Feminine and Feminist Ethics and Service-Learning Site Selection: The Role of Empathy

Sources and consequences of teacher attrition in large-scale intervention impact studies

“…During the third year (2014–2015), again almost 40% of the teachers were new to the study. Our study indicates that even when the implementation and study design are carried out fully, teacher attrition occurs for various reasons over multiple years of an intervention (Bowdon and Boruch 2014; Ingersoll 2001; Jacob and Rockoff 2011). Teacher attrition can be quite frequent in urban schools with economically disadvantaged students, racial/ethnic minority students, and ELLs as school-level leadership decides teacher assignments in response to perceived pressing needs.…”

“…Data systems can also allow for the design of interventions that better align to the dynamic nature of the school context. For example, within-school teacher mobility, referred to as Ambient Positional Instability (API) (Bowdon and Boruch 2014) is a potential source of attrition that could be accounted for if data were available. While API rates have been documented at the secondary levels in STEM fields, API rates at the elementary level are not as widely available, though studies suggest shifts in grade levels for elementary teachers are common (cf.…”

“…Teacher turnover has been discussed extensively as a source of attrition in research studies (Ingersoll 2001). The movement of teachers across assignments, grades, schools, and districts is collectively referred to as “ambient positional instability” (API) (Bowdon and Boruch 2014). Discussions of teacher turnover have most often focused on teachers who leave the profession (leavers) or those who move to a different school or district (movers); however, Blazar (2015) points out that an understudied aspect of teacher mobility is the movement of teachers within school from one grade level to another.…”

Chapter 13. Literacy, Praxis and Participation in Environmental Deliberation

“…Scholars in composition and rhetoric have deepened our field's understanding of the wider potential of community-based writing initiatives by describing the benefits of student engagement , service learning as citizen formation (Dubinsky, 2002;, community literacies Knochel & Selfe, 2012), and feminist approaches to community engagement (Nickoson & Blair, 2014;Sheridan & Jacobi, 2014;Bowdon, Pigg, & Mansfield, 2014). The pedagogical and social benefits of community-based writing projects for students are well documented, yet less is known about the affordances of these projects for other stakeholders.…”

Service Learning in an Urban Context: Pedagogy for Nurturing Empathy and Moral Development

“…They devoted little or no efforts in building a practical pedagogical model in nurturing empathy as a constituent part of moral development (Everhart, 2016;Maxwell & Racine, 2010). Although some research have been done to examine the impact of service learning on students' moral development, most of these studies defined "moral development" narrowly as cognitive moral reasoning (Boss, 1994;Bowdon et al, 2015;Gorman et al, 1994). This research aims at proposing a pedagogical model for nurturing empathy of students by use of service learning delivered to disadvantaged households within an urban context.…”