ISSN 2375-6853

Mission statement
The Nebraska Educator is an open access peer-reviewed academic education journal at the University of Nebraska-Lincoln. This journal is produced by UNL graduate students and publishes articles on a broad range of education topics that are timely and have relevance in the field of all levels of education. We seek original research that covers topics such as:
1. Curriculum, teaching and professional development
2. Education policy, practice and analysis
3. Literacy, language and culture
4. School, society and reform
5. Teaching and learning with technologies

Goals
The Nebraska Educator has four main goals with its published research: 1) to familiarize students with the process of publication, 2) to facilitate dialogue between emerging scholars, educators, and the larger community, 3) to promote collegiality and interdisciplinary awareness, and 4) to establish a mechanism for networking and collaboration. The 2019-2020 Editors Board Taylor Hamblin (Editor-in-Chief), Teaching, Learning, and Teacher Education Amy Zachek (Editor), Educational Administration Justin Andersson (Editor), Educational Psychology Rachael Belke (Illustrator), Teaching, Learning, and Teacher Education

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2020

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The Roles of Language, Communication, and Discourse in Power: A series of critical (reaction) essays, Alessia Barbici-Wagner

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Resources for Content-area Teachers Educating ELLs: A Literature Review, Heidi Jo Bartlett

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Bilingual Acculturation Assessment: An Overview of Current Developments, Donna Chen

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The Nebraska Educator, Volume 5: 2020, College of Education and Human Sciences University of Nebraska-Lincoln

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EmPOWER: An Adaptable Writing Intervention, Carly Dinnes

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Seeing Formative Assessments from a Broad Perspective, Consuelo Marisol Gallardo

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Culturally Relevant Science Teaching: A Literature Review, Uma Ganesan

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Learning to Lesson Plan: A Mentor’s Impact on Pre-service Teachers, Kelly M. Gomez Johnson, Connie L. Schaffer Dr, Lela E. Nix, and H. Emily Hayden

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The Current State of Assessing Historical Thinking: A Literature Analysis, Taylor S. Hamblin

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Difficulty and Distance in Educational Encounters with Historical Violence, Grant Scribner

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Interval Estimation of Proportion of Second-level Variance in Multi-level Modeling, Steven Svoboda

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The History, Evolution, and Trends of Academic Dishonesty: A Literature Review, Amy Zachek

2017

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Effects of Environment on Depressive Symptoms on Chinese Left-Behind Children, Lanyan Ding and Eric S. Buhs

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THE NEBRASKA EDUCATOR, VOLUME 4: 2017 (Complete Issue), Abraham Flanigan, Zoe Falls, Carin Appleget, Lyrica Lucas, Sarah McBrien, Markeya Peteranetz, and Shuling Yang

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Students on the Edge: Evaluating an Academic Support Group, Benjamin P. Heinisch and Nicole M. Smith

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Examining Inequalities in Science Literacy by Religious Affiliation Among Adults, Alexis Swendener

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Applying Encoding and Retrieval Techniques to Chinese Rhyme Reading in Advanced Placement Chinese Instruction, Nan Wang

2016

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Examining Doctoral Attrition: A Self-Determination Theory Approach, Mark F. Beck

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Transitional Adjustment Intervention for International Students in U.S. Colleges, Zhuo Chen

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The Nebraska Educator, Volume 3: 2016 (complete issue), Abraham Flanigan, Kristine Sudbeck, Jeff Beavers, Sarah McBrien, and Jessica Sierk

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A Technology-Supported Learning Experience to Facilitate Chinese Character Acquisition, Xianquan Liu and Justin Olmanson

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Language, Literacy and Dewey: "Experience" in the Language Arts Context, Jessica E. Masterson

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Fostering Metacognition in K-12 Classrooms: Recommendations for Practice, Markeya S. Peteranetz

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Korea and the Dominican Republic: A transnational case study-analysis, Aprille J. Phillips

