Education Commons^™

Criticism, Praise, And The Red Pen: The Role Of Elementary School Teachers On The Enduring Efficacy Of Writing Instructors, Julie Kimble

Teaching/Writing: The Journal of Writing Teacher Education

A teacher’s own early experiences with writing, whether positive or negative, have a significant effect on the students that they teach, especially those who go on to become teachers. In a graduate education and reading program at a public university in the southern United States, we ask our teachers through a writing biography assignment to explore these memories of their earliest writing experiences and determine how those experiences fit into their current teaching careers. For this qualitative project, the researcher analyzed essays that were submitted for a “Writing Autobiography” assignment for this graduate level writing class for educators. This study …

Eating Pizza With Chopsticks: Discovering Flavorful Truths About Writing, Jennifer K. Allen

Teaching/Writing: The Journal of Writing Teacher Education

The teaching of writing often brings about feelings of tension and trepidation. In the age of accountability, teachers feel pressured to succumb to test-based writing practices that stifle student creativity and cause both teachers and students to disconnect from the joy of writing. In addition, teachers sometimes shy away from teaching writing because they are not confident as writers themselves and they question their ability to effectively teach writing. Using a tangible analogy that emerged from a writing partnership between elementary writers and pre-service teachers, this article explores specific truths about writing that can transform a classroom of students into …

Conflict, Politics, And Self-Censorship: Psts And Their Struggles With Writing As Civic-Engagement, Mike P. Cook, Gail Harper Yeilding

Teaching/Writing: The Journal of Writing Teacher Education

This collective case study of five secondary English language arts (ELA) pre-service teachers (PSTs) examined the ways they used writing as avenues for civic engagement. Two questions guided this inquiry: 1) In what ways does a composition course focused on writing as civic engagement impact PSTs’ views of civically-engaged writing? 2) In what ways does a composition course focused on writing as civic engagement impact PSTs as writers of civically-engaged texts? Findings suggest the PSTs experienced a variety of conflict as writers and future teachers of writing. These conflicts often connected to the PSTs’ struggles to view teachers and teaching …

Book Review: Sider, S. R., & Maich, K. (2022). Leadership For Inclusive Schools: Cases For Supporting Students With Special Educational Needs. Rowman & Littlefield. Isbn 978-147-585-276-9. Paperback. 320 Pages, Lisa Devall-Martin

International Christian Community of Teacher Educators Journal

No abstract provided.

Book Review: Kutsyuruba, B., Cherkowski, S., & Walker, K. (2021). Leadership For Flourishing In Educational Contexts: Canadian Scholars. Idbn 978-1-77338-285-2, Softcover, 340 Pages., Christina Belcher

International Christian Community of Teacher Educators Journal

No abstract provided.

Roadblocks And Enablers For Teacher Engagement In Professional Development Opportunities Aimed At Supporting Trauma-Informed Classroom Pedagogical Practice, Simone L. Collier Mrs, Karen Trimmer, India Bryce, Govind Krishnamoorthy

Journal of Graduate Education Research

This paper is based on a research approach that aims to explore and explain the roadblocks and enablers for mainstream classroom teachers engaging in professional development and training focused on trauma informed pedagogical practices.. Teachers seeking resources that promote discrete behavioural and cognitive skills in the social emotional developmental domain can easily access advocacy, policy articles and resource materials that are in the form of guides, toolkits, and programs. Notwithstanding this, a second focus area is the relational approach whereby the main tenet is children’s social, emotional, and cognitive development is dependent on the relational context in which they spend …

Structured Pathways, Reinforced Plans: Exploring The Impact Of A Dual Enrollment Program On The College Choice And Career Interests Of Future Teachers Of Color, Jennifer M. Johnson, Joseph H. Paris, Juliet D. Curci

Journal of College Access

In response to the critical shortage of a diverse teacher workforce, Temple Education Scholars is a “Grow Your Own" dual enrollment program model designed to promote access to postsecondary education and educator diversity. Grow Your Own programs have frequently been cited as a promising and potentially sustainable model for addressing the disparity between the racial identifications of students and those of their teachers. Using social cognitive career theory, we explore how three participants in the Temple Education Scholars program develop academic and career interests in teaching and make educational choices related to their career aspirations. Following case study analysis, we …

Incorporating Social Justice And Equity As Themes In Math Circles Online, Matthew Jones, Sharon Lanaghan, Carolyn Yarnall

Journal of Math Circles

The CSUDH Math Teachers' Circle chose a focus on equity and social justice in 2020. The national focus on social justice caused us to reflect on what we can do to affect change regarding issues of equity and social justice in our society. In addition, the global pandemic caused us to shift our circle online, which presented both obstacles and opportunities. In this paper, we expand upon how we addressed various challenges faced in facilitating an online Math Teachers’ Circle, focusing on our experience facilitating sessions focused on equity and social justice and participants' reactions to this experience.

