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Articles 1 - 30 of 95
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An Integrated Map Of The Iste Standards For Educators, Danielson Framework For Teaching, And Interstate Teacher Assessment And Support Consortium (Intasc) Standards, Tonia A. Dousay
Tonia A. Dousay
Problem-Based Learning And The Training Of Secondary Social Studies Teachers: A Case Study Of Candidate Perceptions During Their Field Experience, Charles T. Wynn Sr., William Okie
Problem-Based Learning And The Training Of Secondary Social Studies Teachers: A Case Study Of Candidate Perceptions During Their Field Experience, Charles T. Wynn Sr., William Okie
Charles Wynn
We present results of a case study in which we analyzed the impact of problem-based learning (PBL) and cognitive scaffolding techniques introduced in our secondary social studies methods course on the perceptions and practices of 12 preservice teachers (PSTs) during their fall practicum and spring student teaching. Our PSTs reported teaching 54 PBL lessons and identified factors that encouraged their use of PBL: methods course PBL experiences; improved student exam scores and writing skills, increased engagement; and improved collaborative, deliberative, and cognitive skills. Discouraging factors included the time and effort to plan PBL lessons, coverage demands, and standardized testing. Findings …
Teaching, Learning, And Leading With Schools And Communities: One Urban University Re-Envisions Teacher Preparation For The Next Generation, Ann Marie Ryan, David Ensminger, Amy J. Heineke, Adam Kennedy, David P. Prasse, Lara K. Smetana
Teaching, Learning, And Leading With Schools And Communities: One Urban University Re-Envisions Teacher Preparation For The Next Generation, Ann Marie Ryan, David Ensminger, Amy J. Heineke, Adam Kennedy, David P. Prasse, Lara K. Smetana
Ann Marie Ryan, PhD
Colleagues in the TLLSC program at Loyola University Chicago analyze the trajectory of teacher education and how it can be improved.
Becoming A Math Teacher- Recruitment, Preparation, And Practice, Dena Sexton
Becoming A Math Teacher- Recruitment, Preparation, And Practice, Dena Sexton
Dena Sexton
Defining, Operationalizing, Developing, And Assessing Candidate Dispositions In Teacher Education, Alan John Zenkert Jr.
Defining, Operationalizing, Developing, And Assessing Candidate Dispositions In Teacher Education, Alan John Zenkert Jr.
A. J. Zenkert
This inquiry seeks to identify the beliefs of college students prior to their entry into a teacher education program (pre-program students), teacher educators, practicing P-12 teachers, and practicing P-12 administrators (teacher education professionals) related to the construct “dispositions” in teacher education. Grounded in a social constructivist understanding of teaching and learning, this primarily phenomenological study utilizes the analysis of survey data to uncover and explore multiple perspectives on beliefs about dispositions in teacher education in an effort to identify implications for teacher education research and practice.
Findings suggest that pre-program students and teacher education professionals believe that dispositions are an …
Action Research: Can It Be A Means For Helping Teacher Candidates Learn About Student Diversity?, Alisa Bates, Laura S. Pardo
Action Research: Can It Be A Means For Helping Teacher Candidates Learn About Student Diversity?, Alisa Bates, Laura S. Pardo
Alisa Bates
This paper describes the use of action research in a teacher education course as a way to support novice teachers in meeting the learning needs of a diverse student population. Our experiences as instructors in teacher education courses led us to look for strategies that could support novices’ attempts to meet students’ diverse needs because students viewed this as one of their greatest challenges as beginning teachers. We explore action research as one such strategy to respond to this learning need. We examine this practice for supporting novice teachers and consider three cases of student learning as examples. Our findings …
Teacher Educator Identity In A Culture Of Iterative Teacher Education Program Design: A Collaborative Self-Study, Aurora Chang, Sabina Rak Neugebauer, Aimee Papola-Ellis, David Ensminger, Ann Marie Ryan, Adam Kennedy
Teacher Educator Identity In A Culture Of Iterative Teacher Education Program Design: A Collaborative Self-Study, Aurora Chang, Sabina Rak Neugebauer, Aimee Papola-Ellis, David Ensminger, Ann Marie Ryan, Adam Kennedy
