October 24th is United Nations Day

Dr. Rose Cardarelli is a Kappa Delta Pi NGO Representative to the United Nations.

Srecko Mavrek, Dr. Basanti Chakraborty, and Dr. Rose Cardarelli (L-R)

On October 24th, the United Nations (UN) will observe its 72nd anniversary on the day of the original signing of the UN Charter in 1945.

Over its history, the UN has evolved to stand for more than just crisis mediation. For example, in September 2015 the 193 member states of the UN took on the enormous task of adopting Sustainable Development Goals (SDGs), a set of objectives consisting of 17 global objectives and 169 specific targets all designed to create a positive impact on our future by 2030.

Our Kappa Delta Pi (KDP) mission of quality learning for all and our strategic goal related to literacy sustainability both appear to be perfect opportunities to contribute to the collective global effort of UN Sustainable Development Goal #4, labelled: “Ensuring inclusive and quality education for all and promote lifelong learning.”

KDP was recognized by the UN Department of Public Information (DPI) as a Non-Governmental Organization (NGO) in 2010, with the intent of our contributing to UN efforts designed to have a significant impact on advancing quality education on a global scale.

KDP currently has five official professional and youth representatives accredited before the UN. These KDP representatives participate in UN events (workshops, conferences, seminars, media campaigns), and support publications and projects designed to keep KDP members and the UN DPI informed of educational activities that may be relevant to the community at large. In those ways KDP can and does play a key role in helping the UN achieve its sustainable development goals in education.

Serving as one of those professional representatives for the last year, I have had the privilege of attending and reporting on several important events, to include the Committee on Teaching About the United Nations (CTAUN) conference. I have also posted UN events and activities on KDP’s Global and blogs. A recent highlight of my service as a KDP representative to the UN was my selection to attend the United Nations General Assembly (UNGA) during the week of September 18th. The passion and enthusiasm from most of the world’s leaders attending the UNGA was not only exhilarating but reassuring. This opportunity also gave attendees access to many important UN side-meetings being conducted around the city designed to address the 17 sustainable development goals by many professional organizations.

As should be expected, education was a primary agenda topic at the UNGA because it is widely accepted by all UN representatives that education (particularly SDG#4) is the fundamental foundation stone for achieving all the other sustainable development goals. There were discussions about the need for funding and investments, and also on the need to leverage and share resources and opportunities across local, national, international levels. There was also discussion among many of the attendees about other related global challenges, such as early childhood education, educating female children and educating the millions of refugee children suffering in camps today. Discussions concluded with the goal of increased collaboration, sharing and helping one another to make access to quality education more of a reality across all the globe.

Opportunities for Children at the UN

CTAUN has a special event for high school teachers and students scheduled at the UN from 10:30 a.m. to 12:30 p.m. on November 9, 2017 entitled: “From Desperation to Inspiration: The Anne Frank Diary at the United Nations.” The event marks the 70th anniversary of the publication of Anne Frank: The Diary of a Young Girl. The program will help students learn about Anne Frank’s life during the holocaust and will also enable participants to better understand the work of writers whose lives were impacted by discrimination. CTAUN offers research to bring global issues of Peace & Reconciliation; Refugees; Sustainable Development Goals; Coping with Climate Change and Cultural Diversity & Cross-Cultural Communication into the classroom. For more information, contact: teacherresources@teachun.org.

The Guided Tours Unit at the United Nations Visitor Centre also has an exciting Children’s Tour for elementary school children. It opened in February 2013 and is tailored for children 5-10 years of age, with topics such as human rights, disarmament, peacekeeping, and the sustainable development goals, presented in a child-friendly way. Tickets for the tour can be purchased online at: http://visit.un.org/content/tickets.

Celebrating World Teachers’ Day

If you ask a teacher why he or she chose a career in education, chances are that the answer will be to make a positive and lasting impact on the lives of students.

While those of us in education share in this desire and have witnessed the difference a teacher can make in the lives of their students, a 2016 study by the United Nations revealed just how critical the role of teachers is in making the world a better place. In monitoring the progress toward achieving the UN’s 17 Sustainable Development Goals—goals that aim to realize a world with no hunger, no poverty, gender equity, peace, and more—it was determined that without achieving the goal of quality learning for all and lifelong learning, none of the other 16 goals will ever be realized.

