Education Commons^™

Faculty Of Color And Collective Memory Work: An Examination Of Intersectionality, Privilege, And Marginalization, Rochonda L. Nenonene, Novea A. Mcintosh, Ramon Vasquez

Teacher Education Faculty Publications

As a means of highlighting new possibilities for interrupting White privilege, and supporting and honoring critical community building among faculty of Color in teacher education programs, this paper offers the theoretical and methodological resources of collective memory work as a tool for interrogating teacher education's entanglements in the complex, yet normalized, processes of White privilege. This paper, written by three faculty members of Color, aims to provide hope for an escape from the construction of hierarchies, taxonomies, and White/non-White binaries that establish and enforce arbitrary boundaries that prevent people from different racialized groups from working together to disrupt White privilege …

Accessing School Content Using Multiple Languages In Early Childhood, Selina L.P. Mushi

Teacher Education Faculty Publications

This study examined use of multiple languages in learning school content in early childhood. Data were collected from 25 classrooms in five schools in Kilimanjaro, Arusha and Dar es Salaam regions in Tanzania. The data collection process included structured classroom observations of teacher-student interactions, parent questionnaire responses and interviews notes, and teacher interview notes. These sets were analyzed separately and then triangulated to determine convergence of the study findings. Statistical Package for the Social Sciences (SPSS 15.0) was used to summarize numerical data and to correlate variables (age, gender, number of languages spoken, school location and performance ratings by parents). …

Fostering Meta-Cognitive Skills In Young Children, Selina L.P. Mushi

Teacher Education Faculty Publications

This research report is on fostering young children's metacognitive skills. The study was conducted at a private early childhood education center in a Midwestern city in 2020. The design of the study was a mixed approach including Time Series experimentation naturalistic observation and interviews. Children aged 3-4 years were exposed in alternate weeks to pre-read-aloud prompts which engaged them in their own thinking about the story that was about to be read to them. The children tried to make predictions about the story before the story was read. After the story was read, the children were assessed on their abilities …

Expanding World Views And Supporting Intercultural Competence: A Model For Understanding, Assessment And Growth For Teacher Educators, Shauna M. Adams, Rochonda L. Nenonene, Pamela Cross Young, Novea A. Mcintosh

Teacher Education Faculty Publications

Intentional efforts for teacher education candidates to expand their worldview throughout their program of study can lead to growth in their intercultural development as measured by the Intercultural Development Inventory (IDI) (Hammer & Bennett, 1998). This study examines the impact of utilizing the Inter-Cultural Action Plan (ICAP), a results-guided self-designed action plan, on the developmental orientation (Bennett, 2011) of the candidate’s intercultural development as measured by the IDI. Significant impact on a candidate’s developmental orientation is identified when candidates take ownership of their experiences in the form of an action plan that includes coursework and out of class opportunities.

Teaching For Deep Learning In A Second Grade Literacy Classroom, Treavor Bogard, Annamary L. Consalvo, Jo Worthy

Teacher Education Faculty Publications

From a New Literacies Studies (NLS) perspective, deep learning involves the acquisition of social and cultural competencies valued within a disciplinary community, not merely propositional displays of what one knows. Drawn from a year-long qualitative inquiry, this case study examines how one exemplary second-grade literacy teacher taught toward deep learning, using a pedagogy of multiliteracies (New London Group, 1996). Selected episodes of instruction were analyzed in two phases. Initially, data were examined for evidence of three main competency sets of deep learning--cognitive, inter-personal, and intra-personal (National Research Council, 2012). In the latter phase, analysis focused on the teacher’s pedagogical stances …

Minding The Gap: Mentor And Pre-Service Teachers’ Ability Perceptions Of Content Area Literacy Instruction, Treavor Bogard, Mary-Kate Sableski, Jackie Marshall Arnold, Connie L. Bowman

