“Faced with Given Circumstances”: A Localized Context of Use Approach

Herman, Kristin; Baaki, John; Tracey, Monica W.

doi:10.1007/978-3-031-37697-9_30

Cited by 2 publications

(3 citation statements)

References 15 publications

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“…The relationship between intent and intervention should be examined at all phases of instructional design models which center culture (Thomas et al, 2002). Intention with the design field has also previously been tied to the need to act (Herman et al, 2023), suggesting that while naming and reflecting on what inclusive culture looks like, it is only by putting inclusive interventions into action that our praxis can improve. This study suggests the inverse to also be true-action without first defining what inclusion looks like and constant critical reflection on the effects of inclusive interventions can also lead to practice which is less than effective.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

“…At first glance, design situations are like trying to turn an aircraft carrier: they take a lot of force, they are slow, and it takes a long time to turn such a large ship with such momentum. Changing situations of inequity, a lack of diversity, and/or non-inclusion involve changes to everything we do every day (Herman et al, 2023;.…”

Section: Author Positionality and District Contextmentioning

confidence: 99%

“…The process of reflection and action should be simultaneous and ongoing. In wanting to design a perfectly inclusive environment, the design team can become lost in iterations of reflection and dialogue without ever taking action (Herman et al, 2023). However, reflection has been repeatedly shown to contribute to a design team's ability to move forward in an iterative design process (Stefaniak et al, 2022;Tracey & Hutchinson, 2016).…”

Section: Actmentioning

confidence: 99%

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Ready to Implement? An Exploration of K12 Faculty’s Preparedness to Create Inclusive Learning Environments

Herman,

Baaki

2024

TechTrends

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Understanding how to create trauma-informed learning environments which can contribute to learner empowerment is the focus of this phase of an ongoing education design research project. As embedding opportunities for social-emotional learning (SEL) competency development has proven to help all students develop a sense of belonging within their educational environments (Cooper, 2014), a classroom climate that promotes these opportunities proves a useful metric by which to define inclusive learning environments. Internal and external factors K-12 faculty perceive as affecting their ability to create inclusive learning environments for increasingly diverse student bodies are examined. Observations are used to understand the extent to which faculty perception informs classroom practice. As K12 teachers are often collaborators in design and implementation of inclusive environments, an understanding of the extent to which these individuals conceptualize terms such as “belonging” is critical.

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Section: Discussion Of Findingsmentioning

confidence: 99%

Section: Author Positionality and District Contextmentioning

confidence: 99%