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Full-Text Articles in Education

Investigating The Development Of Possible Selves In Teacher Education: Candidate Perceptions Of Hopes, Fears, And Strategies, Jill E. Gonzalez-Bravo May 2019

Investigating The Development Of Possible Selves In Teacher Education: Candidate Perceptions Of Hopes, Fears, And Strategies, Jill E. Gonzalez-Bravo

The Advocate

The theory of possible selves, as proposed by Marcus and Nurius (1986), framed a two-staged instrumental case study designed to give voice to an often-neglected source of insight: teacher candidates. The collection and analysis of hopes, fears, and process strategies gathered from a cross-section of thirteen candidates and alumni from a private Midwestern institution informed teacher educator practice and increased understanding in regards to influences that shaped teacher identity development. The applied theoretical framework allowed for the assessment of participants’ knowledge, skills, and dispositions, aided in the identification of perceived preparation needs, and enabled an appraisal of program effectiveness. Findings ...


Integrated Teaching Strategies Used By Esl Teachers: How Are Strategies Of Arts, Mathematics, And Sciences Correlated?, Mingchu Neal Luo May 2019

Integrated Teaching Strategies Used By Esl Teachers: How Are Strategies Of Arts, Mathematics, And Sciences Correlated?, Mingchu Neal Luo

The Advocate

The emerging popularity of interdisciplinary teaching stems from research-based student gains in learning. Using the interdisciplinary and integrated framework of STEAM, this study aims to understand ESL teachers’ integrated teaching strategies of arts, mathematics, and sciences, and examine the correlation among the domains of linguistic, artistic, musical, mathematical and logical, and science-related teaching strategies. Data collected from 67 ESL teachers in a Midwestern state was analyzed using the Pearson correlations. Results indicated that ESL teachers not only emphasize the traditional linguistic teaching strategies, but also integrate artistic, musical and mathematical, and sciences-related strategies in their classroom teaching. ESL teachers’ classroom ...


Supporting High Quality Teacher Preparation: Developing A Mentoring Program For New And Early Career Special Education Faculty, Harriet J. Bessette, Katie Bennett May 2019

Supporting High Quality Teacher Preparation: Developing A Mentoring Program For New And Early Career Special Education Faculty, Harriet J. Bessette, Katie Bennett

The Advocate

As any new or early career faculty member in the academy can attest, the early days of one’s career in higher education can be daunting, often evoking feelings of unsteadiness, tentativeness, and low self-efficacy. Despite knowing the landscape, academic neophytes are required to navigate the social and political rungs, negotiate participation on university, college, and department committees, develop and/or enhance their research niche, and demonstrate uncompromising proficiency as a teacher, mentor, supervisor and advisor. This paper explores strategies and principles that were adopted by one department within a teacher preparation program to establish a mentoring program for new ...


Blending Inductive And Deductive Processes In The English/Language Arts Classroom, Joseph M. Lynch May 2019

Blending Inductive And Deductive Processes In The English/Language Arts Classroom, Joseph M. Lynch

The Advocate

This article attempts to demonstrate how the inductive and deductive processing modes function together. Educational models associated with an inductive learning process provide a great opportunity for students to assess their accountability in the learning process. However, the lessons gleaned from such an inductive approach can be more insight-provoking when a synthesis of (or at least access to) deductive processing occurs. The topic is presented in two parts: The first part constitutes a review of the inductive/deductive dynamic through research, study, and theory across multiple learning contexts. The second part presents a qualitative study and data examples for the ...


A Message From Daniel Stiffler, Ate-K President May 2019

A Message From Daniel Stiffler, Ate-K President

The Advocate

Dr. Dan Stiffler, ATE-K President, invites you to attend these upcoming state Conferences:

November 8, 2019: KACTE/ATE-K Conference at Fort Hays State University

April 3, 2019: ATE-K/ KACTE Conference at Baker University


Editorial Information For The Advocate: Spring/Summer 2019 Issue Jan 2019

Editorial Information For The Advocate: Spring/Summer 2019 Issue

The Advocate

This Spring/Summer 2019 Editorial Information page provides a farewell statement from Dr. Bruce Quantic who has served as the editor of The Advocate for many years.