Teacher Education Faculty Publications

This mixed method study compared how student teachers rated their ability in implementing components of content area literacy compared to their clinical educators’ perceptions of the student teachers’ actual performance. The researchers collaborated with K-12 clinical educators to develop a scaled survey to rate level of skill in four components of content literacy instruction. 112 clinical educators (CEs) and 183 student teachers (STs) representing five teacher licensure programs completed the survey. A two-way multivariate analysis of variance measured the effect of Role (CE and ST) and Teacher Licensure Program on ability perception. Results indicated that Role and Program each significantly …

Working With Linguistically Diverse Classes Across The Disciplines: Faculty Beliefs, Jennifer Haan, Colleen E. Gallagher, Lisa Varandani

Teacher Education Faculty Publications

The rapid growth of international students at United States universities in recent years (Institute of International Education, 2013) has prompted discussions about how best to serve this population in and out of the classroom. This article reports on faculty cognitions (Borg, 2006) regarding internationalization and the teaching of international students who are emergent multilinguals. Researchers surveyed faculty members on one campus about their beliefs regarding internationalization, techniques for instruction in culturally and linguistically diverse classrooms, and their own efficacy in teaching international students. Results indicate a theory-reality split in beliefs about internationalization and techniques for teaching international students along with …

"Designerly" Ways Of Reading: Insights From Reader Response In Drama For Enriching The "A" In Language Arts, Treavor Bogard

Teacher Education Faculty Publications

In this interpretive case study of reader response in drama, a drama troupe is the context for illuminating how young actors read in "designerly" ways; that is, how their reading processes facilitated constructive, solution-focused thinking in their development of characterizations. By examining the nature of reader response in the drama troupe, I hope to help educators understand how design thinking occurred as an aesthetic reading practice and consider ways in which design thinking can be cultivated in the language arts classroom. I argue that design thinking inspires the young to engage the imagination, practice teamwork, and take risks as they …

Socialization To Academic Language In A Kindergarten Classroom, Colleen E. Gallagher

Teacher Education Faculty Publications

Recognizing the importance of academic language for students’ success in schools, this article reports on an investigation of how narrative-focused literacy events in the classroom provide opportunities for academic language socialization. Data were collected from one public elementary school in a major metropolitan area in the Mid-Atlantic region of the United States. Participants include an intact kindergarten class of 16 students from culturally and linguistically diverse backgrounds and their teacher. The results of the investigation revealed that sharing time provides opportunities for socialization to academic register through: (1) requiring that students successfully navigate the academic language demands of the interaction, …

Consistency And Change: Becoming A Literacy Leader In An Urban School, Jackie Marshall Arnold, Mary-Kate Sableski

Teacher Education Faculty Publications

An effective urban literacy teacher is one who can weather the storm of change. Remaining committed to one’s students despite the challenges that an urban environment brings is a key element in facilitating student literacy improvement. In this article we present a case study of one teacher who participated in our three year professional development initiative to improve literacy practices in urban schools. We discuss the qualities that she possessed that helped her to persist through the pains of change to impact student learning, and how these qualities should be fostered in urban school teachers to improve achievement.

Stepping Out With The Fop: Literacies Of Embodiment And Becoming In Youth Drama, Treavor Bogard

Teacher Education Faculty Publications

Drawing upon perspectives of New Literacy Studies, characterization and gender performativity, this interpretive case study used Multimodal Inter(Action) Analysis and ethnographic methods to examine how a queer youth, Michael, embodied the fop character type as he acted in a youth theatre troupe. The study examines Michael’s embodiment of the fop as a composition process in drama that evoked discourses of queer masculinity and the performativity of selves becoming. Embodied composing of characterizations in the troupe, and specifically the fop, were multimodal designs that intertwined with Michael’s self-cultivation and self-efficacy as a queer youth.

