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Teacher Education and Professional Development

2018

Teacher preparation

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Articles 1 - 28 of 28

Full-Text Articles in Education

Avid Tutor Training: Strengthening Connections Between Field Experience And Coursework, Laura H. Vandemark Dec 2018

Avid Tutor Training: Strengthening Connections Between Field Experience And Coursework, Laura H. Vandemark

Senior Honors Projects, 2010-current

Advancement via Individual Determination (AVID) is a national college preparation program that seeks to help students who have the potential to attend college but need extra support and access to resources. This project explores the current connection between the Harrisonburg City Public Schools (HCPS) AVID program and the JMU Middle and Secondary Education teacher candidates placed in AVID classrooms for an undergraduate field experience. Overall, this project seeks to better prepare and improve the effectiveness of JMU students serving as AVID tutors. After reviewing the current training as well as anonymous end of semester course reflections from MSSE 371 students ...


Students’ Perceptions Of School-Based Agricultural Education Through An Initial Early Field Experience, Bryan D. Rank, Scott W. Smalley Nov 2018

Students’ Perceptions Of School-Based Agricultural Education Through An Initial Early Field Experience, Bryan D. Rank, Scott W. Smalley

Scott Smalley

The purpose of this study was to identify the perception of students enrolled in an initial early field experience (EFE) in relation to the components of the agricultural education model. The students enrolled in the initial field experience were freshmen and sophomore students. The initial field experience course consisted of four face-to-face class meetings and a 12-hour initial field experience observation. Students’ photographed their perceptions of each component in the agricultural education model (classroom, SAE, FFA). The coding of reflective captions led to themes in three areas of the agricultural education model: (a) classroom themes were active learning, collaboration and ...


Early Field Experience Course Students’ Perceptions Of School-Based Agricultural Education Laboratory Environments, Trent Wells, Scott W. Smalley, Bryan D. Rank Nov 2018

Early Field Experience Course Students’ Perceptions Of School-Based Agricultural Education Laboratory Environments, Trent Wells, Scott W. Smalley, Bryan D. Rank

Scott Smalley

Laboratory instruction is an important component of school-based agricultural education (SBAE) programs (Phipps, Osborne, Dyer, & Ball, 2008). Early field experience (EFE) coursework can be an important component of agricultural teacher preparation programs (Retallick & Miller, 2007). Through the use of a modified photovoice technique, we sought to identify the perceptions of students (i.e., preservice teachers) enrolled in an EFE course in relation to the laboratory environment component of the SBAE model. Students enrolled in a 40-hour EFE course photographed a laboratory environment at their placement site and completed a 250-word descriptive/reflective summary of the laboratory. Through open coding of the summaries, three prominent themes emerged: 1) project-based learning is widely used for instructional purposes; 2) laboratory environments are set up and arranged in particular fashions based on needs; and 3) laboratory environments are arranged as settings for effective learning. Within the photographs, the agricultural mechanics laboratory was most commonly identified as a laboratory environment. The EFE students identified laboratory environments are not always traditional in their scope, and classrooms can serve as laboratory environments. We recommend photovoice be further used as a tool to explore students’ perceptions of the realities of modern SBAE programs.


Developing Clinical Reasoning Skills In Teacher Candidates Using A Problem-Based Learning Approach, Terry L. Goodin, Nancy G. Caukin, Heather K. Dillard Oct 2018

Developing Clinical Reasoning Skills In Teacher Candidates Using A Problem-Based Learning Approach, Terry L. Goodin, Nancy G. Caukin, Heather K. Dillard

Interdisciplinary Journal of Problem-Based Learning

In 2013, the Educational Leadership Department at Middle Tennessee State University (MTSU) implemented a redesign of the teacher preparation program to transition from a traditional on-campus model to one delivered both on-campus and in off-campus school sites while using a problem-based learning method. This new program closely follows the medical school model of residency experiences coupled with problem-based learning events. This article describes the problembased learning process used in this program, comparing it with the early versions of medical school problem-based learning that encouraged the development of “clinical reasoning” skills. Similarities and differences are highlighted, along with key components of ...