Members of The Advocate's Editorial Review Board, information regarding the nature of The Advocate and how you can become a member of the Association of Teacher Educators- Kansas is found here.


Parent Involvement In Pre-Kindergarten And The Effects On Student Achievement, Kimberly Mcdowell, Ashlie Jack, Meredith Compton Jul 2018

Parent Involvement In Pre-Kindergarten And The Effects On Student Achievement, Kimberly Mcdowell, Ashlie Jack, Meredith Compton

The Advocate

An ever-present achievement gap has been found among students and their peers. Educational research and literature have found that the growing gap is due in part to a lack of parent involvement in their students’ education and academic performance. The purpose of this study was to investigate how parent involvement affects student achievement and academic success in Pre-Kindergarten. It was hypothesized that parents who display higher levels of involvement will have children who perform better academically. The participants in this study included 26 preschool children and their parents. The researcher utilized a curriculum-based measurement, AIMSweb, and IGDI’s (Indicators of ...


Table Of Contents And Introductory Materials For Vol. 23, No. 6, Spring-Summer 2018, Bruce Quantic Jul 2018

Table Of Contents And Introductory Materials For Vol. 23, No. 6, Spring-Summer 2018, Bruce Quantic

The Advocate

Table of contents, editorial information, a message from the president of ATE-K, and a message from the editor for Vol. 23, no. 6, Spring-Summer 2018 for The Advocate.


A Different Level Of Caring: Navigating The Intersections Of Perception Of Care In Teaching, Donna M. Sayman, Kell Carrero, Mandy E. Lusk Jul 2018

A Different Level Of Caring: Navigating The Intersections Of Perception Of Care In Teaching, Donna M. Sayman, Kell Carrero, Mandy E. Lusk

The Advocate

This study sought to predict teacher’s perceptions of caring. We surveyed 457 educators using the Caring Abilities Inventory (Nkongho, 1990). Due to the ever increasing diversity of American classrooms, it is critical to determine how to best recognize, recruit, and prepare the next generation of teachers. Findings indicated differences in caring among gender and race. Implications for teacher preparation programs could be a need to gain insight into gendered and racial notions of care.


Stem Summer Program Impacts Middle Schoolers, Pre-Service Teachers, Lori Goodson, Todd Goodson, Lacee Sell Jul 2018

Stem Summer Program Impacts Middle Schoolers, Pre-Service Teachers, Lori Goodson, Todd Goodson, Lacee Sell

The Advocate

A partnership between a local school district and a university’s education college has created an innovative program that provides learning opportunities at all levels each summer. Entering its eighth year, the program brings together middle school students, pre-service teachers, classroom teachers, and university graduate students and faculty for a month of hands-on learning in a variety of STEM (Science, Technology, Engineering, Math) activities. The program continues to thrive with approximately 50 pre-service teachers, 325-350 middle schoolers, and 20-30 classroom teachers participating. Through the years, it continues to be an engaging and positive experience for those involved.


Prospective Teachers’ Perceptions Of Influential Teacher Qualities, Daniel J. Bergman Jul 2018

Prospective Teachers’ Perceptions Of Influential Teacher Qualities, Daniel J. Bergman

The Advocate

While much has been written regarding elements of “good” teachers, little exists with respect to qualities of influential teachers. Prospective science teachers (N = 98) completed a survey identifying and describing influential teachers in their own lives. In addition to demographic data, qualitative content analysis of narratives excavated common themes. The seven most frequent attributes of influential teachers were passion, rapport, pedagogy, time, high expectations, fun, and helpful. Implications for teacher education and research include synergistic combinations of these traits, alignment with literature on effective teaching, development of professional dispositions, and more.


