Podcasts about educational researcher

Send us a textIn this episode, Dr. Elfrieda “Freddy” Hiebert talks to us about language, learning to read, and authentic interactions with interesting texts. Freddy is known for her work addressing how fluency, vocabulary, and knowledge can be fostered through appropriate texts. Through documents such as Becoming a Nation of Readers, published by the Center for the Study of Reading in 1985 and Every Child a Reader, published by the Center for the Improvement of Early Reading Achievement in 1999, she has contributed to making research accessible to educators. Her work has also appeared in journals such as The Reading Teacher, Reading and Writing, Reading Research Quarterly, Reading Psychology, Education Sciences, Literacy Research: Theory, Method, and Practice, Journal of Literacy Research, Educational Researcher, and Educational Leadership. She has also authored many books and book chapters. Her work has been recognized by a number of organizations, including the Oscar Causey Award for Outstanding Contributions to Reading Research from the Literacy Research Association in 2015. Freddy has had a long career as a literacy educator, first as a teacher's aide and teacher of primary-level students in California and, subsequently, as a teacher educator and researcher at the universities of Kentucky, Colorado-Boulder, Michigan, and California-Berkeley. Since 2011, she has served as President and CEO of TextProject, Inc, a non-profit corporation that prioritizes creating products and prototypes for student reading programs, primarily based on the TExT model of text complexity, providing teacher support resources and classroom reading activities, and supporting and disseminating related research.To cite this episode: Persohn, L. (Host). (2025, June 17). A conversation with Elfrieda “Freddy” Hiebert. (Season 5, No. 11) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/4631-DA23-14D0-79DB-B764-KResources mentioned in this episode:Connect with Classroom Caffeine at www.classroomcaffeine.com or on Instagram, Facebook, Twitter, and LinkedIn.

In this episode, we sit and talk with one of the co-authors of "Reading as a Social Action: Women Aspiring for More," Shawntai Lister-Mitchell. We discuss her chapter, experience, and reason for being a part of this collaborative project. Shawntai Lister-Mitchell, owner and founder of Class and Elegance Bath and Body Care. Follow her at @cebathbody on Facebook, Instagram, and X. www.cebathbody.comThis podcast, Journey Toward More, is available on iTunes, Google, iHeartRadio, Spotify, and Amazon Music/Audible. And remember:*Subscribe and Share*Download*Listen to previous episodes*Review and Comment*Rate and LikeFollow for new episodes! Previous episodes are available. Join me on the journey and aspire for more!All links available here: http://linktr.ee/drtammyfrancisText "change" to 469-217-7378 to join our online community and/or join our email list and SMS list to receive updates via text message.RESOURCES:For more information about and/or join our mentorship community, visit http://c4cglobalacademy.mn.co*******************JoinRead with us! Join our FREE online reading community: https://c4cglobalacademy.mn.co/landing/plans/1421671*****************SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. https://www.youtube.com/@DrTammyFrancis?sub_confirmation=1•Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen.*****************Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon.*******************CONNECT WITH DR. TAMMY:Linkedin: https://www.linkedin.com/in/drtammyfrancisBe sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfrancis Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media.ABOUT DR. TAMMY:Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Solutionist, Strategist, and Educator. She is a Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 24 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development. Dr. Tammy helps women clarify the vision for their business (or idea), create an action plan, execute a strategy, and monetize their purpose. She is the catalyst who helps women entrepreneurs and leaders bring their ideas (dreams) to reality. She helps women create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.Become a supporter of this podcast: https://www.spreaker.com/podcast/journey-toward-more--2901965/support.

In this episode, we discuss the book, "Reading as a Social Action: Women Aspiring for More" published in 2022. A few of the contributing authors share their reading experience and which aspects of reading in community have helped them on their journey toward more. Authors featured in this episode:LaShun GainesShawntai Lister-Mitchell @cebathbodyRuth-Ellen Danquah @theruthellen This podcast, Journey Toward More, is available on iTunes, Google, iHeartRadio, Spotify, and Amazon Music/Audible. And remember:*Subscribe and Share*Download*Listen to previous episodes*Review and Comment*Rate and LikeFollow for new episodes! Previous episodes are available. Join me on the journey and aspire for more!All links available here: http://linktr.ee/drtammyfrancisText "change" to 469-217-7378 to join our online community and/or join our email list and SMS list to receive updates via text message.RESOURCES:For more information about and/or join our mentorship community, visit http://c4cglobalacademy.mn.co*******************JoinRead with us! Join our FREE online reading community: https://c4cglobalacademy.mn.co/landing/plans/1421671*****************SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. https://www.youtube.com/@DrTammyFrancis?sub_confirmation=1•Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen.*****************Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon.*******************CONNECT WITH DR. TAMMY:Linkedin: https://www.linkedin.com/in/drtammyfrancisBe sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfrancis Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media.ABOUT DR. TAMMY:Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Solutionist, Strategist, and Educator. She is a Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 24 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development. Dr. Tammy helps women clarify the vision for their business (or idea), create an action plan, execute a strategy, and monetize their purpose. She is the catalyst who helps women entrepreneurs and leaders bring their ideas (dreams) to reality. She helps women create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.Become a supporter of this podcast: https://www.spreaker.com/podcast/journey-toward-more--2901965/support.

In this episode, we discuss whether or not you are prepared for what's next. Do you have a strategy for what you'd like to do and impact others? This podcast, Journey Toward More, is available on iTunes, Google, iHeartRadio, Spotify, and Amazon Music/Audible. And remember:*Subscribe and Share*Download*Listen to previous episodes*Review and Comment*Rate and LikeFollow for new episodes! Previous episodes are available. Join me on the journey and aspire for more!All links available here: http://linktr.ee/drtammyfrancisText "change" to 469-217-7378 to join our online community and/or join our email list and SMS list to receive updates via text message.RESOURCES:For more information about and/or join our mentorship community, visit http://c4cglobalacademy.mn.co*******************JoinRead with us! Join our FREE online reading community: https://c4cglobalacademy.mn.co/landing/plans/1421671*****************SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. https://www.youtube.com/@DrTammyFrancis?sub_confirmation=1•Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen.*****************Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon.*******************CONNECT WITH DR. TAMMY:Linkedin: https://www.linkedin.com/in/drtammyfrancisBe sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfrancis Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media.ABOUT DR. TAMMY:Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Solutionist, Strategist, and Educator. She is a Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 24 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development. Dr. Tammy helps women clarify the vision for their business (or idea), create an action plan, execute a strategy, and monetize their purpose. She is the catalyst who helps women entrepreneurs and leaders bring their ideas (dreams) to reality. She helps women create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.Become a supporter of this podcast: https://www.spreaker.com/podcast/journey-toward-more--2901965/support.

In this episode, we discuss how this journey is better when do it with others—collaborate, partner, accountability, support, encouragement, etc… This podcast, Journey Toward More, is available on iTunes, Google, iHeartRadio, Spotify, and Amazon Music/Audible. And remember:*Subscribe and Share*Download*Listen to previous episodes*Review and Comment*Rate and LikeFollow for new episodes! Previous episodes are available. Join me on the journey and aspire for more!All links available here: http://linktr.ee/drtammyfrancisText "change" to 469-217-7378 to join our online community and/or join our email list and SMS list to receive updates via text message.RESOURCES:For more information about and/or join our mentorship community, visit http://c4cglobalacademy.mn.co*******************JoinRead with us! Join our FREE online reading community: https://c4cglobalacademy.mn.co/landing/plans/1421671*****************SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. https://www.youtube.com/@DrTammyFrancis?sub_confirmation=1•Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen.*****************Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon.*******************CONNECT WITH DR. TAMMY:Linkedin: https://www.linkedin.com/in/drtammyfrancisBe sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfrancis Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media.ABOUT DR. TAMMY:Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Solutionist, Strategist, and Educator. She is a Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 24 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development. Dr. Tammy helps women clarify the vision for their business (or idea), create an action plan, execute a strategy, and monetize their purpose. She is the catalyst who helps women entrepreneurs and leaders bring their ideas (dreams) to reality. She helps women create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.Become a supporter of this podcast: https://www.spreaker.com/podcast/journey-toward-more--2901965/support.

In this episode, we discuss what do you do in between times. Do you get restless during the intermission of life? Let's talk about it. This podcast, Journey Toward More, is available on iTunes, Google, iHeartRadio, Spotify, and Amazon Music/Audible. And remember:*Subscribe and Share*Download*Listen to previous episodes*Review and Comment*Rate and LikeFollow for new episodes! Previous episodes are available. Join me on the journey and aspire for more!All links available here: http://linktr.ee/drtammyfrancisText "change" to 469-217-7378 to join our online community and/or join our email list and SMS list to receive updates via text message.RESOURCES:For more information about and/or join our mentorship community, visit http://c4cglobalacademy.mn.co*******************JoinRead with us! Join our FREE online reading community: https://c4cglobalacademy.mn.co/landing/plans/1421671*****************SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. https://www.youtube.com/@DrTammyFrancis?sub_confirmation=1•Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen.*****************Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon.*******************CONNECT WITH DR. TAMMY:Linkedin: https://www.linkedin.com/in/drtammyfrancisBe sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfrancis Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media.ABOUT DR. TAMMY:Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Solutionist, Strategist, and Educator. She is a Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 24 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development. Dr. Tammy helps women clarify the vision for their business (or idea), create an action plan, execute a strategy, and monetize their purpose. She is the catalyst who helps women entrepreneurs and leaders bring their ideas (dreams) to reality. She helps women create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.Become a supporter of this podcast: https://www.spreaker.com/podcast/journey-toward-more--2901965/support.

In this episode, we discuss the launch of Dr. Tammy's Grown Woman Talk Series. Grown Woman Talk Series is a transformative space—both in-person and virtual—created by Dr. Tammy to empower women to reclaim their health, redefine self-care, and realign with purpose.Inspired by Dr. Sharon Malone's book, Grown Woman Talk, the series was born from Dr. Tammy's own experiences and desire to break the silence surrounding women's health—especially for women of color.Through candid conversations and expert-led sessions, the series explores:

In this week's episode, I sit down with Professor Laura Chávez-Moreno to chat about her latest book - How Schools Make Race, Teaching Latinx Racialization in America. Laura's work covers how race influences institutions, like schools, and pushes white supremacist ideology. As Latinos, we've all seen who is accepted into honors classes and who is in remedial classes, or which schools get the best books and which ones get the torn-up ones. In this very special interview, Laura shares how the concept of race works to divide us within these institutions in real-time and how we can combat it.  Laura C. Chávez-Moreno is an award-winning researcher, qualitative social scientist, and assistant professor in the Department of Chicana/o & Central American Studies and Department of Education at the University of California, Los Angeles (UCLA). Her work is at the intersection of education, pedagogy, language, literacy, and ethnic studies. Her research has been published in top-tier journals such as Review of Educational Research, Educational Researcher, American Educational Research Journal, Research in the Teaching of English, and Journal of Teacher Education. Y'all ready to be radicalized? Tune in! For all Hella Latin@ updates, follow @hellalatinopodcast on Instagram and connect on LinkedIn. More at odalysjasmine.com. To learn more about your ad choices visit megaphone.fm/adchoices Podcast production for this episode was provided by CCST. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, we discuss Seed #5 from the book, “R.E.A.P. More: 76 Seeds for this Season.” Let's discuss whether or not you're thinking big enough. This podcast, Journey Toward More, is available on iTunes, Google, iHeartRadio, Spotify, and Amazon Music/Audible. And remember: *Subscribe and Share *Download *Listen to previous episodes *Review and Comment *Rate and Like Follow for new episodes! Previous episodes are available. Join me on the journey and aspire for more! All links available here: http://linktr.ee/drtammyfranci... RESOURCES: Join our SMS/email list by texting “change” to 469-217-7378 or visit: bit.ly/c4clist. ************** For more information about and/or join our mentorship community, visit http://c4cglobalacademy.mn.co ******************* Read with us! Join our FREE online reading community: https://c4cglobalacademy.mn.co... ***************** SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. https://www.youtube.com/@DrTammyFrancis?sub_confirmation=1 •Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen. ***************** Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* CONNECT WITH DR. TAMMY: Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development. Dr. Tammy helps women clarify the vision for their business (or idea), create an action plan, execute a strategy, and monetize their purpose. She is the catalyst who helps women entrepreneurs and leaders bring their ideas (dreams) to reality. She helps women create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.Become a supporter of this podcast: https://www.spreaker.com/podcast/journey-toward-more--2901965/support.