World Teachers’ Day is October 5, a day to recognize and celebrate the committed educators around the globe who help youth and adults to acquire the skills and knowledge needed to live a happy and productive life.

Celebrated since 1994, it has become an occasion to empower educators, to assess the state of the teaching profession around the globe, and to consider ways to address the remaining challenges, especially the acute shortage of teachers. According to the UNESCO Institute of Statistics, if we are to achieve universal primary and secondary education by 2030, the world needs 69 million new teachers.

In today’s world, teachers are more important than ever before.

While we add our voice in acknowledgment of teachers on World Teachers’ Day, in the KDP community, we celebrate teachers every single day.

KDP strives to continually support its educators through professional development opportunities, networking, online resources, publications, and financial assistance. Just as we understand our students need differentiated instruction, professional development and resources also need to be tailored to differing needs of our educators; so resources, such as our monthly newsletters, vary by professional position. Whether you are a preservice teacher, a teacher preparation faculty member, or practicing professional, we strive to meet you where you are. We are united by a shared commitment to excellence in education and to one another’s professional growth.

As the world celebrates teachers on October 5, we know one day of recognition isn’t sufficient given the critical role of teachers in society.

So, KDP celebrates teachers each and every day. We applaud you, thank you, and cheer you on because you are indeed making the world a better place.

Faye Snodgress is the Executive Director of Kappa Delta Pi.

How Does Our Garden Grow?

When I was a senior in high school, I had the opportunity to teach a kindergarten class. I spent days designing the lesson, and I will never forget the look of excitement in the eyes of the students as they participated in the lesson I created. A seed was planted; I wanted to become a teacher!

All teachers are responsible for inspiring students to contemplate and investigate career pathways as well as promoting college and career readiness. Teaching is one of those careers. The U.S. Department of Education reports teacher shortages throughout the nation in all geographical areas, subject areas, and grade levels (U.S. Department of Education, Office of Postsecondary Education, 2015).

While grow-your-own strategies have included initiatives, such as alternative licensure programs, formal efforts have not included the classroom teacher in the recruitment of future teachers. Teachers of all grade levels have the expertise to grow-their-own through purposeful efforts.

  1. Identify potential educators and plant the idea in their hearts and minds. Ask if they have ever considered becoming a teacher, then follow the question with specific, descriptive feedback on why they think they could be a successful educator. Encourage capable students from kindergarten through 12th grade. Include parents and guardians in the mission. During formal and informal conferences, share why their child would be a successful educator. Collective efforts produce an abundant harvest.
  2. Use “yes . . . but” in conversations to emphasize the positive aspects of the profession. Make it a practice to follow a voice of concern with a statement on the joys of teaching. Be mindful of how encouraging messages about teaching can influence a student who is entertaining the thought of teaching. Consider how your reactions to the challenges of teaching enhance and contribute to the grow-our-own approach. All careers have challenges, yet students in the public schools typically do not regularly interact with other career professionals nor do they hear about their difficult times. Teachers are part of a student’s daily life. Consequently, explicit positive messages are important during difficult times.
  3. Share your story. Reveal the motivation behind becoming a teacher whenever the opportunity arises. Describe the events and special people who inspired the decision. Telling one’s own story inspires prospective educators and serves as a reminder as to why you entered the field. Reconnecting to your vision of teaching revitalizes your spirit and strengthens your mission of inspiring others to consider teaching. Share the chapters of your teaching life so that your students might begin writing their own.
  4. Create opportunities to explore teaching. Ask students to serve a mini apprenticeship as a teacher’s helper for a day or a week. During this time, reveal the positive aspects of a career in teaching. At the end of the apprenticeship, recognize the student with a certificate, a tangible reminder of the special event. This guided practice enables students to discover the enjoyment of planning lessons and making a difference in the lives of others. Students also can be assigned to work with teachers in the younger grades to build confidence in working with others while experiencing education from the teacher’s side of the desk. Student organizations, such as Educator Rising, provide the framework and support to encourage a career in education. Furthermore, Educator Rising promotes interest by allowing high school students to “test-drive” teaching and empowering teachers to act as ambassadors for teaching (Brown, 2016). These ongoing opportunities for practice exposes students to the enjoyment of planning lessons and making a difference.
  5. Think like a marketing agent and visually promote your profession. Positive messages in the classroom can inspire future educators. Posters that celebrate teaching and the power of learning can motivate students to consider a career as an educator. Highlight successful teachers on a bulletin board or in published news articles. Have students create works about teachers who have influenced them.
  6. Be a role model. Attract students to teaching by simply doing what you love to do: teach. Be the professional your students want to emulate. Welcome your students at the door with a smile. Facial expressions, attitude, and social interaction become your runway moves. Positive actions and reactions serve as fertilizer that encourage students to perceive education as a desirable calling.

