Virtual Expo

Welcome to the 2022 AOCC Virtual Expo!

Below are video recordings of presentations selected for this year's virtual expo. The presenters will be available on Saturday, March 5th between 12:10PM and 12:55PM EST via Zoom to speak with conference attendees and answer questions. Each presenter will be assigned a Zoom Breakout Room. Zoom link: https://harvard.zoom.us/j/95335125602

Expo Presentations

Becoming Black Lawyers: Question & Answer Session with the Filmmaker Evangeline Mitchell (Special Private Screening Opportunity)

Becoming Black Lawyers: Question & Answer Session with the Filmmaker Evangeline Mitchell (Special Private Screening Opportunity)

Evangeline M. Mitchell, Esq., MEd‘01

Click Here for the Presentation

Multiple award-winning documentary short BECOMING BLACK LAWYERS features five Black lawyers candidly discussing the additional challenges they faced as Black students in predominantly White law schools as they worked hard to earn their legal education in a hypercompetitive educational environment. In their quests to become lawyers, they recognize the contradictions in their lived experiences in institutions that idealistically represent "justice" for all. Although one might think that law schools stand for the principles of equity and fairness, in reality, they recognize that the walls of law school failed to offer protection from daily prejudice, microaggressions, and anti-Blackness. 

In recent years and particularly since the racial reckoning in 2020, many law schools have made statements against racism and some have begun to do the work of addressing these issues including creating diversity, equity and inclusion positions and re-evaluating their curricula, etc. See Law Deans Antiracist Clearinghouse Project

As of February 2022, the American Bar Association, the largest voluntary association of lawyers and the accrediting body for American law schools, passed Resolution 300. This made an addition to Standard 303’s curriculum requirement mandating that law schools now - for the first time ever - provide education about bias, cross-cultural competency and racism at the beginning of one’s legal education and again before one’s graduation. As a Black lawyer herself, it is the filmmaker’s hope that this documentary can be used as a teaching tool to incite discussion around race in the law school environment - both inside and outside of the classroom.

To view the documentary, please click on the below streaming link and use the given password - available only for 24 hours from Friday, March 4, 2022 at 12:00 pm (noon) to Saturday, March 5, 2022 at 12:00 pm (noon) ET. The link will be disabled after this timeframe.

Streaming Link: https://vimeo.com/673227729

Password: HGSEAOCC2022

Download the discussion guide here.

Action research for cognitive and psychological student engagement in a secondary school dropout prevention program

Action research for cognitive and psychological student engagement in a secondary school dropout prevention program

Nadalena de Julio

The UNESCO Sustainable Development Goal 4 calls for strategies to improve access to secondary education. This mixed methods study examined cognitive and psychological engagement among secondary students enrolled in a dropout prevention program in Siem Reap, Cambodia. Students completed a survey to determine their engagement level. Semi-structured interviews with students and staff explored perspectives of their relationships, future goals, and the program's impact. Students were supported in their family and teacher relationships, but peer support was weaker. Students cited soft skills and community service as important program elements, while staff identified soft skills and family work.

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Developing Inclusive Pedagogy to prepare preservice Teachers to Support Culturally and Linguistically Diverse Student Learning

Developing Inclusive Pedagogy to prepare preservice Teachers to Support Culturally and Linguistically Diverse Student Learning

Meghan Crouch-Edwards

The UNESCO Sustainable Development Goal 4 calls for teachers to be prepared to serve culturally and linguistically diverse students. This mixed-methods case study investigates a teacher education program in a large public university in the Southwest part of the United States to understand how teachers are prepared to serve culturally and linguistically diverse students. The study used semi-structured interviews, questionnaires, and analysis of the teacher education curriculum to answer the research questions. The research addresses how pre-service teachers are challenged to consider diverse identities in their teaching and pedagogy.

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Exploring Middle School Perspectives on Social-Emotional Learning and their Impact on School Violence

Exploring Middle School Perspectives on Social-Emotional Learning and their Impact on School Violence

Makala Close-Haines

Social-emotional factors are related to the climate and safety within middle schools in the US and globally. This action research case study employed mixed methods to determine multi-leveled perspectives related to school violence. The results indicated SEL and district initiatives impact the climate and safety of middle school students. In addition to the COVID Pandemic, experienced globally, students and staff report a lack of skills related to SEL. The findings of this study may provide insights on the need to continue the implementation of the SEL curriculum in the district.

