Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

PDF

Utah State University

Teacher Education and Professional Development

Keyword
Publication Year
Publication
Publication Type

Articles 1 - 30 of 224

Full-Text Articles in Education

Broadening Perspectives: Using Multiple Teaching Approaches To Meet The Needs Of Language Students, Kalen Taylor Dec 2020

Broadening Perspectives: Using Multiple Teaching Approaches To Meet The Needs Of Language Students, Kalen Taylor

All Graduate Plan B and other Reports

This portfolio is comprised of research, opinions, and ideas that the author has learned during the Master of Second Language Teaching (MSLT) program at Utah State University (USU). It is a representation of experiences gained through teaching lower division Spanish courses at USU. In addition to experiences, it is also comprised of research perspectives which were furthered by coursework in the MSLT program.

Contained within the pages is a road map of the author’s journey of learning and research. The portfolio begins with the author’s perspectives on teaching including his philosophy on teaching and how he has developed ...


Effect Of Three Classroom Research Experiences On Science Attitudes, Lauren K. Lucas, Frances K. Hunter, Zachariah Gompert Oct 2020

Effect Of Three Classroom Research Experiences On Science Attitudes, Lauren K. Lucas, Frances K. Hunter, Zachariah Gompert

Journal on Empowering Teaching Excellence

Here we evaluate undergraduate student attitudes about science after each of three authentic research experiences in a semester of an introductory biology laboratory course at Utah State University. The three course-based research experiences (CUREs) vary in length and student freedom, and they cover different areas of biology. Students responded to the science attitude items of the CURE Survey. When compared to national data, our students faired similarly, and all students struggled with certain epistemic assumptions about science knowledge. As also seen in the national database, change in science attitude was slight and nonlinear. Student self confidence in what a career ...


Taking Into Account Interpersonal Aspects Of Teacher Feedback: Principles Of Responding To Student Writing, Elena Shvidko Oct 2020

Taking Into Account Interpersonal Aspects Of Teacher Feedback: Principles Of Responding To Student Writing, Elena Shvidko

Journal on Empowering Teaching Excellence

Providing feedback on student work is a fundamental aspect of instruction and an important part of the learning process. A considerable amount of literature describes pedagogical value of different types of feedback--explicit vs. implicit, comprehensive vs. selective, direct vs. indirect, and feedback on content vs. feedback on form, thus treating feedback primarily as an instructional/informational phenomenon. It must be remembered, however, that there is a real person behind each paper; therefore, interpersonal aspects of teacher feedback should not be disregarded. This article discusses five principles of responding to student writing that take into account this interpersonal nature of feedback ...


Implementation Of A 25-Minute Mini-Lecture On Learning And Studying In Large-Enrollment First-Year General Chemistry Courses, Shawn M. Miller Oct 2020

Implementation Of A 25-Minute Mini-Lecture On Learning And Studying In Large-Enrollment First-Year General Chemistry Courses, Shawn M. Miller

Journal on Empowering Teaching Excellence

Poor results on the first exam in a course can be a shock to freshmen college students who found great success in high school. The experience can be demoralizing and put students in the mindset that academic success is out of reach. To convince such students that not only is academic success possible but readily achievable, I presented a 25-minute mini-lecture on learning and studying in two large-enrollment general chemistry courses (total N = 289) based on author Dr. Saundra McGuire’s work. The mini-lecture discussed human learning and practical study tools. The purposes of the mini-lecture were to: 1) examine ...


Enacting Rhetorical Listening: A Process To Support Students’ Engagement With Challenging Course Readings, Jessica Rivera-Mueller Oct 2020

Enacting Rhetorical Listening: A Process To Support Students’ Engagement With Challenging Course Readings, Jessica Rivera-Mueller

Journal on Empowering Teaching Excellence

Many educators assign course readings to purposefully enlarge students’ perspectives. In doing so, though, educators may face a range of behaviors—reluctance, resistance, avoidance, disengagement—from students who feel that such readings negatively press upon their prior knowledge, belief systems, or educational goals. This teaching challenge is often present for social justice educators. However, “rhetorical listening,” a rhetorical theory developed by Ratcliffe (2005), is a pedagogical tool that can help shift students’ understandings of and expectations for the activity of reading, thereby creating a learning environment that supports meaningful engagement with challenging course readings. In this article, the author outlines ...