Dr. Karisma Morton, Understanding and Supporting Math Identity   ROUNDING UP: SEASON 3 | EPISODE 11 In this episode, we will explore the connection between identity and mathematics learning. We'll examine the factors that may have shaped our own identities and those of our students. We'll also discuss ways to practice affirming students' identities in mathematics instruction. BIOGRAPHIES Dr. Karisma Morton is an assistant professor of mathematics education at the University of North Texas. Her research explores elementary preservice teachers' ability to teach mathematics in equitable ways, particularly through the development of their critical racial consciousness. Findings from her research have been published in the Journal for Research in Mathematics Education and Educational Researcher. ​ RESOURCES The Impact of Identity in K–8 Mathematics: Rethinking Equity-Based Practices by Julia Aguirre, Karen Mayfield-Ingram, and Danny Martin Rough Draft Math: Revising to Learn by Amanda Jansen Olga Torres' “Rights of the Learner” framework Cultivating Mathematical Hearts: Culturally Responsive Mathematics Teaching in Elementary Classrooms by Maria del Rosario Zavala and Julia Maria Aguirre TRANSCRIPT Mike Wallus: If someone asked you if you were good at math, what would you say, and what justification would you provide for your answer? Regardless of whether you said yes or no, there are some big assumptions baked into this question. In this episode, we're talking with Dr. Karisma Morton about the ways the mathematics identities we formed in childhood impact our instructional practices as adults and how we can support students' mathematical identity formation in the here and now.  Welcome to the podcast, Karisma. I am really excited to be talking with you about affirming our students' mathematics identities. Karisma: Oh, I am really, really excited to be here, Mike. Thank you so much for the invitation to come speak to your audience about this. Mike: As we were preparing for this podcast, one of the things that you mentioned was the need to move away from this idea that there are math people and nonmath people. While it may seem obvious to some folks, I'm wondering if you can talk about why is this such an important thing and what type of stance educators might adopt in its place? Karisma: So, the thing is, there is no such thing as a math person, right? We are all math people. And so, if we want to move away from this idea, it means moving away from the belief that people are inherently good or bad at math. The truth is, we all engage in mathematical activity every single day, whether we realize it or not. We are all mathematicians. And so, the key is, as math teachers, we want to remove that barrier in our classrooms that says that only some students are math capable.  In the math classroom, we can begin doing that by leveraging what students know mathematically, how they experience mathematics in their daily life. And then we as educators can then incorporate some of those types of activities into the everyday learning of math in our classrooms. So, the idea is to get students to realize they are capable math doers, that they are math people. And you're showing them the evidence that they are by bringing in what they're already doing. And not just that they are math doers, but that those peers that are also engaged in the classroom with them are capable math doers. And so, breaking down those barriers that say that some students are and some students aren't is really key. So, we are all math people. Mike: I love that sentiment. You know, I've seen you facilitate an activity with educators that I'm hoping that we could replicate on the podcast. You asked educators to sort themselves into one of four groups that best describe their experience when they were a learner of mathematics. And I'm wondering if you could read the categories aloud and then I'm going to ask our listeners to think about the description that best describes their own experiences. Karisma: OK, great. So, there are four groups. And so, if you believe that your experience is one where you dreaded math and you had an overall bad experience with it, then you would choose group 1. If you believe that math was difficult but you could solve problems with tutoring or help, then you would select group 2. If you found that math was easy because you were able to memorize and follow procedures but you had to practice a lot, then you'd be in group 3. And finally, if you had very few difficulties with math or you were kind of considered a math whiz, then you would select group 4. Mike: I had such a strong reaction when I participated in this activity for the first time. So, I have had my own reckoning with this experience, but I wonder what impact you've seen this have on educators. Why do it? What's the impact that you hope it has for someone who's participating? Karisma: Yeah. So, I would say that a key part of promoting that message that we started off talking about is for teachers to go back, to reflect. We have to have that experience of thinking about what it was like for us as math learners. Because oftentimes we go into the classroom and we're like, “All right, I got to do this thing.” But we don't take a minute to reflect: “What was it like for me as a math learner?” And I wanted to first also say that I did not develop this activity. This is not a Karisma original. I did see this presented at a math teacher-educator conference about five years ago by Jennifer Ward. I think she's at Kennesaw State [University] right now. But the premise is the same: We want to give teachers an opportunity to reflect over their own experiences as math learners as a good starting place for helping them to identify with each other and also with the students that they're teaching. And so, whenever I have this activity done, I have each of the participants reflect. And then they have conversations around why they chose what they chose. And this is the opportunity for them to have what we call “windows,” “mirrors,” and “sliding glass doors,” right? So, you either can see yourself in another person's experience and feel like, “Oh, I'm not alone here,” especially if it were a negative experience. Or you may get to see or take a glimpse into what someone else has experienced that was very different from your own and really get a chance to understand what it was like for them. They may have been the math whiz, and you're looking at them like they're an alien that fell from the sky because you're like, “How did that happen,” right? But you can begin to have those kinds of conversations: “Why was it like this for you?” and “It wasn't like that for me.” Or “It was the same for me, but what did it look like in your instance versus my instance?”  I honestly feel like sometimes people don't realize that their experience is not necessarily unique, especially if it's coming from a math trauma perspective. Some people don't want to talk about their experience because they feel like it was just theirs. But they sometimes can begin to realize that, “Hey, you had that experience too, and let's kind of break down what that means.” Do you want to be that type of teacher? Do you want to create the type of environment where you felt like you weren't a capable math doer? So powerful, powerful exercise. I encourage your listeners to try it with a group of friends or colleagues at work and really have that conversation. Mike: Gosh, I'm just processing this. One of the things that I keep going back to is you challenging us to discard the idea that some people are inherently good at math and other people are not. And I'm making a connection that if I'm a person who identified with group 1, where I dreaded math and it was really a rough experience, what does it mean for me to discard the idea that some people are inherently good or inherently not good at math versus if I identified as a person who was treated as the math whiz and it came easy for me, again, what's required for me?  It feels like there's things that we can agree with on the surface. We can agree that people are not good inherently at mathematics. But I find myself really thinking about how my own experience actually colors my beliefs and my actions, how agreeing to that on the surface and then really digging into how your own experience plays out in your practice or the ways that you interact with kids. There's some work to be done there, it seems like. Karisma: Absolutely. You hit the nail on the head there. It's important to do that work. It's really important for us to take that moment to reflect and think about how our own experience may be impacting how we're teaching mathematics to children. Mike: I think that's a great place to make a shift and talk about areas where teachers could take action to cultivate a positive mathematics identity for kids. I wonder if we can begin by talking about expectations and norms when it comes to problem solving. Karisma: Yes. So, Julia Aguirre, Karen Mayfield-Ingram, and Danny Martin wrote this amazing book, called The Impact of Identity in K–8 Mathematics: Rethinking Equity-Based Practices. And one of those equity-based practices is affirming math learners' identities. And so, one of the ways we can do this in the math classroom is when having students engaged in problem solving. And so, one of the things that we want to be thinking about when we are having students engaged in math problem solving is we want to be promoting students' persistence and reasoning during problem solving. And you might wonder, “Well, what does that actually look like?”  Well, it might be helpful to see what it doesn't look like, right? So, in the typical math classroom, we often see an emphasis on speed: who got it done quickly, who got it done first, who even got it done within the time allotted. And then also this idea of competition. So, that is really hard for kids because we all need time to process and think through our problem-solving strategies. And if we're putting value on speed, and we're putting value on competition, are we in fact putting value on a problem-solving strategy or the process of problem-solving? So, one way to affirm math learners' identities is to move away from this idea of speed and competition and foster the type of environment where we're valuing students' persistence with the problem. We're valuing students' processes in solving a problem, how they're reasoning, how they're justifying their steps or their solutions' strategies, as opposed to who's getting done quickly.  Another thing to be thinking about is reframing making mistakes. There's so many great resources about this. What comes to mind immediately is Rough Draft Math by Amanda Jansen, which is really helping us to reframe the idea that we can make some mistakes, and we can revise our thinking. We can revise our reasoning, and that's perfectly OK.  Olga Torres' “Rights of the Learner” framework talks a lot about the right to make a mistake is one of the four rights of the learner in the mathematics classroom. And so, when having kids engaged in problem-solving and mathematics, mistakes should be seen more like what Olga Torres calls “celebrations,” because there are opportunities for learning to occur. We can focus on this mistake and think about and problem-solve through the mistake. “Well, how did we get here?” Use it as a moment that all students can benefit from. And so, kids then become less afraid to make mistakes because they're not ridiculed or made to feel less than because they've done so. Instead, it empowers them to know that “Hey, I made this mistake, but in actuality, this is going to help me learn. And it's also going to help my classmates.” Mike: I suspect a lot of those moments, people really appreciate when there's the “aha!” or the “oh!” What was happening before that might've been some struggle or some misconceptions or a mistake. You're making me think that we kind of have to leave space for those mistakes or those misconceptions to emerge if we really want to have those “aha!”s or those “oh!”s in our classroom. Karisma: That's exactly right. And imagine if you are the one who's like, “Oh!”—what that does for your self-confidence. And even having your peers recognize that you've come to this answer or this understanding. It almost becomes like a collective win if you have fostered a type of environment where it's less about me against you and more about all of us learning together. Mike: The other thing that came to me is that I'm thinking back to the four groups. I would've identified as a person who would fit into group 2, meaning that there were definitely points where math was difficult for me, but I could figure it out with tutoring or with help from a teacher. I start to wonder now how much of my perception was about the fact that it just took me a little bit longer to process and think about it. So, it wasn't that math was difficult. It was that I was measuring my sense of myself in mathematics around whether I was the first person, or I was fast, or I got it right away, or I got it right the first time, as opposed to really thinking about, “Do I understand this?” And to me, that really feels connected to what you're saying, which is the way that we as teachers value students' actions, their rough-draft attempts, their mistakes, and position those as part of the process—that can have a really concrete impact on how I think about myself and also how I think about what it is to do math.  Well, let's shift again and talk about another area where educators could support positive identity. I'm thinking about the ways that they can engage with students' background knowledge and their life experiences. Karisma: Hmm, yeah. This is a huge one. And this really, again, comes back to recognizing that our students are whole human beings. They have experiences that we should want to leverage in the math classroom, that they don't need to keep certain parts of themselves at the door when they come in. And so, how do we take advantage of what our students are bringing to the table? And so, we want to be thinking a lot about, “Well, who is the student?” “What do they know?” “What other identities do they hold?” “What's important to them?” “What kinds of experiences do they have in their everyday life that I can bring into the math classroom?” “What are their strengths?” “What do they enjoy doing?” The truth of the matter is really great teachers do this all the time, you know? You know who your students are for the most part, right? And students come to us with a whole host of experiences that we want to leverage and come with all sorts of experiences that we could use in the math classroom. I think oftentimes we don't think about making connections between those things and how to connect them to the mathematics that's happening in the classroom. So, oftentimes we don't necessarily see a reason to connect what we know about our students to mathematics. And so, it's really just a simple extra step because really amazing teachers—which I know they're amazing teachers that are listening right now—you know who your students are. So how do we take what we know about them and bring that into the mathematics learning? Again, as with problem solving, what is it that we want to stay away from? We want to be staying away from connecting math identity only with correct answers and how fast a kid is at solving a problem. Their math identity shouldn't be dependent on how many items they got correct on an assessment. It should be more about, “Well, what is it that they know? And how are we able to use this in the math classroom?” Mike: You're making me think about how oftentimes there's this distinction that happens in people's minds between school math and math that happens everywhere in the real world. Part of what I hear you suggesting is that when you help kids connect to their real world, you're actually doing them another service and that you're helping them see, like, “Oh, these lived experiences that I might not have called mathematics, they are,” right? “I do mathematics. I'm a doer.” And part of our work in bringing that in is helping them see what's already there. Karisma: I love that. Helping them see what's already there. That's exactly right. Mike: Well, before we go, I'm wondering if you could talk about some of the resources that have informed your thinking about this and that you think might also help a person who's listening who wants to keep learning. Karisma: Yeah. There's a lot of great resources out there. The one that I rely on heavily is The Impact of Identity in K–8 Mathematics: Rethinking Equity-Based Practices. I really like this book because it's very accessible. It does a really great job of setting the stage for why we need to be thinking about equity-based practices. And I really enjoy how practical things are. So, the book goes through describing what a representative lesson would look like. And so, it's a really nice blueprint for teachers as they're thinking about students' identities and how to promote positive math identity amongst their students. And then I think we also mentioned Rough Draft Math by Amanda Jansen, which is a good read. And then there's also a new book that came out recently, Cultivating Mathematical Hearts: Culturally Responsive [Mathematics] Teaching in Elementary Classrooms. And this book goes even deeper by having vignettes and having specific classroom examples of what teaching in this kind of way can look like. So those are three resources off the top of my head that you could dig into and have book clubs at your schools and engage with your fellow educators and grow together. Mike: I think that's a great place to stop. Thank you so much for joining us today. This has really been a pleasure. Karisma: Oh, it's been a pleasure talking to you too. Thank you so much for this opportunity. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

In this episode, we discuss Seed #4 from the book, “R.E.A.P. More: 76 Seeds for this Season.” Let's discuss your vision for using your gifts and talents. Where do you begin? This podcast, Journey Toward More, is available on iTunes, Google, iHeartRadio, Spotify, and Amazon Music/Audible. And remember: *Subscribe and Share *Download *Listen to previous episodes *Review and Comment *Rate and Like Follow for new episodes! Previous episodes are available. Join me on the journey and aspire for more! All links available here: http://linktr.ee/drtammyfranci... RESOURCES: For more information about and/or join our mentorship community, visit http://c4cglobalacademy.mn.co ******************* Read with us! Join our FREE online reading community: https://c4cglobalacademy.mn.co... ***************** SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. https://www.youtube.com/@DrTammyFrancis?sub_confirmation=1 •Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen. ***************** Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* CONNECT WITH DR. TAMMY: Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms (Facebook, Instagram, X, and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development. Dr. Tammy helps women clarify the vision for their business (or idea), create an action plan, execute a strategy, and monetize their purpose. She is the catalyst who helps women entrepreneurs and leaders bring their ideas (dreams) to reality. She helps women create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.Become a supporter of this podcast: https://www.spreaker.com/podcast/journey-toward-more--2901965/support.

What is the difference between English as a Second Language (ESL) and Bilingual curricula? How might bilingual education programs unintentionally harm Latinx students, and what can be done to mitigate that harm? In this series on healthcare and social disparities, Dr. Jill Wener, a board-certified Internal Medicine specialist, anti-racism educator, meditation expert, and tapping practitioner, interviews experts and gives her own insights into multiple fields relating to social justice and anti-racism. In this episode, Jill interviews Dr. Laura Chávez-Moreno. They cover the topic of how our societal biases seep into the school system and create early segregation and false perceptions of our children. They also discuss the importance of fostering Latinx critical consciousness in classrooms and communities.  Dr. Laura C. Chávez-Moreno is an award-winning researcher, qualitative social scientist, and assistant professor at the University of California, Los Angeles, in the Departments of Chicana/o and Central American Studies and Education. She is the author of How Schools Make Race: Teaching Latinx Racialization in America (Harvard Education Press, 2024). Dr. Chávez-Moreno researches, writes, and teaches about Chicanx/Latinx education. She works at the intersection of education, pedagogy, language,literacy, and ethnic studies, particularly Chicanx/Latinx Studies. Her research has been published in top-tier journals such as Review of Educational Research, Educational Researcher, American Educational Research Journal, Research in the Teaching of English, and Journal of Teacher Education. LINKS laurachavezmoreno.com Book: How Schools Make Race: Teaching Latinx Racialization in America Twitter handle @lauraccm LinkedIN https://www.linkedin.com/in/laura-ch%C3%A1vez-moreno-8a00b0329/ ** Our website www.consciousantiracism.com You can learn more about Dr. Wener and her online meditation and tapping courses at www.jillwener.com, and you can learn more about her online social justice course, Conscious Anti Racism: Tools for Self-Discovery, Accountability, and Meaningful Change at https://theresttechnique.com/courses/conscious-anti-racism. If you're a healthcare worker looking for a CME-accredited course, check out Conscious Anti-Racism: Tools for Self-Discovery, Accountability, and Meaningful Change in Healthcare at www.theresttechnique.com/courses/conscious-anti-racism-healthcare Join her Conscious Anti-Racism facebook group: www.facebook.com/groups/307196473283408 Follow her on: Instagram at jillwenerMD LinkedIn at jillwenermd

In this episode, we discuss Seed #3 from the book, “R.E.A.P. More: 76 Seeds for this Season.” Let's discuss growing through difficult times. Are you taking advantage of the growth opportunities? This podcast, Journey Toward More, is available on iTunes, Google, iHeartRadio, Spotify, and Amazon Music/Audible. And remember: *Subscribe and Share *Download *Listen to previous episodes *Review and Comment *Rate and Like Follow for new episodes! Previous episodes are available. Join me on the journey and aspire for more! All links available here: http://linktr.ee/drtammyfranci... RESOURCES: For more information about and/or join our mentorship community, visit http://c4cglobalacademy.mn.co Visit the same link ⬆️ to sign up for one of our Purpose Planning Parties. ******************* Read with us! Join our FREE online reading community: https://c4cglobalacademy.mn.co... ***************** SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. https://www.youtube.com/@DrTammyFrancis?sub_confirmation=1 •Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen. ***************** Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* CONNECT WITH DR. TAMMY: Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development. Dr. Tammy helps them clarify the vision for their business (or idea), create an action plan, execute a strategy, and monetize their purpose. She is the catalyst who helps entrepreneurs and businesses bring their ideas (dreams) to reality. She helps others create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.Become a supporter of this podcast: https://www.spreaker.com/podcast/journey-toward-more--2901965/support.

In this episode, we discuss Seed #2 from the book, “R.E.A.P. More: 76 Seeds for this Season.” Let's discuss encouragement during difficult times. This podcast, Journey Toward More, is available on iTunes, Google, iHeartRadio, Spotify, and Amazon Music/Audible. And remember: *Subscribe and Share *Download *Listen to previous episodes *Review and Comment *Rate and Like Follow for new episodes! Previous episodes are available. Join me on the journey and aspire for more! All links available here: http://linktr.ee/drtammyfranci... RESOURCES: For more information about and/or join our mentorship community, visit http://c4cglobalacademy.mn.co ******************* Read with us! Join our FREE online reading community: https://c4cglobalacademy.mn.co... ***************** SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. https://www.youtube.com/@DrTammyFrancis?sub_confirmation=1 •Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen. ***************** Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* CONNECT WITH DR. TAMMY: Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development. Dr. Tammy helps them clarify the vision for their business (or idea), create an action plan, execute a strategy, and monetize their purpose. She is the catalyst who helps entrepreneurs and businesses bring their ideas (dreams) to reality. She helps others create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.Become a supporter of this podcast: https://www.spreaker.com/podcast/journey-toward-more--2901965/support.

In this episode, we discuss the need to make room for more. Seed#1: To create overflow, let it go! This podcast, Journey Toward More, is available on iTunes, Google, iHeartRadio, Spotify, and Amazon Music/Audible. And remember: *Subscribe and Share *Download *Listen to previous episodes *Review and Comment *Rate and Like Follow for new episodes! Previous episodes are available. Join me on the journey and aspire for more! All links available here: http://linktr.ee/drtammyfranci... RESOURCES: For more information about and/or join our mentorship community, visit http://c4cglobalacademy.mn.co ******************* Read with us! Join our FREE online reading community: https://c4cglobalacademy.mn.co... ***************** SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. https://www.youtube.com/@DrTammyFrancis?sub_confirmation=1 •Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen. ***************** Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* CONNECT WITH DR. TAMMY: Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development. Dr. Tammy helps women clarify the vision for their business (or idea), create an action plan, execute a strategy, and monetize their purpose. She is the catalyst who helps women (leaders, educators, and entrepreneurs) bring their ideas (dreams) to reality. She helps others create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.

In this episode, we discuss my approach to helping you when the systems you have been using are no longer serving you—when you feel stuck and/or your creativity is stifled. This podcast, Journey Toward More, is available on iTunes, Google, iHeartRadio, Spotify, Amazon Music, and Audible. And remember: •Subscribe and Share •Download •Listen to previous episodes •Review and Comment •Rate and Like New episodes uploaded weekly! Previous episodes are available. Join me on the journey and aspire for more! RESOURCES: For more information about or to register the mentorship community, visit http://c4cglobalacademy.mn.co ******************* Read with us! Join our FREE online reading community: https://c4cglobalacademy.mn.co... ******************* Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* •SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. www.youtube.com/DrTammyFrancis •Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. •Give the videos a THUMBS UP as you watch or listen. CONNECT WITH DR. TAMMY: Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development. She helps women entrepreneurs all over the world leverage the opportunities of the digital economy and emerging technologies. She helps others create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.

Are you preparing for the valleys? The hills will come. You are ready for those. You'll be ready for those if you prepare for the valleys. In this episode, we discuss the reason for the valleys and how you can prepare for them and get through them. This podcast, Journey Toward More, is available on iTunes, Google, iHeartRadio, Spotify, and Amazon Music/Audible. And remember: *Subscribe *Share *Download *Listen to previous episodes *Review and Comment *Rate and Like Follow for new episodes! Previous episodes are available. Join me on the journey and aspire for more! All links available here: http://linktr.ee/drtammyfranci... RESOURCES: For more information about and/or join our mentorship community, visit http://c4cglobalacademy.mn.co ******************* Read with us! Join our FREE online reading community: https://c4cglobalacademy.mn.co... ***************** SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. https://www.youtube.com/@DrTammyFrancis?sub_confirmation=1 •Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen. ***************** Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* CONNECT WITH DR. TAMMY: Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development. Dr. Tammy helps them clarify the vision for their business (or idea), create an action plan, execute a strategy, and monetize their purpose. She is the catalyst who helps entrepreneurs and businesses bring their ideas (dreams) to reality. She helps others create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.

In this episode, we discuss the key to moving on to what's next and getting unstuck. If you want to be impactful or live to your full potential, you must keep going. You must turn the page. This podcast, Journey Toward More, is available on iTunes, Google, YouTube, Spotify, and Amazon Music/Audible. And remember: *Subscribe and Share *Download *Listen to previous episodes *Review and Comment *Rate and Like Follow for new episodes! Previous episodes are available. Join me on the journey and aspire for more! All links available here: http://linktr.ee/drtammyfranci... RESOURCES: For more information about and/or join our mentorship community, visit http://c4cglobalacademy.mn.co ******************* Read with us! Join our FREE online reading community: https://c4cglobalacademy.mn.co... ***************** SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. https://www.youtube.com/@DrTammyFrancis?sub_confirmation=1 •Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen. ***************** Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* CONNECT WITH DR. TAMMY: Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development. Dr. Tammy helps them clarify the vision for their business (or idea), create an action plan, execute a strategy, and monetize their purpose. She is the catalyst who helps entrepreneurs and businesses bring their ideas (dreams) to reality. She helps others create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.

In this episode, we discuss how in order to impact others and be a catalyst 4 change we must have humility + confidence, and be excellence in action. We need to reflect on: what does it mean to be humble? Should we lesson ourselves or what we do to be humble? Does being humble mean dimming our light? Can humility and confidence coexist? These are my initial thoughts and questions, so there will be a part 2. Other concepts to ponder—modesty, arrogance, and pride. This podcast, Journey Toward More, is available on iTunes, Google, YouTube, Spotify, and Amazon Music/Audible. And remember: •Subscribe and Share •Download •Listen to previous episodes •Review and Comment •Rate and Like New episodes uploaded weekly! Previous episodes are available. Join me on the journey and aspire for more! RESOURCES: Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. www.youtube.com/DrTammyFrancis •Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. •Give the videos a THUMBS UP as you watch or listen. CONNECT WITH DR. TAMMY: Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and is also currently a tenured Associate Professor. She has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development. She helps women, educators, leaders, and entrepreneurs all over the world leverage the opportunities of the digital economy and emerging technologies. She helps others create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.

In this episode, we discuss bell hooks's work “Teaching to Transgress” and education as the practice of freedom. What is my (your) educational philosophy? For me, being an educator and teaching is a movement. And the classroom (literal and figuratively) is the place to eliminate limiting beliefs, gain experience, and get exposure. How can you and those you serve reach their full potential (self-actualization)? How can you transgress? This podcast, Journey Toward More, is available on iTunes, Google, YouTube, Spotify, and Amazon Music/Audible. And remember: • Subscribe and Share • Download • Listen to previous episodes • Review and Comment •Rate and Like New episodes uploaded weekly! Previous episodes are available. Join me on the journey and aspire for more! RESOURCES: For more information about or to register for Morocco retreat: bit.ly/c4ctravelgroup ******************* Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. www.youtube.com/DrTammyFrancis • Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen. CONNECT WITH DR. TAMMY: • Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... • Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development (talent development). She helps women, educators, leaders, and entrepreneurs all over the world leverage the opportunities of the digital economy and emerging technologies. She helps others create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.