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Exploring the relationship between communication, curriculum, and learning outcomes during virtual learning

Exploring the relationship between communication, curriculum, and learning outcomes during virtual learning

Sarah Bischoff

Globalization and the COVID-19 pandemic has placed virtual tools at the center of teaching and learning. This mixed-methods case study investigates responses from elementary teachers at a Kuwaiti private school reporting on relationships between virtual teacher-parent-student communication, math curriculum, and learning outcomes during the 2020-2021 academic year and Covid-19 pandemic. Results revealed that only 25% of respondents felt their students reached the same mastery level of mathematics standards as in face-to-face years. Results from interviews and observations help explain changes in resource usage, communication, and retention. 

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Factors Impacting Female Underrepresentation in STEM

Factors Impacting Female Underrepresentation in STEM

Megan Morris

UNESCO’s Sustainable Development Goal 4 calls for gender equality and access in all aspects of education. This mixed-methods action research study explored gender differences in secondary STEM students in participation, success, and factors to pursue STEM at an international school in Taiwan. The results indicated that male participants have higher participation and self-efficacy, while female participants have higher internal expectations. However, there are mixed results about success. Female students had significantly higher course grades but there were no statistical differences in Advanced Placement Test scores.

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Postcolonialism in Secondary English Curriculum in Hawai'i: A-One Teacher Self-study

Postcolonialism in Secondary English Curriculum in Hawai'i: A-One Teacher Self-study

Sara Graves

This mixed-methods case study investigates the westernization of education in postcolonial settings. Conducted in Hawai’i, the research examines my role as a secondary English teacher in a colonized state by evaluating my curricula, school context, and practice through observations and questionnaires. A syllabus analysis shows how westernization manifests in education. The results encourage future research to investigate decolonizing curricula and support UNESCO’s sustainable education goals by promoting cultural pluralism in schools.

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Preparing Teachers to Implement Social-Emotional Learning: Access to Training, Resources, and Collaboration

Preparing Teachers to Implement Social-Emotional Learning: Access to Training, Resources, and Collaboration at an Elementary School

Nicole Kaiser

UNESCO Sustainable Development Goal 4 considers socioemotional learning in the primary years of schooling as essential for student wellbeing. As social-emotional learning (SEL) emerges as an integral part of global education systems, teachers have reported a lack of training in SEL content and pedagogies. This action research case study investigated teacher preparedness at an elementary school implementing SEL school-wide. The results indicated that teachers and students thought SEL was important but that the teachers felt under-prepared to implement it into their classrooms, creating a reliance on collaboration and outside resources to fill in gaps in their professional knowledge.

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Teachers as Global Researchers: Supporting Social Justice Through Inquiry-Based Practice

Teachers as Global Researchers:  Supporting Social Justice Through Inquiry-Based Practice

Maria Teresa Tatto, MEd ‘82, EdD ‘87

This paper presents the theory, framework, and approach to becoming a global teacher-researcher in the MEd Program in Global Education at Arizona State University. The program introduces students to the unfamiliar by engaging them in a global search for research-based approaches to increase access and equity. Students bring that knowledge back to their familiar context, resulting in uniquely innovative ideas supporting action research engagement for social justice in their classroom, school district, and other education-related organizations. 
HGSE Latina Alumna Maria Teresa Tatto and her students in this Expo Presentation, are testing the program’s transformational assumption that teachers as researchers can bring about impactful and sustainable change to challenge systems of oppression through education effectively.

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Technology integration and access to digital literacy in the time of COVID

Technology integration and access to digital literacy in the time of COVID

Marta Synychych

UNESCO’s Sustainable Development Goal 4 has underscored the role of technology in the classroom.  Conducted in British Columbia, this mixed-methods case study examined how teacher preparation and school information technology infrastructure mediate the use of technology in secondary science classrooms. The findings suggest that teachers’ self-perceived low level of technological knowledge, lack of technological training, and inadequate school information technology infrastructure inhibit teachers’ and students’ engagement with technology.

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The Intersection of ELL Education and Cultural Pluralism in Adult Education

The Intersection of ELL Education and Cultural Pluralism in Adult Education

Lindsey Brown

Global and local research has identified the need to introduce cultural pluralism in all facets of education. This qualitative case study probed the extent to which cultural pluralism is integrated into adult ELL classrooms in four adult education facilities in Indiana. The study employed a questionnaire, semi-structured interviews, and curriculum analysis to triangulate data.  Ultimately, a lack of formal cultural training has left teachers “learning on the fly.” To combat this deficit and to promote cultural pluralism, educators should be provided with, and seek out on their own, opportunities for cross-cultural exchange.

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