Exogenous Shocks And Teachers’ Motivation To Learn: Pandemic And Professional Development In The United States, Justin J. West Phd, Ann Marie Stanley, Aina K. Appova

International Journal for Research in Education

Abstract

In this article, we examine how the COVID-19 pandemic, an exogenous shock to the United States education system, shaped teachers’ readiness and willingness to engage in professional development (PD). We borrow the concept of exogenous shocks from economics and sociology to illustrate how education practice can be driven as much by factors outside the field (e.g., viral outbreaks) as by those within it (e.g., policy and scholarship). Using the four substantive domains in Appova and Arbaugh’s (2018) framework on teachers' motivation to learn in PD—teacher education and PD, educational psychology, andragogy and adult learning, and policy and accountability—we argue …

Teacher Professional Development In Hong Kong: Describing The Current Infrastructure, Alfredo Bautista Phd, Yan Lam Ho, Thomas Fan, Jerry Yeung, Darren A. Bryant

International Journal for Research in Education

Abstract

This article describes the current teacher professional development (PD) infrastructure of Hong Kong, one of the world’s top performers in education. Drawing on contemporary policy frameworks, institutional websites, and research literature, we outline how teachers from primary and secondary local schools are supported to enhance their professional capacity. After introducing the structure of the Hong Kong education system, we describe pre-service teacher education and the Professional Ladder framework, designed by the Education Bureau (EDB) to regulate in-service PD. We then describe the work done by the leading PD providers and the PD-related obstacles, difficulties, and constraints reported in the …

Re-Considering Teacher Professional Development In The Pandemic Era: The Uruguayan Case, Denise Vaillant Phd, Mariela Questa-Torterolo Phd, Maria Azpiroz

International Journal for Research in Education

Abstract

For more than a decade, Uruguay has maintained a considerable investment in digital technologies in primary and secondary education, as well as teacher training centers, through the implementation of the Ceibal Plan (Basic IT Computer Science Educational Connectivity Plan for Online Learning). When the COVID-19 pandemic arrived in Uruguay in March 2020, the government ordered the suspension of all face-to-face classes until June 2020. Then, a progressive return to school was introduced. Fortunately, the country already had a well-established technological infrastructure to rely on. Teachers across all levels of education had to quickly adapt to virtual teaching by adopting …

Teacher Professional Learning In Scotland During (And After) The Covid-19 Pandemic: A Story Of Hope And Humanity?, Aileen Kennedy Professor

International Journal for Research in Education

Abstract

The COVID-19 pandemic changed teachers’ personal and professional lives almost overnight as we all moved our lives online to be at a safe social distance from each other. In some ways this has been a leveller in that almost nobody has escaped the influence of the pandemic, but COVID-related mitigations in teacher professional learning have undoubtedly made issues of access and equity better for some and more challenging for others. This article explores how these changes to teacher professional learning in Scotland have both advantaged and disadvantaged particular teachers in particular contexts. It then goes on to illuminate how …

In-Service Teacher Professional Learning In Australia: Lessons Learnt From Covid-19, Damian Maher Phd

International Journal for Research in Education

Abstract:

Professional Learning (PL) for Australian teachers is a crucial and integral aspect of their practice and is mandated under Australian legislation. This article briefly describes PL in Australia and outlines the importance of teacher PL, setting out ways it can be undertaken in different jurisdictions around Australia. The focus then moves to discussion on ways in which PL was impacted during 2020-2021 as result of COVID-19. In particular, online PL is examined indicating that, for teachers in Australia, the move to online teaching and PL was sudden and was something teachers were not prepared for. Possible futures are …

Mapping The Evolving Teacher Professional Development Landscape In The United Arab Emirates, Rhoda Myra Garces Bacsal Phd, Najwa Alhosani Phd, Hala Elhoweris Prof., Rachel Alison Takriti Phd, Lindsay Schofield Phd, Georgios Stylianides Phd, Mohamed Alhosani Prof., Ahmed Mohamed Phd, Osha Almuhairy Phd