In this episode, we discuss four essential components necessary to make magic happen when striving for success on our journey toward more. When we set goals, we must do those things necessary to reach them AND make sure they are in alignment with four essential components to make magic happen. This episode will call us to know, act, feel, believe, and trust. This podcast, Journey Toward More, is available on iTunes, Google, YouTube, Spotify, and Amazon Music/Audible. And remember: • Subscribe and Share • Download • Listen to previous episodes • Review and Comment • Rate and Like New episodes uploaded weekly! Previous episodes are available. Join me on the journey and aspire for more! RESOURCES: For more information about or to register for Morocco bit.ly/retreatinmorocco ******************* Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. www.youtube.com/DrTammyFrancis • Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen. CONNECT WITH DR. TAMMY: • Linkedin: https://www.linkedin.com/in/dr... • Be sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. •Connect with me via https://linktr.ee/drtammyfranc... • Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development (talent development). She helps women, educators, leaders, and entrepreneurs all over the world leverage the opportunities of the digital economy and emerging technologies. She helps others create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.

In this episode, we discuss this season. Which season are you in right now? This episode is an invitation to reflect on which elements and weather conditions influence or affect you, your life. This podcast, Journey Toward More, is available on iTunes, Google, YouTube, Spotify, and Amazon Music/Audible. And remember: •Subscribe and Share •Download • Listen to previous episodes • Review and Comment • Rate and Like New episodes uploaded weekly! Previous episodes are available. Join me on the journey and aspire for more! RESOURCES: For more information about or to register for the Manifesting More Mastermind, visit bit.ly/manifestingmoremastermind ******************* Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. www.youtube.com/DrTammyFrancis •Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. •Give the videos a THUMBS UP as you watch or listen. CONNECT WITH DR. TAMMY: Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development (talent development). She helps women, educators, leaders, and entrepreneurs all over the world leverage the opportunities of the digital economy and emerging technologies. She helps others create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a (JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.

In this episode, we discuss the many positions we play in life and our business. We discuss how this is a great time evaluate your position and those who positioned around you. Which positions do you play? Are you playing your position? Are you giving it your all? This podcast, Journey Toward More, is available on iTunes, Google, YouTube, Spotify, and Amazon Music/Audible. And remember: •Subscribe and Share •Download •Listen to previous episodes •Review and Comment •Rate and Like New episodes uploaded weekly! Previous episodes are available. Join me on the journey and aspire for more! RESOURCES: For more information about or to register for the Manifesting More Mastermind, visit bit.ly/manifestingmoremastermind ******************* Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. www.youtube.com/DrTammyFrancis •Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. •Give the videos a THUMBS UP as you watch or listen. CONNECT WITH DR. TAMMY: Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development (talent development). She helps women, educators, leaders, and entrepreneurs all over the world leverage the opportunities of the digital economy and emerging technologies. She helps others create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.

In this episode, we discuss Kobe Bryant's “Mamba Mentality” and how that led me to think about: what is my philosophy (like really; at the core)? What is my mentality? I share how you can determine yours and stop and do that now to help you on your journey toward more. This podcast, Journey Toward More, is available on iTunes, Google, YouTube, Spotify, and Amazon Music/Audible. And remember: *Subscribe and Share *Download *Listen to previous episodes *Review and Comment *Rate and Like New episodes uploaded weekly! Previous episodes are available. Join me on the journey and aspire for more! RESOURCES: For more information about or to register for the Manifesting More Mastermind, visit bit.ly/manifestingmoremastermind ******************* Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. www.youtube.com/DrTammyFrancis *Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. *Give the videos a THUMBS UP as you watch or listen. CONNECT WITH DR. TAMMY: Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development (talent development). She helps women, educators, leaders, and entrepreneurs all over the world leverage the opportunities of the digital economy and emerging technologies. She helps others create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.

In this episode, we discuss goal setting for the new quarter and the new year. We take a look at the impact we will make this year. What are you doing with your hands? This podcast, Journey Toward More, is available on iTunes, Google, YouTube, Spotify, and Amazon Music/Audible. And remember: •Subscribe and Share •Download •Listen to previous episodes •Review and Comment •Rate and Like New episodes uploaded weekly! Previous episodes are available. Join me on the journey and aspire for more! RESOURCES: For more information about or to register for the Manifesting More Mastermind, visit bit.ly/manifestingmoremastermind ******************* Conscious Connections Retreat in Morocco! Join us! May 13-19, 2024 Marrakesh, Morocco bit.ly/c4ctravelgroup ******************* Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. www.youtube.com/DrTammyFrancis Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. Give the videos a THUMBS UP as you watch or listen. CONNECT WITH DR. TAMMY: Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development (talent development). She helps women, educators, leaders, and entrepreneurs all over the world leverage the opportunities of the digital economy and emerging technologies. She helps others create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.

In this episode, we discuss manifesting. What is it? What are the benefits? What are some cautions? How do you manifest? This episodes also encourages you to think about what you want with focus and to make manifesting part of your daily life. This podcast, Journey Toward More, is available on iTunes, Google, YouTube, Spotify, and Amazon Music/Audible. And remember: ✅Subscribe and Share ✅Download ✅Listen to previous episodes ✅Review and Comment ✅Rate and Like New episodes uploaded weekly! Previous episodes are available. Join me on the journey and aspire for more! RESOURCES: For more information about or to register for the Manifesting More Mastermind, visit bit.ly/manifestingmoremastermind ******************* Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and /or “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* SUBSCRIBE ▶️ to my YouTube channel, Dr. Tammy Francis. www.youtube.com/DrTammyFrancis ✅Turn on your NOTIFICATIONS

AIMEE EVAN, Ph.D, a Senior Research Associate and School Improvement Specialist at West-ed, will join us to discuss the world of education, as well as her new book, "Student Centered School Improvement". FROM HER BIO at WestEd.org "Aimee Evan is committed to equity in education for all students. As a Senior Research Associate and School Improvement Specialist at WestEd, Evan works at the intersection of research, evaluation, and technical assistance. Evan designs and leads evaluations, program reviews, and successful technical assistance projects with schools, districts, authorizers, and states to expand their capacity to use data and research to improve outcomes. She developed a series of technical assistance solutions for teachers and leaders, including an onsite learning lab for effective data use, with training and coaching, for teachers and administrators. Evan has co-authored the adaptation of the federally funded Center on School Turnaround's Four Domains for Rapid School Improvement to the charter sector and, through the National Charter School Resource Center, leads a portfolio of research to identify early indicators of charter school distress. Recently, Evan led a case study on the impact of best practices leading to school improvement efforts in charter schools, creating a video and toolkit for practitioners to learn about the practices found to be effective in improving school and student outcomes. Partnering with state leaders in the Mid-Atlantic region, Evan guided teams in articulating vision and goals for college and career readiness and determine related milestones and progress indicators. Evan received her Ph.D. in K–12 administration, master's in Teaching, and bachelor's in political science. She started her career in education as a middle school special education teacher." www.wested.org

AIMEE EVAN, Ph.D, a Senior Research Associate and School Improvement Specialist at West-ed, will join us to discuss the world of education, as well as her new book, "Student Centered School Improvement". FROM HER BIO at WestEd.org "Aimee Evan is committed to equity in education for all students. As a Senior Research Associate and School Improvement Specialist at WestEd, Evan works at the intersection of research, evaluation, and technical assistance. Evan designs and leads evaluations, program reviews, and successful technical assistance projects with schools, districts, authorizers, and states to expand their capacity to use data and research to improve outcomes. She developed a series of technical assistance solutions for teachers and leaders, including an onsite learning lab for effective data use, with training and coaching, for teachers and administrators. Evan has co-authored the adaptation of the federally funded Center on School Turnaround's Four Domains for Rapid School Improvement to the charter sector and, through the National Charter School Resource Center, leads a portfolio of research to identify early indicators of charter school distress. Recently, Evan led a case study on the impact of best practices leading to school improvement efforts in charter schools, creating a video and toolkit for practitioners to learn about the practices found to be effective in improving school and student outcomes. Partnering with state leaders in the Mid-Atlantic region, Evan guided teams in articulating vision and goals for college and career readiness and determine related milestones and progress indicators. Evan received her Ph.D. in K–12 administration, master's in Teaching, and bachelor's in political science. She started her career in education as a middle school special education teacher." www.wested.org

Today I get to be in conversation with two scholars who have been working hard to help us think about how partnerships can lead to educational justice. My guests are Dr. Bill Penuel and Dr. Ann Ishimaru. Bill is the Distinguished Professor of Learning Sciences & Human Development in the School of Education and a faculty member at the Institute of Cognitive Science at the University of Colorado Boulder.  Ann is the Bridge Family Associate Professor in the College of Education and the Director of the Just Ed Leadership Institute at the University of Washington.  Works cited: Farrell, C. C., Penuel, W. R., Allen, A., Anderson, E. R., Bohannon, A. X., Coburn, C. E., & Brown, S. L. (2022). Learning at the Boundaries of Research and Practice: A Framework for Understanding Research–Practice Partnerships. Educational Researcher, 51(3), 197–208. https://doi.org/10.3102/0013189X211069073 Farrell, C. C., Singleton, C., Stamatis, K., Riedy, R., Arce-Trigatti, P., & Penuel, W. R. (2023). Conceptions and Practices of Equity in Research-Practice Partnerships. Educational Policy, 37(1), 200–224. https://doi.org/10.1177/08959048221131566 Ishimaru, A. M. (2019). Just schools: Building equitable collaborations with families and communities. Teachers College Press. Ishimaru, A. M., & Bang, M. (2022). Designing with Families for Just Futures. Journal of Family Diversity in Education, 4(2), Article 2. https://doi.org/10.53956/jfde.2022.171

In this episode, we find out about alternative approaches to teaching mathematics. We explore how learning can be encouraged through spontaneous or planned conversations and by asking questions that drive discussions and the exchange of information.  Alex outlines how an entire class might approach a single maths problem, with students invited to share their strategies for solving the problem with the group. As guided by the teacher, the students' strategies are further discussed, explored, and critiqued to support mathematical understandings. Alex explains some of the inbuilt nuances to these approaches, such as allocated “think time”, collaborative conversations (also called number talks) and strategies that invite reasoning, thinking, curiosity and creativity. Exploring these more social approaches to mathematics education, we dive right in and enjoyably explore a short, worked example: the experience of adding two numbers followed by sharing and further discussion on my strategy.  We chat about student enthusiasm for maths and the realities of everyday number anxiety. Alex offers insights into the ongoing conversation points of teaching maths, such as explicit instruction and inquiry-based, social, collaborative and integrated approaches to teaching and learning, and the importance of finding an ideal balance of these approaches and strategies.  Alex talks about her ongoing research and the emerging global maths and play movement, which encourages the value of mathematics in school and everyday society. Links: twitter.com/HumanEd_Au  https://www.alexbox.com.au/  https://mathsplay.org/ https://www.youcubed.org/ https://www.wiley.com/en-au/Mindset+Mathematics-c-5161 https://www.mathsteachercircles.org/

Bios Featured in this episode: heath pearson, Assistant Professor, Department of Anthropology Amanda Phillips, Associate Professor, Departments of English, Women's and Gender Studies, Film & Media Studies, and American Studies Sivagami Subbaraman, Adjunct Professor, Department of Performing Arts; Former Founding Director for LGBTQ Resource Center (2008-2021) Elizabeth Velez, Adjunct Professor, Prisons and Justice Initiative; Professional Lecturer, Women's Studies Program Georgetown Resources LGBTQ Resource Center at Georgetown Women's and Gender Studies ResearchGuide- GU Library LGBTQ+ & Queer Studies Research Guide - GU Library LGBTQ History at Georgetown - GU Library Center for New Designs in Learning and Scholarship (CNDLS) The Prospect blog Additional Research/Scholarship Berheide, C. W., Carpenter, M. A. & Cotter, D. A. (2022). Teaching College in the Time of COVID-19: Gender and Race Differences in Faculty Emotional Labor. Sex Roles, 86, 441–455. Cheryan, S., Plaut, V. C., Davies, P. G., & Steele, C. M. (2009). Ambient belonging: How stereotypical cues impact gender participation in computer science. Journal of Personality and Social Psychology, 97, 1045–1060. http://dx.doi.org/10.1037/a0016239 Chin, M. J., Quinn, D. M., Dhaliwal, T. K., & Lovison, V. S. (2020). Bias in the Air: A Nationwide Exploration of Teachers' Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes. Educational Researcher, 49(8), 566–578. https://doi.org/10.3102/0013189X20937240 Davis, H.F.. (2017). Beyond trans: Does gender matter? New York: NYU Press. Good, C. , Rattan, A. & Dweck, C. S. (2012). Why Do Women Opt Out? Sense of Belonging and Women's Representation in Mathematics. Journal of Personality and Social Psychology, 102(4), 700-717. doi: 10.1037/a0026659. Harbin, B. (2016). Teaching beyond the gender binary in the university classroom. Updated by Roberts, L.M. et al., (2020). Vanderbilt Center for Teaching. Retrieved [2/9/23] from: https://cft.vanderbilt.edu/guides-sub-pages/teaching-beyond-the-gender-binary-in-the-university-classroom/ For more research, visit our episode webpage.

In this episode, Kelsie and Brooke get beyond content in the curriculum, to HOW we teach in the classroom to be inclusive of all learners. This introductory episode is the beginning of a theme for Season 3. Stay tuned for more. Dozens of FREE inquiry-based lesson plans for teachers at www.remedialherstory.com Get bonus episodes and behind the scenes at www.patreon.com/remedialherstory SHOP gear at www.remedialherstory.com Bibliography American Historical Association. “Guidelines for the Preparation, Evaluation, and Selection of History Textbooks (2018).” American Historical Association. Last modified June 2018. https://www.historians.org/jobs-and-professional-development/statements-standards-and-guidelines-of-the-discipline/guidelines-for-the-preparation-evaluation-and-selection-of-history-textbooks. Hansen, Michael, Elizabeth Levesque, Jon Valant, and Diana Quintero. “The 2018 Brown Center Report on American Education: How Well are American Students Learning?” Brown Center on Education Policy at the Brookings Institute. Last modified 2018. https://www.brookings.edu/wp-content/uploads/2018/06/2018-Brown-Center-Report-on-American-Education_FINAL1.pdf. Lumen Learning, “Gender Differences in the Classroom,” Educational Psychology, N.D., https://courses.lumenlearning.com/suny-educationalpsychology/chapter/gender-differences-in-the-classroom/. Karen Zittlemanand David Sadker, “Gender Bias in Teacher Education Texts: New (and Old) Lessons,” Journal of Teacher Education 53, no. 2 (March 2002): 168–80. https://doi.org/10.1177/0022487102053002008. Marina Bassi& Mateo Diaz, Mercedes & Blumberg, Rae & Reynoso, Ana, Failing to notice? Uneven teachers' attention to boys and girls in the classroom, IZA Journal of Labor Economics, 2018, 7. 10.1186/s40172-018-0069-4. Elizabeth J. Meyer, “Sex, Gender, and Education Research: The Case for Transgender Studies in Education,” Educational Researcher 51, no. 5 (June 2022): 315–23, https://doi.org/10.3102/0013189X211048870. Yakimowski, Mary E. “Demographics Characteristics and Career Paths for Social Studies Teachers in Secondary Schools: A Review of Literature,” University of Connecticut. N.D. http://assessment.education.uconn.edu/assessment/assets/File/Revised%20Soc%20Stud%20ASEPS%20final%20draft.pdf. Zittleman, Karen and David Sadker. “Gender Bias in Teacher Education Texts: New (and Old) Lessons.” Journal of Teacher Education 53, no. 2 (March 2002): 168–80. https://doi.org/10.1177/0022487102053002008. --- Support this podcast: https://anchor.fm/remedialherstory/support

Today my guest is Stefan Popenici, an Academic & Educational Researcher. In this episode we find out more about Stefan's early studies and learning in educational psychology including the cultural and educational value of folk tales and mythology. We also chat about the intriguing and emerging phenomenon of Artificial Intelligent (AI), and its implications for education. We explore Stefan's recent research publication, a book called Artificial Intelligence and Learning Futures: Critical Narratives of Technology and Imagination in Higher Education. As part of this, we discuss the concept of intelligence and how information might be closely linked to, but might also quite disconnected from, meaning and understanding. We chat about the role of assessment, as well as some of the contexts in which AI might be used, the ideologies that inform and influence these technologies, and with this, some of the associated risks, possibilities, and opportunities. Of course, central to our conversation is the importance and value of human factors. Links: https://www.linkedin.com/in/popenici/ https://popenici.org/ https://orcid.org/0000-0002-0323-2945 https://www.taylorfrancis.com/books/mono/10.4324/9781003266563/artificial-intelligence-learning-futures-stefan-popenici