Responding To The Needs Of Early Career Sets Through Educator Preparation Programs, Jeongae Kang, Shantel Farnan, Tamara Lynn Jul 2018

Responding To The Needs Of Early Career Sets Through Educator Preparation Programs, Jeongae Kang, Shantel Farnan, Tamara Lynn

The Advocate

Effective collaboration between special education teachers (SETs) and general educator teachers (GETs) is critical to better serve diverse students in the general education classroom. However, multiple areas of needs reported by early career SETs indicate that achieving the goal of effective collaboration is challenging. With a better understanding of the early experiences of SETs and their specific needs, GETs would be more suited to support early career SETs and increase effective partnerships across diverse educational settings. This article identified the needs of beginning SETs and discussed the directions of educator preparation programs in response of the reported needs.


Teacher Perceptions Of A Culture Of Thinking, Gary G. Andersen Jan 2018

Teacher Perceptions Of A Culture Of Thinking, Gary G. Andersen

The Advocate

Building classroom and school cultures of thinking is one of the fundamental and critical purposes of education. This study is an exploratory effort to obtain a clearer picture of teachers’ perceptions about eight components of a culture of thinking within their own classroom. The instrument used is a quantitative survey developed by Ritchhart (2015) that examines eight forces of cultures of thinking (expectations, language, modeling, time, opportunities, routines, physical environment and interactions). The survey results provide useful information about potential target areas for those seeking to deepen cultures of thinking in educational settings.


Preliteracy Skills In Primary-Aged English Language Learners, Amy Davis Jan 2018

Preliteracy Skills In Primary-Aged English Language Learners, Amy Davis

The Advocate

This paper describes the transition of English language learners acquiring preliteracy skills in learning to read and the role of productive and receptive language in the development of phonological awareness. As English language learners transition to reading to learn, oral reading fluency becomes an important component of future reading success. Because of the lack of resources, print and language exposure, students acquiring a second language face the challenge of becoming successful readers.


Professional Development Needs For General Education Teachers To Educate Children With Autism Spectrum Disorders, Natalie Precise, Kim Finch, Cynthia Macgregor Jan 2018

Professional Development Needs For General Education Teachers To Educate Children With Autism Spectrum Disorders, Natalie Precise, Kim Finch, Cynthia Macgregor

The Advocate

The purpose of this study was to identify areas in which educational leadership could aid in preparing general education teachers to educate children with Autism Spectrum Disorders (ASD). A needs assessment was conducted through a case study in a rural Missouri school district to identify the level of efficacy noted by teachers of various experience levels. Pre-service preparation and provided professional development were examined to identify ways in which educational leaders could further the knowledge base and effectiveness of general education teachers to teach students with ASD.


Elearning For Edleaders At Emporia State University, John Morton, Daniel Stiffler, Nancy Albrecht, Timothy Marshall Jan 2018

Elearning For Edleaders At Emporia State University, John Morton, Daniel Stiffler, Nancy Albrecht, Timothy Marshall

The Advocate

The building level leadership practicum at Emporia State University in Emporia, KS, has moved from a face-to-face experience to a totally online experience. Students participate in 56 total learning activities which are reported online for the two semester course. The program provides flexibility to students and still allows quality interaction via structured discussions. In addition, students select a practicum research project which allows them to gain hands on experiences by following the project from start to completion. The shift in program has garnered positive student response and support. This program utilizes elearning to prepare graduate building level leadership students for ...


Students' Perceptions Of Grading Practices And Impacts On Mindset Development, Julie Thiele Jan 2018

Students' Perceptions Of Grading Practices And Impacts On Mindset Development, Julie Thiele

The Advocate

This study examined the impact grading policies have on students’ mindsets in urban Midwestern middle schools. The components of this quasi-experimental, causal comparative survey research relied on the grading policies in place at the school level and the students’ reporting of their mindset. The findings demonstrated no statistically significant differences between the mindset levels of students from schools with different grading policies. Further analysis revealed inconsistencies between student perceptions of the grading practices and the schools’ stated grading policies. These findings begin to explore the impact grading practices have on students, during the transition from traditional to standards based grading.


