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Articles 1 - 18 of 18
Full-Text Articles in Education
Career Pathways Program Annual Report, 2019-2020, Wie Yusuf
Career Pathways Program Annual Report, 2019-2020, Wie Yusuf
Career Pathways
Career Pathways launched in August 2017 as the university-wide initiative to provide graduate student professional development. It encompasses both the Preparing Future Faculty program and the Preparing Future Professionals Certificates. The Preparing Future Faculty Certificate was an existing program, started in 2007, while the Preparing Future Professionals Certificate was launched in 2017 concurrently with Career Pathways. The Career Pathways program prepares graduate students for successful transition into thriving careers. With the Preparing Future Professionals Certificate, specifically, the emphasize has been on filling the existing gap in career and professional development for master’s students and doctoral students with career plans outside …
“Speak Truth To Power Ourselves”: Teaching Social Justice In A Teacher Residency Program, Jori S. Beck
“Speak Truth To Power Ourselves”: Teaching Social Justice In A Teacher Residency Program, Jori S. Beck
Teaching & Learning Faculty Publications
The current study is part of a larger case study of faculty and staff methods at a teacher residency program. Teacher residencies, which were founded in the early 2000s, have an explicit mission of serving historically marginalized populations. However, more research is needed to better understand how these programs implement social justice teacher education. Indeed, there is a dearth of literature regarding the application of social justice practices in teacher education and the social justice beliefs of teacher educators. The interviews, documents, and observations collected for this study revealed a robust theme of social justice in participants’ beliefs and their …
Mathematics Teacher Educators Using Self-Based Methodologies, Elizabeth Suazo-Flores, Jennifer Ward, Sue Ellen Richardson, Melva R. Grant, Dana Cox, Signe E. Kastberg, Olive Chapman
Mathematics Teacher Educators Using Self-Based Methodologies, Elizabeth Suazo-Flores, Jennifer Ward, Sue Ellen Richardson, Melva R. Grant, Dana Cox, Signe E. Kastberg, Olive Chapman
Teaching & Learning Faculty Publications
Narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are becoming a more common choice of mathematics teacher educators (MTEs). This has opened new possibilities and challenges for early career MTEs as they try to disseminate their findings in mathematics education journals. Building from our working group at PME-NA 2018 and 2019, we respond to the need for creating a community where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. This year, we continue our focus on mentoring and scholarship on self-based methodologies. We invite English- and Spanish-speaking MTEs with research projects …
Enhancing Teamwork Skills Through An Interdisciplinary Engineering Service Learning Collaboration, Pilar Pazos, Francisco Cima, Jennifer Kidd, Stacie I. Ringleb, Orlando Ayala, Kristie Gutierrez, Krishnanand Kaipa
Enhancing Teamwork Skills Through An Interdisciplinary Engineering Service Learning Collaboration, Pilar Pazos, Francisco Cima, Jennifer Kidd, Stacie I. Ringleb, Orlando Ayala, Kristie Gutierrez, Krishnanand Kaipa
Engineering Management & Systems Engineering Faculty Publications
The purpose of this research paper is to explore whether participation in an interdisciplinary collaboration program partnering Preservice Teachers (PST) and Undergraduate Engineering Students (UES) results in an increase in teamwork effectiveness. The interdisciplinary collaboration was designed as a service-learning project within existing undergraduate programs that included the development and delivery of engineering content to a K-12 audience. The collaborations were integrated into existing courses in two colleges, engineering and education. The Behaviorally Anchored Rating Scale (BARS) version of the Comprehensive Assessment of Team Member Effectiveness (CATME) was used midway and at the end of the project to evaluate teamwork …
The First Year Of An Undergraduate Service Learning Partnership To Enhance Engineering Education And Elementary Pre-Service Teacher Education, Stacie I. Ringleb, Jennifer Kidd, Pilar Pazos, Kristie Gutierrez, Orlando Ayala, Krishnanand Kaipa
The First Year Of An Undergraduate Service Learning Partnership To Enhance Engineering Education And Elementary Pre-Service Teacher Education, Stacie I. Ringleb, Jennifer Kidd, Pilar Pazos, Kristie Gutierrez, Orlando Ayala, Krishnanand Kaipa
