Katrina Liu

Recent efforts to ban the teaching of Critical Race Theory in U.S. public schools have been criticized for fundamentally misunderstanding both CRT and K-12 teaching and teacher education. This paper argues that Anti-CRT fear-mongering in the U.S. is a new face on an old practice, the racist use of public education to sustain White supremacy. Using the method of critical discourse analysis, it examines the current anti-CRT fulmination in terms of its continuity with the history of US White supremacy in education, looking in particular at the ideological strategies employed to silence oppositional voices. It first identifies the players-both people and money-behind the public face of the CRT ban movement, linking them to the initial reaction to Brown v. Board of Education in 1955. It then dissects the visible tactics and hidden strategies in anti-CRT efforts to describe a three-step process of disaster capitalism in education. It ends with thoughts on how unmasking of this sort can provide the basis for community action in defense of social justice and equity in education.

Prior research on preservice teacher commitment focuses on the relation between commitment and various relevant factors. Its nature and how it originates, develops, and impacts preservice teachers' learning to teach and career choice have yet to be described clearly. Using Locke's Model of Work Motivation, this paper presents a conceptual model to explain the nature of preservice teacher commitment, illustrates its genesis and development, and analyzes how commitment impacts preservice teachers' learning to teach and career choice. Further, we conduct a literature review of empirical research on preservice teacher commitment to explicate the constructs and relationships embedded in the conceptual model and corroborate its viability. Finally, we discuss the implications of our new model from multiple perspectives.

Using Asian Critical Race Theory and Resilience Theory, this qualitative study explores how Asian international college students experienced racism before and after the eruption of the COVID-19 pandemic and how they developed and used resilience to counteract that racism. Eleven Asian participants shared their counter-narratives through semi-structured interviews. Results reveal that, before the pandemic, participants were regularly subjected to racist acts and attitudes grounded in a deficit view of Asians that treated them as inscrutable foreigners, blamed them as individuals for perceived shortcomings in their home countries, dismissed their expertise outside of technical STEM fields, and failed to recognize their abilities in creative and leadership roles. During the pandemic, the racist acts and attitudes experienced by Asian international college students greatly exacerbated the unprecedented challenges of isolation, limited access to university space and resources, and financial and physical insecurity caused by the pandemic. Results also indicate that Asian international students developed resilience grounded on their life experiences and community assets to counteract racism.

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Augmented Reality (AR) has gained popularity in K-12 education in the past decades (Bower et al., 2014; Dunleavy & Dede, 2014; Dunleavy et al., 2009; Leighton & Crompton, 2017). Researchers and educators agree that AR is a useful pedagogical tool in teaching because it is grounded on efficient teaching and learning models such as constructivist learning (Abdoli-Sejzi, 2015), situated learning (Liarokapis et al., 2004), and inquiry-based learning (Chiang et al., 2014). Research on AR in the K12 context tends to focus on its impact on students’ learning processes and learning outcomes (Calle-Bustos et al., 2017; Chang et al., 2016; Freitas & Campos, 2008; Wu et al., 2013). However, it is essential to understand K-12 students’ behavioral intention to use AR—their perceptions of usefulness, ease of use, and enjoyment—so that teachers can better design and integrate AR-based learning into their courses. After defining AR in education, this literature-based research explores K12 students’ behavioral intention to use AR in learning guided by the Technology Acceptance Model. Specifically, we aim to answer this research question: What is K-12 students’ behavioral intention to use AR-based learning in real classrooms?

Counter-narrative has recently emerged in education research as a promising tool to
stimulate educational equity in our increasingly diverse schools and communities.
Grounded in critical race theory and approaches to discourse study including narrative
inquiry, life history, and autoethnography, counter-narratives have found a home in
multicultural education, culturally sensitive pedagogy, and other approaches to teaching for diversity. This chapter provides a systematic literature review that explores the place of counter-narratives in educational pedagogy and research. Based on our thematic analysis, we argue that the potential of counter-narratives in both pedagogy and research has been limited due to the lack of a unified methodology that can result in transformative action for educational equity. The chapter concludes by proposing critical counter-narrative as a transformative methodology that includes three key components: (1) critical race theory as a model of inquiry, (2) critical reflection and generativity as a model of praxis that unifies the use of counter-narratives for both research and pedagogy, and (3) transformative action for the fundamental goal of educational equity for people of color.

