https://www.ojed.org/index.php/jise/issue/feed Journal of Interdisciplinary Studies in Education 2021-05-20T00:00:00+00:00 Amany Saleh asaleh@astate.edu Open Journal Systems <p>The<em> Journal of Interdisciplinary Studies in Education</em>&nbsp;(Online ISSN 2690-0408, Print ISSN 2166-2681) is published bi-annually by the Center for Excellence in Education at Arkansas State University. JISE publishes interdisciplinary and multidisciplinary theoretical and empirically based-research articles and book reviews related to all aspects of teaching and learning in K-12 and Higher Education. The journal serves as an intellectual platform for the research community.&nbsp;</p> <div class="published">&nbsp;</div> https://www.ojed.org/index.php/jise/article/view/2396 The Critical Role of Global and Culturally Responsive Leadership for Higher Education in the 21st-Century 2020-12-09T14:30:16+00:00 Eric Archer eric.archer@wmich.edu Yuqian Zhang yuqian.zhang@wmich.edu <p><span lang="ZH-CN">“</span>We are on the precipice of an epoch,” in which 21st century organizations are facing a complex, competitive landscape driven largely by globalization and the technological revolution (Hitt, 1998, p. 218). As such, Bikson, Treverton, Moini and Lindstrom (2003) have urged universities to develop a global leadership curriculum, based on their prediction of a future shortage of global leaders in all sectors. This essay examines the critical role of global and culturally responsive leadership for graduates of higher education institutions.</p> 2021-07-31T00:00:00+00:00 Copyright (c) 2020 Journal of Interdisciplinary Studies in Education https://www.ojed.org/index.php/jise/article/view/2744 Teaching and Learning as CANVAS Ambassadors During the COVID-19 Pandemic 2021-03-24T16:59:40+00:00 Laura Dorsey-Elson Laura.Dorseyelson@morgan.edu Celeste Chavis celeste.chavis@morgan.edu Kesha Baptiste-Roberts kesha.baptisterobert@morgan.edu Krishna Bista krishna.bista@morgan.edu Ahlam Tannouri ahlam.tannouri@morgan.edu Akinyele Oni akinyele.oni@morgan.edu Michelle Rockward michelle.rockward@morgan.edu Sharlene Allen-Milton Sharlene.Allen@morgan.edu Antony Kinyua antony.kinyua@morgan.edu Natasha Pratt-Harris Natasha.PrattHarris@morgan.edu Daniel Brunson daniel.brunson@morgan.edu Steve Efe steve.efe@morgan.edu <p>The Mid-Region Community College is tucked between hills and mountains in the eastern North Atlantic Region of the United States. It is truly the best kept secret in the state. Located approximately 90 minutes between two major metropolitan areas, the Center Area of the North Atlantic Region is the ideal location to serve the underrepresented population of African American women, children, and families. Center Area is home to three charming, cities—Sayre, Tubman, and River Town—plus an abundance of scenic countryside and small towns. The extension of Peak County brings the rich, scenic views of the Highlands. Center Area is easily accessible by major highways and the Center Area International Airport. The Center Area is a hub of 15 postsecondary education institutions including three community colleges. Table 1 summarizes the characteristics of the Center Area of the North Atlantic Region.</p> 2021-07-31T00:00:00+00:00 Copyright (c) 2021 Journal of Interdisciplinary Studies in Education https://www.ojed.org/index.php/jise/article/view/2695 Incorporating Eastern and Western Learning Perspectives into Western Learning Environment 2020-12-10T06:24:01+00:00 Bo Chang bchang@bsu.edu <p><em>This paper focuses on incorporating Eastern and Western learning perspectives into an American learning environment. The design-based research approach is employed. The following principles influenced by the Eastern and Western perspectives of learning were implemented in course design: providing pre-sequenced materials with high structure and flexible options, valuing group collaboration and individual autonomy, and promoting diverse ideas and critical thinking. Responses from 38 participants show that students from the Western learning environment also favor the pre-sequenced course materials with high structure. Even though they prefer independent and individual work, in an online environment a certain degree of collaborative work is necessary to create interactive dynamics and a sense of presence. Critical thinking in an online environment is not always adequately executed, which does not support the Western learning perspective of favoring critical thinking.</em></p> 2021-07-31T00:00:00+00:00 Copyright (c) 2021 Journal of Interdisciplinary Studies in Education https://www.ojed.org/index.php/jise/article/view/1369 Contributions of Multidisciplinary Peer Observation to Lecturers’ Reflective Practices 2020-12-22T09:59:49+00:00 Ana Mouraz anamouraz@gmail.com Isabel Ferreira isabel.ferreira@ff.up.pt <p><em>The goals of this paper are to explain the extent to which multidisciplinary peer observation practices may improve reflection among lecturers concerning their pedagogical practices. and identify the kind of reflection it improves. In this sense, the paper presents a study with the objective of determining the importance that lecturers give to reflection upon their pedagogical practices as they are engaged in a multidisciplinary peer observation program. Data were collected through interviews and observation records. The results suggest a confirmation, among other aspects, of a commitment to a reflective discourse both in the work carried out by lecturers and as it concerns the pedagogical issues of their training.