International Journal for Research in Education

One of the goals of the United Arab Emirates (UAE) is to be the centre of excellence in both education and research in the Middle East. Radical educational reforms have been introduced with substantial governmental support provided to ensure that the essential standards of quality are met in terms of teacher professional development (TPD) as the country transitions to a knowledge-based economy. Given UAE’s unique demographic landscape, it is of great interest to map the evolving TPD landscape in the country from its historical beginnings to the current initiatives being done and future initiatives being conceptualized in government and private …

Global Perspectives On Teacher Professional Development: Navigating The Pandemic, Justin J. West Phd, Alfredo Bautista Phd

International Journal for Research in Education

Educational researchers, policymakers, and administrators agree that providing in-service teachers with high-quality professional development (PD) opportunities is essential to educational success. Despite the substantial sums invested in teacher PD by countries and jurisdictions, the COVID-19 pandemic has caused serious challenges to teacher learning around the world. As conventional face-to-face initiatives became impracticable (e.g., workshops, conferences, school-based PD) and the need to prioritize pandemic-specific topics intensified (e.g., emergency remote teaching), teacher PD was recast both formally (where and how teachers engaged in PD) and substantively (what teachers sought to learn from PD). Amidst the international upheavals caused by COVID-19, how have …

Autoethnography As A Recent Methodology In Applied Linguistics: A Methodological Review, Ufuk Keles Dr

The Qualitative Report

In this methodological review, I explore how recent autoethnographic studies in the field of applied linguistics have used autoethnography as a research methodology. I examine 40 autoethnographies published in peer-reviewed journals between 2010 and 2020. The findings show that a large number of the researchers employed autoethnography as “an umbrella term” without opting for a specific type of autoethnography. Second, a great majority of the autoethnographers diverted from traditional third-person academic prose, although most of them approached their stories with an analytic lens. Third, the absence or scarcity of (auto)biographical information decreased both the evocative and analytic qualities of autoethnographic …

A Review Of Formative Assessment Techniques In Higher Education During Covid-19, Daniel Asamoah, Masitah Shahrill, Siti Norhedayah Abdul Latif

The Qualitative Report

To meaningfully determine how well students have achieved learning targets, instructors must adopt specific formative assessment techniques. During the COVID-19 pandemic, existing studies have discovered the techniques instructors in higher education use in their formative assessment practices. However, there has not been any consensus on the prevalent formative assessment techniques used. In this study, we examined empirical documents to determine to what extent formative assessment has supported formal or informal techniques, or both. A total of 15 samples of published documents on the formative assessment techniques used by instructors in higher education were purposively selected and subjected to summative content …

Being Brave: Easier Than It Sounds, Aren E. Gerdon

Teaching and Learning Together in Higher Education

No abstract provided.

Belonging In Biology: Working Through Pedagogical Partnership For Social Justice In Stem, Angelina Latin

Teaching and Learning Together in Higher Education

No abstract provided.

Launching The Community Learning And Inclusivity Partnership (Clip) Program At Emmanuel College, Anupama Seshan

Teaching and Learning Together in Higher Education

No abstract provided.

Launching A Pedagogical Partnership Program At Emmanuel College, Nandeeta Bala

Teaching and Learning Together in Higher Education

No abstract provided.

The Digital Sabbath And The Digital Distraction: Arts-Based Research Methods For New Audiences, Lisa F. Paris, Julia Morris, John Bailey

The Qualitative Report

Despite the known affordances of Arts-Based Research Practice within the international education environment, its use remains relatively uncommon in Western Australia. The reasons for this are likely the contested nature of quality criteria by which Arts-Based Practice is evaluated as well as the challenges as well associated with the dissemination of research findings. Mixed-methods research is increasingly recognised as an appropriate and practical approach for education phenomena, and within this domain, inquiry that combines traditional qualitative and arts-based strategies offers the education researcher advantages that are not readily available through other approaches. As professional artists and researchers we share our …

Motivational Factors And Achievement Of Classroom Teaching Effectiveness In Nigerian Public Secondary Schools, Dr. Adesoji A. Oni, Mrs. Titilayo I. Soji-Oni