2015

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Learning Vocabulary with Apps: From Theory to Practice, Qizhen Deng and Guy Trainin

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An Exploration of Voice in Second Language Writing, DWI RIYANTI

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Volume 2 of The Nebraska Educator: Full Issue, Kristine Sudbeck Editor-in-Chief, Jeff Beavers, Abraham Flanigan, Sarah McBrien, and Jessica Sierk

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Educational Language Planning and Policy in Nebraska: An Historical Overview, Kristine M. Sudbeck

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An Analysis of Pictures for Improving Reading Comprehension: A Case Study of the New Hanyu Shuiping Kaoshi, Fei Yu

2014

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2014 CEHS Student Research Conference- Abstracts

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2014 CEHS Student Research Conference Program

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Teaching with Poetic Insight: A Practitioner Reflection and Dream of Possibility, Dorothy Marie Bossman

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Exploring Public Middle School English Language Learner Teachers' Grammar Teaching: An Instrumental Case Study, Sevda Budak

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Finding the Connections Between Art and Teaching: A Case Study, Tareq Daher and Stephanie A Baer

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Educating Preschoolers about Color, Texture, and Taste: Child Care Providers’ Perceptions for Engaging Children’s Senses, Car Mun Kok and Dipti A. Dev

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Eyes Never Lie: Eye-Tracking Technology Reveals how Students Study Displays, Linlin Luo, Markeya S. Peteranetz, Abraham E. Flanigan, Amanda L. Witte, and Kenneth A. Kiewra

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Urban Immersion: Changing Pre-service Teachers' Perceptions of Urban Schools, Connie Schaffer, Deborah Gleich-Bope, and Cindy B. Copich

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Transforming Field Experiences to Create Authentic Teaching Opportunities, Connie Schaffer and Kelly Welsh

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Currere and the Beauty of Soulful Classroom Moments, Jessica Sierk

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Faculty Perceptions to Imposed Pedagogical Change: A Case Study, Mary L. Sinclair and Sarah R. Faltin Osborn

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The Nebraska Educator, Volume 1: 2014 (complete issue), Kristine Sudbeck Editor-in-Chief, Jeff Espineli, Abraham Flanigan, Sarah B. McBrien, and Jessica Sierk

2013

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CEHS Student Research Conference Program

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CEHS Student Research Conference Program--Abstracts

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Bullying Prevention in Schoolwide Positive Behavior Supports: A Review of the Literature, Allen Garcia and Regina M. Oliver

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EVALUATION OF NUTRITION AND PHYSICAL ACTIVITY CURRICULA BASED ON THE SOCIAL COGNITIVE THEORY, Elisha Hall, Julie A. Albrecht, Weiwen Chai, Alyssa Vierregger, Johnna Hall, and Wanda Koszewski

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Health and Nutrition Education in Czech Republic (Poster), Jana Koptíková

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The Curriculum of Health and Nutrition Education in Czech Republic (Article), Jana Koptíková

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THE ROLE OF DISCOURSE IN TEACHING SCIENTIFIC INQUIRY: A DESCRIPTIVE STUDY OF TWO STUDENT TEACHERS, Jia Lu

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Teaching culturally and linguistically diverse students: A phenomenological study of volunteer teachers' learning curve, Jessica Sierk

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Food Safety Education Using Conceptual Change Teaching Strategies among Native American Nebraskans, Rachel C. Sinley, Kris Foley, and Julie A. Albrecht

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ELL High School Students of Mexican Ancestry: A Phenomenological Study of Language Ideologies, Kristine Sudbeck

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Faculty Perceptions of Course Redesign, David Tompkins, Curtis Brundy, Rick Marlatt, and Fei Yu

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PRESCHOOL CHILDREN’S CONSERVATION REASONING AND UNDERSTANDING ABOUT NATURE, Julia C. Torquati, Julia Kroeker, and CarMun Kok