Curriculum and Instruction Commons^™

Promoting This We Believe And The Amle Standards With Teacher Candidates, Amanda Wall

Current Issues in Middle Level Education

This article describes approaches to integrating This We Believe and the Association for Middle Level Education Standards into a middle grades course.

Collaboration In The Middle: Teachers In Interdisciplinary Planning, Gary Senn, Deborah Mcmurtrie, Bridget Coleman

Current Issues in Middle Level Education

The authors promote collaboration through interdisciplinary planning.

Personalized Professional Development Plans, Nancy B. Ruppert

Current Issues in Middle Level Education

Nancy Ruppert is the past-president of AMLE and past-president of NAPOMLE. She is the chair of the education department at UNC Asheville. Her current areas of interest are in advocating for middle school alumni and creating resources to advocate for middle level education. Here she invites readers to contribute to ideas for ongoing professional development.

From Where Two Or More Are Gathered: Understanding An Interdisciplinary Team, Glynnis Childress

Current Issues in Middle Level Education

This study explores the types of professional learning teachers report when participating in an interdisciplinary team at the high school level.

Supporting Middle Grades Teacher Candidates In Becoming Culturally Competent, Nathan Carnes

Current Issues in Middle Level Education

The author describes practices to support middle grades teacher candidates' becoming culturally competent.

Keynote. Motivation: Theory Into Practice, David Vawter

Current Issues in Middle Level Education

This paper is based on Dr. Vawter's keynote address at the Southeast Professors of Middle Level Education Symposium.

Collaboration In The Middle: Middle Grades To Higher Education Promoting, Advocating, Igniting Support For Middle Schools, Bridget Coleman, Nancy B. Ruppert

Current Issues in Middle Level Education

The authors provide an overview of the Southeast Professors of Middle Level Education Symposium, which was held in Greenville, SC, May 17-18, 2018. This is the introduction to the proceedings from the Symposium.

Changing Priorities? The Role Of General Capabilities In The Curriculum, Paul R. Weldon

NSW Curriculum Review

This background paper takes a brief look at the history of the development of general capabilities in Australia, including in the vocational and higher education sectors, and the current state of play. It then considers some of the issues inherent in what has been called the skills movement, and the incorporation of skills into the curriculum internationally.

Diversifying The Stem Education To Career Pathway!!!, Adrienne Coleman, Sowmya Anjur

Faculty Publications & Research

Education has always been a privilege. Most of us do not realize this. Opposition to the implementation of diversity and social equity has littered history. Many modern inventions and improvements were conceived under circumstances that included dire poverty and social inequity. The Illinois Mathematics and Science Academy recognizes and acknowledges the historical underrepresentation and marginalization of culturally, linguistically, and economically diverse groups, both universally, and particularly, in STEM education and professions. Thus, this presentation will focus on the development of a plan for advancing equity in STEM education and representation and creating a diverse, inclusive community of global citizens who …

Reflection On And For Actions: Probing Into English Language Art Teachers' Personal And Professional Experiences With English Language Learners, Huili Hong, Karin Keith, Renee Rice Moran

ETSU Faculty Works

Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki & Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns …

Understanding The Relationship Between Gender And Self-Efficacy In Northeast Texas Public Schools, Abbie Strunc Ph.D., Kimberly Murray Ph.D.

Journal of Human Services: Training, Research, and Practice

Using a sample of 147 K-12 teachers in Northeast Texas, the authors examine the importance of gender for teachers, and if gender impacts his or her own feelings of self-efficacy, while controlling for demographic variables. Findings enhance scholars’ understanding of how men and women view themselves and their perceptions of their own self-efficacy in education. This research also merges the literature in education and sociology, providing an example of how interdisciplinary research can improve our understandings of social problems found within educational institutions.

Working Session To Align Learning Outcomes, Class Assignments, And Final Assessments, Wendi Flynn, Aaron Haberman

Teaching, Learning & Assessment

Ready to improve course assignments you’ve already created? Join us for a two-hour working session where you will evaluate and revise your existing course assignments using your course learning outcomes and best practices provided by the session facilitators. This session is structured to have plenty of time for discussion and feedback. You’ll leave this session with revised assignments that are better aligned with your course-level outcomes and assessment best practices.