The opportunity to teach during my senior year in high school planted the seed for a fruitful career in education. Teachers have the capacity to grow-our-own. Encouraging students to consider a teaching career begins in kindergarten and continues through 12th grade. Teachers hold the solution to cultivate and mentor the next harvest of teachers to make our garden grow.

Dr. Kathleen Wagner is an Assistant Professor of Educational Studies and Secondary Education at Eastern New Mexico University. She teaches courses on curriculum, instruction, and assessment, supervises teacher candidates during student teaching, and serves as the Assessment Coordinator of the College of Education and Technology. She is also the counselor of the Omicron Upsilon chapter at ENMU.

 

Research from The Educational Forum: E Pluribus Unum: Mohawk Indian Students’ Views Regarding the U.S. Pledge of Allegiance

Today’s blogger is Dr. Leisa Martin, Assistant Professor of Social Studies Education at The University of Texas at Arlington. She writes here about research recently published in an article (co-authored with Dr. Glenn Lauzon, Dr. Matthew Benus, and Mr. Pete Livas Jr.) in The Educational Forum.

The main purpose of schools is to prepare youth for citizenship in our democratic society, and schools offer an opportunity to reach youth across the nation over an extended period of time.

To promote loyalty and love for the United States, Francis Bellamy, the author of the U.S. Pledge of Allegiance, and James Upham, the creator of the Pledge salute, partnered with the U.S. government and school superintendents across the country to host the first nationwide Pledge of Allegiance recitation in October 1892. Over the years, the Pledge has become a school tradition. But are today’s diverse youth still choosing to embrace this time-honored practice?

Our study took place in the northeastern United States with 191 high school students, of whom 88 were Akwesasne Mohawks, 80 were European Americans, and 23 who classified themselves as Other. Via two open-ended survey questions, we asked the following: 1) While the U.S. Pledge of Allegiance is being recited, do you say it? Why or why not? 2) What do you think about while the U.S. Pledge of Allegiance is being recited? Following the surveys, to obtain clarification, we led 25 follow-up interviews. We analyzed the data using the constant comparative method to obtain response categories, and then, we used chi-square tests to learn if statistically significant differences existed between the ethnic groups.

Overall, 68.6% of the participants reported that they do not recite the Pledge, and the chi-square analysis revealed that the Mohawks and the students who classified themselves as Other were less inclined to recite the U.S. Pledge of Allegiance than their European American classmates. With respect to the participants’ rationales, chi-square analysis revealed that the Mohawk students were more apt to give no reason or a limited reason for not participating in the Pledge compared to the European Americans and the students who classified themselves as Other. For example, a Mohawk student commented, “No, because I don’t want to.” Also, chi-square analysis indicated that the Mohawks and the European Americans were more apt to cite their status as a Mohawk, a Native American, or tradition as their reasons for reciting or not reciting the Pledge than students who classified themselves as Other. A Mohawk student stated, “My Dad always taught me that when you’re Native, don’t stay [show allegiance] to one country. Stay to your people. I feel like [the Pledge] contradicts what he always told me.” In addition, the chi-square showed that European Americans and students who classified themselves as Other cited peer conformity more often than the Mohawk students. For instance, a European American wrote, “Sometimes. I would feel out of place if I did because no one else (except teachers) recites it.”

With respect to their thoughts during the Pledge, the chi-square revealed that the Mohawk students were more apt to have thoughts of dislike about the Pledge compared to their European American peers and their peers who classified themselves as Other. For example, a Mohawk student commented, “I don’t really care for it. I don’t listen to it. I ignore it.” In addition, the chi-square tests indicated the Mohawk students were less disposed to have patriotic thoughts during the Pledge of Allegiance compared to classmates who were European Americans or who classified themselves as Other.