Mechanical & Aerospace Engineering Faculty Publications
This IUSE project was designed to address three major challenges faced by undergraduate engineering students (UES) and pre-service teachers (PSTs): 1) retention for UESs after the first year, and continued engagement when they reach more difficult concepts, 2) to prepare PSTs to teach engineering, which is a requirement in the Next Generation Science Standards as well as many state level standards of learning, and 3) to prepare both groups of students to communicate and collaborate in a multi-disciplinary context, which is a necessary skill in their future places of work. This project was implemented in three pairs of classes: 1) …
What Do Undergraduate Engineering Students And Preservice Teachers Learn By Collaborating And Teaching Engineering And Coding Through Robotics?, Jennifer Jill Kidd, Krishnanand Kaipa, Samuel J. Jacks, Stacie I. Ringleb, Pilar Pazos, Kristie Gutierrez, Orlando M. Ayala, Lillian Maria De Souza Almeida
What Do Undergraduate Engineering Students And Preservice Teachers Learn By Collaborating And Teaching Engineering And Coding Through Robotics?, Jennifer Jill Kidd, Krishnanand Kaipa, Samuel J. Jacks, Stacie I. Ringleb, Pilar Pazos, Kristie Gutierrez, Orlando M. Ayala, Lillian Maria De Souza Almeida
Teaching & Learning Faculty Publications
This research paper presents preliminary results of an NSF-supported interdisciplinary collaboration between undergraduate engineering students and preservice teachers. The fields of engineering and elementary education share similar challenges when it comes to preparing undergraduate students for the new demands they will encounter in their profession. Engineering students need interprofessional skills that will help them value and negotiate the contributions of various disciplines while working on problems that require a multidisciplinary approach. Increasingly, the solutions to today's complex problems must integrate knowledge and practices from multiple disciplines and engineers must be able to recognize when expertise from outside their field can …
A Continuum Of Data Literacy For Teaching, Jori S. Beck, Diana Nunnaley
A Continuum Of Data Literacy For Teaching, Jori S. Beck, Diana Nunnaley
Teaching & Learning Faculty Publications
Accountability for education in the United States has existed since the first formalized system of education. Although this accountability is an important part of society, these systems must be expanded beyond high stakes assessments to include other types of data including P-12 student voices. The purpose of the current manuscript is to present a continuum for data literacy for teachers that spans preservice to inservice teacher education. We conceptualize data literacy for teachers as a metaconstruct that includes the construct of assessment literacy. The research on enabling and marginalizing factors and exposure to data are reviewed at the preservice and …
A Continuum Of Critical Consciousness: Exploring One Resident's Concerns, Jori S. Beck
A Continuum Of Critical Consciousness: Exploring One Resident's Concerns, Jori S. Beck
Teaching & Learning Faculty Publications
In the United States, there is a demand for richer clinical teacher education experiences. Partially in response to this call, innovative new programs like teacher residencies are being developed. As teacher preparation programs are shaped by these mandates, researchers must respond to shifts in the field. The current manuscript includes data from a resident, or teacher candidate, enrolled in a residency program—specifically, his yearlong apprenticeship. Using interviews and other qualitative data, the author examined how the resident’s concerns shifted and also how these concerns differed from those uncovered in previous research. Specifically, his concerns appeared to be more dynamic than …
Preservice Secondary Mathematics Teachers’ Reflections In Using Excelets As A Tool For Modeling, Mary C. Enderson, Ginger S. Watson
Preservice Secondary Mathematics Teachers’ Reflections In Using Excelets As A Tool For Modeling, Mary C. Enderson, Ginger S. Watson
Teaching & Learning Faculty Publications