Fape, Lre, And Related Laws: Implications For Inclusion And Co-Teaching, Tori L. Colson, Moriah J. Smothers Sep 2018

Fape, Lre, And Related Laws: Implications For Inclusion And Co-Teaching, Tori L. Colson, Moriah J. Smothers

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Unfortunately, IDEA implementation is still a problem for many schools today (Hill, Martin, & Nelson-Head, 2011). What are the causes of this? Could it be because many teachers do not have knowledge of the law? More and more students with disabilities are being served in the general education program with their peers. This is a result of several federal laws enacted to ensure that students with special needs are educated in the least restrictive environment. Inclusion of students with disabilities in the general education curriculum is a way to make sure that students are taught in the least restrictive environment with ...


How Shall We Prepare Teachers For Deeper Community Partnerships?, Jared R. Stallones Sep 2018

How Shall We Prepare Teachers For Deeper Community Partnerships?, Jared R. Stallones

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Increasingly, high schools partner with local communities to provide students with meaningful work-based learning experiences, yet teacher preparation programs do not teach candidates how to facilitate, maintain, and make best use of these partnerships. This article investigates how to prepare candidates to work in these new school formats.


Positives, Potential, And Preparation: Pre-Service Special Educators’ Knowledge About Teaching Reading To Children With Down Syndrome, Leila A. Ricci, Anna Osipova Sep 2018

Positives, Potential, And Preparation: Pre-Service Special Educators’ Knowledge About Teaching Reading To Children With Down Syndrome, Leila A. Ricci, Anna Osipova

Exceptionality Education International

In this era of reading as a priority, research has indicated that children with Down syndrome (DS) can indeed learn to read, attaining functional levels of literacy and beyond. Families of children with DS are also increasingly advocating for reading instruction for their children. However, few studies have examined what beginning educators know about reading and DS. This study explored the knowledge and perceptions of pre-service special educators about the reading needs and abilities of children with DS. Participants were 225 university students, enrolled in special education teaching credential programs in two southern California universities, who completed a survey designed ...


Teaching And Learning In The Co-Teaching Model: Analyzing The Cooperating Teacher/Teacher Candidate Co-Planning Dialogues, Jennifer Brownson Aug 2018

Teaching And Learning In The Co-Teaching Model: Analyzing The Cooperating Teacher/Teacher Candidate Co-Planning Dialogues, Jennifer Brownson

Theses and Dissertations

ABSTRACT

TEACHING AND LEARNING IN THE CO-TEACHING MODEL:

ANALYZING THE COOPERATING TEACHER/TEACHER CANDIDATE

CO-PLANNING DIALOGUES

by

Jennifer Brownson

The University of Wisconsin-Milwaukee, 2018

Under the Supervision of Drs. Hope Longwell-Grice and Linda Post

Planning is a central component of the teaching experience in which the teacher draws on curriculum and pedagogy as well as learners and their context. Planning is also a teacher standard at both the state and national level (WI DPI Teacher Standards, InTASC, 2013). For teacher candidates (TCs), an opportunity to learn to plan occurs during the student teaching experience, and the planning session can reveal ...


Collaboration Among Mathematicians And Mathematics Educators: Working Together To Educate Preservice Teachers, Amanda R. Mohn Jun 2018

Collaboration Among Mathematicians And Mathematics Educators: Working Together To Educate Preservice Teachers, Amanda R. Mohn

Graduate Theses and Dissertations

Collaboration among higher education professors who are responsible for the education of preservice teachers is one potential solution to the problem of poor teacher preparation. Specifically, collaboration among mathematics educators and mathematicians can enhance preservice teacher preparation because it provides opportunities for preservice teachers to develop pedagogical content knowledge. However, collaborative efforts are challenging, and collaborators often face obstacles and tensions arise among the collaborative group members. Learning about ways the collaborators approach their collaborative efforts, the issues and tensions that arise, the hindering and supporting factors that affect the collaboration, and the potential outcomes of collaborative efforts provides information ...


