✨Two of our amazing #CCBR team members, @nicolermisra.bsky.social & Luimil Negrón, will be presenting at the 2025 American Educational Research Association (AERA) Annual Meeting in Denver, CO.
If you will be at AERA, please check out these amazing presentations!
#AERA2025 #AERA #CommunallyBonded
✨It's time for some of our #CCBR team the 2025 American Educational Research Association (@aeraedresearch.bsky.social )Annual Meeting in Denver Colorado!
✨Make sure to see our director, Dr. Jerome Morris, at one of his sessions!
#AERA2025 #CommunallyBonded #CommunallyBondedResearch
Screenshot of journal article, "Learner-centered teaching in rural Kenya: a case study". The purpose of this research was to explore teachers’ perceptions and methods in line with the Kenyan government’s push for learner-centered education and integration of technology with learning. Through a postcolonial and culturally responsive framework, the researchers used a case study to describe Kenyan teachers’ perceptions of learner-centered teaching and their teaching methods following professional learning. Data sources included pre- and post-surveys, participant-generated artefacts, observations, and interviews. Findings reveal the majority of participants believed teachers’ roles should be flexible and democratic rather than authoritative. They spoke of their desire to implement authentic, hands-on, relevant teaching that reaches all learners. Participants held a theoretical value of active learning but perceived lack of technological devices to be a barrier to the implementation of integrating teaching and technology. The data indicate that learner-centered teaching in postcolonial rural Kenya is happening with minimal technology in classrooms but not as frequently as teacher-centered activities.
🎉Our graduate student & #CCBR team member, Nicole R. Misra (@nicolermisra.bsky.social), has a new journal article out, "Learner-centered teaching in rural Kenya: a case study," published online in the journal Teacher Development: doi.org/10.1080/1366...
#EducationResearch #CommunallyBonded
Screenshot of the UMSL Daily post that reads "Professor Jerome E. Morris voted American Educational Research Association president-elect."
"To be elected president represents the culmination of my scholarship, my commitment to the organization, my commitment to educational research and my belief in knowledge and scholarship as a vehicle to advance the public good...It embodies the work that I've done over the past three decades." Dr. Jerome E. Morris to UMSL Daily.
Our #CCBR director, Dr. Jerome E. Morris's recent election as the 2025 - 2026 president-elect for the @aeraedresearch.bsky.social was featured in the UMSL Daily. 🎉
🔗Learn more about Dr. Morris and this historic honor: blogs.umsl.edu/.../10/jerom...
#CCBR #UMSL #UMSLProud #Education
Headshot of Dr. Jerome E. Morris. Captions reads "Congratulations, Dr. Jerome E. Morris, Voted the American Educational Research Association (AERA) 2025 - 2026 President-Elect"
🎉Congratulations to our #CCBR director, Dr. Jerome Morris, for being voted the American Educational Research Association (AERA) 2025 - 2026 President- Elect!
🔗Read more here: www.aera.net/Newsroom/AER...
#CommunallyBonded #Education #EducationPolicy #AERA
Headshot of Nicole R. Misra and screenshot of her article, "Using Self-Reflection to Improve Racial Literacy: One White ELL Teacher's Journey": White teachers often use language that continues to position racialized students and their languages as inferior, thus perpetuating racial and linguistic inequality in society. The purpose of this study was an interrogation of racial literacies within my teaching discourse as a white English Language Learner teacher. Using racial literacies as theoretical framework, this study was conducted in a St. Louis central city school district within a secondary United States Government class for English for Speakers of Other Languages students. A qualitative longitudinal self-reflective design was utilized employing two sources of data, classroom narrative data and written reflective memos. Discursive strategies of racial literacies were identified in the narrative data while reflective memos were used to contextualize the findings. These data sources were triangulated. Findings revealed, while I rejected Anti-Black Linguistic Racism with students through the teaching the history of Black English, my classroom discourse still reified linguistic hierarchies. I had positioned myself as someone becoming bilingual to situate multilingualism as an asset; however, I did not acknowledge the difference between my language learning as a white female and how my Black and Latinx students’ bilingualism was racialized by others. This empirical method is an effective way teacher-scholars can reflect upon their biases embedded within their discourse and actions. Because teachers can improve their racial literacy practices, this approach provides teachers opportunities for growth as they strive towards actions that support anti-racism and linguistic justice.
🎉New article from #CCBR team member, Nicole R. Misra (@nicolermisra.bsky.social)! Check it out here: drive.google.com/file/d/1BZ7T...
#Education #CommunallyBonded #AcademicSky