This chapter provides a critical and synthesizing review of the literature on issues related to preparing teachers for diverse learners from historical and theoretical standpoints, reviewing more than 50 years of calls for teacher education reform and efforts to prepare White teachers and teachers of color for racial, ethnic, and linguistic diversity in schools and communities. It finds that the limited success of such efforts is the result of policy changes that overemphasize recruitment and underemphasize retention, and calls for restructuring teacher education programs and research that focuses on critical reflection and generativity that can lead to transformative practices in the classroom. The authors argue for a (re)new(ed) emphasis on community-based teacher preparation grounded in critical reflection and generativity, which facilitates and promotes transformative teacher education that prepares teachers to teach diverse student populations.

This study examines pre-service teacher expectations of the principal's role in teacher induction, using grounded theory methodology to explore the question: What role do secondary pre-service teachers expect of principals in the induction of novice teachers and how do their expectations develop? Findings show that preservice teachers expect the enactment of two main roles of the school principal, school leader and instructional leader, within a continuum from negative beliefs to positive preferences. Findings demonstrate that field experiences influenced preservice teachers' expectations of the principal's role in teacher induction. This study broadens teacher induction research on the transition from pre-service teachers into the teaching profession and how school principals are perceived to be a part of that transition.

This research highlights the pedagogical significance of dialogic
spaces in supporting critical reflection and transformative learning
among prospective teachers in the United States. It finds that, with
elucidation of the multiple voices and texts from prospective teachers’
field experience, teacher educators can stimulate deep reflection to
springboard transformative learning. It also finds that ePortfolios have
strong potential to support a dialogic approach to reflection. However,
it is also clear that, absent systematic observation and careful followup
dialogue, the potential to move from reflection to transformative
learning is limited. The findings will help teacher educators rethink
the design and practice of supervision with ePortfolios, reinforcing
that critical dialogue between the supervisor and the prospective
teachers is key to supporting prospective teachers’ critical reflection
and transformative learning, and to improving their teaching practice.

This case study demonstrates how elementary school students’ selective prosocial responding towards their peers is associated with the targets’ different peer sociometric status in the classroom. Participants include 23 fourth graders and their teacher in a private elementary school in Seoul, South Korea. The findings of this study include: 1) Students were selectively prosocial toward their peers, based on the targets’ peer acceptance and popularity; 2) The group norms associated with the criteria of peer acceptance and popularity seemed to be related to liking of liked individuals; and 3) Being friendly and comforting was commonly enacted by the students in the classroom, even toward disliked individuals; however, giving and instrumental helping was more
frequent with popular targets than with disliked ones. The findings of the study indicate that students’ prosocial experiences are shaped by their selective choice of behavior based on in-group-out-group distinctions.

Action research in China during late 1970s and 1980s was influenced by positivist scientific research, believing the purpose of doing action research is to explore the general law of education. It was carried out through educational experimentations emphasizing the control of the experimental conditions. Starting from 1990s, action research in China followed the positivist model of hypothesis verification on the one hand, while on the other hand, it introduced the notion of hermeneutics: finding and solving problems in real teaching situations and thereby under- standing the real situation. Entering the new millennium, action research in China has further followed hermeneutics, accompanied by the emergence of ‘‘grassroots’’ action research.

This chapter discusses different views of reflection as a goal for teacher education. First, we examine the different ways in which reflection has been thought about as a goal for teacher education around the world. Next, we discuss three questions in relation to this work (a) the degree to which reflective teacher education has resulted in genuine teacher development, (b) the extent to which the goal of reflection in teacher education has contributed to educational equity, and (c) the relationships between the goal of preparing reflective teachers and what we know about the material realities of teachers work. Following an examination of the use of reflection in one country, China, which explores the influence of global and local forces on the use of reflection in Chinese teacher education, we examine several general trends in the development of the concept of reflection in teacher education in the last 25 years.

The Marginalized Learner is a graduate course that examines the characteristics of marginal students, the external and internal forces and conditions that cause that marginalization, and theories and practices that respond to marginalization. This course is designed for students to actively engage in meaning making and problem solving in the topics under discussion. The term marginalization will not be presented to the students with one single meaning, yet the students will define it based on their experiences, research, and discussion facilitated by the instructor.

Supervision of Student Teachers is a 3-credit graduate course exploring the respective roles and responsibilities of all student teaching personnel, the mission and structure of the university teacher education programs in relation to the Wisconsin Teacher Standards, the nature of student teaching challenges, preparation and processes of student teaching observations and evaluation, procedures followed in the selection of cooperating teachers and assignment of student teachers. It assists you in developing the reflective insights and understandings about methods and procedures to be a good supervisor. Attention is also given to skills and approaches fundamental to the professional development of cooperating teachers.