International Journal for Research in Education

Abstract

This paper examined the effect of teachers' motivational factors on the achievement of classroom teaching effectiveness in public secondary schools in Nigeria. A survey research design was used for the study. The respondents were 200 qualified teachers, both males and females randomly selected from 10 public secondary schools in Agege Local Government area of Lagos Nigeria. The research instrument for the study was the questionnaire titled Teachers' Motivation Questionnaire (TMQ). The data collected were analyzed using percentage and Pearson Product Moment Correlation Coefficient (r-test) at 0.05 level of significance. The findings showed that if teachers are adequately motivated, they …

Improving The Methodology Of Teaching Chemistry In Professional Collegs, Mohidil Ravshanbekovna Dadakhodjaeva Teacher

Central Asian Journal of Education

This article is devoted to the role of organizing, using and mastering controversial (scientific discussions and free thinking) lessons in professionally oriented teaching of chemistry in vocational colleges. The effectiveness of training conducted by this method was studied.

Sharing The Pen: An Exploration Of Interactive Writing In Early Childhood Classrooms, Marilyn B. Keller Nicol

The Montana English Journal

Although preschool aged children begin to engage in a variety of early emergent writing tasks, research shows that teachers rarely engage in writing instruction in meaningful ways at this grade level (Gerde et al. 2015; Bingham et al. 2017). This practical teaching article will explore the implementation of interactive writing in early childhood classes. These tips and examples will help teachers move instruction beyond the foundation of letter formation, and onto the elements of writing as a process of creation.

The Effects Of An Undergraduate Research On Pre-Service Teachers’ Notions Of Stem Education And Educational Research, Erin Pearce, Jesse Brock, Phillis Bunch

Journal of Educational Research and Practice

Pre-service teachers (PSTs) often lack the self-efficacy necessary to effectively implement STEM education into their classrooms. Undergraduate research experiences (URE) can help fill this void by providing opportunities for PSTs to engage with STEM content and K–12 students in a field-based research context. This case study details the impact a URE had on PSTs’ STEM self-efficacy and views on research. The URE consisted of STEM curriculum development, teaching the curriculum at a local middle school, gathering research data, and presenting results at academic conferences. Participation in the URE positively influenced the PSTs’ self-efficacy in STEM and changed their perceptions regarding …

Improving Performance Through Strategic Teaching Documentation: The Continued Importance Of Seldin, Miller & Seldin’S "The Teaching Portfolio" In The Face Of A New Reality, Antje Graul

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Book Review

Seldin, P., Miller, J. E., & and Seldin, C. A. (2010) The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. John Wiley & Sons.

416 pages. Available in hardback ($), paperback and digital format ($)

Keywords: teaching, teaching documentation, teaching portfolio, tenure, promotion

Editorial: We're Going Remote!?! A University's Tale Of Two Cities, Robert Wagner

Journal on Empowering Teaching Excellence

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The COVID-19 global pandemic created a dichotomous construct for higher education between delivery formats and maintaining quality pedagogy. The variables and obstacles seemed, at times, insurmountable but, Utah State University's team rose to the occasion. In this op-ed, Robert Wagner discusses the resilience and commitment shown by USU's instructors, staff, and students as they navigated, and continue to navigate, this unprecedented event.

Enhancing Technology-Based Distance Education Delivery Using Collaborative Team-Teaching Methods, Susan Egbert, Sean Camp

Journal on Empowering Teaching Excellence

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Present pandemic-related circumstances have created unique challenges for educators and students alike. Information and communication technology (ICT) based team-teaching and collaborative course design can effectively mitigate feelings of isolation and disconnection, and enhance student engagement within a remote education context. This article presents a theory-driven framework and ‘how-to’ practical strategies for utilizing team-teaching methodology through web-based delivery platforms. Content focuses on student participation and active learning, curriculum- and technology-related issues, and challenges inherent in synchronous web-based course delivery.

Student And Instructor Perceptions Of Online Teaching Related To Covid-19: The Need For Reflective Practices, Mary Bowne, Melissa Wuellner, Jessie H. Hendricks, John Howard

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Although online learning has been in existence for over 20 years, not all instructors have been trained to teach online or had the desire to teach online. The recent COVID-19 pandemic quickly changed typical face-to-face instruction and disrupted the current educational system by requiring all college courses be delivered online, either asynchronous or synchronous using various software platforms. This paper investigated both instructors’ and students’ perceptions of faculty online teaching preparedness as well as their thoughts related to various technological resources and issues that arose during this time period. Results indicated …