The Insider Perspective: Insights On Diversity From Award-Winning Diverse Authors, Jackie Marshall Arnold, Mary-Kate Sableski

Teacher Education Faculty Publications

There is perhaps no better source to speak about diverse literature than the “insider” authors who have been writing it for years. We were fortunate to speak with three accomplished authors of diverse books for children who invite students into their books—Pat Mora, Kadir Nelson, and Janet Wong. Invited to participate in phone and e-mail interviews based on their reputation for publishing diverse books, each author shares his or her perspective on this timely topic.

Pondering Diversity, Mary-Kate Sableski

Teacher Education Faculty Publications

I heard a story on the radio recently about Misty Copeland and Brooklyn Mack, two African American ballet dancers who starred in a production of Swan Lake by the Washington Ballet. It was the first time ever two black dancers starred in the production, and its significance lay in the symbolism inherent in the story of the beautiful white swan that falls in love with the handsome prince.

Thresholds Of Knowledge Development In Complex Problem Solving: A Multiple-Case Study Of Advanced Learners’ Cognitive Processes, Treavor Bogard, Min Liu, Yueh-Hui Chiang, Yueh-Hui Vanessa Chiang

Teacher Education Faculty Publications

This multiple-case study examined how advanced learners solved a complex problem, focusing on how their frequency and application of cognitive processes contributed to differences in performance outcomes, and developing a mental model of a problem. Fifteen graduate students with backgrounds related to the problem context participated in the study. Data sources included direct observation of solution operations, participants’ think aloud and stimulated recalls as they solved the problem, as well as solution scores indicating how well each participant solved the problem. A grounded theory approach was used to analyze stimulated recall and think aloud data. A set of thirteen cognitive …

Urban Pds Partnership: Preparing Teachers For Social Justice, Connie L. Bowman, Rachel M. B. Collopy, Jamie Bentley, Elizabeth Cameron, David A. Taylor

Teacher Education Faculty Publications

We believe that for urban schools to meet their goals and mission — in the way the DECA is modeling — takes a partnership among many stakeholders. One such partnership that supports DECA, and might buttress other schools and students — and simultaneously help to enact a social justice ideal — is a school-university connection. DECA was founded as a Professional Development School (PDS), with the school and university developing a reciprocal relationship with a shared focus on the preparation of new teachers, the enhancement of high school students' achievement, school and university faculty members' professional development, and collaborative inquiries …

The Educational Achievement Gap As A Social Justice Issue For Teacher Educators, Rachel M. B. Collopy, Connie L. Bowman, David A. Taylor

Teacher Education Faculty Publications

The educational achievement gap is a critical social justice issue. Catholic and Marianist conceptions of social justice in particular call people to work with others in their spheres of life to transform institutions in order to further human rights while promoting the common good. Drawing on key elements of Catholic teaching on social justice, we argue that the achievement gap constitutes a social injustice. We then offer a case illustrating collaboration between university-based teacher educators and school faculty to address the achievement gap through transforming the institutions of school and of teacher preparation. The Dayton Early College Academy (DECA), founded …

Should Value-Added Modeling Be Used To Identify Highly Effective Teachers? Counterpoint, Kathryn Kinnucan-Welsch

Teacher Education Faculty Publications

In the past two decades, the importance of the teacher’s contribution to student learning has been widely acknowledged. Some researchers have argued that the teacher is the most important factor in explaining differences in student achievement. In previous decades much of the educational research literature explored differences in student achievement based largely on student characteristics such as educational attainment of the parents, socio-economic status, race, and gender. It is only recently that teachers have been placed at the center of research and accountability related to student learning. To put it simply, it is widely said that “teachers matter,” and recent …

Supporting Native Indian Preschoolers And Their Families Family–School–Community Partnerships, M. Susan Mcwilliams, Tami Maldonado-Mancebo, Paula S. Szczepaniak, Jacqueline Jones