Pre-Service Teachers’ Perspectives On How The Use Of Toon Comic Books During Guided Reading Influenced Learning By Struggling Readers, Ewa Mcgrail, Alicja Rieger, Gina M. Doepker, Samantha Mcgeorge Jun 2018

Pre-Service Teachers’ Perspectives On How The Use Of Toon Comic Books During Guided Reading Influenced Learning By Struggling Readers, Ewa Mcgrail, Alicja Rieger, Gina M. Doepker, Samantha Mcgeorge

SANE journal: Sequential Art Narrative in Education

The study presented in this article examines the use of comic books, specifically the TOON comic books during guided reading instruction. The instruction was provided to struggling readers by the Literacy Center at a comprehensive university in southeastern United States. What most pre-service teachers in this study agreed upon was that comic books served as an effective tool for getting their students interested in reading. Reading comic books with tutors as partners in conversation with the struggling readers in this study was also a powerful medium for facilitating students’ literacy skills development, particularly in the areas of reading fluency and ...


Using Comic Books To Improve Three Elementary Studens' Reading And Writing Skills- A Multi-Case Study Analysis.Pdf, Gina M. Doepker, Ewa Mcgrail, Alicja Rieger May 2018

Using Comic Books To Improve Three Elementary Studens' Reading And Writing Skills- A Multi-Case Study Analysis.Pdf, Gina M. Doepker, Ewa Mcgrail, Alicja Rieger

Gina Doepker

Education and literacy researchers have acknowledged educational merit in reading instruction that integrates authentic reading texts, such as comic books, which meet the needs of today’s multi-modal learners. This qualitative multi-case study explores how three pre-service teachers use a comic book series known as TOON books during guided reading instruction to improve the literacy skills of three elementary students in third and sixth grades who struggled with reading and/or writing. Each pre-service teacher identified four literacy goals prior to tutoring (three reading goals & one writing goal) based on their student’s individual literacy needs, which totaled 12 literacy ...


Secondary Mathematics Teachers’ Planned Approaches For Teaching Standard Deviation, Maryann E. Huey, Joe Champion, Stephanie Casey, Nicholas H. Wasserman May 2018

Secondary Mathematics Teachers’ Planned Approaches For Teaching Standard Deviation, Maryann E. Huey, Joe Champion, Stephanie Casey, Nicholas H. Wasserman

Mathematics Faculty Publications and Presentations

Research-based guidelines for learning variation exist (e.g., Franklin et al., 2007; Garfield, delMas, & Chance, 2007), but little is known about how teachers plan to teach standard deviation, or how these plans align with recent recommendations. In this article, we survey lesson plans designed by inservice and preservice secondary mathematical teachers. We report on the accuracy, technology usage, and visual representations in the lesson plans. We consider how many elements are used, the level of conceptual development, and the mathematical nature. Findings support differences between preservice and master’s level students in education, as well as a tendency by in-service ...


Moving From The Streets To The Classroom: Understanding The Teacher's Role For Creating A Robust Education For Homeless Youth In The Classroom, Desiree Vargas May 2018

Moving From The Streets To The Classroom: Understanding The Teacher's Role For Creating A Robust Education For Homeless Youth In The Classroom, Desiree Vargas

Capstone Projects and Master's Theses

Homeless youth within the educational system have been neglected through the lack of teacher education. Teachers have been misdirected through their education in the Bachelor of Arts degree and the teacher credential program. They are learning how to teach to an “ideal” classroom with students who are always ready and mentally prepared to learn. Teachers are not made aware that every student brings a different background to the classroom, and how that background could affect their academics and behavior. Teachers are unaware on how to deal with issues such as homelessness in the classroom, and that the students’ situations outside ...


Children's Mental Health: Reimagining Teacher Preparation, Karolina Camacho May 2018

Children's Mental Health: Reimagining Teacher Preparation, Karolina Camacho

Capstone Projects and Master's Theses

Current research sheds light on the importance of the mental health of school-age children and researcher’s efforts continuously point out that there is need for more to be done to support children with mental health needs, in the context of the classroom, in the United States. Particularly focusing on children with internalizing behavior under Emotional Disturbance, this paper will provide reasoning as to why these children have a need for prevention and intervention services, the reality of the lack of general knowledge teachers have on children’s mental health, and the need for elementary school teachers to have children ...


