Digital Portfolios
Janna Steffan
- 2010
How do literacy circles influence the enjoyment, engagement, and achievement of young readers?
Many students view reading as a chore. Often the books are teacher chosen and the student is forced to answer an endless amount of comprehension questions. This study, conducted at a magnet language immersion school in southern California, examines what happens in a third grade classroom when students work in literature circles. Students worked in student-run groups to discuss books on a weekly basis.
Jean Kaneko
- 2017
How do we create spaces that inspire learning through making?
Maker-centered learning occurs in special classes, like Science, STEM, Innovation Time, Tinkering Time and Maker Spaces just to name a few. In these spaces, students discover their own passions, learn to learn from failure, become self-directed learners empowered to make change in their own worlds. The element of choice and voice is key to students maximizing their experience in maker-centered spaces only to return to core classrooms where they are expected to reach grade-level competencies in academic subjects.
Jennifer Morrison
- 2017
How can teacher “why” and vision for practice be used as a framework to create school wide professional learning that is implemented through collegial coaching cycles?
It is essential for me to use these core feelings to guide my practice in order to be successful and to provide the best learning environment possible for my colleagues and my students. To be curious about their stories, to encourage freedom of expression and meaningful connections, and to cultivate joy and love on a daily basis. Mindset is key.
Jennifer Villalpando
- 2011
What happens when I build a focus on student communication in my classroom?
Though I do currently have my students discuss their learning occasionally in pair-shares and literature circles, student communication has never been a major focus in my teaching. I have begun to realize that I am the one doing most of the talking. In the coming year, I plan to change that. I am truly curious to know what will happen when I begin to focus on student communication in my classroom, allowing students to build their confidence and their skills over the course of the year.
Jill Keltner
- 2018
Student Agency: Empowering Students to be Agents of their Learning Journeys
“Agency is the capacity to independently guide our actions according to our beliefs. Student agency includes three components:
Self-Awareness: What do I want to learn? Am I effective in reaching my goals?
Voice: Can I articulate my choices? Can I effectively work with others to achieve my educational goals?
Enactment: Can I access support and resources and make my learning happen?
Students must be taught the skills necessary for agency: making and voicing choices, communication and collaboration, planning and enacting their learning. They must be given many opportunities to grapple with the challenges of enacting their learning. Students must contemplate what agency means to them, what their personal skills and challenges are, and why agency is important in their lives. Student Agency increases engagement and motivation in learning. When students have agency over their education, they are able to state their learning goals, work well with others, engage mentors, and make a plan to enact their learning goals. Universities and employers expect agency, people who can imagine and complete a task. Ultimately, students must have agency over their education and their lives. When people have agency, they know they can affect the world in powerful ways. “
Joe Acker
- 2013
Mapping Out Our Collaborative Learning Environment
“Behind the scenes of every healthy project-based learning environment (PBL) is a robust peer structure. This complex system of relationships allows the flow of information, ideas, solutions to emerge and grow. To better understand the dynamics of his project-based classroom, the
author conducted three surveys about student and teacher interaction over a period of five months. Students joined in the examination and analysis of the resultant peer networking maps, constructed using the UCINET 6 program. These maps shed light on the evolution of the
classroom culture over time, illuminating relationships and roles that had not been apparent in daily practice and observation. The study demonstrates the potential power of network mapping for understanding classroom dynamics, particularly in diverse, integrated classrooms that
emphasize project-based learning, peer collaboration, and student agency.”
JoHanna Simko
- 2013
How can students maintain a culture of compassion and and support within our school?
If students don’t feel safe, supported and known at school, how can they learn? If adults are at the center of the school, assuming all the responsibilities, making the decisions and providing all needed student supports, how will students feel that the school belongs to them? Student leadership, student advocacy and student mentors are the answer! Through this action research project learn how students can be at the center of their schools through actively engaging in the change making process using a hands on active approach to develop student mentors.
John Bosselman
- 2012
What school structures can be put in place to support struggling students?
“Since I began teaching, I have always been searching for different ways to support struggling students. One of the frustrations that I hear from teachers regarding struggling students is that they do not have enough time to work with individual students. While I do agree that there are often not enough hours in the day to work with each individual student, I would disagree with this being a limitation on how we can support students. We (Brooke, Caroline and I) made this work, within the school day twice a week, for forty-five minutes. Two days before we presented this information at our staff meeting, there was a presentation made where it was stated: “Our model, as it stands, pretty much guarantees 33% of our kids will be in summer school.”
Teachers pose a variety of definitions for what constitutes a great project. For some, what makes a project truly authentic is a final product to be exhibited outside the school community. Others believe that the true learning and growth happen in the process of the project and the final product is unnecessary. Our thoughts on this have varied over the years. “
John Santos
- 2020
Supporting Latinx Students in Rigorous Learning Environments
Across the country, disproportionate numbers of Students of Color are failing classes and ending up in summer school. In our context, this translates to disproportionate numbers of Latino boys failing classes. My research efforts aimed at shifting a pervasive narrative that rigorous learning environments typically result in some students failing to one of “All students can experience rigorous learning and growth and be academically successful.” In addition to changing mindsets we found that a three-week no grading, partnered with check-ins and interventions at the beginning of the semester helped to support academically vulnerable students find greater academic success.
Joseph Davidson
- 2021
Results oriented recruitment, admissions, and enrollment management leader with over 16 years of higher education experience.
Welcome to my digital portfolio. Here you will learn about my journey as a graduate student, professional, and leader. This digital portfolio also includes tools for educators and will offer ongoing reading recommendations.