With widespread adoption of technology for all into schools across the U.S., teachers need to be prepared to integrate these tools into classroom instruction. For mathematics, modeling problems with technology provides a key opportunity for students to experience the active nature of such tools in making sense of mathematics concepts. In order to gain insight into incorporating these tools into modeling tasks, preservice teachers need exposure to them as along with reflection on their use. This case study of 12 preservice secondary mathematics teachers enrolled in a mathematics methods course focused on a modeling task that was presented in an …
Characteristics Of Critical Friendship That Transform Professional Identity, Signe E. Kastberg, Melva R. Grant
Characteristics Of Critical Friendship That Transform Professional Identity, Signe E. Kastberg, Melva R. Grant
Teaching & Learning Faculty Publications
We met at CASTLE 2018, two trained mathematics teacher educators (MTEs), interested in mathematics, and teaching elementary mathematics methods to preservice teachers (PTs). Melva’s self-study research, focused on improving her online methods course, was approaching its second year and her second critical friend had lost interest in continuing. Melva invited Signe to be her critical friend (Schuck & Russell, 2005) and Signe agreed. Explicit expectations of our critical friendship included weekly meetings. Our critical friendship seemed to follow an expected trajectory for, “supporting/coaching the transformation of another’s teaching” (Stolle, et al., 2019, p. 20). However, there were implicit ways our …
The Effects Of A Site-Based Teacher Professional Development Program On Student Learning, Abha Gupta, Guang-Lea Lee
The Effects Of A Site-Based Teacher Professional Development Program On Student Learning, Abha Gupta, Guang-Lea Lee
Teaching & Learning Faculty Publications
A mixed methods study is used to investigate the effectiveness of a professional development program intended to enhance teacher knowledge and student learning so as to systematically improve student achievement in elementary literacy. In this study, a large urban school district partnered with a local university to provide intervention in a Title 1, low-performing elementary school. Measures included teacher knowledge and practices based on surveys, classroom observation, and student achievement data. Teachers self-reported their perspectives on schoolbased teacher training in terms of its significance, requirements, challenges, and possible solutions to teacher training. Schools were selected based on their Adequate Yearly …
Partnering Undergraduate Engineering Students With Preservice Teachers To Design And Teach An Elementary Engineering Lesson Through Ed+Gineering, Kristie Gutierrez, Stacie I. Ringleb, Jennifer Jill Kidd, Orlando M. Ayala, Pilar Pazos, Krishnanand Kaipa
Partnering Undergraduate Engineering Students With Preservice Teachers To Design And Teach An Elementary Engineering Lesson Through Ed+Gineering, Kristie Gutierrez, Stacie I. Ringleb, Jennifer Jill Kidd, Orlando M. Ayala, Pilar Pazos, Krishnanand Kaipa
Teaching & Learning Faculty Publications
Major challenges in engineering education include retention of undergraduate engineering students (UESs) and continued engagement after the first year when concepts increase in difficulty. Additionally, employers, as well as ABET, look for students to demonstrate non-technical skills, including the ability to work successfully in groups, the ability to communicate both within and outside their discipline, and the ability to find information that will help them solve problems and contribute to lifelong learning. Teacher education is also facing challenges given the recent incorporation of engineering practices and core ideas into the Next Generation Science Standards (NGSS) and state level standards of …
“There Is Subjectivity, There Is Bias”: Teacher Candidates’ Perceptions Of Equity In Data Literacy For Teaching, Heather Whitesides, Jori S. Beck
“There Is Subjectivity, There Is Bias”: Teacher Candidates’ Perceptions Of Equity In Data Literacy For Teaching, Heather Whitesides, Jori S. Beck
Teaching & Learning Faculty Publications
Research on equity in data literacy for teaching has lagged yet is of critical importance to ensuring new teachers are prepared to serve diverse students. Our multiple case study conveyed four elementary teacher candidates’ understandings of this construct and their reaction to instruction in this domain. Data collection included interviews, item analysis, and concept maps. Our participants developed a broader view of data by the end of the course, but often did not recognize inequitable data practices like tracking which conveys a misalignment between beliefs and practices. We explored implications for policy and practice based on our findings.
