Nicholas J. Shudak

Wayne State College (NE)

This chapter presents a how-to guide for creating graduate-level programming designed to help inservice teachers solve problems of practice specific to their classrooms. The program discussed in this chapter is cohort-based, constructivist-informed, and action-research centered. The program aims to help inservice teachers "do" research as a form of...

The operational paradigms guiding leadership strategies and practices, and their related policies, are archaic, and neither varied nor flexible. Arguably, many institutions of higher education still operate on an economized production paradigm of product-profit. The unintended consequence of such a paradigm is the continued dehumanization and objec...

This phenomenological case study investigated teacher candidates’ experiences in a yearlong undergraduate teacher residency program to identify candidate conceptualizations of the effective design elements of an intentionally created practice-based teacher education program. Such experiences are generally characterized by full-year co-teaching expe...

Some studies have demonstrated that the Cattell-Horn-Carroll (CHC) cognitive abilities influence writing; however, little research has investigated whether CHC cognitive abilities influence writing the same way for males and females across grades. We used multiple group structural equation models to investigate whether CHC cognitive ability influen...

Encyclopedic entry for the SAGE Encyclopedia of Educational Research, Measurement, and Evaluation

This project provides a framework for interrogating the language often used in media reporting on education, and making those often hidden ideological underpinnings more visible. Explored through this analysis are the language, metaphors, logic, and rhetorical devices used by various news media reporting on educational concerns, and in particular t...

It is no surprise that the definition of dispositions varies greatly among teacher education programs. It is up to individual teacher education programs to identify a set of dispositions they surmise to be critical for their candidates’ success. The absence of a clear, universally accepted definition of what dispositions are, however, calls into qu...

What constitutes a controversial issue as appropriate for pedagogical use is a founda-tional question for teachers and educators to countenance. In what follows we develop and argue for a framework that helps teachers and educators think through criteria for identifying what makes a subject, issue, or curriculum controversial. The criteria on which...

The report is on the University of South Dakota School of Education University-based Teacher Residency Model

Developed in this chapter are the conceptual underpinnings and practices of an interdisciplinary “Indian Studies” course taught through a unique inquiry-based epistemological approach referred to as resonances. In providing a resource and model for others who teach sensitive and even controversial topics that include the study of other groups of pe...

For many, Paulo Freire is alluring, demanding and difficult. Yet, for others, Freire is maddening. He is certainly not without his critics. Critics included, few would doubt that Freire's work is indispensable to an understanding of critical pedagogy. Though not the first or the last, Freire links together our existential situations in life with co...

In light of the extensive treatment given over its thirty year existence, this article develops a framework for helping teachers understand the applicability and relevance of critical pedagogy in the classroom during this age of effectiveness and standardization. To do this, critical pedagogy is theoretically framed three-dimensionally. The purpose...

This work is an analytical exploration and evaluation of the concept of diversity. In the least, this exploration procures two interesting finds. The first find is that diversity's meaning can be understood in two dimensions, which is referred to as diversity's double helix. And second, diversity is a reference to some action that should be taken i...

Many have suggested that issues of democracy are fundamentally related to school curricula and contexts (Conant, 1948; Dewey, 19448. Dewey , John . 1944. Democracy and Education, New York: Macmillan. View all references; Dimitriadis and Carlson, 200310. Dimitriadis , Greg and Carlson , Dennis . 2003. Promises to Keep: Cultural Studies, Democrati...

In this essay, we analyze portions of “Where Did Social Studies Go Wrong?” in terms of its rhetorical argumentation. In opposition to the ideology at work in the text, we attempt to present a response as a counter-move. Ours is a response taking issue with the rhetorical tools used against scholars in education and the larger projects of multicultu...