Education Commons^™

What New Writing Teachers Talk About When They Talk About Teaching, Heidi Estrem, E. Shelley Reid

Heidi Estrem

As a discipline with academic roots in pedagogy (Harris 1996), composition studies has fostered increasingly visible and structured programs to mentor new writing instructors. Several recent essay collections compile examples of programs, thoughtfully theorized approaches, and careful explorations of how to best support and nurture new instructors of first-year writing (see, for example, Pytlik and Liggett 2002; Ward and Perry 2002). It is now common that new college writing teaching assistants (TAs) participate in at least one pedagogy seminar designed to guide them through their initial teaching experience and provide an introduction to composition studies (see Dobrin 2005). Additionally, individual …

Transforming The Legal Studies Classroom: Clickers And Engagement, Susan Park J.D., Denise Farag J.D.

Susan Park

Teaching is not just delivering lectures but anything we might do that helps and encourages students to learn.¹

Envision your typical business law or legal environment of business classroom, filled with students. As class begins, most students are alert and attentive to the instructor. However, after class is under way, some students have diverted their attention elsewhere. A few are looking intently at their laptop screens, which contain material that may (or may not) be related to business law. Others are looking at their phones. While many are still listening to the instructor, a few might be whispering to …

Reasoning & Proof In The Hs Common Core, Laurie O. Cavey

Laurie O. Cavey

No abstract provided.

Goal Setting And Rewards For Addressing Nonresponse To Empirical Intervention, Jeremy W. Ford

Jeremy W. Ford

Reread-Adapt and Answer-Comprehend (RAAC) is an intervention targeting difficulties with reading fluency and comprehension. Previous research has demonstrated RAAC to be effective for students with and without disabilities. This study extended research using RAAC by using goal setting and rewards. Participants will learn how to use these strategies to implement less intrusive changes for when a student does not respond to an empirically-based intervention prior to more intrusive changes (e.g., duration, frequency, different intervention).

Cbms And Postsecondary Students With Developmental Disabilities: Examining Technical Adequacy, John L. Hosp, Jeremy W. Ford, Kiersten Hensley, Sally M. Huddle

Jeremy W. Ford

For students with developmental disabilities (DD), postsecondary education opportunities are increasing and they require focused academic skill instruction. Tools for progress monitoring (e.g., Curriculum-Based Measurement; CBM) are needed however, research with CBM and students with DD is limited. Participants will be able to evaluate the technical adequacy of these instruments.

Barriers To Behavior-Based And Outcome-Based Evaluations Of Workplace Training, Perri Kennedy, Seung Youn Chyung

Seung Youn (Yonnie) Chyung

Most workplace learning professionals understand the need to evaluate the training interventions they develop for their organizations. A behavior-based evaluation examines the merit of the training and its relevance to organizational outputs, while a results-based evaluation measures actual outcomes against iexpected benefits. In short, did the training intervention meet its objectives, and did it have the desired impact on workplace performance? In this era of shrinking budgets, it's critical for learning departments to prove their value to their organizations. However, surveys reveal that only about half of workforce training interventions are evaluated on the on-the-job behaviors they generate, and even …

Bringing Teach For America Into The Forefront Of Teacher Education: Philanthropy Meets Spin, Kathleen P. Demarrais, Julianne Wenner, Jamie B. Lewis

Julianne Wenner

This study examines the practices utilized by TFA from its inception in 1990 to create its brand and how these practices have transformed TFA into a cultural icon within the national landscape of teacher education. Well-funded through both philanthropic foundations, corporate sponsorships, and federal monies, TFA’s use of its organizational and political networks, as well as the media, has enabled it to position itself discursively as a leader in the preparation of teachers in the U.S, resulting not only in transforming state and national discussions about teacher preparation, but in establishing a network of elites with a particular ideology of …

Impact Of A State-Mandated K-12 Mathematics Professional Development Course On Teachers’ Beliefs And Knowledge, Michele B. Carney, Jonathan L. Brendefur

Michele Carney

No abstract provided.