Assessing Student Performance Using Video Recordings In Field-Based Experiences, Karen D. Hager, Barbara J. Fiechtl, Summer Gunn Oct 2020

Assessing Student Performance Using Video Recordings In Field-Based Experiences, Karen D. Hager, Barbara J. Fiechtl, Summer Gunn

Journal on Empowering Teaching Excellence

Field-based experiences are vital components of many undergraduate programs. However, assessing student performance in these settings can be challenging. Video-based observation is an approach to providing performance feedback that addresses these challenges and may also provide benefits not inherent in live observations. Using examples from our teacher preparation programs, we (a) explain the benefits and challenges of using video recordings in field-based experiences; (b) identify the video recording platform we use; (c) describe specific examples in our program, including supervisor performance feedback to preservice teachers, peer feedback/coaching, and instructor feedback on in-home family coaching; and (d) address the logistics ...


Giving Students A Chance To Learn: Hitting Pause And Engaging Students, Michelle Arnold Oct 2020

Giving Students A Chance To Learn: Hitting Pause And Engaging Students, Michelle Arnold

Journal on Empowering Teaching Excellence

A book review of Gail Rice's book, Hitting pause: 65 lecture breaks to refresh and reinforce learning.


Fa 2020 About This Issue: The Power In Slowing Down Oct 2020

Fa 2020 About This Issue: The Power In Slowing Down

Journal on Empowering Teaching Excellence

Whether it be videotaping, guided classroom conversations, lecture-based, or written, feedback is the backbone of educational excellence. We use it to mentor beginning undergraduates, writers, readers, explorers, and experimenters. And, if we are thoughtful, feedback becomes a loop by which we slow down learning, we engage reading, writing and exploring, and we collaborate our way to becoming better.


Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 2 Oct 2020

Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 2

Journal on Empowering Teaching Excellence

The full Fall 2020 issue (Volume 4, Issue 2) of the Journal on Empowering Teaching Excellence.


Espoused And Enacted Beliefs Of High School English Language Arts Teachers In Writing Instruction, Sydnie Schoepf Aug 2020

Espoused And Enacted Beliefs Of High School English Language Arts Teachers In Writing Instruction, Sydnie Schoepf

All Graduate Theses and Dissertations

The purpose of the current study is to explore the espoused beliefs and enacted practices of secondary English Language Arts teachers with regards to writing instruction and how these beliefs correlate with teacher self-efficacy beliefs. The study worked to build upon the literature mainly in the fields of mathematics and science in order to explore what the perceived and enacted beliefs are and how they affect the self-efficacy belief of teachers within the field of writing instruction in the high school classroom. The study used a collective case study design in order to better understand what espoused and enacted pedagogical ...


Using Video Modeling To Teach Staff How To Implement Preference Assessments, Megan Weaver Aug 2020

Using Video Modeling To Teach Staff How To Implement Preference Assessments, Megan Weaver

All Graduate Plan B and other Reports

Identification of reinforcers through preference assessments for individuals with disabilities is an important task because it increases the probability of skill development, including academic tasks, self-help skills, social skills, and behavior modification. Teachers of students with disabilities often experience problems with training paraprofessionals to implement preference assessments using written instructions alone. In this study, researchers will investigate whether video modeling will be more effective than written instruction to staff to implement preference assessments. Participants will include three to five paraprofessionals in a classroom setting with no previous behavior analysis training on preference assessments and three to five students in a ...


Social Justice Mathematical Modeling For Teacher Preparation, Patrick L. Seegmiller Aug 2020

Social Justice Mathematical Modeling For Teacher Preparation, Patrick L. Seegmiller

All Graduate Theses and Dissertations

Today’s math teachers face significant social and political challenges for which they receive little preparation. Mathematics content courses can potentially provide additional preparation in this regard by providing future teachers with experiences to mathematically explore social justice issues. This provides them with opportunities to increase their awareness and sensitivity to social justice issues, develop greater empathy for their future students, and serve as examples for high quality instruction that they can emulate in their future careers. This dissertation recounts the development and revision of three social justice mathematical modeling projects, and shares evidence from student work samples of the ...