Mike Hoa Nguyen, assistant professor of education, faculty affiliate at the Institute for Human Development and Social Change, and faculty affiliate at the Metropolitan Center for Research on Equity and the Transformation of Schools at New York University, leads the conversation on affirmative action. FASKIANOS: Thank you. Welcome to CFR's Higher Education Webinar. I'm Irina Faskianos, Vice President of the National Program and Outreach at CFR. Today's discussion is on the record, and the video and transcript will be available on our website, CFR.org/academic. As always, CFR takes no institutional positions on matters of policy. We are delighted to have Mike Hoa Nguyen with us to discuss affirmative action. Dr. Nguyen is assistant professor of education at New York University's Steinhardt School of Culture, Education, and Human Development. He's also a faculty affiliate at NYU's Metropolitan Center for Research on Equity and the Transformation of Schools and a faculty affiliate at NYU's Institute for Human Development and Social Change. Additionally, Dr. Nguyen is a principal investigator of the Minority Serving Institutions Data Project. And prior to coming to NYU he was at the University of Denver. He has extensive professional experience in the federal government and has managed multiple complex, long-term intergovernmental projects and initiatives, focusing on postsecondary education and the judiciary and has published his work widely, including in Educational Researcher, The Journal of Higher Education, and The Review of Higher Education. So Mike, thanks very much for being with us today to talk about affirmative action. Could you give us an overview of where we are, the history of affirmative action, where we are now, and examples of criteria that are used by different institutions? NGUYEN: Well, hello. And thank you so much, Irina. And also thank you to the Council on Foreign Relations for having me here today. It's a real honor. And thank you to many of you who are joining us today out of your busy schedules. I'm sure that many of you have been following the news for Harvard and UNC. And, of course, those cases were just heard at the Supreme Court about a month ago, on Halloween. And so today thank you for those questions. I'd love to be able to spend a little bit of time talking about the history of sort of what led us to this point. I also recognize that many joining us are also experts on this topic. So I really look forward to the conversation after my initial remarks. And so affirmative action, I think, as Philip Rubio has written, comes from centuries-old English legal concept of equity, right, or the administration of justice according to what is fair in a particular situation, as opposed to rigidly following a set of rules. It's defined by the U.S. Civil Rights Commission in 1977 as a term that is a broad—a term, in a broad sense, that encompasses any measure beyond a simple termination of discriminatory practice adopted to correct for past or present discrimination or to prevent discrimination from recurring in the future. Academics have defined affirmative action simply as something more than passive nondiscrimination, right. It means various organizations must act positively, affirmatively, and aggressively to remove all barriers, however informal or subtle, that prevent access by minorities and women to their rightful places in the employment and educational institutions of the United States. And certainly one of the earliest appearances of this term, affirmative action, in government documents came when President Kennedy, in his 1961 executive order, where he wrote that the mandate stated that government contractors, specifically those that were receiving federal dollars to, quote, take affirmative action to ensure that applicants are employed and employees are treated during employment without regard of their race, creed, color, or national origin. Certainly President Kennedy created a committee on equal employment opportunity to make recommendations for this. And then later on President Johnson later expressed—I'm sorry—expanded on President Kennedy's approach to take a sort of more active antiracist posture, which he signaled in a commencement speech at Howard University. In the decades following, of course, political-legal attacks have rolled back on how affirmative action can be implemented and for what purposes. So in admissions practices at U.S. colleges and universities today, really they can only consider race as one of many factors through a holistic process or holistic practices if so-called race-neutral approaches to admissions policies have fallen short in allowing for a campus to enroll a racially diverse class in order to achieve or reap the benefits of diversity, the educational benefits of diversity. Federal case law established by the courts have affirmed and reaffirmed that colleges may only consider race as one of many factors for the purposes of obtaining the educational benefits in diversity. So starting with the Bakke decision in the late 1970s, the Court limited the consideration of race in admissions and replaced the rationale for the use of race, specifically the rationale which was addressing historic and ongoing racism or systemic and racial oppression, instead in favor of the diversity rationale. So, in other words, if a college or university wishes to use race in their admissions, they can only do so with the intention of enhancing the educational benefits of all students. It may not legally use race as a part of their admissions process for the purpose of acknowledging historical or contemporary racism as barriers to equity in college access. If we fast-forward to something more recent, the two cases out of Michigan, the Grutter and Gratz case, what we saw there were really—significant part of the discussions of these two cases were really informed and conversations really about the educational benefits of diversity. That was really a key aspect of those cases. Lawsuits challenging the use of race in college admissions after those two cases now can sort of be traced to Edward Blum, a conservative activist, and his organization, Students for Fair Admission, or SFFA. So Blum has really dedicated his life to establishing what he calls a colorblind American society by filing lawsuits with the goal of dismantling laws and policies seeking to advance racial justice. This includes redistricting, voting rights, and, of course, affirmative action. So in 2000—in the 2000s, he recruited Abigail Fisher to challenge the University of Texas in their admissions program. The Court, the Supreme Court, ultimately ruled in favor of Texas in the second Fisher case—Fisher II, as we call it. And so that's actually where we saw Ed Blum alter his tactics. In this case he established SFFA, where he then purposefully recruited Asian Americans as plaintiffs in order to sue Harvard and UNC. So the cases now at Harvard—are now certainly at the Supreme Court. But one sort of less-known case that hasn't got a whole lot of attention, actually, was—that was sort of on the parallel track, actually originated from the U.S. Department of Justice more recently, during the Trump administration, which launched an investigation into Yale's admissions practices, which also focus on Asian Americans. And this was around 2018, so not too long ago. And certainly Asian Americans have been engaged in affirmative action debate since the 1970s. But these lawsuits have really placed them front and center in sort of our national debate. And so I think it's really important to also note that while empirical research demonstrates and shows that the majority of Asian Americans are actually in support of affirmative action, a very vocal minority of Asian Americans are certainly opposed to race-conscious admissions and are part of these lawsuit efforts. But interestingly enough, they've received a large and disproportionate share of media attention and sort of—I stress this only because I think popular press and media have done a not-so-great job at reporting on this. And their framing, I think, sometimes relies on old stereotypes, harmful stereotypes, about Asian Americans, and written in a way that starts with an assumption that all Asian Americans are opposed to affirmative action when, again, empirical research and national polls show that that's certainly not the case, right, and much more complex than that. But anyway, so back to what I was saying earlier, in sort of the waning months of the Trump administration the Department of Justice used those investigations into Yale to file a lawsuit charging that Yale in its admissions practices discriminates against Asian Americans. This lawsuit, the DOJ lawsuit, was dropped in February of 2021 when President Biden took office. So in response to that, SFFA submitted its own lawsuit to Yale based upon similar lines of reasoning. So I think what's—why bring this up? One, because it doesn't get a lot of attention. But two, I think it's a really interesting and curious example. So in the Yale case, as well as in the previous DOJ complaint, Ed Blum notes specifically that they exclude Cambodian Americans, Hmong Americans, Laotian Americans, and Vietnamese Americans from the lawsuit, and thus from his definition of what and who counts as Asian American. I think this intentional exclusion of specific Southeast Asian American groups in Yale, but including them in Harvard, is a really interesting and curious note. I've written in the past that, sort of at the practical level, it's a bit—it's not a bit—it's a lot misleading. It's manipulative and advances a bit of a false narrative about Asian Americans. And I think it engages in what we call sort of a racial project to overtly reclassify the Asian American racial category, relying again on old stereotypes about Asian American academic achievement. But it also sort of counters state-based racial and ethnic classifications used by the Census Bureau, used by the Department of Education, used by OMB, right. It does not consider how Southeast Asian Americans have been and are racialized, as well as how they've built pan-ethnic Asian American coalitions along within and with other Asian American subgroups. So the implications of this sort of intentional racialized action, I think, are threefold. First, this process, sort of trying to redefine who is Asian American and who isn't, demonstrates that SFFA cannot effectively argue that race-conscious admissions harms Asian Americans. They wouldn't be excluded if that was the case. Second, it illustrates that Ed Blum and his crusade for sort of race—not using race in college admissions is actually really not focused on advancing justice for Asian Americans, as he claims. And then finally, I think that this maneuver, if realized, will really disenfranchise educational access and opportunity for many Asian Americans, including Southeast Asian Americans and other communities of color. Of course, this case hasn't received a lot of attention, given that we just heard from Harvard and UNC at the Supreme Court about a month ago. But I think it provides some really important considerations regarding the upcoming Supreme Court decision. Nonetheless the decision for Harvard and UNC, we're all sort of on pins and needles until we hear about it in spring and summer. And I was there in Washington for it, and so what I'd actually like to do is actually share some interesting notes and items that sort of struck out to me during the oral arguments. So I think in both cases we heard the justices ask many questions regarding the twenty-five-year sunset of using race in college admissions, right, something that Justice O'Connor wrote in the Michigan case. I think the solicitor general, Solicitor General Prelogar's response at the conclusion of the case was really insightful. She said—and I'm sort of paraphrasing here about why we—in addressing some of the questions about that twenty-five-year sunset, she basically said that society hasn't made enough progress yet. The arc of progress is slower than what the Grutter court had imagined. And so we just suddenly don't hit 2028—that's twenty-five years from the decision—and then, snap, race is not used in college admissions anymore. There was also a lot of discussion regarding proxy approaches to so-called race-neutral admissions, right, yet still being able to maintain some or similar levels of racial diversity. I think what we know from a lot of empirical research out there is that there's really no good proxy variables for race. Certainly Texas has its 10 percent plan, which really only works to a certain extent and does not actually work well for, say, private schools that draw students from across all fifty states and the territories in the Caribbean and the Pacific. And again, as the solicitor general stated, it doesn't work well for the service academies either, for really similar reasons. I do think the line of questioning from the chief justice again related to what sounded like a carveout exemption for our U.S. military schools, our service academies. What's really interesting, and might be of actually specific interest for the CFR community, of course, our service academies practice affirmative action and are in support of it. And this was also argued in an amicus brief written by retired generals and admirals. And they argued that race-conscious admissions is necessary to build a diverse officer corps at both the service academies as well as ROTC programs at various universities across the country, which, in their words, they say builds a more cohesive, collaborative, and effective fighting unit, especially, quote, given recent international conflicts and humanitarian crises which require our military to perform civil functions and call for heightened cultural awareness and sensitivity in religious issues. And so, to a certain extent, I think that same line of logic can also be extended to, for example, our diplomatic corps, and certainly many corporations. We also saw briefs from the field of medicine, from science and research, have all written in support of race-conscious admissions, along the same sort of pipeline issues as their companies and organizations. And they argue that their work benefits from a highly educated, diverse workforce. But what was interesting, was that there wasn't much discussion about Asian Americans. It was only brought up sort of a handful of times, despite the fact that certainly that's sort of the origin story of the sets of lawsuits. And perhaps—to me perhaps this is simply an indication that the case was really never about Asian Americans from the beginning. And certainly the finding from the district court shows that Asian Americans are not discriminated in this process at Harvard. And so we will all sort of see how the Court rules next year, if they uphold precedent or not, and if they do not, how narrow or how broad they will go. Justice Barrett did have an interesting question in the UNC part of the case about affinity groups and affinity housing on campus. So, for example, my undergraduate alma mater, UC Berkeley, has this for several groups. They have affinity housing for Asian Americans, African Americans, Native Americans, women in STEM, the LGBTQ+ community, Latinx students, among many, many others, actually. So I think a possible area of concern is if they go broad, will we see a ban on these types of race-based practices on campus? Would that impact sort of thinking about recruitment efforts? So these so-called race-neutral approaches, sort of recruitment and outreach services for particular communities. Or would that impact something like HBCUs and tribal colleges, HSIs and AANAPISIs, or other MSIs? How does that all fit in, right? I think that line of questioning sort of sparked a bit of concern from folks and my colleagues. But I think, though, in conversation, we don't think the Court has really any appetite to go that far. And I'm certainly inclined to agree. But end of the day, that line of questioning was rather curious. And so, with that, I thank you for letting me share some of my thinking and about what's going on. And I would really love to be able to engage in conversation with all of you. FASKIANOS: Wonderful. Thank you so much. And we'd love to hear now from you all questions and comments, and if you could share how things are happening on your campuses. Please raise—click on the raised-hand icon on your screen to ask a question. If you're on an iPad or tablet, you can click the More button to access the raised-hand feature. I'll call on you, and then accept the unmute prompt, state your name and affiliation, followed by your question. You can also submit a written question in the Q&A box or vote for questions that have been written there. And if you do write your question, it would be great if you could write who you are. I'm going to go first to a raised hand, Morton Holbrook. And there you go. Q: I'm there, yeah. Morton Holbrook from Kentucky Wesleyan College in Kentucky. Thanks, Professor Nguyen. Sort of a two-part question here. One is, how do you reconcile apparent public support for affirmative action with the number of states, I think ten or twelve states, that have banned affirmative action? Are their legislators just out of touch with their people, or what? And the second part is, a recent article in the Washington Post about UC Berkeley's experience, where the number of African American students simply plummeted down to about 3 percent, and at the same time that campus is still very diverse in other respects. Have you made a study of all the states that have banned affirmative action? Have they all had that same result with regard to African Americans? Or where does that stand? Thank you. NGUYEN: Thank you. Thank you for the really excellent question. I think it's about—I think you're right—around nine, ten or so states that have banned affirmative action. You know, I'll be completely honest with you. I'm really just familiar with the bans that were instituted both in California and in Michigan, and those were through state referendums, right, and not necessarily legislature. So in this case, this is the people voting for it. And so I think that's a really tough nut to crack about how do you reconcile these bans at the state level versus sort of what we see at the national level. And so I think this is sort of the big challenge that advocates for racial equity are facing in places like California. They actually tried to repeal this in California recently, in the last decade. And again, that failed. And so I think part of the issue here is there's a whole lot of misinformation out there. I think that's one key issue. I sort of said in my opening remarks there that, at least in some of the popular media pieces today about these cases, the way Asian Americans are sort of understood and written about is really not aligned with a lot of the rich empirical research out there that shows quite the contrary, as well as sort of historical research that shows quite the contrary. And so I think there's a lot of public opinion being formulated as well as, again, just sort of misinformation about the topic that might be leading folks to think one way or another. To your second question about UC Berkeley, my alma mater, you're right. After that Prop 209 ban, you saw a huge decline in undergraduate enrollment, specifically of African American students. And so Berkeley has been trying every which way to figure out a race—a so-called race-neutral approach in order to increase those numbers. And I think they are trying to—they are really trying to figure it out. And I think that's why UC Berkeley, UCLA, other institutions submitted amicus briefs in support of Harvard, in support of UNC, because they know that there are not a lot—when you can't use race, that's a result that you end up with. And that's because there are just not good proxy variables for race. SES or economic status is often talked about a lot. That again isn't a good variable. Geography can—to a certain extent can be used. All these can sort of certainly be used in some combination. But again, they do not serve well as proxy variables. And I think that's why we see those numbers at Berkeley. And I think that's why Berkeley was so invested in this case and why all those campus leaders submitted amicus briefs in support of Harvard and UNC. FASKIANOS: Thank you. I'm going to take the next written question or first written question from Darko Spasevski, who's at the University of Skopje, North Macedonia: Do you think that in order to have successful affirmative actions in the higher education this process should be followed by affirmative actions in the workplace? Are the benefits—if the affirmative actions are only promoted at the level of higher education but are not at the same time continuing at the workplace? I guess it would be the opposite. Is it—you know, basically, should affirmative action be promoted in the workplace as well— NGUYEN: Yeah, I think— FASKIANOS: —once you get past the higher education? NGUYEN: Got it. Yeah, I think I understand that question. Actually, this was something that came up during this recent Supreme Court case. Again, the solicitor general was talking about specifically the briefs from the retired generals and admirals, as well as from various executives and corporations, talking about how affirmative action is so important at the university level because then it helps build a pipeline to recruit folks to work at those organizations or serve in the military, as well as that it trains all students, right, and lets them access and achieve the benefits of diversity and use that in their future employment, which research from areas of management show that that increases work productivity. It increases their bottom line, et cetera, et cetera. And so actually, in that argument, the—I think it was Justice Alito that asked, are you now arguing for this in the private sector, in corporations? And the solicitor general quickly said no, no. The context of this lawsuit is specifically or the position of the United States is specifically just focused here on higher education. And I think that certainly is relevant for this conversation today, as well as sort of my own area of expertise. But I think my colleagues in the areas of management and a lot of that work shows, I think, similar types of results that, when you have diverse workforces, when you have folks who can reap the benefits of diversity interactions, interracial interactions, then there are certainly a lot of benefits that come from that, in addition to creativity, work efficiency, so many things. And so, again, I'm not here to sort of put a position down regarding affirmative action in professional settings, only because that's not my area of expertise. But certainly other areas of research have pointed in similar directions as what's sort of shown in the higher-education literature. FASKIANOS: (Off mic) Renteln? And let's see if you can unmute yourself. If you click on the unmute prompt, you should be able to ask your question. Not working? Maybe not. OK, so I will read it. So— Q: Is it working now? FASKIANOS: It is, Alison. Go ahead. Q: Thank you. I'm sorry. It's just usually it shows me when I'm teaching. Thank you for a really interesting, incisive analysis; really enjoyed it. I wanted to ask about whether it's realistic to be able to implement policies that are, quote, race-neutral, unquote, given that people's surnames convey sometimes identities, ethnic and religious identities, and also activities that people participated in in professional associations. And when people have references or letters of recommendation, information about background comes out. So I'm wondering if you think that this debate really reflects a kind of polarization, a kind of symbolitics, and whether, while some worry about the consequences of the Supreme Court's decisions, this is really something that's more symbolic than something that could actually be implemented if the universities continue to be committed to affirmative action. NGUYEN: Really great question. Thank you so much for asking it. This was actually a big chunk of the conversation during oral arguments for both at UNC and both at Harvard, right. The justices were asking, so how do you—if you don't—and this was sort of the whole part about when they were talking about checking the box, checking sort of your racial category during the application process. And so they asked, if you get rid of that, what happens when students write about their experiences in their personal statements or, as you said, recommenders in their letters in about that? And so this was where it got really, really—I think the lawyers had a really hard time disentangling it, because for people of color, certainly a lot of their experiences, their racialized experiences, are inextricably linked to their race and their identity. And so removing that is, at an operationalized level, pretty hard to do and pretty impossible, right. So they actually had some interesting examples, like one—and so they're asking hypotheticals. Both lawyers—both the justices on all the various spectrum of the Court were asking sort of pointed questions. Where I think one justice asked, so can you talk about—can you talk about your family's experiences, particularly if your ancestors were slaves in the United States? And so the lawyers—this is the lawyer for SFFA saying that would not—we cannot use that. They cannot be used in admissions, because that is linked to their race. But can you—so another justice asked, can you talk about if, you know, your family immigrated to the United States? Can you—how do you talk about that? Can you talk about that? And the lawyers said, well, that would be permissible then, because that doesn't necessarily have to be tied to a racial group or a racial category. So again, it's very—I think what they were trying to tease out was how do you—what do you actually—what would actually be the way to restrict that, right? And so I guess, depending on how the justices decide this case, my assumption is or my hope is, depending on whatever way they go, they're going to—they will, one way or another, define or sort of place limits if they do end up removing the use of race. But I completely agree with you. Operationally, that's not an easy thing to do, right? And when do you decide what fits and what doesn't fit? And that will be the—that will be a big, big struggle I think universities will face if the courts ban the use of race in college admissions. FASKIANOS: Let me just add that Alison Dundes Renteln is a professor of political science at the University of Southern California. So I'm going to go to the next written question, from Clemente Abrokwaa at Penn State University: Do you think affirmative action should be redefined to reflect current social-demographic groups and needs? NGUYEN: Oh, that's such a fun question, and particularly for someone who studies race and racial formation in the United States. And so I—you know, this is—this is an interesting one. I think—I think sort of the way we think about—at least folks in my profession think about race versus sort of the way—the way it's currently accounted for in—by state-based classifications/definitions, those tend to be a little bit behind, right? That's normal and natural. But I think what we've seen in the United States over time is race has—or, racial classifications and categories have changed over time and continue to evolve, right? The Census—the Census Bureau has an advisory group to help them think through this when they collect this data. And so—and so I'll be honest with you, I don't have a good answer for you, actually. But I think—I think that certainly, given the fact that racial categories do shift and change over time and the meaning ascribed to them, we certainly need to take a—if we continue using approaches for—race- or ethnic-based approaches in college admissions, that's something that absolutely needs to be considered, right? But at the same time, it also means, as we think about sort of the future and what does that look like—and maybe, for example, here we're talking about folks who are—who identify as mixed race. But at the same time, we need to look historically, too, right? So we don't want to—the historical definitions and the way people would self-identify historically. And so I think—I think, certainly, the answer, then, would be—would be both, right? But what a fun question. Thanks for that question. FASKIANOS: I'm going to take the moderator prerogative here and ask you about: How does affirmative action in higher education in the United States relate to, you know, relations abroad? NGUYEN: Yeah. Well— FASKIANOS: Have you looked at that connection? NGUYEN: Sure. I think—I think that—I think that's really, really interesting. So something that we wrote in our amicus brief particularly regarding—it was sort of in response to SFFA's brief and their claim, which was about sort of why Asian Americans here were so exceptional in their—in their academic achievements. I think that's a—tends to be a big stereotype, model minority stereotype. That is how Asian Americans are racialized. So one thing that we sort of wrote in our brief was this actually is really connected to a certain extent, right—for some Asian American groups in the United States, that's linked to U.S. foreign policy and U.S. immigration policy about who from Asia is allowed to immigrate to the United States, what their sort of educational background and requirements are. And so I think when we think about the arguments being made in this lawsuit and the way Asian Americans are discussed, certainly one key aspect there is certainly connected to historic U.S. foreign policy, particularly around—as well as immigration policy, particularly around the 1965 Immigration Act. So certainly they are connected and they're linked. And something that we—that I wish more people could—more people would read our brief, I guess, and get a good understanding of, sort of to add to the complexity of this lawsuit. FASKIANOS: Great. I'm going to go back to Morton Holbrook. Q: Yes. Still here at Kentucky Wesleyan College. Speaking of amicus briefs, what do you think of the Catholic college brief from Georgetown University? Here we have a Court that's been very partial towards religious beliefs, and they're arguing that their religious beliefs requires them to seek diversity in college admissions. How do you think they'll fare in that argument? NGUYEN: Yeah. This was also brought up in—during oral arguments. I can't remember if it was during the UNC part or the Harvard part. And I'll be completely honest with you, I haven't read that brief yet. There's just so many and I wasn't able to read them all. But this was a really interesting—really interesting point that was sort of raised in the courts. And I don't—I don't—I don't have a good answer for you, to be completely honest. I'm not sure how they're going to, particularly given that these—that this Court seems to be very much in favor of religious liberty, right, how they would account for that amicus brief from the Catholic institutions. And so that will be an interesting one to watch and to see—to see how it's framed, and certainly it would be interesting if they played an outsized role in the justices' decision-making here. But great question. Great point to raise and something I'll add to my reading list for this weekend. FASKIANOS: So Alison Renteln came back with a question following on mine: Why are numerical quotas acceptable in other countries like India but not in the United States? NGUYEN: Yeah. Great, great question there. You know, also in other places like in Brazil. And so we, in fact, used to use numerical quotas before the Bakke decision. It was the Bakke decision, University of California v. Bakke, that eliminated the use of racial quotas, also eliminated the use of what I said earlier about sort of the rationales for why we can practice race-conscious admissions, which was it cannot be used to address historic racism or ongoing racism. In fact, the only rationale for why we can use affirmative action today as a—as a factor of many factors, is in order to—for universities to build campus environments—diverse campus environments of which there are benefits to diversity, the educational benefits of diversity that flows for all students. And so, yeah, it was the—it was the Supreme Court in the late 1970s that restricted the use of quotas among many other—many other rationales for the practice of race-conscious admissions. Thank you for that question. FASKIANOS: Great. And I'm going to go to next to raised hand from Emily Drew. Q: Great. Thank you. I'm listening in from Oregon, where I'm a sociologist. Thank you for all of these smart comments. My question is a little bit thinking out loud. What do you think about—it feels like there are some perils and dangers, but I'm hoping you'll reframe that for me, of some racialized groups like indigenous people saying, well, we're not a race anyway—we're tribes, we're nations—so that they're not subject to the ban on race-conscious practices, which, it's true, they're a tribe. They're also a racialized group. And so I'm struggling with groups kind of finding a political way around the ban or the potential ban that's coming, but then where does that leave us in terms of, you know, each group, like, take care of your own kind of thing? Can you just react a little bit to that? NGUYEN: Yeah. Thanks for that really wonderful question. Fascinating point about, yeah, the way to say: We're not a racial group. We're sovereign nations or sovereign tribes. I think what we're going to see, depending on how the courts go, are folks trying—schools potentially trying a whole host of different approaches to increase diversity on their campuses if they're not allowed to use some of these racial categories like they've been doing already, in a holistic approach. And so, yeah, that might be a fascinating way for indigenous communities to advance forward. I will say, though, there was one point, again, in the—during oral arguments where they started talking about sort of generational connections to racial categories. And so they're saying if it's my grandparents' grandparents' grandparents, right, so sort of talking almost about, like—at least the way I interpreted it, as sort of thinking about connecting one to a race via blood quantum. And so when does that—when does that expire, right? And so is it—is it—if you're one-sixteenth Native American, is that—does that count? So there was a short line of questioning about that, and I think the—I think the lawyer tried to draw a line in the sand about, like, at what point do you not go—what point does it count and when does it not count. And I think that's actually a bit of a misstep, primarily because that should be determined by the sovereign nation, by the tribe, about who gets to identify as that—as a member of that nation or that tribe and how they—I think—you know, I think, talking to indigenous scholars, they would say it's about how you engage in and how you live in it, rather than—rather than if it's just a percentage. So, again, those will be the tensions, I think, that will—that already exist, I should say, regardless of the Court decision. But a fascinating point about states sort of exercising indigenous law there to see if that would be a way to counter that. Certainly, I should—I should have said at the top of this I'm not trained as a lawyer. And so I have no idea how that would be sort of litigated out, but certainly I imagine all different entities will find ways to move through this without—in various legal fashions. And I was talking to a colleague earlier today about this and he said something about at the end of the day this might be something that, if Congress decided to take up, they may—this would be an opportunity for Congress to take up, to maybe develop a narrow path for institutions. But certainly it's—the courts seem to be the favored way for us to talk about affirmative action. FASKIANOS: There's a written question from John Francis, who is a research professor of political science at the University of Utah: If the Court were to strike down affirmative action, would state universities give much more attention to geographic recruitment within their respective states and encourage private foundations to raise scholarship funds to support students of color who live in those areas? NGUYEN: Great, great question there. And I think that would be one of many things that universities are doing. We're seeing schools where the states have banned affirmative action do things like this, in Michigan and certainly in California. But to a certain extent, it actually doesn't work—I guess in California's context—that well. I think, if I'm not mistaken, the head of admissions for UC Berkeley said in one of many panels—he's wonderful, by the way—on one of many panels, like, that doesn't work very well in the California context because only so many schools have sort of that large concentration of African American students and for them to sort of go there and recruit out of that. So it's not a—the sort of geographic distribution is not so easy and clean cut as—I think as one would normally perceive. And so it actually develops a big, big challenge for state institutions, particularly state flagship institutions, in particular geographic contexts. Now, I don't know if that's the case, say, in other parts of the country. But certainly within the UC system, that seems to be a prevailing argument. And I think more than ever now, everyone has been looking to the UC system for insight on what they—on how to approach this if the courts decide next year to ban the use of race. I should also admit that—or, not admit, but proudly declare that I'm a product of the UC system. All of my postsecondary education is from those schools. And so I know that this has been a constant and ongoing conversation within the UC system, and I imagine that will be the case for schools both public and private across the country. But I think part of that calculation then requires institutions to think about not just from private donors, but really from state legislatures as well as the institutions themselves have to really think about how they want to dedicate resources to achieving diversity if they don't—if they're unable to use race. I think a tremendous amount of resources. So, to a certain extent, it's going to make institutions put their money where their mouth is. And so we'll see if that—this will all be interesting areas to investigate, depending on how the courts decide come next year. FASKIANOS: There's a raised hand or there was a raised hand from Jeff Goldsmith. I don't know if you still have a question. Q: Yeah. So I've been trying to figure out exactly how I might want to pose this question, but I was struck by—sorry, this is Jeff Goldsmith from Columbia University. I was struck by the line of questioning that you mentioned from Justice Barrett about affinity housing and your thoughts about how narrow or far-reaching a decision striking down affirmative action might be. And I guess it seems like there is the potential for at least some gray area. And you know, we run things like summer research programs that are intended to bolster diversity. There are in some cases—you just sort of mentioned the scholarship opportunities focused on increasing the number of students from underrepresented backgrounds. And I guess I'm just sort of curious if you have any speculation about how narrow or far-reaching a decision might be. NGUYEN: Thanks for that question. Yeah. So I think this was—we—prior to the—to oral arguments, people had sort of talked about this a little bit. Would this be consequential? And I—in fact, the day before—the day before oral arguments, I was on a different panel and I sort of brought this up. And actually, a federal judge in the audience came up to me afterwards and said, you know, I don't think the Court's got a lot of appetite for that. And I said, hey, I completely agree with you, but certainly, you know, we've—in recent times we've seen the Court do more interesting things, I guess, if you'll—if I can use a euphemism. And so—and so, it almost feels like everything's on the table, right? But I think, generally speaking, I'm inclined to agree that if the courts strike down race-conscious admissions, they will do it in a very narrow and highly-tailored way. That was my feeling going in. That was my feeling on October 30, right? Then, on Halloween—October 31—while listening to the—to the oral arguments, you had that very short exchange between Justice Barrett, specifically during the UNC case, ask about affinity groups and affinity housing, and it felt like it sort of came out of left field. And not—and so I think that raised some curiosity for all of us about what—about why that was a line of questioning. But nonetheless, I think at least my—I've never been a gambling person, but if I were I would say that if they do strike it down that I think the justices wholesale don't—I don't think they would have a large appetite to do something so broad and sweeping like that. At least that's my hope, if that's the direction we're moving in. But I guess that's why I said earlier that we're sort of all on pins and needles about that. And if that is struck down, then I think that's got a lot of consequences for scholarships, recruitment programs, summer bridge programs, potentially minority-serving institutions, and all of the above. So, yeah, I—again, it seems like that's a big reshaping of postsecondary education, not just in admissions but sort of the way they operate overall. And I don't know if that would happen so quickly overnight like that. But that, at least, is my hope. FASKIANOS: (Off mic.) There you go. Q: (Laughs.) Thank you so much for your talk. Clemente Abrokwaa from Penn State University. And my question is, right now there is a push for diversity, equity, and inclusion in many areas. How is that different from affirmative action? NGUYEN: Well, great question. And actually, that's a really difficult one for me to answer only because I think if we were to go and ask ten people on the street what did we mean by diversity, equity, and inclusion, everyone would give you sort of a very different and potentially narrow or a very broad definition of what it means, right? But I think with respect to affirmative action, particularly in a higher-education context, it is specifically about college admissions, specifically about admissions and how do you review college admissions. And in this case here, there is a very narrow way in which it can—it can be used for race—in this case for race, that it's got to be narrowly tailored, that it can only be a factor among a factor in a broad holistic approach, that you can't use quotas, that it can't be based on rectifying previous or historical racism, and that the only utility for it is that it is used to create learning environments where there are educational benefits that flow from diversity and the interactions of diversity. Versus, I think, broader conversations about DEI, while of course centered on admissions, right, which is sort of one of many dimensions in which you achieve DEI, right? We like to think that—and I'm going to be sort of citing a scholar, Sylvia Hurtado, out of UCLA, who argues that, admissions help contribute to one dimension, which is the composition of a university, the sort of just overall demographics and numbers of that university. But there are many other dimensions that are important in order to create learning environments in which we can achieve DEI-related issues. That means that we have to look at the institution and the way it's acted historically and contemporarily. We have to look at behavioral interactions between people on a university. There are psychological dimensions, among many others. And so that's how I think about it. I think that's how at least my area of scholarship and in our academic discipline we think about it and for folks who study education think about it. And so hopefully that answers your question. And, yeah, hopefully that answers your question. FASKIANOS: I'm going to take the next question from Alison Renteln: What policies appear to be the best practices to increase diversity at universities, including disability? And what are the best practices from other countries? NGUYEN: Oh, wow, that's a really good question. So we—you know, I think—I think a lot of other countries use quotas. Brazil might be sort of the example that most folks think about when they think about the way affirmative action's practiced abroad. And certainly that's not something that we can do here in the United States. So that's—that—really, really important consideration. Sort of other practices that I think that are—that are not sort of the ones that are narrowly tailored by the courts are what I said earlier about sort of what the UC system has to really do and has to really grapple with, right, are using every sort of—everything that they can think of under the sun to go out and try to do outreach and recruit and build those pipelines throughout the entire education system. There's been some work by some wonderful folks in our field—Dominique Baker, Mike Bastedo—who looked at even sort of just a random sampling, if you were able to do a lottery system, and that has actually found that that doesn't actually increase diversity either, and so—racial diversity either. And so I think that's—so, again, this all points to how crucial affirmative action is in being able to use race in order to achieve compositional diversity on a college campus, and that other proxy variables just don't even come close to being able to help estimate that. And so, yeah, that's—I should also note that really, we're only talking about a dozen or so schools. Oh, I'm sorry, more than a dozen, but a handful of schools that this is really a big issue for. Most schools in the United States don't necessarily—are not at this level of selectivity where it becomes a big issue of concern for the national public. Nearly half of all of our college-going students are at community college, which tend to be open-access institutions. And so something also to keep in mind when we talk about affirmative action. FASKIANOS: Thanks. We only have a few minutes left. Can you talk a little bit more about the work of NYU's Metropolitan Center for Research on Equity and the Transformation of Schools? NGUYEN: Yeah. So I'm a faculty affiliate there, and maybe I'll preface by saying I'm new to NYU. I just came here from the University of Denver, and so I'm still learning about every wonderful thing that Metro Center is doing. It's led by a wonderful faculty member here named Fabienne Doucet and really focused on sort of a handful of pillars—certainly research on education, but also a real big tie for communities. So real direct engagement with schools, school systems in order to advance justice in those schools. And so they have a lot of contracts with school districts and public entities, as well as nonprofit groups that come in and work as an incubator there on a host of issues. And so I think the work there is really exciting and really interesting. It tends to be—and I should say also very expansive. So the whole sort of K-12 system, as well as postsecondary. And I think that's the role that I'm looking to play there, is to help contribute to and expand their work in the postsecondary education space. FASKIANOS: Great. And maybe a few words about your other—you have many, many hats. NGUYEN: Oh. (Laughs.) FASKIANOS: NYU's Institute for Human Development and Social Change. NGUYEN: Yeah. They do some really wonderful, interesting work. And it's really, actually, a center and a space for faculty to come in and run a lot of their research projects, including my own, which is the MSI Data Project, where we are looking at all the various different types of minority-serving institutions in the United States, how they change over time, and how the federal government thinks about them and accounts for them, as well as how do the schools themselves think about them, all with the goal here in order to work with students of colors and give them access and opportunity. I should say, depending on how you count them, MSIs enroll a huge and significant proportion of all students of color, almost half, in the country, despite making up such a small percentage, about 20 percent, of all college and universities. And so this is—certainly when we talk about affirmative action, we—I think a lot of folks center it around racial justice or social justice. I think sort of the other side of the same coin here are schools like minority-serving institutions which enroll and provide access to and graduate a really significant proportion and number of students of color and certainly an area that we need to bring a lot more attention to when we talk about issues of race and education. FASKIANOS: OK, I'm going to take one—try to sneak in one last question from John Francis, who's raised his hand. You get the last one, John. Q: OK, can you hear me? FASKIANOS: We can. Q: Oh, that's great. So my question is—has a certain irony to it, but there's been a great deal of discussion of late that men are not succeeding in college, but that women are, and that certainly should be encouraged, but also there should be ways to find perhaps even changing when people start out in elementary school how that may be shifted to help men later on. And in this discussion, when we're looking at that issue and it's gaining some latitude, some strength, should we think about that as a possible consideration that universities should have greater latitude in making decisions to reflect the current set of demographic issues, be it race or gender or others? Has this argument come to play any kind of role? NGUYEN: Great question and a good last one, and if I can be completely honest, not an area that I'm—gender-based issues are not an area that I've done a whole lot of work in, if really any work, but I will attempt to answer your question as best as I can here, which is, I think—and sort of connected to sort of the larger conversation and question that we had that someone posed earlier about sort of the complexity and changing nature of racial and ethnic categories and what does that mean, and how do universities address that? And I think this is again where it requires universities to have some flexibility and nimbleness and autonomy to be able to address a lot of these issues, including what you're talking about, John, depending on the context and the times in which we are in. You know, certainly one big area also connected to—for men in postsecondary education is sort of the huge gap we see for men of color from particular groups, and really we see foundations, we see the Obama administration really play—invest in this work. So, John, from what it sounds like, it sounds like I agree with you here about—that universities need flexibility and autonomy to be able to address these issues. Now, that may—at the same time, we don't want to dismiss the fact that the experiences of women in postsecondary education—while certainly we see numbers increasing in enrollment in a lot of aspects, in certain disciplines we see a sharp decline; we see—in STEM and engineering fields, in the way those disciplines may be organized to sort of push out women. And so I think, again, this is why it requires some nimbleness and some autonomy from the universities to be able to design approaches to support students of different types of diversity on their campuses, in particular areas, disciplines, and majors. And so I think that's the—I think that's the challenge, is that we need to be a lot more intentional and think more precisely and run our analyses in ways that make sense for particular intersectional groups on campus and in the areas of which they're studying. So yeah, I think that's the—one of the big challenges that universities are facing today and certainly depending on how the courts rule, we'll see if that ends up restricting autonomy and removing tools or allowing those tools to remain for various types of targeted interventions for various minoritized groups. FASKIANOS: Wonderful. Well, Mike Nguyen, thank you very much for this terrific hour and to all of you for your questions and comments. This is really insightful and we appreciate it. Welcome to New York, Mike, your first New York—holidays in New York. So we will be resuming the series in January and we will be sending out also the lineup for our winter/spring semester of the Academic Webinar series, which is really designed for students, later this month. We do wish you all luck with administering finals this week and grading them and all those papers; I don't envy you all. We have different deadlines under—at the Council that we're working on right now, so it will be a busy month, but we hope that everybody enjoys the holidays. We will resume in January, in the new year, and I encourage you all to follow us at @CFR_Academic on Twitter. Visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis on global issues. Again, thanks, Mike, for this, and to all of you. NGUYEN: Thank you so much for having me. Really an honor. FASKIANOS: Wonderful. Take care, everybody. (END)