Following The Money: Exploring Residency Funding Through The Lens Of Economics, Karen Demoss Apr 2018

Following The Money: Exploring Residency Funding Through The Lens Of Economics, Karen Demoss

All Faculty and Staff Papers and Presentations

Following the Money digs into how the system for funding teacher preparation fuels a host of shortcomings: subpar routes to teaching, inadequate practice before entering the classroom, shortages in high need areas, underprepared teachers. Following the Money finds that financial barriers limit our ability to grow to a universally high-quality teacher preparation system, calling for a stronger knowledge base about the economics of teacher preparation to understand how we can realize the quality we need.


Developing Stragic Competence In The Service Of Inquiry Teaching: Assisting Pre-Service Elementary Teachers To Use Inquiry To Achieve Strategic Competence In Science Learning, Sheryl Mcglamery, Victoria Lentfer Mar 2018

Developing Stragic Competence In The Service Of Inquiry Teaching: Assisting Pre-Service Elementary Teachers To Use Inquiry To Achieve Strategic Competence In Science Learning, Sheryl Mcglamery, Victoria Lentfer

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract: This paper describes the efforts of researchers to examine the understandings of pre-service elementary teachers regarding the role and use of inquiry and strategic competence in science teaching and learning. The pre-service elementary teachers were given multiple exposures to inquiry activities, and field teaching opportunities using inquiry with opportunities to pursue strategic competence in experimentation and problem solving. The findings support the use of inquiry labs and shows how field experience is valuable in helping build an understanding of inquiry and strategic competence.


Shattered Ground: Mental Health Disorders In Children – A Hidden Crisis, Yvonne Hefner Mar 2018

Shattered Ground: Mental Health Disorders In Children – A Hidden Crisis, Yvonne Hefner

National Youth-At-Risk Conference Savannah

This session will offer teachers an in-depth understanding of mental health disorders, including basic information about these disorders, background information to assist in identifying early warning signs, and strategies for supporting students that may suffer from a mental health disorder. Teachers will learn classroom strategies that will foster a positive learning environment which will help to support these students


Critical Education & New Teachers’ Beliefs: A New Niche For Educational Research, Kate Rollert French Mar 2018

Critical Education & New Teachers’ Beliefs: A New Niche For Educational Research, Kate Rollert French

The William & Mary Educational Review

Beliefs about teaching influence practice and can play a powerful role in the day-to-day decision-making of teachers. Pre-service teachers commonly accrue their original set of beliefs about teaching from teacher preparation programs or personal experiences, but unlike teachers with more experience, new teachers are most susceptible to changing their beliefs about teaching once they become official teachers of record. If these beliefs change in a negative way, such as by adopting a set of beliefs that views students and communities through a deficit lens, or only capable of achieving less than their privileged counterparts, then schools will continue to foster ...


Preparing Elementary School Teachers To Learn From Teaching: A Comparison Of Two Approaches To Mathematics Methods Instruction, Rossella Santagata, Cathery Yeh, Janet Mercado Feb 2018

Preparing Elementary School Teachers To Learn From Teaching: A Comparison Of Two Approaches To Mathematics Methods Instruction, Rossella Santagata, Cathery Yeh, Janet Mercado

Education Faculty Articles and Research

Teacher preparation programs face a significant challenge in determining how to design learning experiences that develop the combination of knowledge, practices, and dispositions needed for effective classroom teaching. Time constraints and the theory-practice divide are two well-documented concerns. We introduce the conceptual framework and design elements of a video-enhanced mathematics methods course that targets these concerns. The course centers on systematic reflection and analysis of practice intended to foster career-long learning. We then examine the impact of this course on several facets of learning-from-teaching competencies, including teacher knowledge, beliefs, and practices. Sixty-two pre-service teachers, enrolled in a one-year post-bachelor elementary ...


