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Articles 1 - 8 of 8
Full-Text Articles in Education
Co-Teaching: Collaborative And Caring Teacher Preparation, Colette Rabin
Co-Teaching: Collaborative And Caring Teacher Preparation, Colette Rabin
Faculty Publications
This study investigated what happened during the implementation of a co-teaching model for student-teaching from a relational perspective. When analyzed through the theoretical framework of care ethics, teacher-candidates and their mentor-teachers developed caring relationships, acknowledged and negotiated differential power dynamics, and described cultivating a caring climate through dialogue and modeling.
Supporting Faculty To “Do The Flip!” Lessons Learned When Transitioning Faculty To Active Pedagogy In The Classroom, Laura Sullivan-Green, Patricia Backer, Ravisha Mathur
Supporting Faculty To “Do The Flip!” Lessons Learned When Transitioning Faculty To Active Pedagogy In The Classroom, Laura Sullivan-Green, Patricia Backer, Ravisha Mathur
Faculty Publications
San José State University, in partnership with California State University-Los Angeles and Cal Poly Pomona, are developing supportive methods to transition STEM faculty from lecture-based instruction to instruction using active learning pedagogies. These efforts, sponsored by the Department of Education’s First in the World Grant Program, focus on providing faculty training through workshops conducted in the active learning model, resources to support their material development, and peer support through access to multi-disciplinary/multi-campus learning communities. Active learning pedagogies like the flipped classroom have been shown to be a high impact practice that increases URM student success and retention. The partner campuses, …
On The Road To Flipping, Raji Lukkoor
On The Road To Flipping, Raji Lukkoor
Faculty Publications
The poster presentation will address the following topics: experience taking the Flip Workshop, How the instructor went from a “no” to a “yes” on considering implementing the flip, the frenzied list of activities that helped set up the framework for a mini-flip in approximately a week’s time, the actual development of content in under 4 weeks, and the role played by my support network.
Co-Teaching Relationships To Cultivate Caring, Colette Rabin, Grinell Smith
Co-Teaching Relationships To Cultivate Caring, Colette Rabin, Grinell Smith
Faculty Publications
This study leveraged the implementation of co-teaching as a relational model for the teacher training practicum. When analyzed with the theoretical framework of an ethic of care, teacher-candidates and their mentor-teachers developed practices to cultivate caring classrooms through modeling. This study informs teacher preparation for caring by showing how the practicum can be drawn on to cultivate caring.
Addressing The Climate Change Consensus Gap Among Preservice Teachers: A Four-Faceted Approach, Grinell Smith, Colette Rabin
Addressing The Climate Change Consensus Gap Among Preservice Teachers: A Four-Faceted Approach, Grinell Smith, Colette Rabin
Faculty Publications
In this paper, we report an estimate of the magnitude of the “consensus gap” – the gap between what scientists know about climate change and what the general public thinks they know – about anthropomorphic climate change among K-8 pre-service teachers. We also report qualitative findings about the utility of a four-faceted approach to teaching about climate change designed explicitly to mitigate inductive reasoning errors and to reduce in-group favoritism, attribution bias, inter-group conflict, and confirmation bias. We found that learning about the scientific consensus spurred student exploration about climate change and the careful use of deliberation toward commonly-held positions …
Progress On Longitudinal Study Of The Impact Of Growth Mindset And Belonging Interventions In A Freshman Engineering Class, Jinny Rhee, Camille Johnson
Progress On Longitudinal Study Of The Impact Of Growth Mindset And Belonging Interventions In A Freshman Engineering Class, Jinny Rhee, Camille Johnson
Faculty Publications
Growth mindset and belonging interventions have shown to be effective in increasing retention and performance in some K-12 and postsecondary populations. These interventions hold the promise of cost-effective and scalable interventions that may be able to boost retention and graduation rates, and close the achievement gap that often exists between underrepresented (URM) students and non-URMs.A study of the impact of growth mindset and belonging interventions was designed and implemented in the 2015-2016 academic year in an Introduction to Engineering Course typically taken in the freshman year of all engineering and technology programs at a large comprehensive public university. The interventions …
Counting And Basic Numerical Skills, Emily Slusser
Counting And Basic Numerical Skills, Emily Slusser
Faculty Publications
The following chapter outlines a typical developmental trajectory of children’s early number knowledge and counting skills. Using a series of anecdotal demonstrations of a young child’s emergent knowledge as a guide, the chapter first outlines the conceptual and procedural building blocks for counting and basic numerical skills (Section 4.1 and 4.2), proceeds to an extended discussion of major conceptual achievements in counting (Section 4.3), and concludes with a review of our emerging understanding on how to best support and facilitate the development of these skills (Section 4.4). Throughout each of these sections, seminal studies are discussed to more clearly demonstrate …
Speech-Language Pathologists' Collaboration With Interpreters: Results Of A Current Survey In California, Terry Saenz, Henriette W. Langdon
Speech-Language Pathologists' Collaboration With Interpreters: Results Of A Current Survey In California, Terry Saenz, Henriette W. Langdon
Faculty Publications
One of the challenges of bilingual speech and language assessment, intervention, and conferencing is the effective collaboration with interpreters in such interpreted interactions when the professional does not share the same spoken language with the client. A survey of California speech-language pathologists who were members of the California Speech-Language-Hearing Association (CSHA) was performed to obtain information on their training to collaborate with, experiences with, and opinions of interpreters. In addition, these professionals were surveyed about the training of the interpreters and suggestions for improvement in interpreted interactions. Findings from 229 participants indicated that: (a) Most of the speech-language pathologists had …