CEDER Yearbook
Permanent URI for this collectionhttps://hdl.handle.net/1969.6/97707
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Browsing CEDER Yearbook by Subject "higher education"
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Item Crossing borders/Crossing boundaries: Narratives of intercultural experiences(CEDER, Texas A&M University-Corpus Christi, 2019) Hemmer, Lynn; Robertson, Phyllis; Sanders, Jana; Mejia, Alissa; Simmons, Michelle; Denton, Kenneth; Rodriguez, Regina Chanel; Castillo, Yvette; Henderson, Eddie; Macaulay, Christopher; Diego-Medrano, Elsa; Behl, MalvikaHistorically, the Mexican education system has been characterized by an absence of equal access to K–12 education for students in poverty. This article examines research-based best practices associated with international experiential learning and describes an authentic model of an effective international experiential learning program. Research is based on The Clavellinas, Mexico Education Collaborative, a private study and research center in central Mexico establishing partnerships between Texas A&M University System colleges of education and Mexican local, regional, and national government officials and entities; private citizens; and commercial enterprise, to support teacher education internationally and equip educator preparation students nationally. Student perspectives are considered, implications for educator preparation programs are outlined, and recommendations for future faculty developing international experiential learning programs are offered.Item Education: Issues & answers(CEDER, Texas A&M University-Corpus Christi, 2015) Garrett, Sherrye Dee; Fleming, Kathleen; Mejia, Alissa; Beach, Don; McAdams, Laurie; Becker, Melissa; Gentry, James; Larmer, Bill; Miller, JulieThis yearbook is a project of the Consortium for Educational Development, Evaluation and Research (CEDER) in the College of Education and Human Development at Texas A&M University-Corpus Christi. The College of Education and Human Development reflects a wide range of programs and experiences. Our teacher preparation program has an established reputation; it has been cited as 24th in the nation. Our masters and doctoral programs attract in-service teachers, administrators, and future college faculty members. In a traditional College of Education, one expects to find areas of instruction such as teacher education, literacy, curriculum and instruction, educational administration and leadership, educational technology, special education, and bilingual education. You will find those areas represented in this yearbook. However, the College of Education and Human Development at Texas A&M University-Corpus Christi has a broader reach; it also houses programs in counseling education, kinesiology, and military services. Many of these are represented in the yearbook as well. With such a wide range, it is to be expected that the CEDER Yearbook would attract a variety of topics. This yearbook is no exception. Articles address preservice education, literacy instruction in the schools, and program effectiveness as well as research in digital technology and the physics of pitching a baseball. A call for proposals was issued to a variety of universities and professional organizations. Eighteen articles from a total of 37 authors were submitted for the yearbook. Those articles were distributed to a panel of reviewers. Each article was seen by two reviewers and the editor of the yearbook. Finally, 15 articles were selected for inclusion in this yearbook. The CEDER yearbooks and conferences continue to be opportunities for the sharing of important educational ideas, research, and trends. This yearbook continues that tradition.Item Educational research and innovations(CEDER, Texas A&M University-Corpus Christi, 2012) Ortlieb, Evan; Bowden, Randall; Inman, Alissa; Hu, Bi Ying; Pate, Roberta Simnacher; Gauthier, Lane Roy; Schorzman, Emma M.As we inquire, investigate, and problem solve, we become more aware of how much there is to discover about teaching and learning as well as leading educational systems. The dissemination of research findings is also quintessential; otherwise, we continue to have replication instead of enhancement. Using this philosophy, the Consortium for Educational Development, Evaluation, and Research (CEDER) at Texas A&M University–Corpus Christi issued a call for manuscripts to Colleges of Education throughout the state of Texas and more broadly, the nation. We reviewed 36 manuscripts written by 52 authors. From that group of manuscripts, we selected 13 for publication. Each manuscript considered for inclusion in the 2012 CEDER Yearbook was peer-reviewed by two members of the editorial review board via a double-blind process. The selected set of manuscripts highlights educational research and innovations from acclaimed university scholars throughout the nation. Manuscripts have been categorized into the two following sections: K–12 Education and Higher Education. Within the K–12 area of study, authors present papers on preschool teachers’ perspectives of cultural relevant practices (Hu), effective questioning techniques to maximize student learning (Pate), difficulties associated with reading instruction of students with disabilities (Gauthier & Schorzman), and the nature of dyslexia, past and present, including how classroom teachers can provide necessary accommodations (Culbertson). Caring Organizational Practices that Enhance Success (COPES) provide teachers with transition tools necessary for their middle school students (Paciotti & Evan Ortlieb Hill), while we can also learn about adolescent literacy instruction from already motivated black female readers (Groenke, Bennett, & Hill). We also find that early college high school programs can provide a positive experience for students (Valadez, McDowell, Loveless, & DeLaGarza). Papers within the Higher Education section relate to building teacher preparation programs infused with theory (Chehayl), utilizing technological advances in developmental reading courses (Loveless & Bryant), and combining what we know about oral reading fluency towards understanding electronic texting fluency (Ortlieb). We also investigate the possibilities of using mixed methods in dissertation work (Stoves & Smith), discuss the relative transparency of higher education (Schell), and examine the relationship between English language learners’ underdeveloped first language and teacher certification test performance (Ward & Lucido).Item Empowering student researchers: Critical contributions by emerging 21st Century scholars(2021) Pletcher, Bethanie; Bruun, Faye; Banda, Rosa; Watson, Krystal; Perez, Angela S.; Mejia, Alissa; Courtland, Darcy; Peltier, Sharla Msko-kii; Aucoin, Brina; Cook, Candi; Hamilton, Lesley; Oberhofer, Caitlin; Sykes, JessicaThis yearbook is a project of the Consortium for Educational Development, Evaluation and Research (CEDER), the research and development arm of the College of Education and Human Development at Texas A&M University–Corpus Christi. With this edition of the CEDER Yearbook, the editors wished to support student researchers as emerging scholars. The call for proposals asked for empirical, conceptual and theoretical contributions to the area of research conducted by students. Personal Perspectives and Research Focus of students include the following categories: Culture, International Students, Men of Color, Teaching, Doctoral Students, Latino/a Culture, STEM, LBGTQ, Policy and Administration, Student Faculty, and Curriculum. The intended audience for this yearbook includes educators, decision-makers, policymakers, and leaders within faculty and student development programs as well as international student departments. We would like to thank our colleagues: David Scott, Dean of the College Education and Human Development, for his support and entrusting the CEDER Yearbook to us; Alissa Mejia, our associate editor, for her patience, continued encouragement, eye for detail, and guidance; our editorial advisory board; the thoughtful comments and recommendations offered by our peer reviewers, which are essential to the quality of the CEDER Yearbook; and to all wonderful contributors for their persistence, effort, and extraordinary ability to write. Without your experiences and research, this yearbook would not exist. A call for proposals was issued to a variety of universities and professional organizations. Two hundred and sixty-four articles from a total of 217 authors representing 72 different universities were submitted for the yearbook. Those blinded articles were distributed to a panel of reviewers. Each article was seen by two reviewers and the editors of the yearbook. The editorial team selected 21 articles for inclusion in this yearbook. The 2021 CEDER Yearbook is a peer-reviewed publication indexed in EBSCO, the Library of Congress, and the TAMU–CC research repository, which is widely available to university libraries and the general public.Item Las voces nuevas: Emerging scholarship on Latinas in leadership(CEDER, Texas A&M University-Corpus Christi, 2023) Maxwell, Gerri; Lara, Denise; Benedetti, Chris; Elliff, D. Scott; Salunke, Vedika; Luitel, Bibek; Mejia, Alissa; Martinez, Melissa A.; Mendez-Morse, Sylvia; Escalante, Karena Alane; Struloeff, Katrina; Flowers, Alonzo M.It has been our pleasure as a team of CEDER editors and reviewers at Texas A&M University-Corpus Christi, a designated Hispanic-Serving Institution, to first make this call and now humbly present the body of work produced by Las voces nuevas. The scholarship that moved us initially was a body of dissertations produced by our own Latina doctoral students, all of whom live, work, and lead in public schools in the Rio Grande Valley, serving majority Latina/o students living in poverty. Being incredibly honored to call them our colleagues, as well as inspired by and in awe of the enormity of their work and impact on students in the border region, we not only felt their struggles and heard their pain as they lead in their current roles but were implored to illuminate their work. Their studies are based on numerous pláticas (Guajardo & Guajardo, 2013) with and testimonios (Beverly, 2005) of Latina leaders from South Texas, as well as several studies specifically from the geographic border region of Texas and Mexico. Yet, we were impassioned to further broaden the call, inviting voces nuevas from across the country. We are incredibly pleased to include this cacophony of new scholars’ voices. As noted by Martinez and Mendez-Morse (2021), the field is overdue in welcoming and embracing the insight, passions, and perspectives of Latina leaders, which must be unearthed from unpublished dissertations and laid bare on the landscape of this critical transformative period in education.