School of Education

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Browsing School of Education by Author "Allen, Amy E."

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    A critical examination of Lewis and Clark’s expedition to the west
    Allen, Amy E. (Information Age Publishing, 2023-12)
  • Disrupting single narratives through the power of story
    Allen, Amy E.; Kavanagh, Anne Marie; ni Cassaithe, Caitriona (Information Age Publishing, 2023-12)
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    Historical narratives and place-based education as a catalyst for social change
    Allen, Amy E. (Information Age Publishing, 2023-12)
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    A Portrait of Rural Social Studies Teachers (and their students): Demographics and Implications for Professional Development
    Allen, Amy E.; Williams, Thomas O.; Hicks, David (2023-12)
    In this study, we first provide a snapshot of key demographics and characteristics of social studies teachers in a rural setting based the 2017-2018 National Teacher and Principal Survey (NTPS) restricted use data file from the National Center for Educational Statistics (NCES), administered by the Institute for Education Sciences (IES). Second, we look at some key implications based on specific insights from the data, including recognition of the change happening in the demographics of rural communities and a need for sustained PD about teaching students with diverse identities.
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    Pre-service teachers' understanding of sacrificial listening as a pedagogical framework
    Allen, Amy E.; Engelhardt, Mason; Stewart, Carey (Routledge, 2023-10-26)
    Listening is necessary for effective learning. Unfortunately, outside of comprehension tasks, listening is rarely emphasized as a key component of classroom instruction. This study considers a specific type of listening, sacrificial listening, theorized to help to bridge cultural, political, and religious divides by emphasizing understanding and unfamiliar voices. In this qualitative, arts-based research study, found poetry is used to investigate preservice teachers (PST) understandings of sacrificial listening as a pedagogical tool, including their consideration of its key components and applications to practice in the elementary classroom. While PST do appear to understand the power of sacrificial listening in reducing misunderstandings between unfamiliar voices, findings from this study also confirm what is already known about teacher education: there is an explicit need for teacher educators to intentionally work with PST on how to take an abstract theory and apply it to practice in concrete ways.
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    Preparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Design
    Brugar, Kristy A.; Allen, Amy E.; Roberts, Kathryn L.; Ratcliff, Kamrin; Capps, Caitlin (SAGE, 2023-11)
    In this study, we share the understandings and the reflections of preservice teachers as they engage in focus group interviews about inquiry in social studies, generally, and their reactions to publicly available Inquiry Design Model blueprints. These preservice teachers first discussed their understanding of inquiry, which was rooted in their university coursework. They then described their self-efficacy for implementing inquiry, generally, and the IDM blueprint, specifically, in their current field placements and future classrooms. This envisioned implementation often involved adaptations of the blueprints. Our goal in this research was to reconsider how preservice teachers experience and learn about social studies inquiry and, as a result of these experiences, whether and how they see themselves implementing social studies inquiry with students. This study can inform teacher educators to proactively address common barriers and better support preservice teachers.
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    “We don’t know enough about it”: Student Perceptions of Judaism as a Race, Religion, or Ethnicity
    Allen, Amy E. (Taylor & Francis, 2023-05-11)
    This study was designed to explore elementary students’ existing religious literacy about Judaism alongside how they respond to a series of lessons about Judaism that utilize a picture book text set and discussion-based teaching strategies. Participants in the study were third-grade students at a private Christian school in the South. Data was collected via recorded observations, analytic memos, field notes of the recorded observations, and student work. Results indicate that students entered the unit with little to no religious literacy about Judaism. Through participation in the lessons, students gained religious literacy about the Jewish religion, thinking critically about Judaism in relation to their own religious beliefs. They also responded in ways that indicate a humanizing connection between the students and the culture they are investigating.