Staying Rooted in Education

As a KDP Youth Representative, I had the opportunity to attend a briefing at the UN titled, “A Grassroots Approach to Education for All.”

The moderator, Alexander Wiseman, and speaker Lisa Damaschke-Deitrick were from Lehigh University’s education program. Their fellow speakers were Anwar Sayed from the Dayemi Foundation, Taylor Viens from Caring for Cambodia, and Jadayah Spencer representing the International Youth Leadership Institute.

As each person shared their experience with grassroots organizations, they connected to the importance of health and wellness. Health screenings and access to meals can transform the culture of learning to be responsive to the needs of students.

Furthermore, research presented at the briefing proved that funding new educational approaches results in shifts in curriculum and assists in combating poverty.

With political and religious turmoil displacing refugees, it is imperative that they receive a quality education that is inclusive and sensitive to their knowledge and cultural backgrounds.

As expressed by the speakers, partnering with local organizations within communities such as religious centers and non-governmental agencies can offer real-world experiences for our youth, as well as promote positive learning environments.

My Tips for This Approach

1. Know Your Neighbors

Get to know the people in your community. Seek out local businesses and organizations that are interested in helping us achieve our goal of providing an equitable education for all.

2. Brainstorm

Think of ways that you can support a student’s hygiene and diet at your school, such as items like toothbrushes and soap. A resource such as a school-wide food pantry would also be effective.

3. Be Active!

Encourage students to be problem solvers in their own communities. Simple tasks such as cleaning up parks and recycling can prepare them for bigger roles in society.

Happy Teaching,
Clairetza Felix

Clairetza Felix is a senior at St. Francis College, with a major in Childhood Education and a concentration in English. Currently, she serves as the Co-Event Coordinator for the Xi Rho Chapter of Kappa Delta Pi. As an aspiring Literacy Specialist, she chose to become a UN Youth Representative to offer a unique approach to education.

80 Years of The Educational Forum: Educational Research During Tumultuous Times

alan-amtzisToday’s blogger is Dr. Alan Amtzis, academic editor of The Educational Forum. He is Director of the Master of Education in Instruction Program at The College of New Jersey.            

This year marks the 80th anniversary of The Educational Forum.

forumtitle2Out of curiosity, I returned to the first issue of The Educational Forum to see how we began and what educational research looked like in November 1936 as the planet perched on the brink of encroaching war, struggling against both worldwide depression and growing fascist threat.

Our first issue contained 10 articles, and not one author’s name was familiar to me now in 2016. That issue also included an editorial, a poem, and 20 pages of book reviews. The only reviewed book I’d ever heard of was Gone With the Wind—a book whose popularity is legendary, but whose contribution to educational research and practice rather eludes me.

As one of the academic editors of The Educational Forum, I admit to some pride about the direction that KDP and my coeditors (Tabitha Dell’Angelo and Ryan Flessner) have given to the journal.

In addition to theme issues on aesthetic education, sexuality and gender identity, and global citizenship, we have also offered guest-edited issues by such senior scholars as Michael Apple (“The Politics of Educational Reforms,” 2016), Pedro Noguera (“Racial Inequality and Education,” forthcoming in 2017), and Ana María Villegas (“Linguistically Diverse Classrooms,” forthcoming in 2018). In addition, we’ve published a wide array of research developed by emerging scholars, many of whom are still in their pre-tenure phase.

This combined range of experience and perspective offers our readers a substantial complement of the ideas that are important to users of educational research, as evidenced by the fact that many of our most cited articles have been published within the past 6 years.

Still, I can’t help wondering if these issues and names will be known to readers 80 years from now.

It’s an interesting and even challenging time right now to be the editor of an educational journal.

In fact, it’s an interesting and challenging time to be an educator.

Here at the close of 2016, we face what many feel is a pivotal moment in U.S. and world history, with challenges ahead we can only guess at. For me, this moment raises questions about the ability of educational research to not only reflect the interests of our readers, but also to influence and contribute to the world of education…and the world beyond the classroom.

Are there opportunities for our work at The Educational Forum to inform and even influence policy? Can we withstand the current storm to publish work that will be of interest to a new generation of educators?