Reflective School Library Practitioners: Use Of Journaling To Strengthen Practice, Elizabeth A. Burns
Reflective School Library Practitioners: Use Of Journaling To Strengthen Practice, Elizabeth A. Burns
STEMPS Faculty Publications
Reflection is a skill educators of school librarians hope to foster in their students. Widely used in teacher preparation (Hodgins 2014), reflective journaling is a pedagogical strategy that aligns with the text-based nature of library and information studies coursework, especially as more library schools move online (Kymes and Ray 2012). This study explores use of structured dialogic journaling as a pedagogical approach to inform and shape the reflective practice of pre-service school librarians. Journals were introduced in an early school library methods course and structured using Schon’s Reflective Practitioner model (1987). Additional opportunities to engage with dialogic journals continued through …
Bruchlinien Der Inklusion, Justin A. Haegele, Martin Giese, Wesley J. Wilson, Felix Oldörp
Bruchlinien Der Inklusion, Justin A. Haegele, Martin Giese, Wesley J. Wilson, Felix Oldörp
Human Movement Sciences & Special Education Faculty Publications
This paper will call for action in one space that is commonly among the first to act as a testing ground for integrated education, physical education. The purposes of this article are twofold: (1) to provide a brief review of research examining integrated physical education from the viewpoints of those with disabilities and (2) to provide several points of reference for future research in this area of inquiry. In addressing these purposes, we first present a review of scholarship salient to the subjective experiences of students with disabilities in integrated physical education. Then, to illustrate and extend this research, an …
Peer Review In Online Professional Communities To Support Elementary Disciplinary Literacy Planning, Jaime Colwell, Valerie Taylor
Peer Review In Online Professional Communities To Support Elementary Disciplinary Literacy Planning, Jaime Colwell, Valerie Taylor
Teaching & Learning Faculty Publications
This chapter reports the results of a qualitative case study focused on elementary pre-service teachers' perspectives on planning for disciplinary literacy using peer review in an online professional community (OPC). Seven pre-service teachers enrolled in an eight-week asynchronous, online content literacy course served as participants. Results indicated pre-service teachers' valued extended opportunities for reflection in the OPC and appreciated diverse backgrounds and experiences offered by their OPC colleagues. However, perceived challenges remained that are important to consider when incorporating peer review cycles into online asynchronous coursework. This study considers these perspectives in light of designing and planning online coursework in …
"We Need To Be In The Classroom More”: Veteran Teachers’ Views On Teacher Preparation And Retention, Jori S. Beck, Christina Lunsmann, Tiberio Garza
"We Need To Be In The Classroom More”: Veteran Teachers’ Views On Teacher Preparation And Retention, Jori S. Beck, Christina Lunsmann, Tiberio Garza
Teaching & Learning Faculty Publications
Annual teacher attrition hovers around 8% and causes of teacher attrition have been studied widely. However, more needs to be known about specific aspects of teacher preparation that can foster retention. The goal of this study was to understand the perspectives of veteran teachers regarding retention. This investigation employed semi-structured interviews with teachers who graduated from a south western university and who have persisted in their teaching careers in a large, urban school district. Our analyses conveyed that rich field experiences and particular characteristics of mentor teachers can foster retention; however, these persisters also persevered through inauthentic teacher preparation experiences.
Writing The Rainbow: Facilitating Undergraduate Teacher Candidates’ Lgbtqia+ Allyship Through Multimodal Writing, Judith Dunkerly-Bean, Julia Morris, Valerie Taylor
Writing The Rainbow: Facilitating Undergraduate Teacher Candidates’ Lgbtqia+ Allyship Through Multimodal Writing, Judith Dunkerly-Bean, Julia Morris, Valerie Taylor
Teaching & Learning Faculty Publications
This yearlong qualitative descriptive case study conducted by an interdisciplinary team of education faculty with pre-service elementary teacher candidates sought to disrupt heteronormativity and to increase candidates’ awareness and preparedness for inclusivity with future LGBTQIA+ elementary students. Central to our findings was that in researching and authoring multimodal texts addressing topics and concerns faced by the LGBTQIA+ community for their future classrooms, there was a shift in the perceptions and preparedness of the candidates toward working with children identifying as LGBTQIA+. However, we also encountered resistance and/or apathy that led us to develop an analytical framework for disrupting teacher candidate …