Aurora Chang
Faculty in the School of Education at our institution have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e., where courses focus primarily on theoretical principles of practice through textbooks and University-based classroom discussions), to a model of teacher education that embraces teaching, learning and leading with schools and in communities is challenging, yet exciting work. Little is known about teacher educators’ experiences as they either design or deliver collaborative field-based models of teacher education. In this article, we examine our experiences in …
Open-Source 3-D Printing Technologies For Education: Bringing Additive Manufacturing To The Classroom, Chelsea Schelly, Gerald C. Anzalone, Bas Wijnen, Joshua M. Pearce
Open-Source 3-D Printing Technologies For Education: Bringing Additive Manufacturing To The Classroom, Chelsea Schelly, Gerald C. Anzalone, Bas Wijnen, Joshua M. Pearce
Chelsea Schelly
Objective 3-D printing technologies have the potential to improve both Science, Technology, Engineering, and Mathematics (STEM) education and Career and Technical Education (CTE), as well as integrating these two educational emphases and providing opportunities for cross-curriculum engagement. The objective of this study is to investigate the potential of open-source (OS) technologies in an educational setting, given the combination of economic constraints affecting all educational environments and the ability of OS design to profoundly decrease the cost of technological tools and technological innovation. Methods This paper reports on a 3-day workshop augmented with online instructional and visual tools designed for middle …
A Personal Journey To Merge Literacy Education And Multicultural Teacher Education, Gina M. Doepker
A Personal Journey To Merge Literacy Education And Multicultural Teacher Education, Gina M. Doepker
Gina Doepker
There has been considerable attention to multicultural education and how to effectively integrate it into teacher education programs so that it helps teachers to be attentive to and effective for the economically, culturally, and racially diverse student populace. This article will focus on my personal journey with multicultural teacher education and literacy education. There will be a discussion of multicultural or diverse-oriented teacher education with a focus on the challenges as well as the potentials that face these teacher preparation programs. In addition, there will be a discussion of current educational trends in schools as evidence that demands the need …
White Multicultural Voices In Southern Universities: An Overview, Gina M. Doepker, Steven Chamberlain
White Multicultural Voices In Southern Universities: An Overview, Gina M. Doepker, Steven Chamberlain
Gina Doepker
It is a fact that the diversity of today’s student population in schools across the United States is growing. According to the Center for Public Education (2012), it is also a fact that the majority of teachers in these schools are White, middleclass females. As a result of this demographic mismatch, teacher educators have been charged with the mission to help future teachers embrace multiculturalism so as to effectively meet the needs of this diverse student population. In order for this pedagogical shift to be successful, teacher educators themselves (who are also majority White) must first embrace the tenets of …
Teacher Educator Identity In A Culture Of Iterative Teacher Education Program Design: A Collaborative Self-Study, Aurora Chang, Sabina Rak Neugebauer, Aimee Papola-Ellis, David Ensminger, Ann Marie Ryan, Adam Kennedy
Teacher Educator Identity In A Culture Of Iterative Teacher Education Program Design: A Collaborative Self-Study, Aurora Chang, Sabina Rak Neugebauer, Aimee Papola-Ellis, David Ensminger, Ann Marie Ryan, Adam Kennedy
Ann Marie Ryan, PhD
Faculty in the School of Education at our institution have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e., where courses focus primarily on theoretical principles of practice through textbooks and University-based classroom discussions), to a model of teacher education that embraces teaching, learning and leading with schools and in communities is challenging, yet exciting work. Little is known about teacher educators’ experiences as they either design or deliver collaborative field-based models of teacher education. In this article, we examine our experiences in …