Of course, these questions are difficult, at best, to answer and the outcomes may be impossible to predict, but the changes around us may prompt us to envision a kind of educational activism as part of our mission—one that might help the journal endure another 80 years.

 

When Worlds Collide: A Teacher Becomes an Administrator

mceachern_photoToday’s blogger is Dr. Kirstin Pesola McEachern, Curriculum and Instruction Director at The Summit Country Day School in Cincinnati, Ohio. Read her full article, “Developing a Research Identity: Promoting a Research Mindset Among Faculty and Students” (coauthored by Dr. Jessica L. Horton), in The Educational Forum.

A few years ago, I moved to an administrative position at the private school at which I had been teaching high school English for more than 10 years.

I had long wanted to be in a position to change the problems I and other teachers lamented over in the lunchroom, but it wasn’t until the assistant principal role opened unexpectedly and others encouraged me that I threw my hat in the ring.

When the school announced my appointment, colleagues’ responses took one of two forms, sometimes both: delight that I was bringing my teaching experience to the job, and disappointment that I was joining “the dark side”—the place where administrators forget what teaching is all about and make decisions that leave faculty scratching their heads. 

mceachern_photo_mugFellow teachers even gifted me with a Darth Vader Mr. Potato Head, which still sits in my office.

Some might have perceived this change as abandoning one world in favor of another.

However, such transitions often grant us opportunities to draw from past experience to improve our future practice.

While teaching, I had gone back to school for my master’s and doctorate degrees, and being a student again made me a better teacher. My classroom assignments were more intentional, as I didn’t want my students questioning a lesson’s purpose like I sometimes did in the courses I took. My methods were more varied, as I was learning new approaches from my professors. And I better understood the realities of being a student with seemingly impossible homework loads and teachers who thought their class was the only content occupying my headspace.

Much like being a student made me a better teacher, being a teacher made me a better administrator because I knew firsthand the implications for the decisions I made.

For instance, as a teacher of freshmen, I believed the timeframe in which I had to recommend their level for sophomore year was too short; students often didn’t hit their stride until after Christmas, yet I had to decide whether they were honors material when half the year was still ahead of us. As a teacher, I did my best and crossed my fingers, but as an administrator, that deadline was one of the first policy changes I made—much to the satisfaction of my colleagues.

Another important transition I had to negotiate when becoming an administrator was what it meant for my identity as a researcher of my own practice. Did I have to give that up? As I describe in my article in The Educational Forum, teacher research was an empowering force when I was in the classroom, and encouraging teachers at my school to embrace a research mindset remains a passion of mine as an administrator. It requires cultivating a culture of trust and risk-taking, and doing so communicates to faculty that administrators understand and respect their teachers’ knowledge and contributions to the larger learning community.

My identities as a teacher and researcher strengthen my work as an administrator, and I remain confident that others can find similar benefits when facing transitions between what might appear, at first, to be different worlds.

KDP is proud to partner with Routledge to share Dr. McEachern and Dr. Horton’s article free with the education community through November 30, 2016. Read the full article here.

Advice for the Next President of the United States

butler-blog1

“While we try to teach our children all about life,
they teach us what life is all about.”
— anonymous

You are likely reading this on the brink of our national election.

There have been months of bickering, insult slinging, and behavior that would not be tolerated in most of our classrooms.

Certainly there are adult issues that must be addressed, yet I sometimes wonder that if we remembered more often the voices and ears of children, we might find the margins of compromise that allow debates to become more about the “us” and less about the “them.”

Children truly have wisdom and perspective that adults sometimes forget or lose in the busyness of life.

I am sharing three links in this blog that are the voices of younger children and adolescents. What if those running for political office, as well as those who already hold a policymaking position, and the media gave more time and attention to the wisdom they have to offer?

The first link is a video made by children at the IPS/Butler Lab School. They offer advice to the next President of the United States, which includes the importance of remembering the Golden Rule and why it is best to choose kindness over meanness.

Our children are watching; so how do they reconcile what they are told is appropriate behavior for them and then see adults not modeling it? 

