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 2021-2022 Editors Board is
Co-Editors-in-Chief: Danika Lang and Heidi Jo Bartlett
Associate Editors: Sam Butler, Paige Johnson, Zach Short, Cassandra Schroeder, Tirna Purkait, and Rashmeet Khurana
2022
Masked or Unmasked? The Impact of Hidden Facial Expressions on Interpretations of Emotion, Justin Andersson and Lauren Thayer
The Nebraska Educator, Volume 6, Issue 2 (2022), Heidi Jo Bartlett , Co-Editor-in-Chief and Danika Lang , Co-Editor-in-Chief
Bridging Metacognition and Executive Function: Enhancing Metacognition Via Development of the Dorsolateral Prefrontal Cortex, Matthew Brooks
Developing Metacognition: Leveraging a Spiral Curriculum to Enhance Strategy-Learning Programming, Matthew Brooks
Emotional and Attentional Regulation: Impact of Trauma and Journal Writing?, Jody Ann Coore
Maximizing Student Citizenship Education, Consuelo Gallardo
From Active Learning Trigonometry to Lecture-Oriented Calculus: Student Interactions, Kelsey Quaisley and Nathan Wakefield
A Thematic Analysis of Faculty Advice for Doctoral Students, Alexa Yunes-Koch and Katie Johnson
2021
The Nebraska Educator, Volume 6, Issue 1 (2021)
Multiracial Individuals and Educational Testing, Karen Alexander
Assessments and Accommodations for English Language Learners: A Literature Review, Heidi Jo Bartlett
Confronting the Past, Challenging the Future: Linguistic Hegemony, Capitalism, and Neoliberalism in TESOL, Crystal Bock Thiessen
Again Awake: A White Researcher’s Iterative Positioning for Entering Black Spaces, Eileen Boswell
Triangulating Research that Focuses on Decolonizing and Race-Based Educational Theories, Beth Dotan
Diversifying the Classroom: Masculinity and Intersectionality in (Teacher) Education: A Review of Literature, Scott V. Gealy
2020
The Roles of Language, Communication, and Discourse in Power: A series of critical (reaction) essays, Alessia Barbici-Wagner
Resources for Content-area Teachers Educating ELLs: A Literature Review, Heidi Jo Bartlett
Bilingual Acculturation Assessment: An Overview of Current Developments, Donna Chen
The Nebraska Educator, Volume 5: 2020, College of Education and Human Sciences University of Nebraska-Lincoln
EmPOWER: An Adaptable Writing Intervention, Carly Dinnes
Seeing Formative Assessments from a Broad Perspective, Consuelo Marisol Gallardo
Culturally Relevant Science Teaching: A Literature Review, Uma Ganesan
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
The Current State of Assessing Historical Thinking: A Literature Analysis, Taylor S. Hamblin
Difficulty and Distance in Educational Encounters with Historical Violence, Grant Scribner
Interval Estimation of Proportion of Second-level Variance in Multi-level Modeling, Steven Svoboda
The History, Evolution, and Trends of Academic Dishonesty: A Literature Review, Amy Zachek
2017
Effects of Environment on Depressive Symptoms on Chinese Left-Behind Children, Lanyan Ding and Eric S. Buhs
THE NEBRASKA EDUCATOR, VOLUME 4: 2017 (Complete Issue), Abraham Flanigan, Zoe Falls, Carin Appleget, Lyrica Lucas, Sarah McBrien, Markeya Peteranetz, and Shuling Yang
Students on the Edge: Evaluating an Academic Support Group, Benjamin P. Heinisch and Nicole M. Smith
Examining Inequalities in Science Literacy by Religious Affiliation Among Adults, Alexis Swendener
2016
Examining Doctoral Attrition: A Self-Determination Theory Approach, Mark F. Beck
Transitional Adjustment Intervention for International Students in U.S. Colleges, Zhuo Chen
The Nebraska Educator, Volume 3: 2016 (complete issue), Abraham Flanigan, Kristine Sudbeck, Jeff Beavers, Sarah McBrien, and Jessica Sierk
A Technology-Supported Learning Experience to Facilitate Chinese Character Acquisition, Xianquan Liu and Justin Olmanson
Language, Literacy and Dewey: "Experience" in the Language Arts Context, Jessica E. Masterson
Fostering Metacognition in K-12 Classrooms: Recommendations for Practice, Markeya S. Peteranetz
Korea and the Dominican Republic: A transnational case study-analysis, Aprille J. Phillips
2015
Learning Vocabulary with Apps: From Theory to Practice, Qizhen Deng and Guy Trainin
An Exploration of Voice in Second Language Writing, DWI RIYANTI
Volume 2 of The Nebraska Educator: Full Issue, Kristine Sudbeck Editor-in-Chief, Jeff Beavers, Abraham Flanigan, Sarah McBrien, and Jessica Sierk
Educational Language Planning and Policy in Nebraska: An Historical Overview, Kristine M. Sudbeck
2014
2014 CEHS Student Research Conference- Abstracts
2014 CEHS Student Research Conference Program
Teaching with Poetic Insight: A Practitioner Reflection and Dream of Possibility, Dorothy Marie Bossman
Exploring Public Middle School English Language Learner Teachers' Grammar Teaching: An Instrumental Case Study, Sevda Budak
Finding the Connections Between Art and Teaching: A Case Study, Tareq Daher and Stephanie A Baer
Educating Preschoolers about Color, Texture, and Taste: Child Care Providers’ Perceptions for Engaging Children’s Senses, Car Mun Kok and Dipti A. Dev
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
Urban Immersion: Changing Pre-service Teachers' Perceptions of Urban Schools, Connie Schaffer, Deborah Gleich-Bope, and Cindy B. Copich
Transforming Field Experiences to Create Authentic Teaching Opportunities, Connie Schaffer and Kelly Welsh
Currere and the Beauty of Soulful Classroom Moments, Jessica Sierk
Faculty Perceptions to Imposed Pedagogical Change: A Case Study, Mary L. Sinclair and Sarah R. Faltin Osborn
The Nebraska Educator, Volume 1: 2014 (complete issue), Kristine Sudbeck Editor-in-Chief, Jeff Espineli, Abraham Flanigan, Sarah B. McBrien, and Jessica Sierk
2013
CEHS Student Research Conference Program
CEHS Student Research Conference Program--Abstracts
Bullying Prevention in Schoolwide Positive Behavior Supports: A Review of the Literature, Allen Garcia and Regina M. Oliver
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
Health and Nutrition Education in Czech Republic (Poster), Jana Koptíková
The Curriculum of Health and Nutrition Education in Czech Republic (Article), Jana Koptíková
THE ROLE OF DISCOURSE IN TEACHING SCIENTIFIC INQUIRY: A DESCRIPTIVE STUDY OF TWO STUDENT TEACHERS, Jia Lu
Teaching culturally and linguistically diverse students: A phenomenological study of volunteer teachers' learning curve, Jessica Sierk
Food Safety Education Using Conceptual Change Teaching Strategies among Native American Nebraskans, Rachel C. Sinley, Kris Foley, and Julie A. Albrecht
ELL High School Students of Mexican Ancestry: A Phenomenological Study of Language Ideologies, Kristine Sudbeck
Faculty Perceptions of Course Redesign, David Tompkins, Curtis Brundy, Rick Marlatt, and Fei Yu
PRESCHOOL CHILDREN’S CONSERVATION REASONING AND UNDERSTANDING ABOUT NATURE, Julia C. Torquati, Julia Kroeker, and CarMun Kok