Sponsor: Learn more and buy Leadership Not by the Book by clicking here.A report published last month in Educational Researcher, a journal tied to the American Educational Research Association, suggests that the cost of restoring pre-pandemic learning levels could total around $700 billion, a figure that some experts say is difficult to assess until more data is available.A 10-year-old Florida boy is facing a potential misdemeanor battery charge after a counselor at Holly Hill School in Volusia County told police that the fourth grader touched her inappropriately while giving her a hug. The student was suspended as a result and his family is disputing the allegation, arguing that it is rooted in racism. Texas Attorney General Ken Paxton has launched an investigation into a nonprofit that received donations from Facebook CEO Mark Zuckerberg amid allegations it misled donors and unlawfully used the funds for partisan purposes. Pastor David Marvin of Watermark Community Church in Dallas, Texas, preached a sermon last week outlining three common mistakes Christians make when dating. Marvin, the director of the young adult-centered ministry The Porch, described the first mistake as "dating delusional" or believing the "myths" that there is such a thing as the perfect "happily ever after" and a dating relationship will not require hard work. Texas megachurch White's Chapel, a Southlake-based congregation, has voted to disaffiliate from The United Methodist Church, believing that the mainline Protestant denomination is a “broken institution.” 2,338 voted in favor of leaving, 160 voted against, and seven abstained. Members of the First Baptist Church of South Richmond are grieving the loss of longtime member and elder Evangeline Brooks, who was mauled to death by a pit bull as she walked toward her sister's mailbox in Virginia Monday. She was 88. Subscribe to this Podcast Apple Podcasts Spotify Google Podcasts Overcast Subscribe to Generation Indoctrination Apple Podcasts Spotify Google Podcasts Get the Edifi App Download for iPhone Download for Android Subscribe to Our Newsletter Subscribe to the Freedom Post, delivered every Monday and Thursday Click here to get the top headlines delivered to your inbox every morning!