The second video, also by the IPS/Butler Lab School is of the children reading the famous 100 Languages poem by Loris Malaguzzi, founder of the internationally known schools in Reggio Emilia, Italy. Listen carefully and ask yourself, “Am I allowing students to learn and demonstrate their understanding through multiple forms of communication?”

Are you asking the child “to think without hands, to do without head, to listen and not to speak, to understand without joy?”

The third link is one of the most powerful messages I have seen, created by three young adolescents. Their message, cited in unison, provokes deep thinking and questioning about their school experience, their life as a student, and their questions about society and culture. How do we answer the question they raise as to why we ban certain books but we will not ban assault weapons, especially in light of school shootings?

While you may not agree with all of their questions and observations, it will definitely provoke thinking about issues and concerns of today’s adolescents. 

What I found in each of the three messages was the power of a child’s mind and heart and their openness for understanding.

It reminded me of the quote by Aristotle: “Educating the mind without educating the heart is no education at all.”

I encourage you to find time to listen to children of any age that surround you and be open to learning from their minds and hearts.

Dr. Ena Shelley has served as dean of the Butler University College of Education (Gamma Nu Chapter) since 2005, championing the College’s mission “to prepare educators for schools, not as they are, but as they should be for all learners.” She has taught courses on early childhood education and kindergarten instruction since joining the college faculty in 1982. In 2012, she presented at the Indianapolis TEDx conference on “The Solutions Within.” Watch her TEDx Talk by clicking here.

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A teacher, a Falcon, and a Kadelpian for life.

A few weeks ago, the Dean of the College of Education and Human Development, Dr. Dawn Shinew, contacted me and asked if Kappa Delta Pi members would be interested in meeting Muriel Hutchinson Strebe and honoring her at a Classroom Dedication ceremony.

After some inquiring, I learned that Mrs. Strebe was a successful elementary school teacher and had made Bowling Green State University the beneficiary in her estate plan as well as established the Muriel Hutchinson Strebe Scholarship for students entering the College of Education. So, naturally, I agreed, looking for any opportunity to demonstrate Kappa Delta Pi’s support of fellow educators.

After rallying the KDP members that were available during the day on a Friday, we made our way to a personal meet and greet with Mrs. Strebe, taking our seats at a round conference table on the fourth floor of the Education Building, waiting for this generous woman who was being honored throughout the College of Education.

Then she walks in.

Muriel Strebe.

Dressed in orange with a large golden medal hanging around her neck.

Helping her in is Dean Shinew, along with the college assistants who have been with her the whole day. She smiles at us and laughs, explaining that golden medal meant that she was a “Golden Falcon,” an award she won for being an involved alumnus.

She is remarkable, so excited to talk to fellow education students—students to whom she has given so much.

14457321_1659164627728061_5365316323270890690_nAfter she sits down, I introduce myself and tell her that I am President of our campus chapter of Kappa Delta Pi.

She said, “Yes, I was a part of this chapter when I went to school here.” I look at her, astonished, and then I look at the dean. I couldn’t believe it. This incredibly gracious woman was a part of OUR chapter. The Delta Phi Chapter! I was so excited. No one in this room knew that she was a member of Kappa Delta Pi before that moment.

I motioned for the next KDP members to introduce themselves, while I scanned my mind for ways to recognize this woman as a KDP member.

“The Binder!” I thought.

The Chapter binder that every KDP initiate has signed for decades. Her name was probably in it! What better way to welcome her home than by showing her the binder she signed more than 65 years ago.

I excused myself from the conference room and ran across campus to get it. It was in our KDP office, only 5 minutes away.

I unlocked the cabinet and went to the very back of the binder. Loose-leaf papers were ripped and aged, with some barely hanging on in the binder. I saw that the pages went back only to 1958, and so the years 1958 down to 1947 were either never documented or were missing. I knew our chapter was more than 75 years old, so Muriel Hutchinson Strebe would more than likely have been initiated her freshman year.

It saddened me that I couldn’t present to her the initiation page she signed so long ago. It was time to be creative and find a way to honor this remarkable woman through Kappa Delta Pi.

