Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Higher education (2)
- Professional development (2)
- Teacher education (2)
- Writing (2)
- Adolescents (1)
-
- Assessment (1)
- Asset mapping (1)
- Black males (1)
- Chatbots (1)
- Children (1)
- College impact (1)
- Common sense (1)
- Composition (1)
- Disability (1)
- Disability Simulations (1)
- Disability simulations (1)
- Educational benefits (1)
- Elementary education (1)
- Empathy (1)
- Equity pedagogies (1)
- Expectations (1)
- Higher education research (1)
- Inclusion (1)
- Integrated physical-education (1)
- Interview study (1)
- K-12 education (1)
- K-12 educators (1)
- Literacy education (1)
- Literacy instruction (1)
- Multicultural teacher education (1)
Articles 1 - 11 of 11
Full-Text Articles in Education
Developing Teacher Candidates’ Multicultural Lenses Through Disciplinary Writing Assignments, Kristie Gutierrez, Jori S. Beck, Kaavonia Hinton, Kelly Rippard, Yonghee Suh
Developing Teacher Candidates’ Multicultural Lenses Through Disciplinary Writing Assignments, Kristie Gutierrez, Jori S. Beck, Kaavonia Hinton, Kelly Rippard, Yonghee Suh
Teaching & Learning Faculty Publications
The purpose of this study was to explore the effectiveness of providing scaffolded disciplinary writing assignments to develop teacher candidates’ multicultural lenses. This study was set in a secondary education program at one mid-Atlantic university. Faculty in this program focused on five dimensions of multicultural education (ME) to better serve teacher candidates within their program through the development of ME-focused disciplinary writing assignments. In required courses within the program, teacher candidates (TCs) completed assignments such as a student shadow experience, infographic, journal, community mapping activity, and practitioner journal article. Qualitative data were collected to explore TCs’ understanding of the ME …
Black Male Educators Matter: Modeling And Expectations In K-12 Settings, Denelle Wallace, Linda Bol, Kendra Hall, Erin Cousins
Black Male Educators Matter: Modeling And Expectations In K-12 Settings, Denelle Wallace, Linda Bol, Kendra Hall, Erin Cousins
Educational Leadership & Workforce Development Faculty Publications
In light of the teacher shortage and increased emphasis on diversifying the educator workforce, the recruitment and retention of Black male educators is critical. The researchers focused on how these educators perceive their impact as role models and what others expect from them in K-12 contexts. The researchers administered questionnaires (N=38) and conducted interviews (N=11). Most educators considered themselves to be positive role models, especially for Black students. Expectations about their responsibilities as disciplinarians were positive unless imposed by race or at the expense of perceived academic skills. They needed to prove themselves with respect to academic qualifications. Interpersonal relationships …
Building Community Through Asset Mapping In An Alternate Route To Licensure Program, Jori S. Beck, Christina J. Lunsmann, Dan Moore
Building Community Through Asset Mapping In An Alternate Route To Licensure Program, Jori S. Beck, Christina J. Lunsmann, Dan Moore
Teaching & Learning Faculty Publications
Teacher preparation programs in the U.S. have adopted social justice approaches in their work. However, it is necessary to investigate how teacher preparation programs foster an asset orientation in teacher candidates—particularly as Alternative Routes to Licensure have increased in popularity. The current investigation was an interview study of teacher candidates’ experiences after completing an asset mapping activity as part of their field experiences. Participants consistently described how the activity helped them to foster relationships with their students through (a) making connections, (b) humanizing students, and (c) community scaffolding. We explore the implications of these findings for teacher preparation research and …
Making A Difference Through Sustained In-Service Teacher Training, Abha Gupta, Guang Lea Lee
Making A Difference Through Sustained In-Service Teacher Training, Abha Gupta, Guang Lea Lee
Teaching & Learning Faculty Publications
This study is based on collaboration between a school and a university on professional development training of 4th and 5th grade elementary school teachers in a southeastern state in the USA. The study was three-pronged and focused on teacher knowledge, pedagogy, and student achievement. We examined how the building of teacher capacity affected the performance of underachieving students in math and literacy. Underachieving students were targeted with specific strategies, projects, problems solving stories, self-reflection, and higher-level thinking questions. Student performance was measured for literacy achievement, with quantitative and qualitative measures used for data collection purposes. Students showed progress over previous …
The Authenticity Of Disability Simulations Through Empathetic Imaginings: The Perspectives Of Visually Impaired People, Anthony J. Maher, Justin A. Haegele
The Authenticity Of Disability Simulations Through Empathetic Imaginings: The Perspectives Of Visually Impaired People, Anthony J. Maher, Justin A. Haegele
Human Movement Sciences & Special Education Faculty Publications
In this article, we amplify the voices of visually impaired people to explore the authenticity of simulating visual impairment (VI) as a means of developing empathy among sighted student teachers. Participants were nine visually impaired adults who read vignettes narrating simulation experiences of student teachers in a university setting before being interviewed. Interviews were conducted via telephone, and were recorded, transcribed, and analysed thematically. The discussed themes are: (1) Involving visually impaired people in simulations increases authenticity; (2) Visual impairment is too diverse and complex to be authentically replicated; (3) The suddenness and duration of the simulations are inauthentic; and …
Lessons Learned From Two Teacher Educators: What Covid-19 Can Teach Us About Preparing Elementary Preservice Teachers To Teach The Next Generation Of Students, Min Jung Lee, Jennifer Kidd, Kristie Gutierrez, Elizabeth Langran (Ed.)