Co-developed and co-taught with Dr. Beth King at the UW-Whitewater

Using a combination university faculty and practitioners in the field, this three credit workshop is designed to orient students to the practice of using flipped classroom technologies and methodologies in the K-12 classroom. 

Objectives: By the end of the course, students will be able to:
• Explain potential applications for flipped classroom methodology in the K-12 environment.
• Adopt Interactive Whiteboard in teaching for the purpose of enhancing students’ learning.
• Critically discuss both pedagogical and administrative issues associated with flipped classroom methodology.
• Demonstrate the ability to use flipped class technologies.
• Identify at least three models for using flipped class methods in the classroom and discuss best practices associated with each model.
• Describe and critically discuss methods of using flipped classroom strategies to assist in flexible grouping and inquiry based pedagogy.
• Identify methods of using flipped classroom methodology to differentiate curriculum in order to individualize curriculum and meet the needs of diverse learners.
• Describe and critically discuss methods for evaluating the progress of students engaged in flipped classroom learning practices.
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Teaching about East Asia is an interdisciplinary introduction to some of the issues and approaches in the historical and social study of East Asia (China, Korea, Japan). This course is a three-credit, practical introduction for middle-school and high-school social science, world history, world literature, and geography teachers. It directly addresses the five Social Studies Content Standards areas established by the State of Wisconsin Department of Public Instruction:
A. Geography: People, Places, Environments
B. History: Time, Continuity, Change
C. Political Science and Citizenship: Power, Authority, Governance, Responsibility
D. Economics: Production, Distribution, Exchange, Consumption
E. Behavioral Sciences: Individuals, Institutions, Society (sociology, psychology, anthropology)

Co-Developed and co-taught with Dr. Richard Miller at the Center for East Asian Studies, the University of Wisconsin-Madison

The 21st Century has been dubbed “China’s Century,” suggesting that, just as the 20th century was overwhelmingly marked by the United States, this new century will be marked by China. China today is the world’s largest country by population (the U.S. is third), fourth largest by surface area (the U.S. is third), and the second largest by economic power (the U.S. is first). Yet only thirty years ago, with the Chinese economy only a tenth of its size today and the country still struggling with the legacy of Maoist autarky, pundits in Asia and the West were predicted that the 21st century would belong to Japan. How did China rise to global prominence so rapidly? Why do specialists believe it will continue to dominate a century not yet ten years old? And what are the implications of this stunning rise for China and the rest of the world?

“Understanding 21st-Century China” is an intensive, interdisciplinary examination of the issues in and approaches to contemporary China in global perspective. Designed to be a practical, topic-oriented survey covering a broad range of disciplines, this course does not assume prior knowledge of Chinese history, society, or language. Rather, it introduces the problems and opportunities contemporary China presents the world in a way that enables you to incorporate this knowledge into your classroom.

“Understanding 21st-Century China” is structured into fifteen weeks covering topics such as recent history, demographics, popular culture, health, and the environment, among others, using a mix of readings in both research and literature, lectures by the primary instructors and guest speakers, discussion, and projects that allow you to summarize, synthesize, and apply what you learn as rapidly as possible. ""

In this age of the global assault on public education, placing the experiences and voices of real teachers at the center of discussion is a necessary move to counter the neoliberal standard under which privatization, if not downright privation, marches. The work and lives of teachers: A global perspective by Rosetta Marantz Cohen could not have come at a better time. Working with seven high school teachers in seven countries and regions, all selected because of their role in the PISA testing system, Marantz Cohen creates " ethnographic portraits " to understand the status of teachers within very different educational systems by " documenting [their] work through the eyes and words of individual practitioners " (p. 2).

The Skillful Teacher by Stephen D. Brookfield is insightful and practical. Written for college teachers, it examines adult learning from the point of view of both teacher and learner. Brookfield uses three motifs ——experimental, practical, and inspirational —— integrating vignettes written in a conversational tone, with the intention that this book is of use to working teachers “for encouragement after a bad day in the classroom” (p. xiv).

This book provides a research-based guide to using ePortfolios to develop critically reflective teachers capable of transformative learning for educational equity. It begins with a conceptualization of critical reflection in teacher education, then analyzes the social discourse of prospective teachers' teaching practice through their ePortfolio reflections, triangulated by classroom teaching observations and interviews. The results of the research show that prospective teachers’ reflections are performative and do not typically trigger transformative learning, in large part because of discrepancies in the structures of the ePortfolio, the goals of the teacher education program, and the mentoring and supervisory practices. With this analysis in hand, the book turns to practical questions, providing a transformative framework along with examples and tips for teacher educators to use the author’s methods to understand and analyze prospective teachers’ reflection and support their transformative learning.