Outcomes Of Community-Based Infant/ Toddler Teacher Preparation: Tiered Supports For Pre-Service Early Childhood Education Teachers In Early Head Start, Adam S. Kennedy, Anna Lees
Outcomes Of Community-Based Infant/ Toddler Teacher Preparation: Tiered Supports For Pre-Service Early Childhood Education Teachers In Early Head Start, Adam S. Kennedy, Anna Lees
Adam Kennedy
This study examined results associated with a field-based undergraduate early childhood teacher education program designed as a response to calls for enhanced field experiences and community-situated teacher education that narrows the preparation-to-practice gap. Specifically, classroom observations were used to assess undergraduates’ progress in developmentally appropriate adult-child interaction during a portion of a semester-long professional preparation sequence focused on infants and toddlers offered in an urban Early Head Start program serving low-income children. During the sequence, a model relying on guided apprenticeship with classroom teachers and continuous direct supervision from university faculty was employed. In addition, a tiered model including universal, …
The Project Approach Meta-Project: Inquiry-Based Learning In Undergraduate Early Childhood Teacher Education, Adam S. Kennedy, Erin Horne, Kelcie Dolan, Cindy Herrera, Naomi Malutan, Kathleen Noetzel
The Project Approach Meta-Project: Inquiry-Based Learning In Undergraduate Early Childhood Teacher Education, Adam S. Kennedy, Erin Horne, Kelcie Dolan, Cindy Herrera, Naomi Malutan, Kathleen Noetzel
Adam Kennedy
This article describes a case study involving the planning, phases, and outcomes of an exploration of the Project Approach led by four teacher candidates as part of an undergraduate early childhood teacher preparation program. Four undergraduate junior-level teacher candidates investigated the phases of the Project Approach during their junior year; this work took place during a 26-week learning module comprised of a seminar and part-time student teaching placement in a preschool setting. The candidates aligned the stages of their investigation with the phases of the Project Approach, which provided a framework complementary to that of action research, within which the …
Turning Policy Into Practice: A Case Study Examining The Interplay Between Policy, Research, And Program Design In Teacher Education, Ryan Andrew Nivens, Catherine Paolucci
Turning Policy Into Practice: A Case Study Examining The Interplay Between Policy, Research, And Program Design In Teacher Education, Ryan Andrew Nivens, Catherine Paolucci
Ryan Andrew Nivens
Excerpt:This presentation will consider the interplay between policy, international research and the design and development of a new mathematics teacher education program in the Republic of Ireland.
Effects Of Policy And Research On The Structure Of Teacher Education In Tennessee, Ryan Andrew Nivens, Catherine Paolucci
Effects Of Policy And Research On The Structure Of Teacher Education In Tennessee, Ryan Andrew Nivens, Catherine Paolucci
Ryan Andrew Nivens
Excerpt:Globally, recent discussion has focused on research, policy, and practice in the development and structuring of teacher education programs (OECD, 2005).
Professional Ethics For Educators: Perspectives Of Christian University Students On Proethica, Harvey L. Klamm, Samuel J. Smith, Stacey Bose
Professional Ethics For Educators: Perspectives Of Christian University Students On Proethica, Harvey L. Klamm, Samuel J. Smith, Stacey Bose
Samuel James Smith
Peeking Inside Pandora’S Box: One University’S Journey Into The Redesign Of Teacher Educator Preparation, Frank Dykes, Brenda K. Gilliam, Joanna Neel, Kathleen Everling
Peeking Inside Pandora’S Box: One University’S Journey Into The Redesign Of Teacher Educator Preparation, Frank Dykes, Brenda K. Gilliam, Joanna Neel, Kathleen Everling
Frank Dykes
In the last two decades, there have been various calls for reform in teacher education programs to address the needs of students from culturally and linguistically diverse backgrounds and students with disabilities. Consequently, many teacher education preparation programs are reviewing and redesigning their programs to meet the needs of the teacher of the 21st century. This manuscript will describe the development and implementation of a new certification program that integrates preservice teacher preparation, Special Education and English as a second language into a 123 hour degree program.