“Inquiry Is Confidence”: How Practitioner Inquiry Can Support New Teachers, Rachel Wolkenhauer, Angela Hooser Jan 2018

“Inquiry Is Confidence”: How Practitioner Inquiry Can Support New Teachers, Rachel Wolkenhauer, Angela Hooser

Journal of Practitioner Research

This paper focuses on the profile of “Hannah,” who was having a successful first year of teaching until February when her principal shifted gears. At this point administration expected, as Hannah quoted her principal, “to walk into your classroom, at any point of the day, and see you in front of the classroom and the kids sitting at desks answering bubble-in questions and not talking to each other.” Hannah teaches first grade. Rather than being discouraged by this, Hannah turned to her knowledge of practitioner inquiry to systematically study and stand behind the professional decisions she knew she needed to ...


International Mindedness: Phenomenological Inquiry Into Teacher Candidate Experiences, Kathleen Patricia Castillo-Clark Jan 2018

International Mindedness: Phenomenological Inquiry Into Teacher Candidate Experiences, Kathleen Patricia Castillo-Clark

Dissertations

This dissertation contributes to the scholarship surrounding the development of international mindedness in teacher candidates. Phenomenological interview techniques were used to explore the experiences and perceptions of teacher candidates who enrolled in an undergraduate teacher preparation program leading to the International Baccalaureate educator certificate. By highlighting the teacher candidates, this study captured the strengths, challenges, and needs unique to this group. The findings can inform an understanding of how international mindedness develops in teacher candidates and subsequently how it is enacted, identifying curricular and instructional supports in practice that best support this learning. This study will also inform teacher educators ...


“I Sorta Felt Like I Was Out In The Middle Of The Ocean”: Novice Teachers’ Transition To The Classroom, Rebecca Miles, Sally Knipe Jan 2018

“I Sorta Felt Like I Was Out In The Middle Of The Ocean”: Novice Teachers’ Transition To The Classroom, Rebecca Miles, Sally Knipe

Australian Journal of Teacher Education

The design of initial teacher education courses is to provide pre-service teachers with skills, processes and knowledge about the practice and profession of teaching. This allows graduate teachers to best service the learning needs of future students. A disposition of inquiry in relation to ongoing teacher learning is a significant aspect of initial teacher education programs. The contribution that teacher education programs make in the transition from pre-service teachers to teacher challenges the experiences that occur during the teacher education program. The impetus for this study was to examine the graduate teacher’s transition to novice teaching and the impact ...


Early Field Experience Course Students’ Perceptions Of School-Based Agricultural Education Laboratory Environments, Trent Wells, Scott W. Smalley, Bryan D. Rank Jan 2018

Early Field Experience Course Students’ Perceptions Of School-Based Agricultural Education Laboratory Environments, Trent Wells, Scott W. Smalley, Bryan D. Rank

Agricultural Education and Studies Publications

Laboratory instruction is an important component of school-based agricultural education (SBAE) programs (Phipps, Osborne, Dyer, & Ball, 2008). Early field experience (EFE) coursework can be an important component of agricultural teacher preparation programs (Retallick & Miller, 2007). Through the use of a modified photovoice technique, we sought to identify the perceptions of students (i.e., preservice teachers) enrolled in an EFE course in relation to the laboratory environment component of the SBAE model. Students enrolled in a 40-hour EFE course photographed a laboratory environment at their placement site and completed a 250-word descriptive/reflective summary of the laboratory. Through open coding of the summaries, three prominent themes emerged: 1) project-based learning is widely used for instructional purposes; 2) laboratory environments are set up and arranged in particular fashions based on needs; and 3) laboratory environments are arranged as settings for effective learning. Within the photographs, the agricultural mechanics laboratory was most commonly identified as a laboratory environment. The EFE students identified laboratory environments are not always traditional in their scope, and classrooms can serve as laboratory environments. We recommend photovoice be further used as a tool to explore students’ perceptions of the realities of modern SBAE programs.


