Curriculum Coaches: Pre-Service Teachers Opinions And Perceptions Within The Field Of Education, 2020 Coastal Carolina University
Curriculum Coaches: Pre-Service Teachers Opinions And Perceptions Within The Field Of Education, Brooke Ann Mcintyre, Catherine Scott
The role of a curriculum coach in the PK-12 school system is a valuable one; the curriculum coach can provide mentoring and instructional supports to new teachers as they enter the field. The importance of this aid can be easily overlooked, nonetheless, because teachers are often unaware of the type of support that is available to them. In this study, a survey was administered to preservice teacher education students at a liberal arts institution in the southeast to evaluate their perceptions of curriculum coaches and their role in the classroom. Findings are shared and implications discussed for both school systems ...
Call For Manuscripts, 2020 Rochester Institute of Technology
Call For Manuscripts, Todd Pagano, Sami Kahn
Journal of Science Education for Students with Disabilities
No abstract provided.
Copyright And Open Access, 2020 Rochester Institute of Technology
Copyright And Open Access, Todd Pagano, Sami Kahn
Journal of Science Education for Students with Disabilities
No abstract provided.
Etymologies Of Chinese Hànzì And Japanese Kanji: Explanations On Liùshū 六書 And Rikusho 六書, 2020 Cleveland State University
Etymologies Of Chinese Hànzì And Japanese Kanji: Explanations On Liùshū 六書 And Rikusho 六書, William P.M. Funk
Chinese Language Teaching Methodology and Technology
This paper outlines Liùshū 六書 interpretations of Chinese character etymology to help co-create a better approach for educators in supporting character literacy development in students of the East Asian languages that utilize Chinese writing. The Liùshū 六書 Rikusho 六書approach to character instruction can be interpreted as a strategy to spark interest in western learners providing more detailed explanations that deal with the pictographic and compound nature of Chinese character formation. All non-English words are italicized or bolded, Chinese based terms are in Mandarin Pīnyīn 拼音, and Japanese terms are written in Romaji ローマ字 representing their differences phonetically to integrate foreign ...
Advocacy, Mentorship, And Collaboration: Working With Assistant Directors To Enhance And Sustain The Introductory Course, 2020 University of South Florida
Advocacy, Mentorship, And Collaboration: Working With Assistant Directors To Enhance And Sustain The Introductory Course, Aubrey A. Huber
Basic Communication Course Annual
This essay responds to the Basic Course Forum question about best practices for recruiting to and/or from the basic course.
“Design For Enterprises”: Developing European Smes Capabilities For Design-Driven Innovation, 2020 Politecnico di Milano, Italy
“Design For Enterprises”: Developing European Smes Capabilities For Design-Driven Innovation, Marinella Ferrara, Chiara Lecce
Markets, Globalization & Development Review
This article aims to present Design for Enterprises (DfE) tender project, founded by the European Commission, designed and provided by the Consortium composed by D’Appolonia, MIP/Politecnico di Milano and ADI. DfE has been settled as a training program on design-driven innovation customized in order to prepare intermediary business development organizations to support SMEs managers and entrepreneurs. After a short introduction of the topic and a general presentation of the project, the article proposes a follow-up on the ADI contribution to support design thinking processes during the entire set-up of the training course. The article reports also the critical ...
Do Advanced Degrees Matter? A Multiphase Mixed-Methods Study To Examine Teachers’ Obtainment Of Advanced Degrees And The Impact On Student And School Growth, Mei-Lin Chang Dr., Ivan M. Jorrín Abellán, Jim Wright, Jihye Kim, Rachel E. Gaines
Georgia Educational Researcher
Teacher quality has been found to offset the adverse effect of racial and socioeconomic differences in academic achievement; and teacher quality is often thought to be the product of a quality education. However, existing literature has produced mixed results regarding the relationship between student achievement and teachers’ possession of advanced degrees (ADs). Despite these mixed results, ADs are often the most efficient (if not the only) way for teachers to earn certification and salary upgrades. A longitudinal, multiphase mixed-methods explanatory study aimed to bridge shortcomings of existing research on the effects of teachers obtaining ADs. Associations between teacher credentials and ...
