Event Description
Faculty Research Funding Initiative Presentations
Thursday, April 28, 2022 12:00 pm – 1:30 pm ET
Join us to hear presentations from School of Education faculty and students who received grants through the Faculty Research Funding Initiative.
Presentations include:
E-Learning Institutional Capacity Building (EICB)
Project led by Constance Fox Lyttle, PhD, JD
This E-Learning Institutional Capacity Building (EICB) Project is Phase 4 of the Strengthening University E-Learning Capacity: A Train the Trainer Project for Higher Education Institutions in Cameroon initiative, which was initially supported by a grant awarded by the United States Embassy in Cameroon. Phase 4 is using FRFI seed funds to analyze the quantitative and qualitative data gathered in Phases 1 and 2 and conduct follow-up interviews of each Project participant. The results of this data analysis will support numerous opportunities for international presentations, and future funding requests for project replication and consultation.
Pandemic Teaching: Creativity and Education in Global Contexts
Project led by Kristy Kelly, PhD
COVID-19 has caused global interruptions in education, with nearly 90% of students around the globe being impacted by school closures, a transition to remote learning, reductions in budgets, and shifting educator responsibilities (UNESCO, 2020). Even in the best of times, these transitions can pose complex challenges such as time management, communication barriers, and negotiating new roles (Jacobs & Rogers, 1997; Kebritchi et al., 2017). Educators also need to learn new competencies and skills (Darabi et al, 2006), make personal adjustments working from home, and negotiate increased carework and family obligations while juggling professional expectations (Ovenden-Hope & Brimacombe 2018). In the rush to transition to remote and online learning, the conditions have been far from optimal (Schlegelmilch & Douglas 2020). In 2020, a subset of the project team initiated a study to understand the experiences of educators moving to online teaching during COVID-19. We were interested in understanding K-20 teachers and faculty (herein referred to as “educators”) experiences during the process of transitioning to remote/online opportunities and challenges; strategies devised; measures of success; avenues for creativity; and impact on the field.
This project extends our learnings from this previous study into linguistically diverse communities of educators. We translated research instruments (survey, interview protocol and consent forms) into Chinese, French, Khmer, Spanish, and Vietnamese, the languages represented on our research team. We also extended the study to include art therapy faculty at American colleges and universities. Our goal is to understand how educators are developing creative strategies for teaching online across diverse geographic, linguistic, cultural, and education system contexts.
Hip-Hop (W)righting Pedagogy: Theory and Practice From Informal Learning Contexts and the Implications for Traditional, Urban Secondary English Language Arts Classrooms
Project led by H. Bernard Hall, PhD
The purpose of The Hip-hop (W)righters Workshop (aka The ‘Shop) is to explore the effectiveness of hip-hop English language arts (ELA) pedagogies to accomplish the academic, cultural, and socio-political objectives of culturally relevant and sustaining teaching and learning with underserved middle school students. Supported by and aligned with the objectives of the West Philadelphia Promise Neighborhood Zone Grant, this “out-of-school time” (OST) hip-hop literacy program is designed as a potential “solution and activity for education and comprehensive education reform.” Summer Bridge to Kindergarten Program Project led by Vera Lee, EdD The Summer Bridge to Kindergarten Program was developed for children living in the Promise Neighborhood communities to support them with kindergarten transition. With support from the West Philadelphia Promise Neighborhood Grant, the program recruited its first cohort of 16 children in the summer of 2021. The program supported the children’s development of early literacy, numeracy, and socio-emotional skills. The program team included students and staff from Action for Early Learning and the School of Education.
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