Teacher Education Faculty Publications

In this urban midwestern public school district, families of Native Indian students, pre-K through grade 12, attend four multigenerational gatherings like this one during the school year—one of a number of events orchestrated by the Native Indian Centered Education (NICE) program. NICE is a program in the school district that partners with families to provide Native-centric educational opportunities for preschool children. Family events such as the storytelling activity in the opening vignette represent trends in early childhood education: building family-school-community partnerships to enhance learning and build family resources. The all- Native-Indian preschool program is unusual and rare in urban areas. …

A Critical Look At Four Multicultural Reform Efforts In One Urban College Of Education, Mary Gove, Dinah Volk, Kristine Lynn Still, Grace Hui-Chen Huang, Sashelle Thomas-Alexander

Teacher Education Faculty Publications

The article describes multicultural reform projects at an urban college of education including analyses of student's descriptions of their experiences in urban schools, the results of a faculty diversity self-study group and issues arising from culturally responsive pedagogy in an early childhood teaching class. The author's assertion that diversity education is an essential part of teacher education is discussed, and the importance of continuous critical analysis of teacher education is emphasized.

Promoting Resiliency Among First-Generation College Students, Jessica C. Fentress, Rachel M. B. Collopy

Teacher Education Faculty Publications

On a momentous day in May, six unlikely students walked across the graduation stage of a competitive, private university to receive their bachelor’s degrees. All six were participants in our study of successful first-generation college (FGC) students. Extensive research investigated the high attrition rates of FGC students and enumerated obstacles that led them to drop out.

Our research took a different approach. Through in-depth interviews, we explored the way resilient FGC students navigated around obstacles and what supported their success. By definition, resilient individuals succeed despite characteristics that predict their failure. Stories from this study offer practical implications for advisers …

Stories Of God's Love (Kindergarten), Shauna M. Adams, Lisa Grabiel, Debra Ciambro Grisso

Teacher Education Faculty Publications

This kindergarten program offers a leaflet-style format that proclaims Bible stories as well as contemporary stories that relate to the life of a kindergarten child. Seasonal lessons deepen the child’s understanding of holy days, holidays and liturgical seasons.

Stories of God’s Love is the first new program following the Guidelines for Materials developed by the Subcommittee on the Catechism of the United States Conference of Catholic Bishops.

Solo But Not Separate: Preparing 21st-Century School Library Professionals Who Can "Go It Alone", Becky Pasco

Teacher Education Faculty Publications

Preparing school librarians for a diverse array of 21st-century educational environments is a daunting task. Faculty in school library preparation programs send candidates out into sparsely populated rural areas, dense urban settings, and everything in between. Some candidates will provide services and resources in updated, modern facilities, while others will operate in tiny, tattered little corners. Some new professionals will ply their trade in technically rich arenas, while others will work in technically starved settings. Regardless of place and space, resources and services must be developed and delivered in a proactive and productive manner for the P—12 community. School library …

To Blend Or Not To Blend: Online-Only And Blended Learning Environments, Rachel M. B. Collopy, Jackie Marshall Arnold

Teacher Education Faculty Publications

Increasing curricular demands and the desire to provide meaningful, engaging instruction have pressed teacher educators to review and revise their programs. Many have viewed the assets of online learning as a potential solution to meet the seemingly ever increasing state- and accreditation-mandated course content and competencies. Universities have explored the inclusion of Web based courses for students for several decades. According to Martyn (2003), over 90% of higher education institutions use some type of electronically enhanced learning or “e-learning” option.

These options vary between courses that are offered completely “online” to those that include a blend of differing amounts of …

An Analysis Of Feedback Given To Strong And Weak Student Writers, Janet L. D. Dinnen, Rachel M. B. Collopy

Teacher Education Faculty Publications

Improvement-oriented feedback has been shown to be more effective at raising writing achievement than simple evaluative feedback. This study investigates whether teachers differ in the feedback they give to weak and strong writers as well as how feedback differs across grades. Interviews were conducted with 15 teachers about the feedback they gave students on their writing. Contrary to expectations, analyses indicate that both weak and strong writers received minimal improvement-oriented feedback. However, strong writers received more positive evaluative feedback while weak writers received more negative evaluative feedback. This research has implications for both teacher education and the professional development of …

Stories Of God's Love: Preschool Program (Ages 4-5), Joy L. Comingore, Shauna M. Adams, Joni L. Baldwin, Elizabeth M. Engelhardt, Susan M. Ferguson, Debra Ciambro Grisso

Teacher Education Faculty Publications

Stories of God’s Love is a Bible-based program prepared by a team of respected preschool specialists from the University of Dayton and is written following the directives developed by the U.S. Conference of Catholic Bishops.