To maximize the effectiveness of this working session, please bring: 1) a summative assignment (for example, a final exam or term project); 2) a formative assignment (for example, a homework …

Multicultural Teacher Education Matters, Reginald Todd, Jacqueline Smith

The Journal of the Research Association of Minority Professors

This article focuses on the impact the demographic change in the student population in current K-12 classrooms has had on teacher education programs as it pertains to the preparation of culturally responsive preservice teachers. There exists an extensive body of literature that posits that the increase of cultural diversity in our current classrooms should be understood as a call for new teaching approaches that promote multicultural awareness among teacher educators to develop preservice teachers who exhibit culturally responsive teaching practices, behaviors, and attitudes. This comprehensive review of literature explored the current research on multicultural teacher education programs, and more specifically …

Missing The (Turning) Point: The Erosion Of Democracy At An American University, Anthony Fucci, Theresa Catalano

Department of Teaching, Learning, and Teacher Education: Faculty Publications

On August 25, 2017, student members of Turning Point USA (TPUSA), a right-wing conservative organization who advocates for smaller government and free market enterprise, recruited on the University of Nebraska–Lincoln (UNL) campus. Members of the UNL community protested nearby. Part of the protest was recorded on video and released to social media leading to harsh public criticism that accused the university of restricting free speech and being an unsafe environment for conservative students. Drawing on cognitive linguistics (e.g. metonymy, framing) and multimodal critical discourse analysis (MCDA), this paper explores how the TPUSA incident at UNL was recontextualized in local and …

Developing Kinesthetic Classrooms To Promote Active Learning, Brian Culp

Faculty and Research Publications

The use of kinesthetic movement in the classroom toward improving health and educational outcomes among youth has been a topic of discourse in recent years. School initiatives that have infused movement as part of the curriculum have shown to increase efficiency in learning, while decreasing stress and contributing to a positive classroom climate. One question that is worthy of exploration pertains to how future professionals in the fields of physical education and health can promote kinesthetic movement in schools and communities. This article discusses how a university kinesthetic classroom prepares future professionals to be advocates for school health using active …

Teaching Sustainability: Recommendations For Best Pedagogical Practices, Heather L. Burns, Sybil S. Kelley, Heather E. Spalding

Educational Leadership and Policy Faculty Publications and Presentations

Although sustainability has become a key focus in higher education, developing a better understanding of how sustainability competencies can be cultivated in college and university courses and programs is still needed. This article argues that learners who are to become capable of affecting holistic sustainable change, transforming values and culture, healing the earth and human communities, and designing creative solutions, must have the opportunity to engage in learning processes that reflect these learning outcomes. We outline key elements of sustainability pedagogy and suggest best pedagogical practices for designing engaging and holistic sustainability learning, and highlight these practices through a sustainability …

Perspectives Of Student Dis/Engagement In Youth Attending An Alternative School As Viewed Through A Lens Of Respect And Relationships, Daniel Vallee

Dissertations, Theses, and Capstone Projects

This study enlists the voices of youth attending an Alternative School in a small town in Western Canada to further theorize what it means to be dis/engaged with/from school. Findings suggest that school relationships with both staff and peers are key to understanding student dis/engagement, and that relationships are understood in terms of their degree of respect or un/fairness.

Radical Solace And Young Adult Writing: Racialized Dis/Ability, Fan Fiction, And Feel(Ing)S In Composition, Jenn Polish

Dissertations, Theses, and Capstone Projects

Deficit-model pedagogies too often abound in our writing classrooms, in everything from punitive attendance policies to content selection and course design methodologies that inadvertently favor students whose bodies fit a white supremacist, ableist norm. I develop conceptions of fandom and consent-based pedagogical practices, and I argue that these can bring us closer to radical solace in our college writing classrooms, particularly when our classrooms are full of variously marginalized students. These students too often must endure deficit-model pedagogies that assume inexpert writing styles in both their written compositions and, indeed, in the very composition of their bodies. What happens, I …

Interprofessional Education For Pre-Service School-Based Professionals: Faculty And Student Collaboration, Julie Strunk, Debi Kipps-Vaughan, Stacey L. Pavelko, Dannette Allen-Bronaugh, Karen Myers, Tammy Gilligan, Michele Kielty, Elizabeth Richardson, Joseph Tacy

Teaching and Learning in Communication Sciences & Disorders

Interprofessional collaboration is necessary for school-based professionals who provide services for students with disabilities. Most pre-service training, however, takes place in separate programs and does not afford students opportunities to learn effective collaborative techniques. This study examined the effects of a one-day interprofessional learning experience for pre-service school-based professionals. The goals were twofold: 1) increase students’ understanding of the core competencies for interprofessional collaborative practice (Interprofessional Education Collaborative, 2016) and 2) provide an opportunity for students to participate in interprofessional collaboration within a simulated school-based context. A mixed method design examined changes in students’ knowledge of the IPEC competencies. Students …

Classroom Management Through Teacher Candidates’ Lenses: Transforming Learning Communities Through A Community Of Practice, Mary S. Thomas, Penny B. Howell, Shantel Crosby, Khirsten Scott, La'que Newby, Hannah Evans, Sophie Daneshmand

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

• To better prepare teacher candidates for classroom management through attention to learning communities that affirm and support diverse students, including those effected by trauma, four instructors redesigned a required, undergraduate course. This study describes findings from three teacher candidate co-authors who were enrolled in that course. One semester after completing a course on classroom management and building community, candidates were asked to review their course products and other artifacts to consider what they learned and build upon their prior knowledge. Candidates used stimulated recall to respond to prompts on community building and relationships, gender and racial inclusivity, trauma …