Practical Assessment On The Run – Ipads As An Effective Mobile And Paperless Tool In Physical Education And Teaching, Roslyn M. Franklin, Jubilee Smith
Practical Assessment On The Run – Ipads As An Effective Mobile And Paperless Tool In Physical Education And Teaching, Roslyn M. Franklin, Jubilee Smith
Jubilee Smith
This paper investigates the use of iPads in the assessment of predominantly second year Bachelor of Education (Primary/Early Childhood) pre-service teachers undertaking a physical education and health unit. Within this unit, practical assessment tasks are graded by tutors in a variety of indoor and outdoor settings. The main barriers for the lecturer or tutor for effective assessment in these contexts include limited time to assess and the provision of explicit feedback for large numbers of students, complex assessment procedures, overwhelming record-keeping and assessing students without distracting from the performance being presented. The purpose of this pilot study was to investigate …
A Simulation Pedagogical Approach To Engaging Generalist Pre-Service Teachers In Physical Education Online: The Gopro Trial 1.0, Brendon P. Hyndman
A Simulation Pedagogical Approach To Engaging Generalist Pre-Service Teachers In Physical Education Online: The Gopro Trial 1.0, Brendon P. Hyndman
Dr Brendon P Hyndman
Service Learning As Pedagogy In Early Childhood Education: Theory, Research, And Practice, Kelly Heider
Service Learning As Pedagogy In Early Childhood Education: Theory, Research, And Practice, Kelly Heider
Kelly Heider
Proethica: Advancing Teacher Candidate Ethics Assessment From Theory To Practice In Christian Contexts, Samuel J. Smith, Harvey Klamm, Stacey L. Bose
Proethica: Advancing Teacher Candidate Ethics Assessment From Theory To Practice In Christian Contexts, Samuel J. Smith, Harvey Klamm, Stacey L. Bose
Samuel James Smith
Planning For The Elicitation Of Students’ Ideas: A Lesson Study Approach With Preservice Science Teachers, Douglas B. Larkin
Planning For The Elicitation Of Students’ Ideas: A Lesson Study Approach With Preservice Science Teachers, Douglas B. Larkin
Douglas B. Larkin
Tuning Into Podcasts: Collaborative Research Into The Value Adding Nature Of Podcasts In Teacher Education, Maria T. Northcote, Linda Marshall, Eva Dobozy, Paul Swan, Paula Mildenhall
Tuning Into Podcasts: Collaborative Research Into The Value Adding Nature Of Podcasts In Teacher Education, Maria T. Northcote, Linda Marshall, Eva Dobozy, Paul Swan, Paula Mildenhall
Maria Northcote
Digital pedagogy has become an increasingly viable, popular and effective component of higher education teaching and learning at Edith Cowan University and elsewhere. Components of digital pedagogy are diverse with new examples, such as podcasts, regularly being created, released for use and adopted in educational, recreational and business contexts. Consequently, university students use much of this technology both in their employment and recreational lives. This study explored processes of using and developing the students’ existing technological skills within their university studies. This paper documents the processes and findings of a collaborative research project that was implemented across six units of …
Threshold Concepts And Attitudes In Mathematics Education: Listening To Students' Past, Present And Projected Stories, Maria T. Northcote
Threshold Concepts And Attitudes In Mathematics Education: Listening To Students' Past, Present And Projected Stories, Maria T. Northcote
Maria Northcote
The process of becoming a skilled and confident mathematics teacher can be strongly influenced by the teacher's attitudes to both mathematics and mathematics teaching. Investigations into the attitudes of pre-service teachers have shown that teachers' attitudes directly influence their teaching practices and, subsequently, their students' learning experiences. Teachers' understanding of mathematical content and concepts also impact on the quality of teaching. Hence, the identification of threshold concepts and attitudes associated with teaching mathematics can be beneficial to pre-service teachers and their students. By understanding the concepts associated with teaching mathematics to young children, pre-service teachers come to transcend their lack …
Teaching With Technology: Up, Up And Away With Parachutes In Primary Mathematics, Maria T. Northcote
Teaching With Technology: Up, Up And Away With Parachutes In Primary Mathematics, Maria T. Northcote
Maria Northcote
In a teacher education institution just north of Sydney, a lecturer asked her students about their most vivid memories of learning about mathematics in their primary school years. By far, the most easily recalled positive experiences of mathematics involved some form of physical activity or the use of hands-on resources:
One day the teacher organised for us to have a pizza party. The pizzas were divided into even pieces and we learned about fractions.