Then I see them, the blank certificates in the cabinet. Maybe I could re-initiate Mrs. Strebe and honor her a second time. I knew she was worthy of it, for who better exemplified the words of the Kappa Delta Pi creed?

Mrs. Strebe has lived the ideals of Fidelity to Humanity, Science, Service, and Toil. She has inspired and strengthened others and is the essence of Knowledge, Duty, and Power.

I grabbed the binder, a blank certificate, and a creed. I quickly walked back to the conference room, knowing exactly what I was going to do.

I entered the room while the members were wrapping up their introductions. I looked at Mrs. Strebe and told her that our records had been misplaced, and I couldn’t find her signature—but, if she would be okay with it, I would like to re-initiate her so she can be added to our binder.

She laughed and said that she would be honored!

I placed the binder on the table and read a small portion of our ceremony ritual.

14441184_1659164567728067_1479710292263504065_nI then handed her a pen, and she signed our Society Charter for a second time.

We all clapped after she signed, and I held her hand, thanking her for agreeing to sign our book and be a part of the Kappa Delta Pi Class of 2016.

While she was in another meeting, I went to our Technology Resource Center and printed a fresh Kappa Delta Pi certificate with her name and the date on it. When I saw her after the classroom dedication, I gave her the folder with the certificate and the creed.

I thanked her for everything she has done for education students and asked if we could take a picture with her.

This picture includes Kappa Delta Pi members old and new, as well as Freddie and Frieda Falcon, with Muriel Hutchinson Strebe in the center.

This picture includes Kappa Delta Pi members old and new, as well as Freddie and Frieda Falcon, with Muriel Hutchinson Strebe in the center.

A teacher, a Falcon, and a Kadelpian for life.

Kristen Tabesh is a 4th year student at Bowling Green State University and the President of the Delta Phi Chapter of KDP. She is a Middle Childhood Education major with concentrations in Language Arts/Reading and Social Studies. Kristen has wanted to be a teacher for as long as she can remember, and she absolutely cannot wait to have a classroom of her own.

Read more of this story on the Bowling Green State University page.

Operation Literacy Engaging Everyone

We don’t know his name, or that of his older sister, but we were still moved when he exclaimed, “I love Dr. Seuss! Daddy can I take this one?”

chapman-literacy1We glanced at one another excitedly as the boy clumsily pulled the Seuss work out of the book station we had just inaugurated. His sister found one, too, and was proud to be like her brother, book held high above her head.

Smiling, his father asked him which books he was going to bring back for other kids to take.

As they walked away hand in hand, the boy, his sister, and their father continued their conversation about books, and about reading. We were filled with a sense of gratitude for a moment that brought our vision of free neighborhood book stations to life.

These seemingly unplanned moments where learning connects families, communities, and each of us to a deeper self are what we live for as educators and future educators.

This year’s Literacy Alive! project brought many such moments to the members of Chapman’s Chi Beta Chapter.

Each year, the chapters of Kappa Delta Pi connect around a national literacy campaign called Literacy Alive! to “create programs and events in their communities that bring empowering literacy skills to their participants.” This year, more than 150 projects were submitted nationally, adding up to 57,052 people served and 44,625 books collected for distribution. As a chapter, Chi Beta was recognized for its partnership with a local initiative: Operation Literacy Engaging Everyone (Operation L.E.E.) in Anaheim, California.

Operation L.E.E.’s Facebook page reads, “We are a group of community members out to promote literacy and spread the love of reading in our community by providing book stations with free books.” The book stations are located at various homes and businesses in Anaheim, and represent a true community effort. A vision of local educators, the book stations are filled with donated books that anyone can borrow or take or donate. Operation L.E.E. started with five book stations and hopes to increase that number throughout Anaheim and in other interested cities.

chapman-literacy2Our first adventure with Operation L.E.E. was at the South Junior High School Service Day, where Chapman’s KDP members were tutored in making book stations by students. The amazing woodshop teacher, Chapman alumnus Matthew Bidwell, guided us around the classroom while seventh and eighth graders made assistants of us and demonstrated their mastery of carpentry. It was a fun and exciting day of building book stations from instructions, wood, and know-how.

