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Articles 1 - 5 of 5
Full-Text Articles in Education
Grades Or No Grades? Promoting Deeper Learning In A Middle Level Mathematics Methods Course, Shelli L. Casler-Failing
Grades Or No Grades? Promoting Deeper Learning In A Middle Level Mathematics Methods Course, Shelli L. Casler-Failing
Journal of Practitioner Research
This action research investigated pre-service teachers (PSTs) experiences with ungrading practices in a mathematics methods course designed for middle level PSTs (grades 4-8). This study analyzed archival data through the lenses of pedagogical content knowledge, growth mindset, and self-efficacy to investigate how PSTs’ experiences with the process of ungrading supported their development of pedagogical content knowledge. Throughout the course, verbal feedback was provided during class discourse and the interactive lectures and written feedback was provided for all submitted assignments. The feedback provided was both positive and constructive in nature. Based on the assignment or activity, constructive feedback was either provided …
Toward A Social Justice Emphasis In Preservice Teachers’ Inquiries In Small Liberal Arts Contexts, Lucy Mule
Toward A Social Justice Emphasis In Preservice Teachers’ Inquiries In Small Liberal Arts Contexts, Lucy Mule
Journal of Practitioner Research
Scholars underscore the need to study core features and outcomes of preservice teacher (PST) inquiry. This qualitative study identifies facilitation as a key feature, and a social justice inquiry stance as an important outcome. The author analyzed PST inquiry reports from a graduate-level course, noting that fewer than half of the reports were focused on social justice and, despite a weak program emphasis, PSTs were adopting this inquiry stance. Analysis of student feedback surveys and instructor notes revealed that providing clear and structured processes, consistent written feedback, and frequent meetings with facilitator and peers were effective facilitation strategies. Additional strategies …
Cultivating Classroom Interactions Online During Covid-19: A Case For Using Team-Based Learning, Amanda Olsen, Candace Joswick
Cultivating Classroom Interactions Online During Covid-19: A Case For Using Team-Based Learning, Amanda Olsen, Candace Joswick
Journal of Practitioner Research
Team-based learning, an evidence-based collaborative learning teaching strategy, is a popular instructional model commonly used at the post-secondary level. While this model has shown success in traditional, face-to-face courses, and reports of use in hybrid and asynchronous online settings exist, though are few, no reports of which we are aware account for use in synchronous online teaching and learning. This paper introduces a tool developed to help higher education instructors plan for the implementation of team-based learning in their synchronous online courses along with an illustration of the use of the template planning tool from our own application for a …
Practitioner Experiences In Teacher Education Partnerships: Examining Practice In An Accredited Professional Development School, Jennifer J. Roth, Derek Decker, Donna D. Cooner
Practitioner Experiences In Teacher Education Partnerships: Examining Practice In An Accredited Professional Development School, Jennifer J. Roth, Derek Decker, Donna D. Cooner
Journal of Practitioner Research
In this qualitative study, practitioner researchers used focus group methodology to collect clinical partnership stakeholders’ descriptions of their understanding of rich practitioner practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that was analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates’ development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as …
Inquiry, Discovery, And The Complexities Of Teaching: Learning From The Research Of Practitioners, Angela Hooser, Laura Sabella
Inquiry, Discovery, And The Complexities Of Teaching: Learning From The Research Of Practitioners, Angela Hooser, Laura Sabella
Journal of Practitioner Research
In this opening article, Guest Editors Angela Hooser and Laura Sabella define the purpose of this special themed issue of Journal of Practitioner Research: Inquiry, Discovery, and the Complexities of Teaching: Learning from the Research of Practitioners and introduce the seven pieces of teacher research published in this volume that encapsulate this theme.