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Full-Text Articles in Education
Never Too Old For A Field Trip: Exploring Community Assets For Middle Grades Literacy Integration, Christine L. Craddock, Stacie K. Pettit 2949136
Never Too Old For A Field Trip: Exploring Community Assets For Middle Grades Literacy Integration, Christine L. Craddock, Stacie K. Pettit 2949136
Current Issues in Middle Level Education
Middle Grades teacher candidates participated in a “field trip” in an Integrated Reading course to model best practices in culturally responsive teaching. The college students visited their downtown city including a regional art museum and memorial sculpture garden commemorating local Black history to experience and contemplate possibilities for literacy integration in their pedagogy. Teacher candidates were encouraged to explore and understand community culture, history, and assets with respect to their future students’ lives, identities, interests, and experiences, and how these considerations should motivate their instructional decision making with literacy applications. A follow-up discussion was facilitated by the course professor along …
Arts-Based Interdisciplinary Music And Mathematics Tasks: Exploring Conceptualizations Of Equitable Creative Learning In Teacher Education, Alesia Mickle Moldavan, Graham Johnson
Arts-Based Interdisciplinary Music And Mathematics Tasks: Exploring Conceptualizations Of Equitable Creative Learning In Teacher Education, Alesia Mickle Moldavan, Graham Johnson
Georgia Educational Researcher
Preservice teachers need opportunities in teacher education courses to explore arts-based interdisciplinary learning that can inspire connections between communities of practice and allow learners to integrate concepts and imagine creative possibilities. This study reports on preservice teachers engaged in a workshop on arts-based interdisciplinary music and mathematics tasks. Data included surveys, task-related artifacts, and participant observations to examine how preservice teachers conceptualize and engage in such tasks. Three resonating themes were identified, revealing that preservice teachers generally thought (a) music and mathematics are more engaging and relatable in interdisciplinary contexts than when taught alone, (b) interdisciplinary music and mathematics tasks …
Fostering And Maintaining Relationships: Teacher Education During Covid-19, Jessica Vanvalkenburgh, Aaron R. Gierhart
Fostering And Maintaining Relationships: Teacher Education During Covid-19, Jessica Vanvalkenburgh, Aaron R. Gierhart
Current Issues in Middle Level Education
This article expounds how our pedagogical practices have changed in the wake of the COVID-19 pandemic. Many of these effects others have contended with in the education community. The authors share pedagogical strategies they have found to be effective in terms of building and supporting relationships with teacher candidates. They suggest using digitally-mediated teaching and learning strategies, staying connected with students, and badge-based assessment and feedback approaches to build and support relationships with students; examples of the instructional design and implementation strategies are described. The authors propose that when looking forward, teachers at any level may benefit from providing students …
Teacher And School Characteristics: Predictors Of Student Achievement In Georgia Public Schools, Alisande F. Mayer, Ellen W. Wiley, Larry P. Wiley, Dianne C. Dees, Simmie A. Raiford
Teacher And School Characteristics: Predictors Of Student Achievement In Georgia Public Schools, Alisande F. Mayer, Ellen W. Wiley, Larry P. Wiley, Dianne C. Dees, Simmie A. Raiford
Georgia Educational Researcher
Student achievement of fifth-grade students in 106 Georgia public schools in CRCT reading and mathematics was examined as a function of five characteristics of teachers and schools. The five independent variables used as predictors of CRCT scores were Title I status, teachers’ education level, teachers’ average years of experience, class size, and computer to student ratio. Designation as a Title I school was the strongest predictor of student achievement. When compared to non-Title I schools, Title I school status resulted in a higher percentage of students meeting CRCT standards in both reading and math and a lower percentage of students …