U.S. schools were developed to socialize students. In my previous research with primarily European American and African American high school students (Martin, 2012), the students generally expressed positive views about the Pledge. Similarly, in a study with students of unspecified race/ethnicity (Parker, 2007), students accepted the Pledge and saw it as a normal part of life with very little need for critical reflection. However, socialization via the schools is not an automatic process; traditions from the past may change in the present. For example, in our study, 68.6% of our participants chose to reject the Pledge and its underlying call for e pluribus unum. Because U.S. society is becoming increasingly diverse, future research offers an opportunity to examine attitudes about the Pledge on a national level.

KDP is proud to partner with Routledge to share Dr. Martin’s article free with the education community through July 31, 2017.  Read the full article here.

Celebrating Our 2017 Graduates Through Photos

Each spring, KDP staff members organize a photo contest for members to submit their graduation photos on social media (Facebook, Twitter, and/or Instagram) with the hashtag #KDPgrad and be entered into a drawing for one of five $20 gift certificates to the KDP Store.

This year, because the judges received so many great selfies, candids, and professional portraits as well as stories that accompanied, it was SO difficult a decision to choose only 5. But, rules are rules, so we are recognizing honorable mentions as well. (See the full album on Facebook here).

Below are the winners—in alphabetical order.

Saundra Armstrong

Saundra Armstrong, University of the District of Columbia

“After a career in the federal government and in non-for-profits for 20+ years in administrative positions, I was asked to substitute for two weeks. Needless to say 16 years later I’m still working with young children and have earned a BA with honors.”

Alexis Finch-Priester

Alexis Finch-Priester, University of North Carolina at Charlotte

“I started college heading in the nursing track. Throughout my high school years I’ve always had a job where I was working with children, and I continued while in college. During my first year of college a found a job in the local school system and LOVED what I was doing. I just knew that this was the job for me. Being a first generation college student I was a bit hesitant to explain to my family that I was going to be changing my major. I knew I was making the right decision. Without even noticing I had become an advocate for education. I realized my true passion for leading children, making every little moment teachable. I never thought that I would be graduating with an education degree but I am so excited that I get to call myself an educator. I’m so glad that I get to make a positive impact in the lives of children the way so many of my teachers did. I know this job will be rewarding in so many ways and I can’t wait to have my own classroom.”

Malia Rivera

Malia Rivera, James Madison University

“When I was in 8th grade, I had a teacher tell me I wasn’t good at math and I’d never be good. Later in High School I came to the realization that my teacher was very wrong, I was good at math! All I needed was a teacher who believed in my success. Since then, I have been determined to become a secondary math teacher. My journey to becoming a teacher has lead me on a mission to get rid of the mindset of “I can’t do that, I’m not good at math” that many students have. All it takes is one great teacher that believes in them, and I plan on being that teacher.”

Michael Williams

Michael Williams, Georgia State University

“I grew up in poverty and lost my mother at a young age. Growing up, teachers were there for me when I needed them the most. I experienced first-hand how much impact an educator can have on a child’s life. I dropped out of high school in 10th grade for no good reason. If it weren’t for some of my close family and my teachers, I am not sure I would have returned to school and completed my high school diploma. My teachers pushed me to apply for colleges and did everything they could to help me out. After spending two years at a smaller college, I transferred to Georgia State University where I just graduated summa cum laude with my Bachelors of Science in Middle-Level Education with concentrations in language arts, social science, and special education general curriculum. I also completed a minor in special education: high incidence disabilities. I’ll be working through the summer as a 7th-grade social science teacher in Atlanta, GA and will officially begin my teaching career as an 8th-grade Georgia History teacher in Gwinnett County Public Schools for the 2017-2018 school year.”

Kathy Zhao

Kathy Zhao, Stevenson University

“I have always loved working with children since I was 12 years old. I started with babysitting, then in the summer I was a camp counselor, and later worked at a daycare. From there I feel in love and I wanted to pursue my dream of becoming a teacher. I believe that teachers are the foundation. My senior year of college, I loved every moment of student teaching and I knew right away that teaching will be my passion. I loved seeing my student’s eyes light up when they understand something they learned. I want to be apart and touch many children’s lives.”


