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Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 2

Journal on Empowering Teaching Excellence

The full Fall 2020 issue (Volume 4, Issue 2) of the Journal on Empowering Teaching Excellence.

Espoused And Enacted Beliefs Of High School English Language Arts Teachers In Writing Instruction, Sydnie Schoepf

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The purpose of the current study is to explore the espoused beliefs and enacted practices of secondary English Language Arts teachers with regards to writing instruction and how these beliefs correlate with teacher self-efficacy beliefs. The study worked to build upon the literature mainly in the fields of mathematics and science in order to explore what the perceived and enacted beliefs are and how they affect the self-efficacy belief of teachers within the field of writing instruction in the high school classroom. The study used a collective case study design in order to better understand what espoused and enacted pedagogical …

Student-Centered, Interaction-Based, Community-Driven Language Teaching, Sharon Lyman

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio is a compilation that highlights some of the author’s accomplished work while in the Master of Second Language Teaching (MSLT) program at Utah State University (USU). Organized into sections that reflect the author’s teaching and research perspectives as a MSLT graduate student and instructor, who taught intensive English reading, writing, and conversation courses for the Intensive English Language Institute (IELI).

In the first section, teaching perspectives, the author describes her desired professional environment, shares her personal teaching philosophy statement, and accounts for her professional development through classroom observations. In the second section, research perspectives, two research papers and …

Teaching Excellence: The Core Of The Land-Grant Mission, Stephen M. Gavazzi

Journal on Empowering Teaching Excellence

The tripartite mission of the land-grant university – teaching, research, and community engagement – has evolved over the course of the past 150 years. The intensified concentration on empirical activities in the last half century, however, is thought to have created a mission-related imbalance that often has relegated teaching and community engagement activities to second-tier status within the academy. In tandem, there have been several unforced errors on the part of universities that have diminished the public’s belief in the return on investment associated with a college degree. The argument is made for an increased emphasis on teaching and learning …

The Impact And Importance Of Understanding The Role Of Land-Grant Universities In Higher Education, Robert Peterson

Journal on Empowering Teaching Excellence

Book Review:

Gavazzi, S. M., & Gee, E. G. (2018). Land-grant universities for the future: higher education for the public good. Baltimore: Johns Hopkins University Press.

• 171 Pages
• Available in hardback and Kindle
• Price $21.99 (hc), $19.22 (Kindle)
• Keywords: Land-Grant, teaching, public, service, community

Reviewer:

Robert Peterson, Director of Student Services

Utah State University Uintah Basin

bob.peterson@usu.edu

Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 1

Journal on Empowering Teaching Excellence

The full Spring 2020 issue (Volume 4, Issue 1) of the Journal on Empowering Teaching Excellence.

Wartime Teachers: Stories From The Front, Rachel K. Turner, Eliel Hinojosa Jr.

Teacher Education and Leadership Faculty Publications

In the early 1990s, Dr. O.L. Davis of the University of Texas at Austin sought evacuee teacher and student recollections in England during World War II. The overarching purpose for Davis was to gain an understanding of the effect on schooling and education, specifically as it relates to the curriculum for students. This article continues where he left off and places focus on teacher evacuees. Of the several hundred responses from student evacuees, we utilized ten of the thirty teacher evacuees who responded to Dr. Davis. The purpose in this research endeavor seeks to discover the impact evacuations in England …

Electrifying: One Teacher’S Discursive And Instructional Changes Through Engagement In E-Textiles To Teach Science Content, Colby Tofel-Grehl, Eliza Jex, Kristin Searle, Douglas Ball, Xin Zhao, Georgia Burnell

Teacher Education and Leadership Faculty Publications

This paper shares findings from the first of its kind quasi-experimental mixed methods study exploring the potential impacts on teacher instruction through engagement with making and e-textiles. Because engagement in hands-on inquiry has demonstrated strong promise for increasing student interest and engagement in STEM careers, finding curricular approaches that engage students in project-based learning remains important. As such, the Maker Movement and making has gained traction as a possible effort to improve such outcomes. This study shares outcomes from analyses of one teacher’s first engagement with teaching eighth-grade science through e-textiles. Four of his classes were taught using his traditional …