</em></p> 2021-07-31T00:00:00+00:00 Copyright (c) 2021 Journal of Interdisciplinary Studies in Education https://www.ojed.org/index.php/jise/article/view/3172 Arts Integration and Culturally Sustaining Pedagogy 2020-12-11T02:46:33+00:00 Sahar Aghasafari sahar.art80@gmail.com Kelli Bivins bivinsk@clarke.k12.ga.us Brendan Nordgren nordgrenb@clarke.k12.ga.us <p class="Abstract"><span lang="EN-GB">There has been a dramatic increase in the number of multilingual and multicultural students in U.S. schools. Because of high-stakes testing and English-only mandates, instructional practices, and curricula in most urban school districts neglect the cultural and linguistic interests of their diverse student populations. In this interpretive study, we use exploratory case study methods to demonstrate how Culturally Sustaining Pedagogy (CSP) and Arts Integration (including drawing and graphic story) can support the learning of ten students who speak English as their second language. This article introduces research activities supporting the use of culturally sustaining pedagogy and arts in a biology unit (the role of selection population) in communication skills class, particularly as it relates to bilingual and multilingual youth.</span></p> 2021-07-31T00:00:00+00:00 Copyright (c) 2021 Journal of Interdisciplinary Studies in Education https://www.ojed.org/index.php/jise/article/view/2188 Discovering Sustainability in New York City 2020-09-11T19:49:54+00:00 Karyn Pilgrim karyn.pilgrim@esc.edu Kevin Woo kevin.woo@esc.edu <p><em>Ecological learning is enriched when students can apply course content to their own communities and gain an understanding and experience for deploying sustainable practices. Such merging of content, application, and place requires an interdisciplinary approach to grapple with the ecological and cultural issues more holistically that sustainability education explores. Guided by the ecological pedagogy of David Orr, founder of the Oberlin Project, we devised a pilot study that combines course content in environmental science, cultural studies, and writing with place-based, experiential, and hands-on learning to empower students to critically analyze their lifestyles and engage in activism for change.</em></p> 2021-07-31T00:00:00+00:00 Copyright (c) 2021 Journal of Interdisciplinary Studies in Education https://www.ojed.org/index.php/jise/article/view/3445 Re-imagining Pedagogy for Early Childhood Education Pre-service Curriculum in the Face of the COVID 19 Pandemic 2021-01-21T12:13:51+00:00 Ramashego Mphahlele Emphahrs@unisa.ac.za Bethia Tanneh Jikpamu bethia.tj3@gmail.com <p class="p1"><em>COVID-19 has caused a change in the demography of the Early Childhood Education (ECE) teaching fraternity. This paper problematizes the ECE curriculum delivery gap created by the influence of COVID-19. Central to this paper is the assumption that online learning might limit the stimulation of children’s holistic development. Reflecting on their experiences, the authors examine the influence of COVID-19 on pedagogy for ECE pre-service and kindergarten curriculum through the lens of design thinking theory. The reflections are based on one open and distance learning institution in South Africa and one kindergarten program in Canada. The findings reveal challenges, such as digital inequality brought on by socio-economic imbalances and opportunities. The authors suggest the digital literacy skills needed to mitigate the influence of COVID-19 in the ECE pre-service and kindergarten curriculum delivery.</em></p> 2021-07-31T00:00:00+00:00 Copyright (c) 2021 Journal of Interdisciplinary Studies in Education https://www.ojed.org/index.php/jise/article/view/2685 Motivation to Pursue a Ph.D. in Computing 2021-03-14T01:41:24+00:00 Jose Cossa mozambicanscholar@gmail.com Lecia Barker lecia.barker@colorado.edu <p>This paper investigates the motivation of African American master’s degree students in computing to pursue a Ph.D..&nbsp; Specifically, we sought to understand the motivation of those students attending Historically Black Colleges and Universities (HBCUs) in the United States.&nbsp; Our framework was founded on the premise that an adequate theoretical rooting of broadening participation calls for reflections on the nature and practice of justice.&nbsp; Motivation, nonetheless, remained the core factor, albeit addressing it within a context of justice or lack thereof.&nbsp; The study shows that while most students seem intrinsically motivated by a desire to learn, leading to a likelihood to pursue a Ph.D., extrinsic factors such as funding and employability constitute the highest hindrance to such likelihood.</p> 2021-07-31T00:00:00+00:00 Copyright (c) 2021 Journal of Interdisciplinary Studies in Education https://www.ojed.org/index.php/jise/article/view/2585 Creating Intentionally Inviting School Cultures during Crisis 2020-12-26T17:17:03+00:00 Corinne Brion cbrion1@udayton.edu <p>This qualitative study used Purkey and Novack’s (1988) Invitational Education as a conceptual framework to understand how 30 educational leaders in Ohio’s urban and suburban districts created intentionally inviting school cultures during the 2020 COVID-19 pandemic. Findings indicated that leaders altered their leadership styles to focus on people rather than programs and policies in order to be more inviting. Challenges pertained to insufficient funding to provide professional development for teachers and parents and the need for more mobile devices and connectivity. This study is significant because it expands the invitational education framework to show how leaders are being intentionally inviting in time of crisis.</p> 2021-07-31T00:00:00+00:00 Copyright (c) 2020 Journal of Interdisciplinary Studies in Education