Table Of Contents And Introductory Materials For Vol. 23, No. 5, 2017/2018, Bruce Quantic Jan 2018

Table Of Contents And Introductory Materials For Vol. 23, No. 5, 2017/2018, Bruce Quantic

The Advocate

This includes the table of contents, a message from the ATE-K president, and editorial information for vol. 23, issue 05 (Fall - Winter 2017/2018)


Boot Camp: Preparing Teacher Candidates For The Discipline, Kristi Stuck, Amy Barlow, Gloria Flynn Jan 2018

Boot Camp: Preparing Teacher Candidates For The Discipline, Kristi Stuck, Amy Barlow, Gloria Flynn

The Advocate

Colleges and universities commonly implement orientation courses to help freshmen and transfer students adjust to the academic demands and social challenges of higher education. This article examines one university’s implementation of a similar concept for teacher candidates transitioning from general to professional studies. The seminar, known as Boot Camp, is designed to prepare students for the rigor of coursework/clinical responsibilities and the teaching profession. Through a pre-post seminar questionnaire, participants showed growth in their perceptions and understandings of seminar topics. A faculty questionnaire indicated positive student outcomes from the seminar as observed through coursework and daily interactions with ...


Swinging The Pendulum Towards Social Emotional Support (A Position Paper), Jessica Lane Jan 2018

Swinging The Pendulum Towards Social Emotional Support (A Position Paper), Jessica Lane

The Advocate

This paper discusses how for 15 years mandated high-stakes testing took precedence as the prominent measure of student success. An unintentional consequence of this time was that social-emotional competencies were overlooked. Most recently, the Kansas Department of Education (KSDE) has developed and implemented an accreditation model that is based off of a more holistic look at student success. This new model broadens the scope of academic success, and uses the ideas of relationships, relevance, responsive culture, rigor, and results as key measurable components. This article posits that leveraging the expertise of school counselors in social and emotional development, and providing ...


Cultivating Courage To Overcome Bullying Through Diversity Book Clubs, Sonja Ezell Jan 2018

Cultivating Courage To Overcome Bullying Through Diversity Book Clubs, Sonja Ezell

The Advocate

As universities enroll increasingly diverse student populations, fill tenure track positions with minority status faculty, and hire staff members conscientiously, they need transformative narratives and culturally sensitive dialogs as adaptive changes. A small university in the Midwest provided a diversity book club to promote weekly conversation among students, faculty, and staff on issues related to race religion, ethnicity, sexuality and gender. This study examines diversity book club study offerings for courageous responses to bullying and recommends practices to cultivate courage to overcome bullying related to diverse populations on university campuses.


Growth Not Gotcha: The Power Of Feedback For Future-Readiness Of Teacher Candidates, Kelly Gillespie, Sue Jenkins, Vickie Schweinler Jun 2017

Growth Not Gotcha: The Power Of Feedback For Future-Readiness Of Teacher Candidates, Kelly Gillespie, Sue Jenkins, Vickie Schweinler

The Advocate

Feedback is powerful. Everybody needs feedback. The need for feedback includes teachers. It’s time to transform delivery of instruction and teacher-education with a powerful, 2-step observation-feedback process. Clarity of expectations set the stage for observation. Feedback is delivered instantaneously and regularly. Actionable feedback gets results including growth from self-reflection, collaborative conversation, and differentiated professional learning. Self-efficacy of teacher candidates soars and retention in the profession finally has a fighting chance. Feedback, the breakfast of champions (Blanchard, 2015) gives teachers dollops (Marzano, 2007). Feedback, the missing piece in continuous improvement (Feldman, 2016) and preparation of future-ready teacher candidates.


School Board Leadership: Best Practices, Brian T. Sims Jun 2017

School Board Leadership: Best Practices, Brian T. Sims

The Advocate

The purpose of this article is to identify school board best practices in K-12 education. Research suggests that school boards must continue to be actively involved in the governance of local policies and practices regardless of the size of the school district. In addition to monitoring progress and taking corrective action when school goals are not met, school boards must work collaboratively to create a vision, remain committed to the goals they set, and continue to use data to make educational decisions.