This episode is all about the incredible Mamie Phipps Clark. As one of two African-Americans to receive her PhD in psychology from Columbia University, Mamie's work in the field of education became invaluable in landmark cases such as Brown V. Board of Education. You won't want to miss this one!Buzzsprout - Let's get your podcast launched! Start for FREEDisclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.

Today my guest is Tom Mahoney, a Teacher and Educational Researcher. In this episode, we explore Tom's diverse teaching roles related to both Mathematics and Psychology. Tom recounts his previous studies as background to his current PhD research aims which relate to reflexivity and how teachers perceive themselves. Tom seeks to understand the different values and beliefs, ideologies, and philosophies that teachers bring to the classroom, where these might have originated, and how this might, in turn, influence their teaching role. We chat about the various factors that influence classroom dynamics including trust, power, reflection, and teacher agency. Tom reflects on dominant ideologies, standardised - or cookie-cutter - classroom approaches, belief systems that see education as a service, addressing individual and collective student needs, and the role of teachers in making professional judgements in their own classroom contexts. Tom offers some deeper considerations related to the broader and more holistic purpose of teaching within social and collective educational systems. Links: https://tommahoneyedu.wordpress.com/ https://twitter.com/TomMahoneyEdu

Dr. Carol Lee, Professor Emeritus at Northwestern University, is my guest on today's episode. Carol is - and has been a tour de force in our field, a pioneer who has brought culture to the center of our investigation of learning. You may have seen or read her work on class syllabi, or heard one of her many speeches or remarks at conferences. But what are the life experiences that led her to where she is now? That's the focus of today's episode. We talk about her experience as an English teacher in Chicago Public Schools, her involvement with the Black Arts movement, and building, from the ground up, African centered schools – Carol has lived many lives and can tell you how each of these experiences formed her and her approach to studying learning. She recounts, from her perspective, what the beginnings of our field looked like, and what excites her about the future of the Learning Sciences. I love that Carol is, fittingly, a forever learner, who is still digging into new literature across disciplines like biology, philosophy, and neuroscience and pushing herself to think about how we can bring these disparate fields together to inform how we study learning. This is an episode you don't want to miss! Works discussed: Lee, C. D. (2010). Soaring above the clouds, delving the ocean's depths: Understanding the ecologies of human learning and the challenge for education science. Educational Researcher, 39(9), 643–655. Lee, C. D., Lomotey, K., & Shujaa, M. (1990). How shall we Sing our Sacred Song in a Strange Land? The Dilemma of Double Consciousness and the Complexities of an African–Centered Pedagogy. Journal of Education, 172(2), 45–61. https://doi.org/10.1177/002205749017200205 Nasir, Na'ilah Suad, Lee, Carol D., Pea, Roy, McKinney de Royston, Maxine. Handbook of the Cultural Foundations of Learning (2020). Routledge. https://www.routledge.com/Handbook-of-the-Cultural-Foundations-of-Learning/Nasir-Lee-Pea-Royston/p/book/9780415839051 As always, email us with your comments and questions. Our email is HumansLSpod@gmail.com.

Według badań “Specifying Hybrid Models of Teachers' Work During COVID-19” (Educational Researcher, 01.2022) Lory Bartlett (University of California, Santa Cruz) okazuje się, że nauczanie hybrydowe jest trochę bez sensu. Nie odsyłam do samego badania, ponieważ dostęp jest ograniczony dla tych raczej majętnych (lub chcących wydać £29). Abstrakt jednak można streścić następująco: nauczanie hybrydowe nie ma wciąż dobrej definicji, a tym bardziej opisanej metodyki. Może więc oznaczać model w którym łączymy jednocześnie zajęcia zdalne oraz tradycyjne, jak również taki, gdy w jednej jednostce nauczania (np. wykładzie czy lekcji) biorą udział osoby na miejscu oraz zdalnie. Szczególnie ta druga sytuacja budzi kontrowersje, ponieważ jest trudna dla każdej ze stron. Bartlett, L. (2022). Specifying Hybrid Models of Teachers' Work During COVID-19. Educational Researcher, 51(2), 152–155. https://doi.org/10.3102/0013189X211069399

Dr Liz Gordon is a former MP and is currently an educational researcher. For 25 years she has been pushing for the closure of the school within Gloriavale, and to make public education possible for its residents. She spoke to Newstalk ZB Canterbury Mornings', John MacDonald, and strongly pushed for a change.LISTEN ABOVE

In this episode, long-time University of Kentucky professor Dr. Tom Guskey, an award-winning author on educational measurement, evaluation, assessment, grading, and professional learning, provides valuable insight into the harmful effects of traditional grading methods from his two most popular books, Get Set, Go! Creating Successful Grading and Reporting Systems (2020) and On Your Mark: Challenging the Conventions of Grading and Reporting (2015). Dr. Guskey also shares thoughts on why compliance continues to drive the use of letter grades in the classroom and offers solutions for change as he shares an innovative approach to grading in Canada. You can buy both books at www.tguskey.com and follow along on Twitter at @tguskey for more valuable resources on how to change classroom grading and assessment. Meet Dr. Tom Guskey Dr. Thomas R. Guskey is Professor Emeritus in the College of Education at the University of Kentucky where he served as Department Chair, Head of the Educational Psychology Area Committee, and President of the Faculty Council. He has been a Visiting Professor at ten other universities in the U.S. and a Visiting Scholar at universities in Australia, Canada, and New Zealand. He began his career in education as a middle school teacher and earned his doctorate at the University of Chicago under the direction of Professor Benjamin S. Bloom. He served as an administrator in Chicago Public Schools before becoming the first director of the Center for the Improvement of Teaching and Learning, a national research center. Dr. Guskey is the author/editor of 25 award-winning books and more than 250 book chapters, articles, and professional papers on educational measurement, evaluation, assessment, grading, and professional learning. His articles have appeared in prominent research journals including the American Educational Research Journal, Educational Researcher, and Review of Educational Research, as well as practitioner publications such as Education Week, Educational Leadership, Phi Delta Kappan, The Learning Professional, and School Administrator. He served on the Policy Research Team of the National Commission on Teaching & America's Future, on the task force to develop the National Standards for Professional Development, has been featured on the National Public Radio programs Talk of the Nation and Morning Edition. About Dr. Greg Goins As the Founder/Host of the Reimagine Schools Podcast, Dr. Greg Goins has emerged as one of the nation's leading voices on visionary leadership and the path to transforming our schools. He currently serves as the Director of the Educational Leadership Program at Georgetown College (KY) and previously spent 15 years as a school district superintendent in Illinois. Dr. Goins is a passionate keynote speaker and is available to speak at your next education conference or school PD day. To book Dr. Goins, please send inquiries to drgreggoins@gmail.com. Twitter: @DrGregGoins. Support for Reimagine Schools Podcast You can now click HERE to "buy a bourbon" for Dr. Goins to help support this podcast. Thanks for your support! --- Support this podcast: https://anchor.fm/greg-goins/support

In this episode, Sarah Huxley, a third year PhD student at the OU, speaks with one of her research participants, Nora Dooley, a staff member with the not for profit, Coaches Across Continents (CAC). They discuss Nora's advice for qualitative researchers, especially those considering/ already engaged with an online ethnography. The conversation covers Nora's ‘do's and don'ts' for researchers, as well as her reflections on surprises during data gathering, challenges, and ultimately if she found the research process fun? Sarah sums up the episode by reflecting upon her approach to the research process as one of ‘disciplined improvisation' (based on the notion by RK Sawyer, 2004). As well as the possibilities that the pandemic has catalysed in relation to thinking about online embodied ethnography. Enjoy! A special thanks to: Nora Dooley from Coaches Across Continents https://coachesacrosscontinents.org/ for contributing her ideas and voice, and to Mark Childs from Pedagodzilla https://www.pedagodzilla.com/ for providing podcasting advice and support! It was much needed. Reference: Sawyer, R. K. (2004) ‘Creative Teaching: Collaborative Discussion as Disciplined Improvisation', Educational Researcher, 33(2), pp. 12–20. doi: 10.3102/0013189X033002012. Sarah's Twitter: https://twitter.com/AidHoover

Reported by Higher Ed Dive, a new study by Educational Researcher used simulation data to show that in enrollment lottery systems where GPA or test score requirements still existed, the share of black, latino and low-income students would likely plummet.

Dr. Tammy Francis, The Catalyst, is a Texas native. Affectionately called Dr. Tammy, she is an Edupreneur. She is the owner and CEO of Catalyst 4 Change Global, LLC, Catalyst 4 Change Travel, T. F. Donaldson Global Enterprises, LLC, and Catalyst4Change Apparel. She is also the founder of the Catalyst 4 Change Global Community. She is an Assistant Professor who is also a Life and Business Strategist, Educator, Global Community Builder, Consultant, Educational Researcher, Literacy Advocate, Speaker, Author, and Traveler. Dr. Tammy is also a TEDx speaker who shared the talk, “Connected to Your Purpose, on Purpose.” As an educator, Dr. Tammy helps adults improve their reading and writing skills as well as their ability to be successful in college and life. She supports educators in the secondary and postsecondary classroom by sharing instructional strategies that create an engaged, equitable, and inclusive environment for students from diverse backgrounds. As an entrepreneur and strategist, Dr. Tammy helps you move in the direction of more and prepare for what's next by providing the tools and strategies needed to plan and live on purpose in your life and/or business. She also offers goal setting/vision sessions, purpose planning workshops, and conscious connections retreats. Dr. Tammy's two most recent titles are “Manifesting More: A Playbook for Planning and Living on Purpose” and “R.E.A.P. More: 76 Seeds for This Season.” She also has chapters in the recently released books, “You Can: 33 Stories to Uplift and Inspire Everyday People” and “Stronger: A Guide for Women Entrepreneurs on Finding Hope and Motivation for Your Business During Times of Crisis.” Connect with her across all social media platforms @DrTammyFrancis and @C4CGlobal1. Email her at info@drtammyfrancis.com. For more information, visit: DrTammyFrancis.com and www.catalyst4changeglobal.net.

In this episode, we continue our learning theory conversation by digging into the seminal article by Brown, Collins and Duguid that popularized the term "cognitive apprenticeship." Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32–42. (https://www.jstor.org/stable/pdf/1176008.pdf?casa_token=KsF9q4MsFCkAAAAA:LlSZKoGZPIc82L85ks0TqN2LS0twBMTB8b8nHu_wtsq66U2rqzsZwLxe8Gr4yYQh8fDxamqcjYCzRf-Vesi4aHU1K7fJ54TSX_fBtuGjdJJ8dA9hb9Jz4w) Midway through the episode, Scott discusses MC Hammer involvement in a recent discussion about science and philosophy. You read more about it here (https://massivesci.com/notes/mc-hammer-science-philosophy-twitter/). Things that bring us joy this week: Gutterballs: The Big Lebowski Deepcast (https://gutterballs.tv) (Episode 1 (https://gutterballs.tv/001/)) Pangram App (https://apps.apple.com/us/app/pangram/id1493066702) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind) Production assistance by Enzo Dreon

The concern about student learning loss is real. Reduced classroom time, learning over Zoom, technology challenges, difficult home situations, mental health concerns, and heightened inequities have all contributed in one way or another to a difficult academic year.But of all the factors that affect student performance, one stands above the rest: teachers. Yet throughout the pandemic, supporting teachers’ growth took on a new wrinkle: how do you observe, evaluate, and provide feedback to teachers who are either teaching from home, or who are teaching students who are at home?In today’s podcast, Dr. James Stronge, Heritage Professor at the College of William & Mary School of Education and president and CEO of Stronge & Associates Educational Consulting, considers:The pandemic’s impact on teachers and the administrators who support themThe skills needed for effective virtual teachingPrinciples for schools as they conduct teacher evaluations in a virtual environmentHow to shape evaluations to support growth and genuinely impact student learningFor further reading:Dr. Stronge referenced several research studies in this podcast, which can be found here:Fitzpatrick, B. R., Berends, M., Ferrare, J. J., & Waddington, R. J. (2020). Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools (Vol. 49, No. 3, pp. 161-175). Educational Researcher. doi:10.3102/0013189X20909814Barbour, Michael. (2019). The Landscape of K-12 Online Learning: Examining What Is Known.Hattie, J. (2017, November). 250+ Influences on Student Achievement. Retrieved from https://visible-learning.org/wp-content/uploads/2018/03/VLPLUS-252-Influences-Hattie-ranking-DEC-2017.pdf

✨PowerUp 2021 with a special show dedicated to how you can become an agent of change in 2021.Superpowers: Hope, Love, Creativity, VisionLISTEN ONLINE: www.poweruphero.org Introducing: Leticia Wilson - Master Motivator, Higher Education Leader, and Life Coach Featuring:Rachél Payne - Creative Life CoachRachél Payne believes your unique expression of self is invaluable. She helps Creatives worldwide believe that for themselves, as well. She offers Creative Life Courses and she serves as a guide for an inspired community. https://rachelpaynecreative.weebly.comDr. Tammy Francis - The CatalystAffectionately called Dr. Tammy, The Catalyst, she is an Edupreneur. Dr. Tammy is an Assistant Professor who is also a Life and Business Strategist, Educator, Global Community Builder, Consultant, Educational Researcher, Literacy Advocate, Speaker, Author, and Traveler. Dr. Tammy supports you on your journey toward more and manifesting more. She helps you move in the direction of more and prepare for what’s next by providing you with the tools and strategies needed to plan and live on purpose in your life and/or business. https://drtammyfrancis.comAislynn Campbell - Gardening Lifestyle CoachAislynn Campbell has been growing food on family land, in community gardens, and in her own backyard for over three decades honing her hands-on expertise while developing edible, 100% organic gardens in South Texas. A communications professional with a background in agriculture, non-profit management, pediatric and senior health, Aislynn recognized South Texas’ need for access to affordable, locally-grown food and created the Corpus Christi Downtown Farmers’ Market in 2012. https://www.aislynncampbell.comTo find out more about our PowerUp Heroes visit the website: http://poweruphero.org Nominate our next hero here: www.poweruphero.orgPowerUp Your Life.#PowerUpHero #WorkHuman #NextGen#EliminateTechPoverty #PowerUpWork#WakeUpToPowerUp #PotentiaSursum#TimeToWork #Herowww.powerup.org

Science and Faith (0:00:00) It is quite common for people to think that you must either believe in science or faith. Much of our society insists that the two contradict each other rather than support one another. But is it not possible to believe in both? Well, our next guest strongly disagrees with popular claims that science and faith don't work together. Dr. Jamie Jensen is a Discipline-based Educational Researcher in Biology and an expert on the symbiotic relationship between science and faith. Today she will be talking with us about her research and the conclusions she has come to in both her work and her faith.   Christmas with Lauren Daigle (0:18:43) Grammy-award winning Christian pop singer Lauren Daigle talks with Lisa and Richie about how her life has been impacted by the pandemic, and about her new Christmas special on BYUtv. This conversation features two exclusive performances of Christmas songs by Lauren.   The Hottest Toys of 2020 (0:53:21) The Christmas season is approaching, and we want all the little ones to know that Santa will not be stopped by COVID-19. While this is good news, it means it's time to start filling out those Christmas lists! Toys under the tree are the best part of any Christmas, and this year we want to make sure that your kiddos are only getting the coolest and hottest toys of 2020.Here to help us figure out what exactly those toys are is toy expert and editor-in-chief of Toy Insider, Marissa DiBarolo.   Weekend Review (1:23:52) Lisa and Richie talk about what there is to do this weekend, from new shows coming to streaming services to the New York Times Bestseller list to what's happening in your community.

Reported by Inside Higher Ed, while many institutions have put together some very strong transfer “welcome” programs to try and match the first-year experience their traditional students receive, a new study published in Educational Researcher suggest that this experience really needs to happen during the student’s first term at their community college instead.