Impact Of Educator Preparation Routes And Teacher Characteristics On Student Academic Achievement, Robert Hagerman Jan 2018

Impact Of Educator Preparation Routes And Teacher Characteristics On Student Academic Achievement, Robert Hagerman

Theses, Dissertations and Capstones

This study investigated the effect of traditional and alternative teacher preparation, years of service, and type of licensure held and teacher quality on English language arts and mathematics summative assessment scaled scores and performance levels among West Virginia students in grades 5 and 11. Specifically, this research analyzed the existing assessment data in West Virginia’s 55 counties, regarding teacher preparation routes, teacher experience, teacher licensure, and the teacher’s Highly Qualified (HQ) designation to determine the effect on student achievement. The study was designed with the aforementioned variables and applied a standardized summative content assessment outcome to the two ...


Within And Beyond A Grow-Your-Own-Teacher Program: Documenting The Contextualized Preparation And Professional Development Experiences Of Critically Conscious Latina Teachers, Amanda Morales Jan 2018

Within And Beyond A Grow-Your-Own-Teacher Program: Documenting The Contextualized Preparation And Professional Development Experiences Of Critically Conscious Latina Teachers, Amanda Morales

Faculty Publications: Department of Teaching, Learning and Teacher Education

This study provides an account of seven Latina teachers’ select educational, professional, and personal experiences over the past 10 years as they completed a grow-your-own-teacher program, became licensed teachers, and established themselves in Latinx minority–majority public schools within their rural, mid-western community. More specifically, as a Latina researcher and participant observer, I sought to better understand the culturally and linguistically diverse (CLD) Latina teachers’ process-oriented engagement and conscientization over time. Far from being ‘ready-made’ conscientized teachers, in this work I discuss the ways CLD Latina teachers’ multiple and developing identities as bilingual learners, mothers, racialized minorities in schools, and ...


Karen Symms Gallagher: Caep Chair Shares Insight Into Teacher Preparation, Accreditation, Lori Goodson Jan 2018

Karen Symms Gallagher: Caep Chair Shares Insight Into Teacher Preparation, Accreditation, Lori Goodson

Educational Considerations

At the heart of teacher preparation, changes are taking place—a push for continued high standards and an effort to determine the impact various programs are having on P-12 student learning. Leading the way is the Council for the Accreditation of Educator Preparation (CAEP), which emerged in 2010 from education leaders’ desire for a next generation of accreditation model to improve the preparation of teachers for America’s schools.

In this challenging environment, Karen Symms Gallagher, the Emery Stoops and Joyce King Stoops Dean of the University of Southern California (USC) Rossier School of Education shares her insight as the ...


Edtpa As A Tool To Measure Teacher Readiness: A Case Study On First Year Teachers, Dr. Molly Zhou Jan 2018

Edtpa As A Tool To Measure Teacher Readiness: A Case Study On First Year Teachers, Dr. Molly Zhou

Georgia Educational Researcher

Reference MS#1124

The case study intends to study edTPA as a measure for teacher readiness. The case study examined four first year teachers’ edTPA experience, performance, and their perspectives on edTPA as a tool to measure teacher readiness in light of their first year teaching experiences and TKES assessment results. Three research questions were used to guide the study: What were first year teachers’ edTPA experience and performance? What were first year teachers’ TKES assessment results? What were first year teachers’ perspectives on edTPA as a tool to measure teacher readiness? Four first year teachers in north GA participated ...


Understanding The Differences Between Novice And Experienced Reading Teachers, Katie Anderson Jan 2018

Understanding The Differences Between Novice And Experienced Reading Teachers, Katie Anderson

Walden Dissertations and Doctoral Studies

Education researchers have documented that first-year teachers are often less effective at reading instruction than their more experienced peers. Accordingly, this qualitative, comparative case study was designed to assess the instructional skills and strategies utilized by first-year and experienced teachers using Danielson's Framework for Teaching as the conceptual framework. The research questions were used to examine two groups of teachers using the framework and the Teacher's College Reading and Writing Project's defined levels of performance for effective reading instruction. The goal was to identify the instructional differences between the two groups of teachers. Purposeful sampling was used ...