Perceptions Of Blended Learning In The High School Classroom, 2019 Duquesne University
Perceptions Of Blended Learning In The High School Classroom, Kelli Murphy
Electronic Theses and Dissertations
As innovative technologies and accessibility increase in the K12 environment, teachers are offered opportunities to rethink the paradigm of the instructional and learning process. They are at the forefront of instructional change. One type of change is the use of technology as an instructional strategy. Blended learning is a type of instructional strategy which incorporates both online and face-to-face instruction.
The instructional choices a K12 teacher makes under their own volition to present new content in a technology-rich school is the focus of this study. A quantitative research study was performed in a high school with high technology accessibility. Teachers ...
A Case Study Of An Online Teacher Study Group As A Digital Professional Development Tool, 2019 Duquesne University
A Case Study Of An Online Teacher Study Group As A Digital Professional Development Tool, Jessica Martin
Electronic Theses and Dissertations
In recent years, there appears to have been a shift in professional development approaches for teachers from short-term workshops to teacher communities of professional practice, which extend over a while and focus on the expert knowledge teachers need to use in their setting (Goya, 2014). A supportive approach to teacher learning communities is a teacher study group. An even more promising and flexible approach to teacher learning communities in a global aspect is an online teacher study group. An online teacher study group provided a universal and flexible venue to engage in collaborative discussion between general education and special education ...
Facilitating Pedagogies Of Possibility In Teacher Education: Experiences Of Faculty Members In A Self-Study Learning Group, Jason K. Ritter, Rachel Ayieko, Christie Vanorsdale, Sandra Quiñones, Xia Chao, Christopher J. Meidl, Laura Mahalingappa, Carla K. Meyer, Julia A. Williams
Journal of Inquiry and Action in Education
This collaborative self-study explores how seven members of a Faculty Self-Study Learning Group (FS-SLG) attempt to foster cultures of inquiry with teacher candidates. In so doing, we simultaneously describe a professional learning community of teacher educators engaging in reflective practice via the teaching, learning, and enacting of self-study methodology. Findings from this collaborative self-study highlight how we attempt to translate our own efforts to be more purposeful and reflective into our teacher education practice through modeling, as well as the tensions we felt in promoting a view of teaching as a process of critical inquiry. The discussion focuses on lessons ...
Alternative Licensure Curriculum From Kansanscan Redesign Gemini Schools, 2019 Fort Hays State University
Alternative Licensure Curriculum From Kansanscan Redesign Gemini Schools, Kevin L. Splichal
The purpose of this reflection paper is to encourage Educational Preparation Providers (EPPs) to partner with KansansCan Redesign Gemini schools to evaluate EPP curriculum through personal interviews with alternative licensure teachers in KansansCan Redesign schools. Curriculum, implemented by the EPP, should take into consideration the experiences of those for whom it is designed and tailor pedagogical instruction to better match current practices in Gemini redesign schools. Personal interviews with candidates will provide experience-based evidence for analysis and consideration by EPPs.
How Do Literacy Teacher Educators Engage As Literacy Leaders?, 2019 Tarleton State University
How Do Literacy Teacher Educators Engage As Literacy Leaders?, Laurie A. Sharp, Marla Robertson, Rebekah E. Piper, Teresa Young, Roberta D. Raymond
Literacy teacher educators play a pivotal role in developing future PreK-12 classroom teachers for the task of literacy leadership. However, little is known about literacy teacher educators and how they engage as literacy leaders. In the current study, we retrieved data from 132 literacy teacher educators and analyzed it descriptively using teacher educator identify as a theoretical lens. Findings revealed 15 different literacy leadership practices that represented five distinct groups. Among these groups, respondents demonstrated high and low levels of engagement with literacy leadership practices that pointed to important implications for administrators of teacher education programs.
Preparing Tomorrow’S Teachers Using The Teacher Educator Technology Competencies (Tetcs), 2019 Saint Peter's University
Preparing Tomorrow’S Teachers Using The Teacher Educator Technology Competencies (Tetcs), Nicole Luongo
This article examines the preparation of tomorrow’s teachers by analyzing higher education teacher educators' attitudes towards the Teacher Educator Technology Competencies (TETCs). The study was based on the national education requirements that have been established by the U.S. Department of Education’s Office of Educational Technology, International Society for Technology in Education (ISTE) and the Council for Accreditation of Educator Preparation (CAEP). The study focused on the current assumption that all teacher candidates will leave teacher preparation programs ready and able to use technology effectively in PK-12 classrooms. The researcher administered an online survey to a sample of ...