Richard Milner IV is a Cornelius Vanderbilt Distinguished Professor of Education in the Department of Teaching and Learning at Vanderbilt Peabody College of education and human development. He has secondary appointments in Peabody’s Department of Leadership, Policy and Organizations and the Department of Sociology in Vanderbilt’s College of Arts and Science. Milner is a researcher, scholar and leader of urban education and teacher education. Centering on equity and diversity, he has spent hundreds of hours observing teachers’ practices and interviewing educators and students in urban schools about micro-level policies that shape students’ opportunities to learn. He examines the social context of classrooms and schools and looks at ways in which teachers talk (particularly about race) influences student learning, identity and development.  His research in urban schools and his book, “’These Kids are out of Control:’ Why We Must Reimagine Classroom Management,” (Corwin Press, 2018) has influenced designs and practices of teacher education courses and programs. To improve relational, curricular, assessment and instructional practices, school districts across the United States and beyond draw on his recommendations to support students of color, those who live below the poverty line, and those whose first language is not English. To date, Milner has contributed significantly to the field of education in four interconnected ways: Milner has advanced conceptual and empirical understandings of what he calls “opportunity gaps.” The term stands in contrast to the more generally used “achievement gap” as a means of explaining and disrupting disparities between students. Specifically, he has introduced an Opportunity Gap Framework as a tool to describe the ways in which Black students continue to experience individual, structural and systemic inequity in classrooms and schools across the United States. Researchers have adopted the Opportunity Gap Framework as an analytic frame to explain aspects of their research. In addition, practitioners have drawn from the framework to develop and/or revise teacher education programs, courses and professional development in schools and districts. The framework has been developed from empirical case studies he has conducted over the past 18 years. The Opportunity Gap Framework is described and explained in his award-winning book, “Start Where You are, But Don’t Stay There” (Harvard Education Press, 2010). The book represents years of research and development efforts and is widely read in teacher education programs and school districts across the United States. Milner has constructed a Researcher Positionality Framework to challenge and support researchers in designing and enacting studies and programs of research that recognize, name and work through what he describes as dangers “seen, unseen, and unforeseen” in studying race and culture in education science. Published in the journal, Educational Researcher (2007), the framework has been adapted across disciplines including nursing and health sciences as an essential element to conducting research. Milner (with colleagues Lori Delale O’Connor, Adam Alvarez and Ira Murray) has developed a survey, the Teachers Race Talk Survey, one of the first survey instruments focused on teachers’ reported beliefs about race and discourse. The survey attempts to capture teachers’ reported beliefs about the role and importance of race in classroom talk and learning. Researchers interested in capturing the relationship between race and classroom talk, particularly focused on race, have found the survey useful as it is being adapted and adopted for studies across the field of education. Because the survey is designed for open- as well as closed-ended responses, researchers are able to triangulate, nuance and disrupt participants’, pre- and in-serve teachers’ responses. Implications from his research about race and poverty in schools and classrooms are outlined in his book, “Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms” (Harvard Education Press, 2015). In an effort to build synergy between and among empirical studies and conceptual arguments in and related to urban education, Milner has called for and advanced stronger conceptual and definitional work of urban education. He described and conceptualized three sites of urban education that other researchers use to make sense of and describe urban contexts: urban characteristic, urban emergent, and urban intensive. Bringing together leading scholars of urban education in the edited volume, “Handbook of Urban Education” (2014), Milner and co-editor Kofi Lomotey have attempted to describe and discuss what urban education is, what we know about it (empirically and theoretically), how we know what we know about urban education, and what other knowledge, as a field, is important for us to study in order to advance policy, research, theory and practice in urban education.   Show Highlights Authentic vulnerable moment break barriers  Will you knock down walls so students get the education they deserve?  Relationship building and cultivation has to be essential throughout  for sustainability Ethnic matching-showcase the differences that make a difference Help teachers build their toolkit, their repository to be responsive in all spaces Opportunity centered connections and teaching. See them beyond the walls “We have to as educators, we have to be our authentic selves. Young people don't need you to be more of who they are. They need you to be the best of who you are in order to compliment and advance their identity spaces, their exposure to different kinds of things. They need you to be anti-racist. They need you to be pro people, pro equity, projustice. Those are the things that matter to young people, more than the other pieces. When you don't come from the same community, when you don't share the same background there are concrete, really transformative ways to build those links, to build those relationships.” -Rich Milner   Full Transcript Rich Milner Transcript   Rich Milner’s Resources & Contact Info: H. Richard Milner: Books - Amazon.com Twitter Facebook LinkedIn rich.milner@vanderbilt.edu   Looking for more? Read The Better Leaders Better Schools Roadmap Join “The Mastermind” Read the latest on the blog   Show Sponsors ORGANIZED BINDER Organized Binder is an evidence-based RTI2 Tier 1 universal level solution Focuses on improving executive functioning and noncognitive skills Is in direct alignment with the Universal Design for Learning (UDL) framework Is an integral component for ensuring Least Restrictive Environments (LRE) You can learn more and improve your student’s success at https://organizedbinder.com/   TEACHFX School leaders know that productive student talk drives student learning, but the average teacher talks 75% of class time! TeachFX is changing that with a "Fitbit for teachers" that automatically measures student engagement and gives teachers feedback about what they could do differently.  Learn more about the TeachFX app and get a special 20% discount for your school or district by visiting teachfx.com/blbs.   Copyright © 2020 Twelve Practices LLC

✨Congratulations to Dr. Tammy Francis on being our PowerUp Hero of ChangeSuperpowers: Teaching, Travel, and TransformationLISTEN ONLINE: www.poweruphero.org Dr. Tammy Francis is a Texas native. Affectionately called Dr. Tammy, The Catalyst, she is an Edupreneur. She is the owner and CEO of Catalyst 4 Change Global, LLC, Catalyst 4 Change Travel, T. F. Donaldson Global Enterprises, LLC, and Catalyst 4 Change Apparel. She is also the founder of the Catalyst 4 Change Global Community. She is an Assistant Professor who is also a Life and Business Strategist, Educator, Global Community Builder, Consultant, Educational Researcher, Literacy Advocate, Speaker, Author, and Traveler. Dr. Tammy supports you on your journey toward more and manifesting more. She helps you move in the direction of more and prepare for what’s next by providing you with the tools and strategies needed to plan and live on purpose in your life and/or business. Dr. Tammy’s two most recent titles are “Manifesting More: A Playbook for Planning and Living on Purpose” and “R.E.A.P. More: 76 Seeds for This Season.” She also has chapters in the recently released books, “You Can: 33 Stories to Uplift and Inspire Everyday People” and “Stronger: A Guide for Women Entrepreneurs on Finding Hope and Motivation for Your Business During Times of Crisis.” Connect with her across all social media platforms @DrTammyFrancis and @C4CGlobal1. Email her at info@drtammyfrancis.com. For more information: DrTammyFrancis.com and www.catalyst4changeglobal.net.Congratulations on being our PowerUp Hero of Change.Nominate our next hero here: www.poweruphero.orgPowerUp Your Life.#PowerUpHero #WorkHuman #NextGen#EliminateTechPoverty #PowerUpWork#WakeUpToPowerUp #PotentiaSursum#TimeToWork #Herowww.powerup.org

Young-Suk Grace Kim, Ed.D., is a professor at University of California, Irvine. She received her Ed.D. at Harvard University in Human Development and Psychology with a concentration on Language and Literacy, and a minor concentration on Quantitative Policy Analysis in Education. She holds Master’s degrees in Teaching English to Speakers of Other Languages (TESOL) as well as in Human Development and Culture. She was a former classroom teacher at the primary and secondary schools, and community college in San Francisco, California. She was an associate director at the Florida Center for Reading Research and a faculty member at the Florida State University.Professor Kim’s primary research areas include development in language, cognition, and literacy acquisition and instruction across languages and writing systems, including dyslexia and dysgraphia. Her work includes reading comprehension, reading fluency, listening comprehension, academic language, higher order cognitive skills, written composition for English-speaking children, Dual Language Learners, English learners, and children learning to read other languages (Korean, Spanish, Chinese). She examines how various factors co-develop and interact each other. Her research has been supported by the Institute of Education Science, U. S. Department of Education, and the National Institute of Child Health and Human Development.Dr. Kim received the Presidential Early Career Award for Scientists and Engineers (PECASE) by President Barack Obama; and the Developing Scholar Award and University Teaching Award. She currently serves as an associate editor for the Journal of Educational Psychology, and editorial board for several journals including Reading Research Quarterly, Journal of School Psychology, School Psychology Review, Educational Researcher, and AERA Open.

Becky and Kevin Kromingga will teach you how to maximize your skills in finding off market deals in the market! Real Estate IQ's Director of Growth for Houston Operations. Becky loves to apply her skills as a former Math Teacher and Educational Researcher to Real Estate Investing. This power duo loves to apply their skills as former Teachers and Educational Researchers to Real Estate Investing. Have experience with buy and hold, wholesaling, flipping, subject to.

You just have to listen to the experts and learn the easiest ways to do it, as we share to you the guides to be an expert in deal finding with Becky Kromminga. Becky is Real Estate IQ's Director of Growth for Houston Operations. Becky loves to apply her skills as a former Math Teacher and Educational Researcher to Real Estate Investing.

Join this online class and discover the winning techniques of the successful entrepreneurs in finding MLS Deals from home with Becky Kromminga. Becky is Real Estate IQ's Director of Growth for Houston Operations. Becky loves to apply her skills as a former Math Teacher and Educational Researcher to Real Estate Investing.

We are inviting you to join us in REIQ Training: Your Guide For An Expert Deal Finding online class with Becky Kromminga. Beck is Real Estate IQ's Director of Growth for Houston Operations. Becky loves to apply her skills as a former Math Teacher and Educational Researcher to Real Estate Investing.

This class will improve your skills in finding great investment opportunities on the market with Becky Kromminga being the speaker on this webinar. Becky is Real Estate IQ's Director of Growth for Houston Operations. Becky loves to apply her skills as a former Math Teacher and Educational Researcher to Real Estate Investing.

Learn more strategies about deal-finding with REIQ Director for Growth, Becky Kromminga. Becky is Real Estate IQ's Director of Growth for Houston Operations. Becky loves to apply her skills as a former Math Teacher and Educational Researcher to Real Estate Investing.

Educational researcher Aladin El-Mafaalani has compared the biographies of top achievers with Turkish and German backgrounds. He talked to men and women with successful careers as managers and professors in Germany.

Reported by Inside Higher Ed, a new study published in Educational Researcher showed that high school GPA is a 5x stronger predictor of college success and graduation than an ACT score.

Learn more about how Real Estate IQ products and services will help you find the best investment deals in the market! Join Becky as she share her expertise on the ABCs of Expert deal finding through Real Estate IQ's products and services. Becky Kromminga is Real Estate IQ's Director of Growth for Houston Operations. Becky loves to apply her skills as a former Math Teacher and Educational Researcher to Real Estate Investing.

In this episode, our REIQ Director for Growth, Becky Kromminga, will discuss how to find and win investment deals using REIQ tools! Becky is Real Estate IQ's Director of Growth for Houston Operations. Becky loves to apply her skills as a former Math Teacher and Educational Researcher to Real Estate Investing. She currently Oversees REIQ Customer Service

Join Becky in this new Deal Finding Training and see why investors are making more money by simply learning from their home! Hosted By Becky Kromminga, Real Estate IQ's Director of Growth for Houston Operations. Becky loves to apply her skills as a former Math Teacher and Educational Researcher to Real Estate Investing. She has experience with buy and hold, wholesaling, flipping, etc.

In TeachLab’s first episode, our host Justin Reich has a powerful conversation with renowned author, psychologist and educator Dr. Beverly Daniel Tatum. Dr. Tatum shares some of the stories that inspired her bestselling book Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations about Race and offers tips for addressing the ongoing challenges of racial issues in classrooms and schools.Dr. Tatum encourages teachers to take the first step in tackling racism by talking about it, because “if we can’t talk about it, we can’t fix it”.Dr. Tatum says that all of us can take a leadership role in making institutions more sensitive towards inclusivity by using her ABCs of leadershipAffirming IdentityBuilding CommunityCultivating LeadershipDr. Tatum tells us that there is value in sitting together with those of a shared identity, and it’s not necessarily a problem “So I often say, let's worry less about who's sitting where during the break times, and think about what's happening inside the classroom. Are there opportunities inside the classroom to help kids navigate those differences?”She shares stories of how ignoring identity and engaging in color blindness is not helpful. “One father said it really bothered him when teachers said they treated all the kids the same. His response to that was always, 'The same as what?'" About Our Guest: Dr. Beverly Daniel TatumDr. Beverly Daniel Tatum, president emerita of Spelman College, is a developmental psychologist, administrator and educator who has conducted research and written several books on the topic of racism, including the recently published 20th anniversary edition of her bestselling book, Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations about Race. A thought-leader in higher education, she was the 2013 recipient of the Carnegie Academic Leadership Award and the 2014 recipient of the American Psychological Association Award for Outstanding Lifetime Contributions to Psychology. Dr. Tatum holds a B.A. degree in psychology from Wesleyan University, a M.A. and Ph.D. in clinical psychology from University of Michigan, and a M.A. in Religious Studies from Hartford Seminary. About Our Host: Justin ReichJustin Reich is an educational researcher passionate about the future of learning in a networked world. He is an Assistant Professor in the Comparative Media Studies/Writing department at the Massachusetts Institute of Technology and the director of the MIT Teaching Systems Lab, where Justin and his team design, implement, and research the future of teacher learning. Justin’s writings have appeared in Science, The New Yorker, The Atlantic, Educational Researcher, the Washington Post, Inside Higher Ed, the Christian Science Monitor, Education Week, and other publications. Justin's favorite hobbies are spending time outside hiking, climbing, and boating with his wife and two school-aged daughters. He has a new book on education technology forthcoming this fall from Harvard University Press. Additional ResourcesWhy Are All the Black Kids Sitting Together in the Cafeteria?: And Other Conversations About Race – Read Dr. Tatum’s book updated and reissued in 2017.ROPES – This blog post describes a protocol for collaboratively creating shared rules and expectations for the classroom. It could also be used to kick off challenging conversations with educators.“White Fragility: Why It’s So Hard to Talk to White People About Racism” – Dr. Tatum recommended teachers read Dr. Robin DiAngelo; this article provides pointers based on her book.Is My Skin Brown Because I Drank Chocolate Milk? – Dr. Beverly Daniel Tatum’s presentation at TEDxStanford about how people talk (or don’t) about race and how to approach the conversation with young children. Transcripthttps://teachlabpodcast.simplecast.com/episodes/dr-beverly-daniel-tatum/transcript Join our next course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced by Jesse Dukes and Garrett BeazleyEdited by Aimee CorriganRecorded and Mixed by Garrett BeazleyFilmed by Denez McAdoo Follow Us On:FacebookTwitterYouTube

This weeks natter is with the distinguished Dr Thomas R Guskey. We discuss professional development and the importance of evaluating CPD. I ask Tom about his seminal piece of research: Does It Make a Difference? Evaluating Professional Development About Tom: Thomas R. Guskey, Ph.D. is a Senior Research Scholar in the College of Education and Human Development at the University of Louisville and Professor Emeritus in the College of Education at the University of Kentucky. A graduate of the University of Chicago, he began his career in education as a middle school teacher, served as an administrator in the Chicago Public Schools, and was the first director of the Center for the Improvement of Teaching and Learning, a national research centre. Dr. Guskey is the author/editor of 25 award-winning books and more than 250 book chapters, articles, and professional papers on educational measurement, evaluation, assessment, grading, and professional learning. His articles have appeared in prominent research journals including the American Educational Research Journal, Educational Researcher, and Review of Educational Research, as well as practitioner publications such as Education Week, Educational Leadership, Phi Delta Kappan, and The Learning Professional, and School Administrator. He served on the Policy Research Team of the National Commission on Teaching & America’s Future, and on the task force to develop the National Standards for Professional Development. Introductory questions What is your 5 level model for evaluating professional development and how did it come about? What do you hope people take away from your model? England specific questions Professional development has arguably never been more valued than it is currently. In 2016 the DfE produced standards for teachers professional development but stopped short of overtly suggesting evaluation . Why is evaluation so important in professional development and so often overlooked? In 2018, the EEF released an implementation guide which looked at how to implement professional learning (and other initiatives) and was pitched at decision makers within schools. This seems to sit across levels 3-5 of your model. What do you see as the best ways to evaluate at level 3 . The EEF guide talks about fidelity data but what procedures would you use to evaluate at level 3? In 2019, OFSTED have written into their grade descriptors for a school to be 'outstanding' that "leaders ensure that teachers receive focussed and highly effective professional development. Teachers subject, pedagogical and pedagogical content knowledge build and develop over time. This consistently translates into improvements in the teaching of the curriculum" Firstly , what are your views on this? Secondly do you see this as sitting at level 4 and what are your thoughts on using observations of lessons to evaluate professional learning? Does improving the teaching of the curriculum automatically improve outcomes for pupils? Episode produced and edited by William H Rushton (www.naylorsnatter.co.uk) --- Send in a voice message: https://anchor.fm/naylorsnatter/message

Nancy Carvajal, a human being under construction, helps us to understand our purpose in life as academics and as people in the making. We discussed how social justice looks from Western USA house-less peoples to displaced youth and children in rural Colombia. Interconnectedness is paramount in responding to the needs of the community and as good listeners without judging others, our roles become center to education. Decolonization not only means as a rhetorical concept but resisting Western education in which human beings are not put into boxes. Latinx, Chicanx and Indigenous epistemologies have allowed Nancy to question what has been imposed by society in terms of relationships and knowledge production. We are very diverse and our stories are important as part of a decolonial project in which teacher education is coupled with social justice lens to design courses that address struggles from our communities and that ultimately transforms students’ perceptions of life. Bio: With a B.A. and M.A. in language teaching, Nancy has taught applied linguistics, critical thinking, English as a Foreign Language (EFL) didactics, and EFL research methods to pre-service teachers for 10 years in Tunja Boyacá, Colombia, where she spent the majority of her life working and studying. She also teaches at the master’s program in Language Teaching at Universidad Pedagógica y Tecnológica de Colombia-UPTC. Cite this podcast (APA): Ortega, Y. (Producer). (2019, April 25). Chasing Encounters – Episode – 11 – The Educational Researcher as a Storyteller [Audio podcast]. Retrieved from https://soundcloud.com/chasingencounters Sources: Medina, N. E. C. (2015). Fleshing the spirit: spirituality and activism in Chicana, Latina, and indigenous women’s lives. Intercultural Education, 26(3), 252–254. https://doi.org/10.1080/14675986.2015.1042238

Latinx immigration to Canada has increased over the past years, and its demographics have shifted according to socio-political events in the region. Diana recounts her/story about navigating the education system in Canada as a recent immigrant, and how her rebeldía kept her going. She argues that the legacy of racism and colonialism permeates through Canadian multiculturalism. For racialized and Indigenous students to collectively succeed within the education system, schools and other educational institutions have to take responsibility for recognizing the ways in which racism and colonialism operate as part of their policies and practices. We conclude with the importance of knowing about colonial histories as we create new futures that don’t perpetuate inequalities. Bio: Diana M. Barrero Jaramillo (@Barrero_Di) is a doctoral student in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto. Her master’s research focused on how educational policies reproduce racial order in settler colonial contexts through the discourse of achievement gaps (http://hdl.handle.net/1807/89560). More recently, her work has shifted towards the role of memory, remembering and stories within educational research. Suggested citation of this podcast (APA): Ortega, Y. (Producer). (2019, April 2). Chasing Encounters – Episode – 9 – The Educational Researcher as a Storyteller [Audio podcast]. Retrieved from https://soundcloud.com/chasingencounters Sources: Bhattacharjee, K. (2003). The Ontario Safe Schools Act: School discipline and discrimination. Retrieved from Ontario Human Rights Commission website: http://www.ohrc.on.ca/en/ontario-safe-schools-act-school-discipline-and-discrimination Gaztambide-Fernández, R. A., & Guerrero, C. (2011). Proyecto Latino year 1: exploratory research: report to the Toronto District School Board. Joshee, R. (2008). Neoliberalism versus social justice: A view from Canada. In Power, Voice and the Public Good: Schooling and Education in Global Societies (pp. 31–53). Emerald Group Publishing Limited.https://doi.org/10.1016/S1479-358X(08)06002-6 McMurtry, R., & Curling, A. (2008). Volume 1: Findings, Analysis and Conclusions. In The Review of the Roots of Youth Violence. Toronto: Queen’s Printer for Ontario. Nasser, S. (2017). TDSB decision to scrap officers in schools program not “anti-police,” says chair. Canadian Broadcasting Corporation (CBC) News. Retrieved from https://www.cbc.ca/news/canada/toronto/school-resource-officers-toronto-board-police-1.4415064 Royal Commission on Learning. (1995). Volume I: Mandate, Context, Issues. Chapter 2: Education and Society. In For the love of learning. Toronto: Ontario Ministry Education. Retrieved fromhttp://www.edu.gov.on.ca/eng/general/abcs/rcom/main.html Further Readings: Dion, S. D., Johnston, K., & Rice, C. M. (2010). Decolonizing Our Schools: Aboriginal Education in the Toronto District School Board. Toronto. Henry, F., & Tator, C. (2010). The colour of democracy : racism in Canadian society. Toronto: Nelson Education. James, C.E. & Turner, T. (2017). Towards Race Equity In Education: The Schooling of Black Students in the Greater Toronto Area. Toronto, Ontario, Canada: York University. Parekh, G., & Gaztambide-Fernández, R. (2017). The More Things Change Durable Inequalities and New Forms of Segregation in Canadian Public Schools. In W. T. Pink & G. W. Noblit (Eds.), Second International Handbook of Urban Education (pp. 809–831). Springer International Publishing. https://doi.org/10.1007/978-3-319-40317-5_43