Experiencing Active Mathematics Learning: Meeting The Expectations For Teaching And Learning In Mathematics Classrooms, Kristy Litster, Beth L. Macdonald, Jessica F. Shumway Jun 2020

Experiencing Active Mathematics Learning: Meeting The Expectations For Teaching And Learning In Mathematics Classrooms, Kristy Litster, Beth L. Macdonald, Jessica F. Shumway

Teacher Education and Leadership Faculty Publications

Active learning mathematics classrooms incorporate meaningful activities that emphasize reasoning, thinking and active interaction with mathematics. Current mathematics standards and curricula recommend that Mathematics Teacher Educators (MTEs) use elements of active learning in their mathematics content courses specifically designed for Prospective Teachers (PTs) as they prepare PTs to learn and teach mathematics. However, it can be very difficult for PTs to shift their pedagogical dispositions towards instruction associated with active learning because they typically have not experienced mathematics taught in this way. This article focuses on two instructional practices for MTEs to use with PTs. First, selecting tasks that promote ...


Exploring The Phenomenon Of Distance In Children's Interactions With Touchscreen Digital Mathematics Games, Stephen I. Tucker, Patricia S. Moyer-Packenham May 2020

Exploring The Phenomenon Of Distance In Children's Interactions With Touchscreen Digital Mathematics Games, Stephen I. Tucker, Patricia S. Moyer-Packenham

Teacher Education and Leadership Faculty Publications

This study examines the construct of distance – the degree of difficulty of interacting with something – as part of activity involving children using touchscreen digital games to learn mathematics. Ten fifth-grade children engaged in video-recorded semi-structured task-based interviews in which they used two touchscreen digital mathematics games on a touchscreen tablet and responded to semi-structured follow-up questions. Qualitative data analysis was iterative, featuring analytic memoing and eclectic coding techniques to identify themes related to distance. In advanced coding stages, magnitude coding was used to characterize the degree of distance present. Findings provide evidence of the presence of distance, changes in distance ...


Student-Centered, Interaction-Based, Community-Driven Language Teaching, Sharon Lyman May 2020

Student-Centered, Interaction-Based, Community-Driven Language Teaching, Sharon Lyman

All Graduate Plan B and other Reports

This portfolio is a compilation that highlights some of the author’s accomplished work while in the Master of Second Language Teaching (MSLT) program at Utah State University (USU). Organized into sections that reflect the author’s teaching and research perspectives as a MSLT graduate student and instructor, who taught intensive English reading, writing, and conversation courses for the Intensive English Language Institute (IELI).

In the first section, teaching perspectives, the author describes her desired professional environment, shares her personal teaching philosophy statement, and accounts for her professional development through classroom observations. In the second section, research perspectives, two research ...


Improving Instructional Practice Through Peer Observation And Feedback, Brady L. Ridge, Alyson Leah Lavigne Apr 2020

Improving Instructional Practice Through Peer Observation And Feedback, Brady L. Ridge, Alyson Leah Lavigne

Teacher Education and Leadership Faculty Publications

The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better-informed decisions moving forward. Principals—responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providing feedback to teachers—are overworked. They have little time to provide high-quality feedback, and may lack important content-based expertise. With these considerations in mind, we explore the role of peer observation and feedback as a vehicle to move beyond high-stakes evaluation and re-center efforts on instructional improvement. Our systematic review of extant literature ...


Three Key Principles For Improving Discussion-Based Learning In College Classrooms, Christopher E. Garrett Apr 2020

Three Key Principles For Improving Discussion-Based Learning In College Classrooms, Christopher E. Garrett

Journal on Empowering Teaching Excellence

Discussion-Based Learning (DBL) can be an effective pedagogical tool for student engagement and developing higher-order thinking skills. However, DBL can be a challenging endeavor for college teachers for various reasons. The purposes of this article are to identify those challenges, present three key principles, and share several practical ideas that will help improve discussions in college classrooms.


Open Access Textbooks In A Professional Communication Classroom: A Pilot Study, Sherena Huntsman, Avery C. Edenfield, Erin L. Davis Apr 2020

Open Access Textbooks In A Professional Communication Classroom: A Pilot Study, Sherena Huntsman, Avery C. Edenfield, Erin L. Davis

Journal on Empowering Teaching Excellence

In this paper, we share our findings from a curricular innovation project: a small pilot study replacing a conventional professional communication textbook with an open access book. Results showed that students received the change favorably and a final grade comparison showed no variation between similar courses that used conventional books and those that used open access books. While far from definitive, this study demonstrates the promise of open access books and open educational resources (OER), and that further study is needed in this area.


