an earnest effort to integrate twenty years after Brown V. Board of Education. Just as it seemed the United States was making significant progress dealing with issues that have plagued this country for hundreds of years, recently, there has been a surge in diversity-related issues (the killing of unarmed African Americans, the unwarranted attacks on Asians, immigration debates, the recent rise of groups that support white supremacy, blackface incidents, increasing wealth divide between the ultra rich and the poor, religious backlash, etc.). These issues should remind us that the struggle for social equity continues into the present moment. Communities must work together to help fight rising intolerance and prejudice within our country and schools.
Publication Date: 2021 Professor McCray is in the Department of Educational Leadership
Treating Contemporary Families by Scott Browning; Brad van Eeden-MoorefieldLinking research with clinical practice, this text shows therapists how to do evidence-based practice when treating contemporary families. Today's families are diverse and complex, and their problems do not always improve when treatment focuses on addressing a diagnosis. To achieve successful, lasting change, therapists must help families change their patterns of interaction. This book examines several common interactional challenges that contemporary families face, such as co-parenting, divorce, intimate partner violence, blending families, and loss and bereavement. Contributors examine research on each challenge alongside research on various diverse family types, and offer targeted interventions for each family type. With its strong emphasis on inclusion, social justice, and evidence-based practice, this book will help clinicians work with today's diverse families in effective, empathic, and culturally responsive ways.
Publication Date: 2022 Professor van Eeden-Moorefield is in the Department of Family Science and Human Development