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Articles 1 - 9 of 9
Full-Text Articles in Education
Fight, Flight, Freeze: The Impact Of A Dyslexia Simulation On Preservice Teachers, Carolyn Carlson
Fight, Flight, Freeze: The Impact Of A Dyslexia Simulation On Preservice Teachers, Carolyn Carlson
The Advocate
Teachers must have an understanding of dyslexia, including characteristics, assessments, and interventions, but also an understanding of the reactions the students may display when faced with these learning difficulties. In addition, teachers need to be aware of how their typical classroom practices may cause even further disruptions and challenges to the student rather than supporting them in their learning. This study asked preservice teachers to participate in the Experience Dyslexia simulation to gain new insight into not only the challenges faced by students with dyslexia regarding brain-based processing issues, but also how the classroom environment contributes to those difficulties. By …
Nurturing A Culture Of Change In K-12 Schools, Howard Pitler
Nurturing A Culture Of Change In K-12 Schools, Howard Pitler
The Advocate
Abstract
Title: Nurturing a Culture of Change in K-12 Schools
As K-12 education undergoes rapid evolution to meet the demands of a changing world, educational leaders must navigate complex challenges to drive meaningful transformation. This article delves into the imperative for change in educational systems globally and explores tailored strategies for fostering a culture of change within K-12 schools.
Visionary leadership emerges as a cornerstone for guiding schools through periods of change, emphasizing innovation, collaboration, and student-centered approaches. Cultivating a change-ready school culture involves nurturing an environment that encourages experimentation, risk-taking, and continuous learning. Effective communication and collaboration, both internally …
A Practitioner's Conceptualization Of Student Engagement, Alan English
A Practitioner's Conceptualization Of Student Engagement, Alan English
The Advocate
Student engagement is one of the most promising concepts in educational research today, as it has been positively correlated to a host of desirable outcomes and negatively correlated to a variety of undesirable outcomes. While there has been tremendous progress in advancing our understanding of student engagement including the developing of student engagement models in recent years, most of that work has been focused on advancing educational research rather than disseminating best practices to P-12 practitioners. The aim here is to provide practitioners a brief coverage on the current literature on student engagement, a concise, practical model of engagement, and …
The Advocate
The Advocate
Information related to ATE-K and The Advocate, the peer-reviewed journal of the Association of Teacher Educators in Kansas
A Letter From The Ate-K President
A Letter From The Ate-K President
The Advocate
A letter from ATE-K President, Dr. Alan English
Daily 5 Implementation To Improve Ell Students’ Performances, Phu Vu, Lan Vu
Daily 5 Implementation To Improve Ell Students’ Performances, Phu Vu, Lan Vu
Networks: An Online Journal for Teacher Research
This paper focuses on an action research project that integrated the "Daily 5" literacy framework into a fourth-grade classroom in a small rural town in Kansas. The study aimed to enhance the literacy skills of English Language Learners (ELL) using the Daily 5 method, which includes five key activities: Read to Self, Work on Writing, Read to Someone, Listen to Reading, and Word Work. The research involved a six-week intervention and used student performance data, including daily assignment scores and oral reading fluency, to assess the impact of this framework on ELL students. The findings indicated significant improvements in students' …
To Choose Or Not To Choose: Establishing A Correlation Between Choice, Collaboration, And Classroom Engagement, Krisandra Johnson
To Choose Or Not To Choose: Establishing A Correlation Between Choice, Collaboration, And Classroom Engagement, Krisandra Johnson
Networks: An Online Journal for Teacher Research
Not all 8th-grade students have an outspoken passion for reading; however, most of them do like choices. This action research study establishes a correlation between offering choices in the English Language Arts classroom and increased affective, behavioral, and cognitive engagement. The participants for this research were an 8th-grade class at a Midwest, urban public school. Providing students with reading choices, assignment options, opportunities to collaborate with peers, and multiple assessment forms to choose from demonstrated an increase of not only effective engagement but also cognitive and behavioral. From observations and student data, collaboration, the researcher determines that collaboration is a …
Modeling And Encouraging Self-Care In Online Teacher Preparation: Lessons Learned During The Covid-19 Pandemic, Kathleen A. Boothe, Marla J. Lohmann
Modeling And Encouraging Self-Care In Online Teacher Preparation: Lessons Learned During The Covid-19 Pandemic, Kathleen A. Boothe, Marla J. Lohmann
Networks: An Online Journal for Teacher Research
The COVID-19 pandemic had significant impacts for both teachers and students at all levels. Instructional delivery had to be modified to respond to the need for social distancing. Even courses that were already fully online required adaptations to accommodate the needs of university students during COVID. One of the biggest changes that the authors made to their teaching and to their students’ learning was that of modeling and encouraging self-care. This article summarizes what two university faculty changed in their instruction to help promote self-care, as well as what they are doing now to continue utilizing what they learned.
From Student To Teacher: Renegotiating Professional Identities, Zachary Milford, Anne Corey Reed
From Student To Teacher: Renegotiating Professional Identities, Zachary Milford, Anne Corey Reed
Educational Considerations
This case-study examines how first-year educators renegotiated their teacher identities as they transitioned from pre-service teachers (PSTs) to professionals. Both participants graduated from the same Teacher Education Program (TEP) and conducted their student internship in the same school as their first year of teaching. The results of this study have unique implications on first-year teachers working in the location of their student internships, as they reported isolation, internalized infantilization, and inconsistent identities. The author argues for TEPs to intentionally prepare PSTs for navigating this transition, and challenge preconceived notions of the benefits of student teaching and working in the same …