Student Success: A Literature Review Of Faculty To Student Mentoring, David D. Law, Kim Hales, Don Busenbark Apr 2020

Student Success: A Literature Review Of Faculty To Student Mentoring, David D. Law, Kim Hales, Don Busenbark

Journal on Empowering Teaching Excellence

This review summarizes the literature on university faculty to student mentoring programs. There has been a proliferation of mentoring programs because of the perceived benefit to student persistence and retention. While mentoring programs have become common, the research on these programs has not kept pace. Shortcomings identified thirty years ago such as lack of theoretical guidance, lack of operational definition of mentoring, and poor design continue to plague mentoring research. Recommendations to address these shortcomings and improve internal and external validity are examined. As universities continue to have increasingly constrained resources, and pressure to demonstrate strategies to help students be ...


Successful Strategies For Content Creation And Design Of Online Classes, Antje R. H. Graul Apr 2020

Successful Strategies For Content Creation And Design Of Online Classes, Antje R. H. Graul

Journal on Empowering Teaching Excellence

Given the increasing demand for an education that is compatible with a students’ professional or private life, there is a growing need for higher-educational bodies to launch high-quality online classes that allow students to pursue their education while fitting it around their individual commitments. Thus, more than ever, guidance is needed on how to design an online class successfully. Drawing on the design of an asynchronous Digital Marketing online class, this article discusses strategic decisions regarding content creation, personalization, assignments, and assessment ideas that may hold the potential to increase students’ engagement in an online class. The insights provided may ...


Teaching Excellence: The Core Of The Land-Grant Mission, Stephen M. Gavazzi Apr 2020

Teaching Excellence: The Core Of The Land-Grant Mission, Stephen M. Gavazzi

Journal on Empowering Teaching Excellence

The tripartite mission of the land-grant university – teaching, research, and community engagement – has evolved over the course of the past 150 years. The intensified concentration on empirical activities in the last half century, however, is thought to have created a mission-related imbalance that often has relegated teaching and community engagement activities to second-tier status within the academy. In tandem, there have been several unforced errors on the part of universities that have diminished the public’s belief in the return on investment associated with a college degree. The argument is made for an increased emphasis on teaching and learning activities ...


The Impact And Importance Of Understanding The Role Of Land-Grant Universities In Higher Education, Robert Peterson Apr 2020

The Impact And Importance Of Understanding The Role Of Land-Grant Universities In Higher Education, Robert Peterson

Journal on Empowering Teaching Excellence

Book Review:

Gavazzi, S. M., & Gee, E. G. (2018). Land-grant universities for the future: higher education for the public good. Baltimore: Johns Hopkins University Press.

  • 171 Pages
  • Available in hardback and Kindle
  • Price $21.99 (hc), $19.22 (Kindle)
  • Keywords: Land-Grant, teaching, public, service, community

Reviewer:

Robert Peterson, Director of Student Services

Utah State University Uintah Basin

bob.peterson@usu.edu


Spring 2020--About This Issue, Kim Hales Apr 2020

Spring 2020--About This Issue, Kim Hales

Journal on Empowering Teaching Excellence

The Spring 2020 issue of the Journal on Empowering Teaching Excellence presents articles relative to the mission of the land grant institution, including a review of Gavazzi, Gee, and McGrath's (2018) book, "Land Grant Universities for the Future," followed by an article by Gavazzi arguing for greater emphasis on teaching in land-grant institutions. Additional contributions include articles on creating content for online courses, a literature review on faculty-undergraduate mentoring, a pilot study on open-access textbooks, and principles for discussion-based learning.


Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 1 Apr 2020

Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 1

Journal on Empowering Teaching Excellence

The full Spring 2020 issue (Volume 4, Issue 1) of the Journal on Empowering Teaching Excellence.


A Systematic Review Of Argumentation Related To The Engineering-Designed World, Amy Wilson-Lopez, Ashley R. Strong, Christina M. Hartman, Jared Garlick, Karen H. Washburn, Angela L. Minichiello, Sandra Weingart, Jorge Acosta-Feliz Mar 2020

A Systematic Review Of Argumentation Related To The Engineering-Designed World, Amy Wilson-Lopez, Ashley R. Strong, Christina M. Hartman, Jared Garlick, Karen H. Washburn, Angela L. Minichiello, Sandra Weingart, Jorge Acosta-Feliz

Teacher Education and Leadership Faculty Publications

Background

Across academic disciplines, researchers have found that argumentation‐based pedagogies increase learners' achievement and engagement. Engineering educational researchers and teachers of engineering may benefit from knowledge regarding how argumentation related to engineering has been practiced and studied.