This lightning review covers an article in under 10min. This piece reports on data looking to find out if the National School Lunch Program is a valid measure of educational disadvantage. Most researchers use this measure to say it is, and schools get huge sums of money based on this measure...but how valid is it? Here is the citation, and a link to the article. Domina, T., Pharris-Ciurej, N., Penner, A. M., Penner, E. K., Brummet, Q., Porter, S. R., & Sanabria, T. (2018). Is Free and Reduced-Price Lunch a Valid Measure of Educational Disadvantage?. Educational Researcher, 47(9), 539-555. https://journals.sagepub.com/doi/pdf/10.3102/0013189X18797609

This digest episode features the following summaries (timecodes indicated): (02:14) Blazar & Pollard. (2017). Does test preparation mean low-quality instruction? Educational Researcher, 46, 420-433. Summarized by Sam Otten (08:24) Lesser, L. M., Pearl, D. K., & Weber III, J. J. (2016) Assessing Fun Items' Effectiveness in Increasing Learning of College Introductory Statistics Students: Results of a Randomized Experiment. Journal of Statistics Education, 24(2), 54-62. Summarized by Asal Aslemand (14:56) Kastberg, S. E., Tyminski, A. M., Lischka, A. E., & Sanchez, W. B. (Eds.). Building support for scholarly practices in mathematics methods. Charlotte, NC: Information Age Publishing Inc. Summarized by Jeremy Strayer (22:49) Louie, N. L. (2017). The Culture of Exclusion in Mathematics Education and Its Persistence in Equity-Oriented Teaching. Journal for Research in Mathematics Education, 48(5), 488-519. Summarized by Marty Fong (29:14) Follow-up conversation with author Nicole Louie. Interviewed by Chuck Munter Complete list of episodes

In Professor Angela Duckworth’s TED talk (https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance) , she says of her research: “One characteristic emerged as a significant predictor of success.  And it wasn’t social intelligence.  It wasn’t good looks, physical health, and it wasn’t IQ.  It was grit.” The effusive blurbs on the book cover go even beyond Professor Duckworth’s own dramatic pronouncements: Daniel Gilbert, the author of Stumbling on Happiness, says:  “Psychologists have spent decades searching for the secret of success, but Duckworth is the one who has found it…She not only tells us what it is, but how to get it.”  Susan Cain, author of Quiet: The power of introverts in a world that can’t stop talking (which we’ve looked at previously in an episode on supporting your introverted child (https://yourparentingmojo.com/introversion/) ) says: “Impressively fresh and original…Grit scrubs away preconceptions about how far our potential can take us…Buy this, send copies to your friends, and tell the world that there is, in fact, hope.  We can all dazzle.”  Don’t we all want to dazzle?  Don’t we all want our children to dazzle?  Is grit the thing that will help them do it? It turns out that Professor Duckworth’s own research says: perhaps not.  Listen in to learn how much grit is a good thing, how to help your child be grittier, and why it might not be the factor that assures their success.   Other episodes mentioned in this show How to support your introverted child (https://yourparentingmojo.com/introversion/) Why you shouldn’t bother trying to increase your child’s self-esteem (https://yourparentingmojo.com/selfesteem/) References Crede, M., Tynan, M.C., & Harms, P.D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology 113(3), 492-511. Del Giudice, M. (2014, October 14). Grit trumps talent and IQ: A story every parent (and educator) should read. National Geographic. Retrieved from http://news.nationalgeographic.com/news/2014/10/141015-angela-duckworth-success-grit-psychology-self-control-science-nginnovators/ Denby, D. (2016, June 21). The limits of “grit.” The New Yorker. Retrieved from https://www.newyorker.com/culture/culture-desk/the-limits-of-grit Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology 92(6), 1087-1101. Full article available at https://www.ronaldreaganhs.org/cms/lib7/WI01001304/Centricity/Domain/187/Grit%20JPSP.pdf Duckworth, A.L., & Yeager, D.S. (2015). Measurement matters: Assessing personal qualities other than cognitive abilities for educational purposes. Educational Researcher 44(4), 237-251. Duckworth, A.L. (2016). Grit: The power of passion and perseverance (http://amzn.to/2FbPJhw) . New York, NY: Scribner. (Affiliate link) Eskreis-Winkler, L., Shulman, E.P., Young, V., Tsukayama, E., Brunwasaser, S.M., & Duckworth, A.L. (2016). Using wise interventions to motivate deliberate practice. Journal of Personality and Social Psychology 111(5), 728-744. Farrington, C.A., Roderick, M., Allensworth, E., Nagoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance: A critical literature review. The University of Chicago Consortium on Chicago School Research. Retrieved from https://consortium.uchicago.edu/sites/default/files/publications/Noncognitive%20Report.pdf Forsyth, D.R., & Kerr, N.A. (1999, August). Are adaptive illusions adaptive? Poster presented at the annual meeting of the American Psychological Association, Boston, MA. Hannon, B. (2014). Predicting college success: The relative contributions of five social/personality factors, five

Matthew Steinberg joins Research Minutes to discuss his study that he co-authored with Matthew Kraft, The Sensitivity of Teacher Performance Ratings to the Design of Teacher Evaluation Systems, which was recently published in Educational Researcher. He describes the implications that the design of a teacher evaluation system has on the distribution of teacher performance ratings and what this means for policymakers.

Jeff sits down with Katie McClarty from Pearson Education to discuss Gifted and Talented education. Learn how the Center for College and Career Success can help you and your students. About PearsonPearson is the world's leading learning company, with 40,000 employees in more than 80 countries working to help people of all ages to make measurable progress in their lives through learning. For more information about Pearson, visit http://www.pearson.com/ (http://www.pearson.com). Links of interestFacebook: https://www.facebook.com/pearsonplc (https://www.facebook.com/pearsonplc) Twitter: https://twitter.com/pearson (https://twitter.com/pearson) YouTube: https://www.youtube.com/user/PearsonEducation (https://www.youtube.com/user/PearsonEducation) Blog post: http://researchnetwork.pearson.com/college-career-success/gifted-talented (http://researchnetwork.pearson.com/college-career-success/gifted-talented) About our GuestKatie McClarty, Ph.D.Center for College & Career Success Katie McClarty leads the Center for College & Career Success. She heads a team of researchers in planning and executing research in support of the Center mission, which is to (1) identify and measure the skills needed to be successful in college and careers, (2) determine pathways for students to be college and career ready, (3) track their progress along the pathway, and (4) evaluate effective ways to keep students on track. Dr. McClarty has authored papers, chapters, and presentations related to college readiness, standard setting, assessment design, computer-based testing, interface design, teacher effectiveness, and next-generation assessments. Her work has been published in journals such as the American Psychologist, Research in Higher Education, Applied Measurement in Education, Measurement: Interdisciplinary Research & Perspectives, and Educational Researcher. Dr. McClarty holds a doctorate degree in social and personality psychology from the University of Texas at Austin. Show TopicsPearson's Research & Innovation Network and the Center for College & Career Success Study about the impact of skipping a grade on gifted students. What are the benefits of acceleration for gifted students? Are there any consequences for accelerating a gifted student? “A Nation Empowered” The role of technology in helping gifted students becoming successful Recorded in 2015

On this episode, Katie is joined by Dr. Tasha Wyatt, an Educational Researcher at the Educational Innovation Institute at the Medical College of Georgia. Prior to this position at Augusta University, she facilitated professional development at the University of Hawaii where she implemented a program that taught pre-service and in-service teachers pedagogical strategies best-suited for teaching culturally and linguistically diverse students. Within health sciences research, her interests include assisting students to develop patient ownership, developing educational researchers, and leveraging the cultural assets of faculty and students in medicine. Segment 1: Unexpectedly Transitioning to a New Research Area [00:00-13:07] In this first segment, Tasha shares how she found herself unexpectedly transitioning to a new research. Segment 2: Staying Engaged with More than One Field [13:08-23:08] In segment two, Tasha shares how she keeps on foot in her original discipline while also working in a new research area. Segment 3: Examples of Medical Education Research Projects [23:08-35:13] In segment three, Tasha shares about some of her current projects. Bonus Clip #1 [00:00-5:34]: Tasha Discusses the Identity Confusion of Transitioning to a New Research Area Bonus Clip #2 [00:00-3:56]: The Importance of Reflection for Researchers To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review.

Rachelle Savitz discusses current research and her own research on Response to Intervention or RTI. What is RTI? What are researched-based interventions? Find out in this episode! References: Allington, R. L. (2009a). What really matters in Response to Intervention: Research-based designs. Boston, MA: Pearson Education. Ayers, R., & Ayers, W. (2014). Teaching the taboo: Courage and imagination in the classroom. New York, NY: Teachers College Press. Berkeley, S., Bender, W. N., Peaster, L. G., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42(1), 85-95. Brozo, W. G., & Hargis, C. H. (2003). Taking seriously the idea of reform: One high school’s efforts to make reading more responsive to all students. Journal of Adolescent & Adult Literacy, 47(1), 14-23. Brozo, W. G. (2009). Response to intervention or responsive instruction? Challenges and possibilities of response to intervention for adolescent literacy. Journal of Adolescent & Adult Literacy, 53(4), 277-281. Brozo, W. G. (2011). RTI and the adolescent reader: Responsive literacy instruction in secondary schools. New York: Teachers College Press. Buly, M.R., & Valencia, S.W. (2002). Below the bar: Profiles of students who fail state reading assessments. Educational Evaluation and Policy Analysis, 24(3), 219-239. Capella, E., & Weinstein, R. (2001). Turning around reading achievement: Predictors of high school students’ academic resilience. Journal of Educational Psychology, 93(4), 758-771. Coalition for Evidence-based Policy. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user-friendly guide. US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Darling-Hammond, L. (1996). The right to learn and the advancement of teaching: Research, policy, and practice for democratic education. Educational Researcher, 25(6), 5-17. Fisher, D., & Frey, N. (2001). Access to the core curriculum: Critical ingredients for success. Remedial and Special Education, 22(3), 148-157. Fisher, D., & Frey, N. (2013). Implementing RTI in a High School. Journal of Learning Disabilities, 46(2), 99-114. Fraatz, J. M. B. (1987). The politics of reading: Power, opportunity, and prospects for change in America's public schools. New York: Teachers College Press. International Reading Association. (2002). Evidence-based reading instruction: Putting the National Reading Panel report into practice. Newark, DE: Author. International Reading Association. (2010). Response to intervention: Guiding principles for educators from the International Reading Association. Newark, DE: Authors. International Reading Association. (2012). Adolescent literacy: A position statement of the International Reading Association. Newark, DE: Author. Lai, M. K., Wilson, A., McNaughton, S., & Hsiao, S. (2014). Improving achievement in secondary schools: Impact of a literacy project on reading comprehension and secondary school qualifications. Reading Research Quarterly, 49(3), 305-334. Lang, L., Torgesen, J., Vogel, W., Chanter, C., Lefsky, E., & Petscher, Y. (2009). Exploring the relative effectiveness of reading interventions for high school students. Journal of Research on Educational Effectiveness, 2(2), 149-175. Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59. Tatum, A. W. (2004). A road map for reading specialists entering schools without exemplary reading programs: Seven quick lessons. The Reading Teacher, 58(1), 28-39.

When I started talking with people about the idea for this podcast, one theme that came up consistently was the idea of supporting our children’s growth and development. A friend of mine summed it up most concisely and articulately by asking “how do I know when to lead and when I should step back and let my daughter lead?” This episode covers the concept of “scaffolding,” which is a method parents can use to observe and support their children’s development by providing just enough assistance to keep the child in their “Zone of Proximal Development.” This tool can help you to know you’re providing enough support…but not so much that your child will never learn to be self-sufficient. References Berk, L.E., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and Early Childhood Education. Washington, D.C.: National Association for the Education of Young Children. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher 18(4), 32-42. Courtin (2000). The impact of sign language on the cognitive development of deaf children: The case of theories of mind. Journal of Deaf Studies and Deaf Education 5,3 266-276. Retrieved from: http://jdsde.oxfordjournals.org/content/5/3/266.full.pdf (http://jdsde.oxfordjournals.org/content/5/3/266.full.pdf) Greenough, W.T., Black, J.E., & Wallace, C.S. (1987). Experience and Brain Development. Child Development 58, 539-559. Full article available at: https://www.researchgate.net/profile/James_Black11/publication/20116762_Experience_and_Brain_Development/links/552b9d830cf21acb091e4d90.pdf (https://www.researchgate.net/profile/James_Black11/publication/20116762_Experience_and_Brain_Development/links/552b9d830cf21acb091e4d90.pdf) Hirsh-Pasek, K. & Golinkoff, R.M. (2003). Einstein never used flash cards. Emmaus, PA: Rodale. Johnson, J.S. & Newport, E.L. (1989). Critical period effects in second language learning: The influence of maturational stage on the acquisition of English as a second language. Cognitive Psychology 21, 60-99. Full article available at: http://www.psy.cmu.edu/~siegler/JohnsnNewprt89.pdf (http://www.psy.cmu.edu/~siegler/JohnsnNewprt89.pdf) Lancy, D.F. (2015). The Anthropology of Childhood: Cherubs, Chattel, Changelings. Cambridge: Cambridge University Press McCarthy, E.M. (1992). Anatomy of a teaching interaction: The components of teaching in the ZPD. Paper presented at the annual meeting of the American Educational Research Association, April, San Francisco, CA. Pratt, M.W., Green, D., MacVicar, J., & Bountrogianni, M. (1992). The mathematical parent: Parental scaffolding, parent style, and learning outcomes in long-division mathematics homework. Journal of Applied Developmental Psychology 13, 17-34. Retrieved from: http://www.sciencedirect.com/science/article/pii/019339739290003Z Roberts, R.N. & Barnes, M.L. (1992). “Let momma show you how”: Maternal-child interactions and their effects on children’s cognitive performance. Journal of Applied Developmental Psychology 13, 363-376. Retrieved from: http://www.sciencedirect.com/science/article/pii/019339739290036H Thompson, R.A., & Nelson, C. (2001). Developmental science and the media: Early brain development. American Psychologist 55(1) 5-15. Full article available at: https://www.researchgate.net/publication/12089227_Developmental_Science_and_the_Media_Early_Brain_Development   (#) Transcript When I started talking with people about the idea for this podcast series, one theme that came up consistently was the idea of supporting our children’s growth and development.  A friend of mine summed it up most concisely and articulately by asking “how do I know when to lead and when I should step back and let my daughter lead?” I’ve taken quite a journey on my learning on this topic and wanted to share a bit of

In this episode we discuss Colin Kaepernick protest Should more athletes use their platform to address social injustices? Should Pro athletes advocate for collegiate athletes? The Sociology of Sport The rise of crime in athletics Is there a due process for collegiate athletes? Why institutions aren’t helping athletes with personal development? How to help high school athletes transition into college? This week’s “More Than An Athlete” 3 Things you should know when working with athletes Eddie’s Bio Dr. Eddie Comeaux, is an associate professor of higher education at the University of California, Riverside. He maintains an active research agenda that examines the college student experience—with special attention on athletes and underrepresented students— and how those experiences influence their subsequent outcomes. Central to much of his work are issues of access and equity. Comeaux has authored two books and more than 50 peer-reviewed journal articles, book chapters, and other academic publications and reports. His research appears in Educational Researcher, Journal of Higher Education, Journal of College Student Development, Journal of Intercollegiate Sport, Sociology of Sport Journal, and several other well-regarded academic journals. His research has been supported by the Ford Foundation and the National Collegiate Athletic Association. As well, Comeaux has created and co-produced several narrative documentaries, delivered keynote addresses, and presented more than 100 research papers, workshops, and symposia at higher education institutions and national research conferences. Comeaux’s work has been featured or quoted in the Huffington Post, Forbes, New York Times, Los Angeles Times, Sports Illustrated, Chronicle of Higher Education, Inside Higher Ed, Diverse Issues in Higher Education, and many other outlets. Comeaux teaches courses on college student development theories, intercollegiate athletics, foundations of research, and diversity issues in higher education. He is the co-founder and former Chair of the Special Interest Group, Research Focus on Education and Sport for the American Educational Research Association. In addition, Comeaux serves on several editorial boards. Prior to earning his Ph.D. at UCLA, he was drafted out of the University of California, Berkeley in the amateur free draft by the Texas Rangers baseball organization– and spent four year playing professionally. Other Resources and websites www.ippdworld.com www.ppdlife.com Twitter @Drmarkppd and @Brandonlsweeney www.brandonlsweeney.com #Education #Leadership, #Culture, #Sports #StudentAthletes, #Athletes, #Personaldevelopment, #EddieComeaux #DrMark #BrandonLSweeney

Hear how to spot the signs of job dissatisfaction and pursue a new career path with Kelly Cara, a former Educational Researcher turned Chef & Wellness Educator. Joseph will also discuss how to start pursuing one of your "dormant" career interests.

Mimi Engel from Vanderbilt University discusses the article, "Mathematics content coverage and student learning in kindergarten," published in Educational Researcher, Volume 45. (Co-authors: Claessens, Watts, and Farkas) Mimi's Professional Website National Center for Educational Statistics See the comments for references mentioned during the interview