Lessons Learned From Two Teacher Educators: What Covid-19 Can Teach Us About Preparing Elementary Preservice Teachers To Teach The Next Generation Of Students, Min Jung Lee, Jennifer Kidd, Kristie Gutierrez, Elizabeth Langran (Ed.)
Teaching & Learning Faculty Publications
Over the last two years, the COVID-19 pandemic has required teacher educators to teach their classes online. Teacher educators now need to reflect on the learning opportunities that the COVID-19 induced shift to online learning has provided. This study shares two teacher educators’ experiences of teaching and supporting preservice teachers (PSTs) as they taught engineering online to elementary students. The two teacher educators noticed (a) positive changes in PSTs’ attitudes and beliefs about technology integration, (b) PSTs’ tendency to select and use of educational technologies, (c) PSTs’ recognition of the importance of online interaction and feedback from K-12 students, (d) …
The Impact Of A Year-Long Professional Development On Teacher Self-Efficacy In Personal Writing And The Teaching Of Writing, Guang-Lea Lee, Terri Brodeur, Cherng-Jyh Yen, Tian Luo, Pauline Salim Muljana
The Impact Of A Year-Long Professional Development On Teacher Self-Efficacy In Personal Writing And The Teaching Of Writing, Guang-Lea Lee, Terri Brodeur, Cherng-Jyh Yen, Tian Luo, Pauline Salim Muljana
Teaching & Learning Faculty Publications
Long-term professional development (PD) initiatives are scant in the extant literature. This study examines the impact of a year-long, face-to-face teacher PD provided for teachers from a high-need elementary school to improve their personal writing and writing instruction. A mixed-methods approach was used to collect and analyze data primarily from pre- and post-surveys and interviews. Statistical analyses suggest that teachers’ self-efficacy toward writing instruction was improved, but not self-efficacy toward their personal writing. Various means of how the year-long teacher PD influenced their self-efficacy were demonstrated through qualitative analysis. Implications of conducting teacher PD on writing instruction were discussed.
Stop Fearing Blindness! Visually Impaired People Reflect On The Ethics Of Sighted Prospective Teachers Simulating Visual Impairment, Anthony J. Maher, Justin A. Haegele, Andrew C. Sparkes
Stop Fearing Blindness! Visually Impaired People Reflect On The Ethics Of Sighted Prospective Teachers Simulating Visual Impairment, Anthony J. Maher, Justin A. Haegele, Andrew C. Sparkes
Human Movement Sciences & Special Education Faculty Publications
Disability simulations have developed as a popular professional development tool to help increase knowledge and awareness of disability and facilitate pedagogical learning among prospective and pre-service teachers. The aim of this research is to explore the ethics of sighted people simulating visual impairment from the perspective of visually impaired people. Participants were nine visually impaired adults who read vignettes narrating simulation experiences of prospective physical education teachers in a university setting before being interviewed about their perceptions of what they had read. Interviews were conducted via telephone, and were recorded, transcribed, and subjected to thematic analysis. The themes constructed and …
A Look At Race, Skin Tone, And High School Students' Perceptions Of Teacher-Student Relationship Quality, Kala Burrell-Craft, Danielle R. Eugene, Juterh Nmah
A Look At Race, Skin Tone, And High School Students' Perceptions Of Teacher-Student Relationship Quality, Kala Burrell-Craft, Danielle R. Eugene, Juterh Nmah
Educational Leadership & Workforce Development Faculty Publications
Racial disparities in education have put a spotlight on the role of teachers and the school environment that is created for students. As teachers are seen as a vital element of school climate, the interactions between teachers and students can have a significant effect on students’ success. The purpose of this study was to examine the associations between race, skin tone, and teacher–student relationship (TSR) quality. Data drawn from the Fragile Families and Child Wellbeing Study included 995 ethnically and racially diverse adolescents. Hierarchical regression analyses revealed that being Black, Hispanic, or Multi-racial was significantly associated with TSRs. However, there …
The Value Of The Useless: Erin Manning, Impact, Higher Education Research, Progress, Laura Elizabeth Smithers
The Value Of The Useless: Erin Manning, Impact, Higher Education Research, Progress, Laura Elizabeth Smithers
Educational Leadership & Workforce Development Faculty Publications
This article brings the work of Erin Manning to bear on common sense practices and conversations of the value of a college education. Manning’s work provides a productive alternative to the neoliberal discourse of college impact that has dominated higher education research for the past half century. Neoliberalism produces the common sense of the value of education as privatized, datafied (or dividuated), and measurable outcomes. This common sense reduces American higher education to the sum of its parts. To produce worlds to which campus marketing departments on occasion gesture, worlds where college produces spaces of community transformation, we must come …
Orientation Online: The Surprising Benefits Of Virtual New Faculty Orientation, Kristin Herman, Patricia Davidson
Orientation Online: The Surprising Benefits Of Virtual New Faculty Orientation, Kristin Herman, Patricia Davidson
STEMPS Faculty Publications
This design case documents the reimagination of new faculty orientation for a mid-sized public university due to the COVID-19 global pandemic. This fully virtual iteration was facilitated during the summer of 2020 and is compared both to previous in-person iterations of new faculty orientation as well as a blended modality version of the orientation program offered in 2021. The redesign is explained using language from Puntedura’s (2006) Substitution- Augmentation- Modification- Redefinition (SAMR) model of technology application in distributed learning. Such terminology provided a helpful common vocabulary for a design team pressured to determine which elements of orientation needed to be …