I loved the way my teacher got us to use the things she found around her house in the classroom - . She'd bring them into …
Pre-Service Teachers' Reflections On Critical Incidents In Their Professional Teaching Experiences, Peter W. Kilgour, Maria T. Northcote, Wendi Herman
Pre-Service Teachers' Reflections On Critical Incidents In Their Professional Teaching Experiences, Peter W. Kilgour, Maria T. Northcote, Wendi Herman
Maria Northcote
Pre-service teachers typically engage in a series of professional development experiences throughout their teacher education courses. These periods of learning enable them to develop as reflective practitioners under the mentorship of experienced school teachers. After these periods of intense learning, sometimes characterised by pedagogic epiphanies, they frequently report extreme experiences of success or failure which influence perceptions of their future teaching career. This study aimed to capture final year pre-service teachers' reflections of critical incidents in their past professional experience by especially focusing on their worst lesson experience. The qualitative research approach incorporated elements of critical incident research design from …
Engaging In Deep Cultural Learning Through The Intersection Of Multiple Contexts, Maria T. Northcote, Peter W. Kilgour, Daniel Reynaud, Phil Fitzsimmons
Engaging In Deep Cultural Learning Through The Intersection Of Multiple Contexts, Maria T. Northcote, Peter W. Kilgour, Daniel Reynaud, Phil Fitzsimmons
Maria Northcote
The type of learning that takes place in teacher education courses typically results in pre-service teachers developing a mixture of knowledge, skills and values that enable them to become effective teachers in schools in the future. During their journey to become qualified teachers, pre-service teachers typically engage in coursework and experiential-based learning.
By engaging in coursework experiences, an overseas practicum and an overseas study tour, students experienced a range of reflection-promoting activities and contexts during which they broadened and deepened their understanding of cultures other than their own.
Using a cross-case analysis approach, the data gathered in these three cases …
Engaging In Deep Cultural Learning Through The Intersection Of Multiple Contexts, Maria T. Northcote, Peter W. Kilgour, Daniel Reynaud, Phil Fitzsimmons
Engaging In Deep Cultural Learning Through The Intersection Of Multiple Contexts, Maria T. Northcote, Peter W. Kilgour, Daniel Reynaud, Phil Fitzsimmons
Peter Kilgour
The type of learning that takes place in teacher education courses typically results in pre-service teachers developing a mixture of knowledge, skills and values that enable them to become effective teachers in schools in the future. During their journey to become qualified teachers, pre-service teachers typically engage in coursework and experiential-based learning.
By engaging in coursework experiences, an overseas practicum and an overseas study tour, students experienced a range of reflection-promoting activities and contexts during which they broadened and deepened their understanding of cultures other than their own.
Using a cross-case analysis approach, the data gathered in these three cases …
Pre-Service Teachers' Reflections On Critical Incidents In Their Professional Teaching Experiences, Peter W. Kilgour, Maria T. Northcote, Wendi Herman
Pre-Service Teachers' Reflections On Critical Incidents In Their Professional Teaching Experiences, Peter W. Kilgour, Maria T. Northcote, Wendi Herman
Peter Kilgour
Pre-service teachers typically engage in a series of professional development experiences throughout their teacher education courses. These periods of learning enable them to develop as reflective practitioners under the mentorship of experienced school teachers. After these periods of intense learning, sometimes characterised by pedagogic epiphanies, they frequently report extreme experiences of success or failure which influence perceptions of their future teaching career. This study aimed to capture final year pre-service teachers' reflections of critical incidents in their past professional experience by especially focusing on their worst lesson experience. The qualitative research approach incorporated elements of critical incident research design from …
Engaging In Deep Cultural Learning Through The Intersection Of Multiple Contexts, Maria T. Northcote, Peter W. Kilgour, Daniel Reynaud, Phil Fitzsimmons
Engaging In Deep Cultural Learning Through The Intersection Of Multiple Contexts, Maria T. Northcote, Peter W. Kilgour, Daniel Reynaud, Phil Fitzsimmons
Daniel Reynaud
The type of learning that takes place in teacher education courses typically results in pre-service teachers developing a mixture of knowledge, skills and values that enable them to become effective teachers in schools in the future. During their journey to become qualified teachers, pre-service teachers typically engage in coursework and experiential-based learning.
By engaging in coursework experiences, an overseas practicum and an overseas study tour, students experienced a range of reflection-promoting activities and contexts during which they broadened and deepened their understanding of cultures other than their own.
Using a cross-case analysis approach, the data gathered in these three cases …