Connecting Masters Project: Mathematics And Science Teaching Excellence In Rural Schools, 2019 Pittsburg State University
Connecting Masters Project: Mathematics And Science Teaching Excellence In Rural Schools, Karla M. Childs
This study examined the effects of a focused professional development program for teachers in rural schools on math content knowledge and persistence measured by outcomes on the Math Assessment. Scores for all participants were analyzed (n = 37). A marked improvement was seen in the math content knowledge of teachers from the pre-assessment to the post assessment. Teachers increased their scores by 17% on the Math Assessment. The most salient result of the present study pertained to the number of answers that were scored a zero meaning they were left blank with no attempt to answer. Noteworthy is the fact that ...
A Message From Jill Gonzales-Bravo, Ate-K President, 2019 Kansas State University Libraries
A Message From Jill Gonzales-Bravo, Ate-K President
A message from ATE-K President, Dr. Jill Gonzales-Bravo
Editorial Information For The Advocate, 2019 Kansas State University Libraries
Editorial Information For The Advocate
Information regarding The Advocate and membership in the Association of Teacher Educators- Kansas is found here.
Emerging Teacher-Leaders For English Learners: A Professional Development Model In Rural Florida, 2019 University of Florida
Emerging Teacher-Leaders For English Learners: A Professional Development Model In Rural Florida, Raisa Ankeny, Nidza Marichal, Maria Coady
School Leadership Review
This paper describes an ongoing Professional Development (PD) program that aimed to prepare teacher-leaders for rural English learner (EL) students. We delineate the theoretical underpinnings of the PD design and describe the two-year graduate coursework program with onsite coaching in rural schools in detail. We define rurality and the context of ELs in the rural partner school district and describe the PD coursework, which was adapted to meet the local rural educational needs of the participants. At its outset, participants reflected on the overall PD through online discussions, surveys, and focus group interviews. Data revealed that the participants found the ...
Pedagogy, Practice, And Mentorship: Core Elements Of Connecting Theory To Practice In Teacher Educator Preparation Programs, 2019 Slippery Rock University of Pennsylvania - Slippery Rock, PA
Pedagogy, Practice, And Mentorship: Core Elements Of Connecting Theory To Practice In Teacher Educator Preparation Programs, Monique Alexander
Journal of Educational Supervision
experiences as the heart of preservice teacher preparation, the research community has attempted to understand more about the pedagogies and personnel that will support learning in these areas. Supervisors are a staple in the clinical field experience, yet the research community has a limited viewpoint of the practices and decision-making that lay underneath their work. Using a multiple case study methodology and a select but diverse group of participants, this study investigated the resources that supervisors draw on to resolve challenges in their practice. The results of this study highlight the significance of coursework for the preparation of teacher educators ...
It’S About Time: Initial Findings From A Feasibility Study Of A Time-Study Tool For School Social Workers In Michigan, 2019 Loyola University Chicago
It’S About Time: Initial Findings From A Feasibility Study Of A Time-Study Tool For School Social Workers In Michigan, Michael S. Kelly, Steven Whitmore
International Journal of School Social Work
Starting in late Summer of 2015, the two authors began collaborating on the pilot testing of a school social work (SSW) time-study tool with a sample of SSW in suburban Detroit (n=9). This article details the path towards the development of the time-study tool, drawing from the extant literature on workload and caseload issues in related special education fields, and resulting in the time-study tool that was first piloted with SSW in 2015-2016. Initial data from year one of the two-year 2015-2017 pilot project is shared in this article, along with qualitative data based on interviews with the SSW ...
Happiness Advantage: The Impact On School Culture, 2019 National Louis University
Happiness Advantage: The Impact On School Culture, Jillian Sagan
The purpose of this evaluation is to analyze the implementation of the Happiness Advantage principles (Achor, 2011) to address the mental well-being for all school district employees. In addition to Happiness Advantage Training (Achor, 2011), the study seeks to determine if the implementation of positive psychology principles affects school culture, teacher engagement and student achievement. The program design incorporates whole district training, ongoing professional development for employees and the autonomy to generate new ideas to sustain a positive mindset for individual schools sites and classrooms. The findings indicate that when positive psychology principles are implemented across a school district, teacher ...