From Oer To Plar: Credentialing For Open Education, Norman Friesen, Christine Wihak

Norman Friesen

Recent developments in OER and MOOCs (Open Educational Resources and Massive Open Online Courses) have raised questions as to how learners engaging with these courses and components might be assessed or credentialed. This descriptive and exploratory paper examines PLAR (Prior Learning Assessment and Recognition) as a possible answer to these questions. It highlights three possible connections between PLAR and open education which hold the greatest promise for credentialing open learning experiences: 1) PLAR may be used to assess and credential open educational activities through the use of exam banks such as CLEP (College Level Examination Program); 2) Learning occurring in …

Online Education: A Science And Technology Studies Perspective / Éducation En Ligne: Perspective Des Études En Science Et Technologie, Edward C. Hamilton, Norm Friesen

Norman Friesen

This paper argues that research into the pedagogical value and potential of new technologies is limited by the implicit philosophical perspectives on technology that such research adopts. These perspectives either imbue technologies with inalienable qualities (essentialism) or posit technology as a neutral means for realizing goals defined by their users (instrumentalism). Such approaches reflect the reigning common sense around the relation of technology and social practice, but they have also been resoundingly critiqued from within the philosophy, history and sociology of technology. It is our argument that the development of more nuanced philosophical perspectives on technology derived from contemporary technology …

Composing And Decomposing: Understanding The Complexities Of Writing Processes With Play-Doh And Other Visual Representations, Susan D. Martin, Sherry A. Dismuke

Cheryle (Sherry) Dismuke

This activity engages teachers in decomposition (Grossman et al., 2009) of writing processes. Teachers develop knowledge of and engage in writing/composition processes of planning, drafting, revising, editing, and publication, while at the same time they are immersed in models and modeling of classroom practices. Opportunities for development of both conceptual understandings and instructional tools (Grossman et al, 2000) thus arise regarding complex writing processes important to writing instruction, as well as to experience practice-focused pedagogies (Ball & Forzani, 2009; Hatch & Grossman, 2009; Lampert, 2009) linked to future practice.

Intentional Web Presence: 10 Seo Strategies Every Academic Needs To Know, Joanna Dunlap, Patrick Lowenthal

Patrick R. Lowenthal

A little over a year ago The Chronicle of Higher Education published a piece titled "Creating Your Web Presence: A Primer for Academics." We were excited to see some of the strategies Miriam Posner recommended for academics wanting to create and maintain a web presence. We had been doing many of the things Posner recommended, as well as a number of others. Thus, in many ways this article builds on Posner's piece but argues that faculty should be taking even more steps to build, maintain, and ensure that others can find their presence on the web.

Transitioning From Graduate Student To Professor, Michal Martinez

Michal Temkin Martinez

I was invited to give the annual talk on transitioning into a tenure-track position from the Ph.D. at USC. This talk was sponsored by USC's Center for Excellence in Teaching.

Linguistics At Boise State University, Michal Martinez

Michal Temkin Martinez

No abstract provided.

Advancing Linguistics As A Science In Undergrate Programs: Issues And Strategies, Michal Martinez

Michal Temkin Martinez

No abstract provided.

Behavioral Response To Intervention (B-Rti): Creating A Positive School Culture, Deborah R. Carter, John Carter

Deborah Russell Carter

No abstract provided.

Creating A Peaceful Classroom: Effective Classroom Management, John Carter, Deborah Russell Carter

Deborah Russell Carter

No abstract provided.

Supporting Appropriate Social Behavior In Preschool: Considerations For Classroom Management, Deborah Russell Carter, Christine Hancock

Deborah Russell Carter

No abstract provided.

Defining And Teaching Expectations In The Preschool Classroom, Deborah Russell Carter, Juli Pool

Deborah Russell Carter

No abstract provided.

How Do Mathematicians Make Sense Of Definitions?, Laurie O. Cavey, Margaret T. Kinzel, Thomas A. Kinzel, Kathleen L. Rohrig, Sharon B. Walen

Laurie O. Cavey

It seems clear that students’ activity while working with definitions differs from that of mathematicians. The constructs of concept definition and concept image have served to support analyses of both mathematicians’ and students’ work with definitions (c.f. Edwards & Ward, 2004; Tall & Vinner, 1981). As part of an ongoing study, we chose to look closely at how mathematicians make sense of definitions in hopes of informing the ways in which we interpret students’ activity and support their understanding of definitions. We conducted interviews with mathematicians in an attempt to reveal their process when making sense of definitions. A striking …

Preschool Behavior Support Self-Assessment, Christine Hancock, Deborah Russell Carter

Deborah Russell Carter

No abstract provided.

