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Articles 1 - 11 of 11
Full-Text Articles in Education
Semi-Public Speaking: How Virtual High School Debate Competition Increased Accessibility For Marginalized Students, Annie Goodson
Semi-Public Speaking: How Virtual High School Debate Competition Increased Accessibility For Marginalized Students, Annie Goodson
The Advocate
The advent of online learning in the wake of the COVID-19 pandemic radically altered the landscape of modern education. While most research has examined the socio-emotional and academic impact of the shift to online school, far less attention has been given to its effect on extra-curricular activities. This article examines the ways in which virtual learning effected competitive high school debate, and how a transition to an entirely virtual debate format radically altered students’ and coaches’ experiences within the activity. Drawing on empirical studies and real-world experiences, this article underscores how virtual debate made the activity more accessible for historically …
Letter From The Ate-K President
Letter From The Ate-K President
The Advocate
Letter from ATE-K President, Dr. Alan English
The Advocate
The Advocate
Informative information regarding The Advocate, the peer-reviewed publication of the Association of Teacher Educators in Kansas.
Between Mandates And Molding Minds: The Challenge Of Teacher Autonomy Today, Joshua Cole Hill-Cloyd, Cynthia L. Miller
Between Mandates And Molding Minds: The Challenge Of Teacher Autonomy Today, Joshua Cole Hill-Cloyd, Cynthia L. Miller
Undergraduate Research Journal for the Human Sciences
In recent years, Texas schools have witnessed a significant decline in teacher autonomy, attributable primarily to three factors: an increased emphasis on standardized testing, the prevalence of top-down leadership and bureaucracy, and the adoption of third-party curricula and commercialized content. These elements have collectively constrained educators' ability to adapt and innovate according to the unique needs of their students. Additionally, this issue has had profound ripple effects on families and communities in several ways. Possible solutions for increasing teacher autonomy will be provided that offer multiple benefits to the education system, teachers, students, and the broader community.
Promoting Civil Discourse Through Coffee And Common Ground, Alan English
Promoting Civil Discourse Through Coffee And Common Ground, Alan English
The Advocate
Research suggests that America today is more politically polarized and less capable of conducting civil public discourse than at least the last several decades. These greater cultural factors unsurprisingly seem to have trickled into American schools, as teachers report increased divisiveness and conflict, particularly directed toward historically-marginalized groups, in class. While it seems sensible that public schools should play a role in teaching American children how to civilly speak with people different than themselves, teachers are often unprepared to do so. This paper describes a project-based learning activity conducted during the Fall 2022 semester which was designed to empower pre-service …
Never Going Back: Lessons To Carry Forward In Online Instruction, Howard Pitler, Amanda Lickteig, Seth Lickteig
Never Going Back: Lessons To Carry Forward In Online Instruction, Howard Pitler, Amanda Lickteig, Seth Lickteig
The Advocate
Research has long demonstrated that students thrive best in an online learning community when some basic tenants are followed. These tenants include establishing a peer community, module supports, studying while balancing life commitments, confidence, and the approach to learning (Farrell & Brunton, 2020; Kahn, Egbue, Palkie, & Madden, 2017; Dixson, 2010). Cultivating active engagement in online communities is a purposeful and deliberate practice that requires educators to bring together an assortment of innovative instructional techniques to foster the establishment of Communities of Practice (COP). Wenger, Trayner, and de Laat (2011) define a CoP as a “learning partnership among people who …
Improving K-12 Classroom Literacy Instruction With The Model Of The Complete, Literate Student: Shared Perspectives By Msed Reading Program Graduates, Johannah Baugher
Improving K-12 Classroom Literacy Instruction With The Model Of The Complete, Literate Student: Shared Perspectives By Msed Reading Program Graduates, Johannah Baugher
The Advocate
The purpose of this study was to examine the impact of an instructional model, used in a Master of Science in Education in Reading (MSEd) Reading program, on K-12 classroom literacy instruction. Recent, MSEd Reading program graduates had an opportunity to share their perspectives on The Model of the Complete, Literate Student. Findings from this research study will be utilized to better understand the impact of this instructional model on K-12 classroom literacy instruction, as well as current practitioners’ professional growth as literacy leaders.
The Advocate, Laurie Curtis
A Letter From The President Of Ate-K
A Letter From The President Of Ate-K
The Advocate
This is an introductory letter from Gary Andersen, Ph.D. the current President of ATE_K and Co-Editor of The Advocate.
The Pandemic And Teachers: How Teachers’ Daily Life In The Classroom Has Been Impacted, Bailey Mahoney
The Pandemic And Teachers: How Teachers’ Daily Life In The Classroom Has Been Impacted, Bailey Mahoney
Educational Considerations
This study explores how the COVID-19 pandemic has affected educators during the end of the 2019-2020 school year and throughout the 2020-2021 school year. During a time with so much uncertainty, the focus has been on how best to approach the school year for students. Little conversation has happened concerning the impact on teachers. While research on this topic is limited to the short time span of the pandemic so far, teachers have shifted their instructional strategies, assessment strategies, and homework policies to match the needs of students. The following study seeks to highlight these changes and provide a voice …
Developing A K-12 Professional Learning Typology: Social Justice Training Designed For Educators As Adult Learners, Courtney Hoffhines
Developing A K-12 Professional Learning Typology: Social Justice Training Designed For Educators As Adult Learners, Courtney Hoffhines
Adult Education Research Conference
This paper examines current literature supporting the development of a K-12 professional learning typology, an original design, based in effective social justice training for educators as adult learners.