Purpose/Hypothesis

Drawing from terms and concepts used in national standards for K‐12 education and accreditation requirements for undergraduate engineering education, this study was designed to identify how arguments and argumentation related to the engineering‐designed world were operationalized in relevant literature.

Methodology

Specified search terms and inclusion criteria were used to identify 117 empirical studies related to engineering argumentation and ...


Culturally Responsive Teaching Through The Lens Of Dual Language Education: Intersections And Opportunities, Tammy Oberg De La Garza, Alyson Leah Lavigne, Shouqing Si Mar 2020

Culturally Responsive Teaching Through The Lens Of Dual Language Education: Intersections And Opportunities, Tammy Oberg De La Garza, Alyson Leah Lavigne, Shouqing Si

Teacher Education and Leadership Faculty Publications

Students benefit from culturally responsive teaching (CRT). CRT is central to dual language (DL) education - an additive approach that is effective for educating emergent bilinguals and closing the achievement gap. Students' achievements in DL education models are higher than in any other type of language learning pedagogy – ESL, Bilingual and Monolingual. The purpose of this research was to identify the CRT practices that are employed in DL classrooms; so that teachers in other educational settings (i.e. mainstream, ESL, bilingual) might implement similar practices and improve their effectiveness with diverse students. Using survey responses from Dual Language teachers (N = 151 ...


The Validity And Instructional Value Of A Rubric For Evaluating Online Course Quality: An Empirical Study, Ji Eun Lee, Mimi Recker, Min Yuan Mar 2020

The Validity And Instructional Value Of A Rubric For Evaluating Online Course Quality: An Empirical Study, Ji Eun Lee, Mimi Recker, Min Yuan

Instructional Technology and Learning Sciences Faculty Publications

This study investigated the validity and instructional value of a rubric developed to evaluate the quality of online courses offered at a midsized public university. This rubric was adapted from an online course quality rubric widely used in higher education, the Quality Matters rubric. We first examined the reliability and preliminary construct validity of the rubric using quality ratings for 202 online courses and eliminated twelve problematic items. We then examined the instructional value of the rubric by investigating causal relationships between 1) course quality scores, 2) online interactions between students, instructors, and content, and 3) student course performance (course ...


Career: Job Embedded Education On Computational Thinking For Rural Stem Discipline Teachers, Colby Tofel-Grehl Jan 2020

Career: Job Embedded Education On Computational Thinking For Rural Stem Discipline Teachers, Colby Tofel-Grehl

Funded Research Records

No abstract provided.


How Students Learn And Instructors Can, Too: Effective College Teaching According To Eyler (2018), Karin Dejonge-Kannan Dec 2019

How Students Learn And Instructors Can, Too: Effective College Teaching According To Eyler (2018), Karin Dejonge-Kannan

Journal on Empowering Teaching Excellence

Book Review

Eyler, J. R. (2018). How Humans Learn: The Science and Stories behind Effective College Teaching. West Virginia University Press.

    • 293 pages
    • Available in hardback, paperback, and digital format
    • Price $85 (hc), $22 (pb), $17 (ebook)
    • Keywords: learning, teaching, college students, classroom practice

Reviewer:

Karin deJonge-Kannan, Principal Lecturer

Department of Languages, Philosophy, and Communication Studies

Utah State University

karin.dejongekan@usu.edu


Reflective Practice: The Impact Of Self-Identified Learning Gaps On Professional Development, Joanna C. Weaver, Matthew Ryan Lavery, Sarah Heineken Dec 2019

Reflective Practice: The Impact Of Self-Identified Learning Gaps On Professional Development, Joanna C. Weaver, Matthew Ryan Lavery, Sarah Heineken

Journal on Empowering Teaching Excellence

The ebb and flow of education creates unique challenges within educational programming. Universities are charged with the directive to offer more diverse field experiences within their course requirements. As a result of the directive, not every topic nor instructional scenario can be addressed in the program coursework, challenging the programs to bridge the pedagogical learning gaps of their candidates. The purpose of the professional development (PD) being studied was to connect pedagogical methods to candidates’ own learning by providing self-selected PD with instructional tools that candidates could directly put into practice. The self-selected PD based on self-reflection of knowledge had ...