about the author of the 2015 edition of the JEPSC:
Brian C. Johnson honors the struggles and accomplishments of the ordinary citizens who launched the Civil Rights Movement by committing himself personally and professionally to the advancement of multicultural and inclusive education. He serves as a faculty member in the department of academic enrichment at Bloomsburg University and is the director of the Frederick Douglass Institute for Academic Excellence. He is a founder of the Pennsylvania Association of Liaisons and Officers of Multicultural Affairs, a consortium that promotes best practices for diversity in higher education. He earned both bachelor's and master's degrees in English from California University of Pennsylvania, and is currently pursuing doctoral studies in communications media and instructional technology at Indiana University of Pennsylvania. Brian is the co-author of Reel Diversity: A Teacher’s Sourcebook (2008), winner of the 2009 Phillip Chinn Book Award by the National Association for Multicultural Education, and We’ve Scene It All Before: Using Film Clips in Diversity Awareness Training (2009). A second edition of Reel Diversity was released in September 2015. Brian also co-edited Glee and New Directions for Social Change (published by Sense Publishers in January 2015) and edited The Problematic Tyler Perry which is under contract with Peter Lang's Black Studies & Critical Thinking series to be published final quarter 2015. Johnson serves on the ministry team at Revival Tabernacle in Watsontown, PA where he is the youth pastor. He is a gifted teacher and enjoys sharing hope and joy with those to whom he ministers.He is a film reviewer for Christian Spotlight on Entertainment (www.christiananswers.net) .In August 2009, his book Sintimacy: The Christian’s Love Affair with Secret Sin was published by Revival Nation Publishing. "Cyberspace as White Space" examines the manners in which digital social networks influence understanding about human relationships regarding race. It particularly exposes how white racial hegemony is constructed and supported. The impersonal nature of Twitter, for instance, has, in some ways, recently encouraged racist monologues on matters related to politics, movies, and social protests. This essay highlights social dominance orientation as a mechanism for prejudicial attitudes to be offered in "safe" public space.
Learning From the Inside Out The Tri-Optimal Learning Model by Dr. Heather Macdonald
President of Glencorse Family Therapy and co-founder of Glencorse Higher Potential for Learning, has been working with at-risk children and teens for the last nineteen years. She recognized her love for street children when working with at-risk youth in Mexico City. Dr. Macdonald discovered a passion to see children develop inner strength and, through knowledge, begin to heal. Dr. Macdonald continued to work with at-risk children through schools, young offender facilities and therapeutic treatment settings in both clinical and management positions, in each environment becoming more aware that she needed more knowledge to be truly able to help these children. She opened her own Marriage and Family Therapy practice eight years ago (2006) and received her PhD in clinical psychology (2013). Dr. Macdonald brings with her an understanding of child and adolescent development, teaching/training and has a wealth of knowledge in connecting with children/teenagers concerning their learning strengths, deficits and socio-emotional needs. She approaches her clinical work from a post-modern perspective where she relies on socially constructed realities to guide her understanding of systems and human narratives.
Understanding Democratic Governance and its Effect on the Educational Development Policy for Girls by Dr. David Kenneth Waldman
He is a versatile scholar with an extensive background of over 38 years in direct classroom instruction from elementary to university level. Waldman is an author, publisher, and a curriculum developer, nonprofit consultant, peer reviewer, content expert, and social entrepreneur. Dr. David Kenneth Waldman’s educational credentials include a B.A. in Elementary Education from Queens College, New York, M.A. in International Relations from Golden Gate University, San Francisco, and a Ph.D. in Public Policy and Administration specializing in International Nongovernmental Organizations from Walden University, Minneapolis.
In this, the ninth edition of the Journal of Educational Practice for Social Change, you find three papers:
Classroom Management of Special Needs Elementary School Students by William Drakeford and Bruce Crim. Dr. Drakeford, one of the JEPSC editors and Dr. Crim wrote a paper about the newest of issues in special education from a classroom perspective.
Continuing and Distance Education: The Overlooked Potential of Professional Resources to Advance the Interests of Diversity in Higher Education by Dr. Reed Scull and Dr. Keonghee Tao Han. The paper reflects on how diversity among student populations can and should be improved and spread in the contexts of continuing and distance education.
Student Learning Outcomes: Where do They Come From? Where Are They Leading Us? by Dr. Jarek Janio. The paper explores the utility and practice surrounding the use of learning objectives within higher education.
In this eight edition of the Journal of Educational Practice for Social Change three papers, authored by members of our own editorial board, are published.
Jennifer Pullman, wrote a position paper about assessment in art education classrooms. In her paper Pullman underscores the important, yet different from assessment in “the core” classes and at times elusive skill to evaluate student work faced by teachers across the educational spectrum.