Proportional Reasoning 101, Laurie O. Cavey

Laurie O. Cavey

No abstract provided.

Concurrent Validity Of Office Discipline Referrals And Cut Points Used In Schoolwide Positive Behavior Support, Kent Mcintosh, Amy L. Campbell, Deborah R. Carter, Bruno D. Zumbo

Deborah Russell Carter

Office discipline referrals (ODRs) are commonly used by school teams implementing school-wide positive behavior support to indicate individual student need for additional behavior support. However, little is known about the technical adequacy of ODRs when used in this manner. In this study, the authors assessed a) the concurrent validity of number of ODRs received with a contemporary standardized behavior rating scale (the BASC-2 Teacher Report Form), and b) the validity of common cut points to determine level of support needed (i.e., 0 to 1, 2 to 5, and 6 or more ODRs). Results indicated strong correlations between ODRs and rating …

Online Learning And Mentors: Addressing The Shortage Of Rural Special Educators Through Technology And Collaboration, Evelyn S. Johnson, Michael J. Humphrey, Keith W. Allred

Evelyn S. Johnson

This article describes a promising model in comprehensive special education personnel preparation to support the recruitment and retention of special education teachers in rural areas. The approach draws on several bodies of research to include best practices for teacher education, online service delivery, collaboration among key stakeholders, and the development of strong mentoring and induction programs. The implementation plan, based on evidence-based practice in special education and online learning, is presented. A key element of this plan is developing and maintaining strong relationships among rural districts, the state department of education, and higher education.

Family Strengths Model Interview Forms, Deborah R. Carter, David J. Chard, Juli L. Pool

Deborah Russell Carter

No abstract provided.

Students’ Online Interaction Styles: Can They Change?, Dazhi Yang, Jennifer C. Richardson

Dazhi Yang

Past studies indicate that students demonstrate different online interaction styles, which consist of the ways or habits students acquire knowledge from computer-mediated discussions (Sutton, 2001). Such interaction styles include the active interaction style (Beaudion, 2002), the vicarious interaction style (Sutton, 2001), and the mixed or balanced-interaction style. The purpose of this exploratory study was to further investigate whether students’ online interaction styles changed during a course utilizing asynchronous computer-mediated discussions; and if so how and why they changed. Results indicate that such changes did take place as 44% of participants adjusted to more active learning styles as the courses progressed. …

Preschool Effective Behavior Support (Pebs) Self-Assessment Survey, Deborah R. Carter, Elizabeth Steed, Tina Pomerleau

Deborah Russell Carter

The PEBS Survey is a self-assessment of universal, targeted and individualized program-wide positive behavior supports in early childhood settings. It provides an assessment of staff perception of current implementation and priority for improvement of key features of program-wide positive behavior support.

Promoting Learner­-Learner Interactions Through Ecological Assessments Of The Online Environment, Evelyn S. Johnson

Evelyn S. Johnson

As the number of learners engaging in online education increases, a growing body of literature is developing to recommend best practices for instructors. Typically, these recommendations are oriented to a particular aspect of interaction based on Moore’s (1989) extended framework, to include learner­-instructor; learner­-learner; learner­-content; learner­-interface interactions, with a recent emphasis on the importance of learner­-learner interactions. However, online instructors and learners operate within a complex environment in which many aspects can have a direct impact on the instructor’s ability to facilitate learner-learner interactions. If online education providers and instructors hope to successfully adopt practices to promote learner­-learner interaction, an …

Adding Functional Behavioral Assessment To First Step To Success: A Case Study, Deborah R. Carter, Robert H. Horner

Deborah Russell Carter

First Step to Success is a manualized early intervention program with documented success in reducing the problem behavior of young children. Walker and colleagues are now engaged in analyses of variables that will increase the proportion of children for whom First Step is effective. A possible enhancement to the First Step to Success protocol is the use of functional behavioral assessment, and individualized, function-based behavior support. The present analysis provides a case study with one, six-year old student who received First Step to Success. Following the “coaching phase” of First Step a reversal design was employed in which function-based features …

Early Childhood Functional Assessment Interview Form, Deborah R. Carter, Robert Horner

Deborah Russell Carter

No abstract provided.