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Teacher Education and Professional Development

Kansas State University Libraries

Journal

2016

Articles 31 - 39 of 39

Full-Text Articles in Education

Parents’ Perceptions Of Heritage Languages In The Mid-­West: Facing The Challenge Of Losing One’S Native Language In Kansas, Abdelliah Salim Sehlaoui, Rihab Mousa Apr 2016

Parents’ Perceptions Of Heritage Languages In The Mid-­West: Facing The Challenge Of Losing One’S Native Language In Kansas, Abdelliah Salim Sehlaoui, Rihab Mousa

The Advocate

While heritage language research tends to focus on populations in the Eastern and Western coasts of the country, little if anything is known about heritage language loss, use, perceptions, or what parents do to overcome the challenges their children face on a daily basis in Midwest states such as Kansas, especially in remote rural areas. The present study aims at making the voices of some of these parents heard by describing the common themes that emerged from the qualitative data analysis collected from their perceptions towards heritage languages in the state of Kansas. The paper provides a brief description of …

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Table Of Contents And Introductory Materials For Vol. 23, No. 2, 2016, Bruce Quantic Apr 2016

Table Of Contents And Introductory Materials For Vol. 23, No. 2, 2016, Bruce Quantic

The Advocate

This content includes the table of contents and editorial information for vol. 23, issue 2 (Spring - Summer 2016)

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Using Brain-­Based Interventions To Address Ninth Grade Students’ Misconceptions About Newton’S Laws: Descriptions Of Secondary Teachers’ Action Research, Deborah Brown Apr 2016

Using Brain-­Based Interventions To Address Ninth Grade Students’ Misconceptions About Newton’S Laws: Descriptions Of Secondary Teachers’ Action Research, Deborah Brown

The Advocate

This study describes four secondary physics teachers’ action research investigations and perceptions of the action research process. Each of the action research projects used key aspects of brain­based teaching to address students’ misconceptions about physics. Foremost among these were the use of technology and collaborative work with peers; these approaches enabled students to make meaningful connections, do a learning activity, and demonstrate understanding. The projects yielded positive effects on post assessments of students’ understanding. The four teachers reported numerous benefits from doing action research, though they noted several important caveats.

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Observation And Feedback In Walkthrough Visits: Traditional Vs. Distance Supervision Settings, Allison Rothwell, Twyla Sprouse Apr 2016

Observation And Feedback In Walkthrough Visits: Traditional Vs. Distance Supervision Settings, Allison Rothwell, Twyla Sprouse

The Advocate

During student teaching, many on-site university supervisors implement quick observations in order to gather more informal data about the classrooms in which they observe and better understand the role student teachers are playing at different points within the semester. While these short walkthrough observations are effective at the beginning of the semester, the data quickly becomes unbalanced between student teachers, and supervisors often have to begin scheduling the visits in order to collect more specific, balanced information. This article examines the effectiveness of the on­site walkthrough when compared to video walkthrough observations implemented within a distance supervision model.

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Meaningful Movement And Literacy Content, Gayla Lohfink, Rick Pappas Apr 2016

Meaningful Movement And Literacy Content, Gayla Lohfink, Rick Pappas

The Advocate

Links among brain research, movement, and cognition suggest that integrating meaningful movement activities with content can foster elementary students’ engagement in literacy learning. This manuscript describes an action research project of a module for teacher candidates’ incorporation of meaningful movement in elementary classrooms. Activities and their alignment to the English Language Arts standards are described. Evidence of the impact of the module on teacher candidates’ planning reflects that 41% of candidates’ lessons showed intentional movement, specifically by encouraging children to move about the classroom, use body gestures, and rotate physically though centers.

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A Dialogic Approach To Supervision In The Practicum, M'Balia Thomas Apr 2016

A Dialogic Approach To Supervision In The Practicum, M'Balia Thomas

The Advocate

T​he term “dialogue” in research on classroom talk between student(s)-teacher is frequently referenced in teaching and teacher education. Yet, there is considerable difference in how the concept is understood. Moreover, scholarship within this area rarely addresses classroom talk between another student-teacher dyad – that of practicum student and a supervising instructor (Waite 1995 is a notable exception). This paper seeks to explore the notion of dialogue as it applies to this dyadic relationship, considering the ways in which incorporating a specifically Bakhtinian approach to dialogue highlights unique aspects of talk and interaction within practicum supervision.

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An Examination Of External Influences And Internal Issues Challenging Teacher Education Today, Jill Gonzalez-Bravo, Donna Augustine-Shaw Apr 2016

An Examination Of External Influences And Internal Issues Challenging Teacher Education Today, Jill Gonzalez-Bravo, Donna Augustine-Shaw

The Advocate

Today’s educators are not solely content experts, but reflective practitioners competent in theory and complex learning processes. They are obligated to construct classrooms to meet the diverse needs of each child within a culture of global competition and increased levels of accountability. Prior studies amplify a necessary focus on preparing teachers capable of meeting the needs of each student from day one on the job. However, a myriad of obstacles facing teacher preparation identified throughout research provide clear direction for additional attention. The following is an investigation of external influences and internal issues that challenged the current model of teacher …

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Improving Reflection During Student Teaching With Technology, David S. Allen, Lori Goodson, Dylan Hinrichs Apr 2016

Improving Reflection During Student Teaching With Technology, David S. Allen, Lori Goodson, Dylan Hinrichs

The Advocate

​The process of tapping into the power of reflection is a difficult process for many student teachers to accomplish. Multiple factors hinder the process of reflection in novice teachers. Video recorded lessons provide a contextualized focus for reflection on specific pedagogical skills. This study conducted by an undergraduate student during the student internship demonstrates the value of utilized video recorded lesson to assist in the development of one student’s journey toward becoming a reflective practitioner through the use of video recorded teaching episodes.

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Equity, Equality And The Social Bond Theory In Schools: A Heads Up For Teacher Educators, Stu Ervay Apr 2016

Equity, Equality And The Social Bond Theory In Schools: A Heads Up For Teacher Educators, Stu Ervay

The Advocate

Today’s schools face challenges that go beyond those of the 20th Century, in addition to the more recent impact of No Child Left Behind. Common core standards and stipulations found in the recent Every Student Succeeds Act (ESSA) call for new academic programs and ways for teachers to implement them. Integral to the ESSA are techniques for achieving social equity, equality of learning opportunity, and “wrap-­around support systems for vulnerable communities.” The community support systems concept can include what sociologists call the social bond theory. For schools and teachers to make those goals achievable within classrooms will require more emphasis …

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