Assessment is also the focus of paper by Michelle LaVicka, In her position paper, LaVicka reflects on the complexity and challenges of assessment in math classrooms.
Finally, there is a book review by Doris Sweeney, who critiqued Am I Still Autistic: How a Low-Functioning, Slightly Retarded Toddler Became CEO of a Multi-Million Dollar National Corporation by John Hall.
A Comprehensive Outreach Program: Positive Outcomes for Individuals Placed at Risk William Drakeford, PhD
Seeing Through the Eyes of Others: Films, Anime, and Manga in Teacher Education Programs Keonghee Tao Han, PhD
WILLIAM DRAKEFORD addresses the need for a greater number of comprehensive programs designed to support special needs minority students and other at-risk youth as they transition out of corrections.
KEONGHEE TAO HAN discusses how young people today are shaped by a globalized world of popular culture requiring them to develop a critical consciousness for deconstructing power, politics, and values that are embedded in all forms of popular culture.
Response to Intervention: A Catalyst for Paradigm Shift for 21st Century Education Dr. Helen Y. Sung Alliant International University Reform in education has been an ongoing topic of discussion in order to improve the state of education in the United States. Yet, the paradigm of reactive mindset and labeling students for designated programs maintains the status quo that perpetuated the same system. While questions about the educational system’s capacity to meet the challenges of the 21st century are daunting, people in education continue to be reactive. This article presents an argument based on the review of literature, which suggests that the paradigm shift to proactive mindset, integrated model, active learning and collaboration needs to happen first. The Response to Intervention (RTI) model described in Individuals with Disabilities Education Improvement Act (IDEIA, 2004) may be the catalyst that facilitates the paradigm shift. The RTI model promotes early detection and interventions. It encourages the beliefs that all teachers can teach all students through cross training and collaboration; proactive approaches can prevent mislabeling of students; and integration of teaching methods can increase achievement for students with learning barriers.
The Father's Role in Children's Early Literacy Development: A Review of the Literature Dr. Robert Ortiz - Fall 2009 Walden University Parent involvement in helping children develop early literacy skills is found to be associated with academic achievement. Parent involvement has traditionally referred to the mother's role. Father's contribution to children's reading and writing development has not been thoroughly investigated. The purpose of this report is to present a review of the literature on paternal involvement from the latter part of the 20th century to the current time period. Research suggests that children's growth and development occur when fathers are active participants in infant care in general and early literacy activities in particular. Implications for social change and recommended strategies that teachers can use to encourage father involvement in their children's literacy development are presented at the conclusion of this report.
Teachers' Perspectives on Change in Student Population and the Need for Emotional Intelligence in Education Helen Sung
Approaches and Strategies for Single Professional Females to Raise Academically Motivated Males Dr. Donna Broide
Sung’s Article: In the past several decades, there have been dramatic changes in technology, family orientations, and the global economy influencing children's values, behaviors, and learning. This paper describes a qualitative ethnographic study conducted to capture the experiences of 19 veteran teachers and staff members in four elementary schools in the southern Bay Area near San Francisco, California.
Broide’s Article: Using the human ecology and self-efficacy theories, a grounded theory qualitative study explored what approaches and strategies single professional mothers utilize to facilitate academic motivation in their male children. The two main research questions explored include what processes and challenges did single professional mothers utilize to raise academically motivated males and how does a professional single mother's education assist her in raising an academically motivated male.
Stakeholders’ Perspective on the Efficacy of Large Scale Education Reform Initiatives in Developing Countries Dr. Karine Clay
Effective Ways of Teaching Science Teachers to Use Strategies Dahlia M. McGregor Petgrave
Listen and You Shall Hear Phyllis-Marie Wiggins
Clay’s case study examined the effectiveness of the adopted strategic academic education reform initiative Vision 2020 in the Republic of Trinidad and Tobago.
McGregor-Petgrave provided a synthesis of research that discusses selection of instructional tools and 4 common vehicles for teaching science teachers to use instructional strategies: professional development, in-service programs, study groups, and mentoring.
Wiggins shared the results of a study that critically examined why teachers choose to work in urban environments. Talking to the teachers confirmed teachers highly motivated by intrinsic and altruistic factors.
An Overview of Special Education, Motivation, and Achievement From the Perspective of One Exceptional Adult Learner Sandy Wenzel - Fall 2006 Walden University
The article provides an excerpt of an in-depth study emphasizing the history of inclusion in special education placement and service delivery. An interview was conducted that focused on an individual’s past experiences as a special education student in childhood, through her experiences as a special education teacher as an adult. Other important factors in considering successful educational and life experiences are socioeconomic, disabilities, and cultural dynamics.