Keeping Community Stakeholders Informed About The Rationale For Program Changes, Kirsten Limpert, John Morton Jun 2017

Keeping Community Stakeholders Informed About The Rationale For Program Changes, Kirsten Limpert, John Morton

The Advocate

Communication is the key element in much of education. Gathering input and utilizing the information to help educators understand community perceptions is a vehicle that has long been underutilized in schools. This article will examine the historical perspectives of involvement and communication and provide concrete suggestions for keeping all stakeholders informed about the continually changing landscape of education. The authors use communication about Common Core State Standards as an example for keeping stakeholders informed about school change.


The Kansas Teacher Education Advocate, Where We Have Been And Where We Could Go, Stu Ervay Jun 2017

The Kansas Teacher Education Advocate, Where We Have Been And Where We Could Go, Stu Ervay

The Advocate

Editorial. ORIGINS:​ The Advocate was begun in the 1970s by ATE-K Executive Director and past President Stu Ervay, who initially intended it to be similar to the Phi Delta Kappan in terms of format and content. The Kappan included articles that stimulated innovative thinking and possible action in America’s schools. The Advocate was meant to do the same thing for Kansas’ teacher education.


Facilitating Applied Learning In An Introductory Course On Exceptionalities Through A Student Choice Project, Heidi R. Cornell, Jennifer P. Stone Jun 2017

Facilitating Applied Learning In An Introductory Course On Exceptionalities Through A Student Choice Project, Heidi R. Cornell, Jennifer P. Stone

The Advocate

Many beginning teachers feel unprepared to teach students in their inclusive classrooms. Preservice teachers may need applied learning experiences, intentionally focused on understanding of individuals with disabilities as human rather than as their disability or label. This paper shares an applied learning project couched in the principles of Universal Design for learning completed by students in a course about disabilities. Two Student Choice Project examples are shared to demonstrate the process for completion and to provide preliminary evidence of how this project facilitated transformation of student perceptions, built awareness, and improved openness and objectivity in understanding individuals with disabilities.


Table Of Contents And Introductory Materials For Vol. 23, No. 4, 2017, Bruce Quantic Jun 2017

Table Of Contents And Introductory Materials For Vol. 23, No. 4, 2017, Bruce Quantic

The Advocate

This content includes the table of contents and editorial information for vol. 23, issue 04 (Spring - Summer 2017)


From Perception To Practice: Improving Literacy Pedagogy Through Field-Based Inquiry, Sarah E. Broman Jun 2017

From Perception To Practice: Improving Literacy Pedagogy Through Field-Based Inquiry, Sarah E. Broman

The Advocate

For over a century, approaches to reading instruction have been a volatile issue in education. ​The controversy regarding instructional approaches is evidenced in the context of educators’ beliefs regarding developmentally appropriate practice in the classroom. Much has been done in the way of research regarding the relationship between a teacher’s theoretical beliefs and practice in the classroom. However, there is a lack of research surrounding early field experience and the possible influence on preservice teachers’ philosophical viewpoints. The purpose of this study is to explore preservice teachers’ theoretical orientations and how they inform their practices during early field experiences.


Table Of Contents And Introductory Materials For Vol. 23, No. 3, 2017, Bruce Quantic Dec 2016

Table Of Contents And Introductory Materials For Vol. 23, No. 3, 2017, Bruce Quantic

The Advocate

Table of contents and introductory materials for Vol. 23, issue 3 (Fall - Winter 2017), including a dedication to Dr. Donald E. Hufford (1929-2016), ATE-K member and reviewer/author.


Teaching Triangles: A Campus Wide Interdisciplinary Program For Faculty Professional Development, Gwen Landever, Caroline Mackintosh Dec 2016

Teaching Triangles: A Campus Wide Interdisciplinary Program For Faculty Professional Development, Gwen Landever, Caroline Mackintosh

The Advocate

Providing meaningful professional development at a small teaching university can be a challenge. Since there are limited opportunities to bring in big named speakers for a lecture or to send faculty to conferences, faculty and administration need to find low cost and creative ways to support professional development. This paper will discuss how a university has transformed faculty development through a peer-based model called “Teaching Triangles”. Initially adopted as a method to support new faculty in one department, it has grown into an interdisciplinary campus wide initiative. Along with faculty participation, students have also become actively involved in the process.