The leaflet style format proclaims age appropriate Bible stories as well as contemporary stories which connect the scripture story to an everyday life experience of a preschool child.

Seasonal leaflets introduce and explore holy days, holidays and the seasons of the year. A music component, poster set and program director manual completes the program. Multi-day and one-day guides are available.

Stories Of God's Love: Preschool Program (Ages 3-4), Joy L. Comingore, Shauna M. Adams, Joni L. Baldwin, Elizabeth M. Engelhardt, Susan M. Ferguson, Debra Ciambro Grisso

Teacher Education Faculty Publications

Stories of God’s Love is a Bible-based program prepared by a team of respected preschool specialists from the University of Dayton and is written following the directives developed by the U.S. Conference of Catholic Bishops.

The leaflet style format proclaims age appropriate Bible stories as well as contemporary stories which connect the scripture story to an everyday life experience of a preschool child.

Seasonal leaflets introduce and explore holy days, holidays and the seasons of the year. A music component, poster set and program director manual completes the program. Multi-day and one-day guides are available.

Reconsidering Teacher Professional Development Through Constructivist Principles, Kathryn Kinnucan-Welsch

Teacher Education Faculty Publications

Constructivism has been discussed from multiple perspectives, including philosophical, psychological, social, and educational. These perspectives, of course, overlap when we shape what we do in the day-to-day realities of teaching and learning. The perspective that I bring to this chapter describing the professional development of teachers is that constructivism is a theory of learning that suggests that individuals make meaning of the world through an ongoing interaction between what they already know and believe and what they experience. In other words, learners actively construct knowledge through interactions in the environment as individuals and as members of groups.

It is from …

Responses From The Field, Roberta Weaver, Shauna M. Adams, Mary F. Landers

Teacher Education Faculty Publications

DeFiore (2006) provides a comprehensive review of elements that have shaped the state of special education in Catholic schools. The article speaks of the bishops’ vision without teeth and the theoretical support provided under the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA). DeFiore discusses the demand for services that are not met because of a lack of resources, expertise, and funding. The article concludes by allowing that much has occurred over the past decade, but more is needed.

To meet this need, DeFiore states that diocesan and local leaders must face the challenge of inspiring the laity to …

Coaching For Metacognitive Instructional Practice, Kathryn Kinnucan-Welsch

Teacher Education Faculty Publications

One way to identify students who are becoming accomplished readers and writers is to observe the degree to which the examples of coaching presented in this chapter are taken from my research as a participant in a statewide literacy professional development initiative: the Literacy Specialist Project (Kinnucan-Welsch, 2003a, 2003b; Rosemary, Grogan, et al., 2002).

The central aim of the Literacy Specialist Project, launched in 2000 by the Ohio Department of Education, is to provide professional development to educators in the state of Ohio that supports enhanced understanding in the teaching of reading and writing. The professional development incorporates foundational knowledge …

Elementary School Meets University, Rachel M. B. Collopy, Patsy Bowman

Teacher Education Faculty Publications

When school districts and universities combine their strengths, both benefit. Like teaching hospitals associated with medical schools, professional development schools (PDSs) train future practitioners, develop state-of-the-art practices, and nurture professional growth. Schools benefit from sustained professional development focused on their unique needs. Teacher preparation programs benefit from exemplary placements for student teachers and the wisdom of current practitioners. Both gain from joint research into innovative practices and the cross-fertilization of ideas.