As future educators, we talked about how it reminded us that our students will always be our greatest teachers, and that our classrooms can be spaces for doing good.

chapman-literacy3We also helped sort more than 500 donated books, prompting a recognition of our community’s generosity and spirit.

As book donations rolled in they were collected at the home of Operation L.E.E. leader, Juan Alvarez. A local educator and parent, Juan welcomed a collaboration with Chapman, and KDP members helped distribute books to book stations around Anaheim. Juan also welcomed us to his home, where we hosted a ribbon-cutting ceremony for Operation L.E.E. at the location of the first official book station.

chapman-literacy4Here, Operation L.E.E. was presented with congressional recognition from Congresswoman Loretta Sanchez, and the book stations officially went live!

In recognition of the success of Operation L.E.E., KDP awarded Chapman’s Chi Beta Chapter with a Silver Award.

chapman-literacy5As the project continues to grow, you can help by donating books, providing funds or materials to build more book stations, or volunteering to host a book station at your home or business (contact operationleeoc@gmail.com).

It was exciting for us to help support local educators who are moving beyond their classrooms to make an even greater impact in their community. And we were able to practice engaged citizenship by helping local educators bring a model program into fruition.

In addition to strengthening our relationship with one of our partner districts in Anaheim, we also developed new partnerships with other collaborating organizations such as Los Amigos de Orange County and the Anaheim Public Library.

chapman-literacy6Toward the end of the ribbon-cutting ceremony, we had our serendipitous visitors, our first book station patrons, and they knew exactly what to do. For us, it was like watching from a distance—watching our efforts and those of the community sprout into an opportunity.

For the father and his children, it was a seemingly spontaneous moment to talk about reading.

But we saw meaning in our project and could envision many such moments happening at this book station and at others around the city. Operation L.E.E. had come to life, and Chapman’s Kappa Delta Pi chapter helped make it happen.

Guest author Anat Herzog is an educator who has a deep love for her students and their families. She is a doctoral candidate at Chapman University and Literacy Alive! Coordinator for the Chi Beta Chapter of KDP. Her eventual goal is to open a school based on the pedagogical principles of John Dewey and Paulo Freire.

A Source of Inspiration and Leadership – National Student Teacher of the Year

McKennaDunnOn behalf of Kappa Delta Pi (KDP) and the Association for Teacher Educators (ATE), I am honored to introduce McKenna Dunn, our 2016 KDP/ATE National Student Teacher/Intern of the Year.

McKenna graduated summa cum laude in 2016 from St. Edward’s University in Austin, Texas. She majored in Spanish Language Arts and Reading, and she minored in Teacher Education. McKenna was valedictorian of the 2016 class and was a member of the Alpha Gamma Phi Chapter of Kappa Delta Pi, International Honor Society in Education. She currently lives in New Zealand, where she volunteers at local schools.

McKenna has been described by her professor and honors thesis advisor, Dr. Katie Peterson, as “a source of inspiration and leadership” for her classmates. Peterson continues, “McKenna also demonstrated a remarkable ability to innovate teaching practices so that she met the needs of individual learners. The passion and care that she uses to deliver curriculum makes her students feel comfortable to take risks creating environments where students are able to explore concepts and ideas in developmentally appropriate ways.”

Selected from a competitive applicant pool, the award selection committee praised McKenna’s student engagement, energy, and composure and said her project epitomized what they are looking for in an exceptional student teacher.

In sharing the news of this achievement, McKenna wrote:

“Being chosen as the national student teacher of the year is an extremely humbling honor. To know that a group of such experienced and talented educators chose me validates that I have definitely made the right decision to pursue teaching as my career path.”

KDP and ATE congratulate McKenna and wish her well as she begins her first year as a practicing educator. She will be honored at an upcoming ATE conference with a $1500 award and the opportunity to address the conference attendees.

If you or someone you know will be student teaching or interning this academic year, I encourage you to learn more about the KDP/ATE National Student Teacher/Intern of the Year Award. Applications are due by June 15, 2017.

The author of this blog, Susan Perry, is the Director of Advancement for Kappa Delta Pi.