And these are our honorable mentions (in alphabetical order)…

Sierra Becker

Sierra Becker, University of Wisconsin-Whitewater (for Best Mortar Board)

“I have always had a caring, passionate personality. Throughout my college career I have dabbled in various career paths; however, I always wandered back to teaching. Once I transferred to UW-Whitewater I dove head first into everything I needed to do in order to excel as a secondary educator. Even with an accident last fall that has postponed my student teaching, I have stayed resilient with my career path. From that, and through the resources that KDP has offered me, I have found a multitude of opportunities to continue my career in the teaching field and continue my service educating our youth!”

Ursula Bryant

Ursula Bryant, University of Saint Thomas-Houston (for Most Inspirational Story)

“I was a teen mom, didn’t get a high school diploma. At 21 I received my GED. I was a single stay at home mother with two children who were disabled. After my son died in 1997, I started school, receiving my degree in teaching at the age of 40. After teaching ten years, I returned for my master’s in school counseling, which I’ve graduated with May 20, 2017.”

Audre Cantrell

Audre Cantrell, Northeastern State University (for Best Action Shot)

“I started my journey by volunteering with Community Action Project in Tulsa, OK (CAP Tulsa). It is an early childhood program for low income families. The program provides early childhood education to the child as well as before and after care. The program also helps the family find work, extra food, and clothing. The mission of CAP Tulsa is to pull the whole family out of poverty. I have been working with the program for the past three summers (first as a volunteer and twice as a part time teacher assistant). Because of this experience, I was motivated to go back to school to receive my Early Childhood Education degree. I have been offered and accepted a lead teacher position in a three year old classroom with CAP Tulsa. I am so excited to share my love for learning and play with my students. Education is a powerful tool to have in life. I want to inspire my students to continue to learn and to become a lifelong learner.”

Igniting My Passion for the Teaching Profession

During her senior year in high school, my daughter was in honors chemistry, and all she did was worksheets.

When she shared this with me, I was shocked and retorted, “But you’re in honors chemistry! All you do is worksheets? Really?” So I called the chemistry teacher, who informed me, “Yes, all we do is worksheets. You just don’t understand; you’re not a teacher!” Right then and there I said to myself, “No I am not, but I can fix that!”

So I decided to go back to college in 1992 after my only child graduated from high school.

I attended what was then Valencia Community College, graduating with honors in the spring of 1994. In the fall of 1994 I started at the University of Central Florida and was inducted into the Omicron Lambda Chapter of Kappa Delta Pi.

Becoming a member of KDP truly changed my life in ways I could never have imagined and has helped me to become a better person and a better educator.

My association with Dr. Marcella Kysilka, a former International President of KDP and the Omicron Lambda Chapter Counselor, continued to fuel and grow my knowledge of pedagogy and my passion for teaching. Upon graduating cum laude in 1996 with a bachelor’s degree in mathematics education, I obtained my temporary teaching certificate. After interviewing at three different high schools in my area, I was called by all of them offering me a teaching position.

I could have taught at any of the three schools. Yet I thoughtfully chose to teach at the inner-city school. Believing in the mission of KDP and the vision “Quality Learning for All” drove me to do everything within my power to inspire and motivate my students and to help them to learn and grow as individuals.

I used dice to teach probability. Kids showed up to my class that had never come before because they wanted to learn about dice. That’s OK. They also learned about probability and working with percentages and fractions along the way.

My students were project engineers for a few days, having to create boomerangs from cardboard after examining various sample models. They determined the slopes of the flanges and then created and decorated their boomerangs, which I called “sloperangs.” The looks on their faces when we went outside and tried out their prototypes were priceless. The sloperangs really worked!

We made the rate × time = distance formula come to life by measuring off fixed distances in front of the school and running “speed traps”—timing the cars as they passed. Then we went back inside and did the calculations to determine how fast the cars were going in miles per hour.

Was it an easy group of students to teach? No.

Were the challenges with teaching these students small? No.

Was it worth it? YES!

I am grateful for the opportunity I had to be their teacher, and I am grateful for being part of KDP.

My membership in KDP inspired me then and continues to ignite my passion as an educator.

Please consider a gift to Kappa Delta Pi today to celebrate the 106th year since our founding on March 8, 1911. Gifts of $19.11 or more are being matched thanks to the generosity of our Former Presidents. Donate now.

Dr. Peggy Moch is a full professor at Valdosta State University where she teachers Mathematics courses and serves as the Alpha Beta Kappa Chapter Counselor.

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.