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Full-Text Articles in Education
Chapter 20- Facilitating Leadership Learning Using Co-Mentoring Circles, Kathleen M. Cowin
Chapter 20- Facilitating Leadership Learning Using Co-Mentoring Circles, Kathleen M. Cowin
Making Connections
Time for mentoring aspiring school leaders moving from their roles as veteran teachers, instructional coaches, or deans of students to their new role as K–12 principal certification interns is in short supply in today’s complex schools. Over the past 7 years, 76 interns have participated in co-mentoring circles. Co-mentoring circles offer educators a safe, supportive community in which to learn with others who are uniquely situated to understand the challenges present in today’s K–12 schools. Co-mentoring circles can provide a ready group of co-mentors one can call on without waiting for a specific mentor to be available. These circles are …
Making Connections: A Handbook For Effective Formal Mentoring Programs In Academia, David D. Law, Nora Domínguez, Bob Garvey, Mark J. Hager, Kim Hales, Audrey J. Murrell, Gloria O. Onosu, Rachel Arocho, Benjamin A. Johnson, Neal Legler, James Y. Taylor, Greg Dart, Michael A. Christiansen, Don Busenbark, Lisa Z. Fain, Jamie Crites, Paul Hernandez, Natasha Mickel, Dionne Clabaugh, Assata Zerai, Nancy López, Laura Gail Lunsford, Nicole Vouvalis, Andy Harris, Jim Lamuth, Monica Castañeda-Kessel, Shirley L. Yu, Arianna Black, Gönül Kaletunç, Timothy Schroeder, Tara S. Hackel, Yadéeh E. Sawyer, Jeff Spears, Hannah M. Lewis, Jennifer Grewe, Harrison Kleiner, Et Al.
Making Connections: A Handbook For Effective Formal Mentoring Programs In Academia, David D. Law, Nora Domínguez, Bob Garvey, Mark J. Hager, Kim Hales, Audrey J. Murrell, Gloria O. Onosu, Rachel Arocho, Benjamin A. Johnson, Neal Legler, James Y. Taylor, Greg Dart, Michael A. Christiansen, Don Busenbark, Lisa Z. Fain, Jamie Crites, Paul Hernandez, Natasha Mickel, Dionne Clabaugh, Assata Zerai, Nancy López, Laura Gail Lunsford, Nicole Vouvalis, Andy Harris, Jim Lamuth, Monica Castañeda-Kessel, Shirley L. Yu, Arianna Black, Gönül Kaletunç, Timothy Schroeder, Tara S. Hackel, Yadéeh E. Sawyer, Jeff Spears, Hannah M. Lewis, Jennifer Grewe, Harrison Kleiner, Et Al.
Making Connections
This book, Making Connections: A Handbook for Effective Formal Mentoring Programs in Academia, makes a unique and needed contribution to the mentoring field as it focuses solely on mentoring in academia. This handbook is a collaborative institutional effort between Utah State University’s (USU) Empowering Teaching Open Access Book Series and the Mentoring Institute at the University of New Mexico (UNM). This book is available through (a) an e-book through Pressbooks, (b) a downloadable PDF version on USU’s Open Access Book Series website), and (c) a print version available for purchase on the USU Empower Teaching Open Access page, and …
Features Of Direct Instruction: Interactive Lessons, Kristen R. Rolf, Timothy A. Slocum
Features Of Direct Instruction: Interactive Lessons, Kristen R. Rolf, Timothy A. Slocum
Special Education and Rehabilitation Counseling Faculty Publications
Direct Instruction (DI) teaches challenging academic content to a range of diverse learners. In order to do so, DI includes a complex system for organizing and directing teacher–student interactions to maximize learning. This system includes: instructional formats that specify the interactions between teacher and student, flexible skills-based groupings, active student responding, responsive interactions between students and teachers, ongoing data-based decision making, and mastery teaching. In this article, we describe each of these main features of the system, define their functions, reveal how they are interwoven throughout all DI lessons, and provide specific examples of their application during instruction. Our goal …
Wartime Teachers: Stories From The Front, Rachel K. Turner, Eliel Hinojosa Jr.
Wartime Teachers: Stories From The Front, Rachel K. Turner, Eliel Hinojosa Jr.
Teacher Education and Leadership Faculty Publications
In the early 1990s, Dr. O.L. Davis of the University of Texas at Austin sought evacuee teacher and student recollections in England during World War II. The overarching purpose for Davis was to gain an understanding of the effect on schooling and education, specifically as it relates to the curriculum for students. This article continues where he left off and places focus on teacher evacuees. Of the several hundred responses from student evacuees, we utilized ten of the thirty teacher evacuees who responded to Dr. Davis. The purpose in this research endeavor seeks to discover the impact evacuations in England …
Electrifying: One Teacher’S Discursive And Instructional Changes Through Engagement In E-Textiles To Teach Science Content, Colby Tofel-Grehl, Eliza Jex, Kristin Searle, Douglas Ball, Xin Zhao, Georgia Burnell
Electrifying: One Teacher’S Discursive And Instructional Changes Through Engagement In E-Textiles To Teach Science Content, Colby Tofel-Grehl, Eliza Jex, Kristin Searle, Douglas Ball, Xin Zhao, Georgia Burnell
Teacher Education and Leadership Faculty Publications
This paper shares findings from the first of its kind quasi-experimental mixed methods study exploring the potential impacts on teacher instruction through engagement with making and e-textiles. Because engagement in hands-on inquiry has demonstrated strong promise for increasing student interest and engagement in STEM careers, finding curricular approaches that engage students in project-based learning remains important. As such, the Maker Movement and making has gained traction as a possible effort to improve such outcomes. This study shares outcomes from analyses of one teacher’s first engagement with teaching eighth-grade science through e-textiles. Four of his classes were taught using his traditional …
Of Writing, Teaching, And Tutoring: Banishing The Presence Of The Inner Critic In The Writing Center, Andrew Romriell
Of Writing, Teaching, And Tutoring: Banishing The Presence Of The Inner Critic In The Writing Center, Andrew Romriell
Writing Center Analysis Papers
The inner critic is the internal voice inside all of us that impedes us with negative messages about ourselves and our own capabilities (Elliot 111). In this essay, I illustrate the impact an inner critic can have in Writing Centers for both students and tutors alike and structure strategies to silence that critic. Three specific strategies are provided: (1) to name the inner critic in order to grant control over it, (2) to practice freewriting and understanding poor first drafts, and (3) to assist the student in understanding the allowance for imperfection within writing. By implementing these strategies alongside awareness …
Expanding The Learning Network: How Teachers Use Pinterest, Stephanie E. Schroeder, Rachelle E. Curcio, Lisa Lundgren
Expanding The Learning Network: How Teachers Use Pinterest, Stephanie E. Schroeder, Rachelle E. Curcio, Lisa Lundgren
Instructional Technology and Learning Sciences Faculty Publications
This exploratory qualitative study of 117 teachers explores how educators engage with Pinterest, an online social networking site, specifically asking: (1) What similarities and differences exist in how elementary-level preservice and elementary-level in-service teachers engage with Pinterest? (2) What similarities and differences exist in how secondary-level in-service teachers and elementary-level in-service teachers engage with Pinterest? Findings indicate teachers at all levels tend to use Pinterest to search for educational resources and adapt resources to suit their classroom needs. Preservice teachers identify a more complex interaction with Pinterest than in-service teachers when determining quality resources. Findings indicate a need for future …
Pedagogical Experience Of Teaching Financial Coaching, Lucy M. Delgadillo
Pedagogical Experience Of Teaching Financial Coaching, Lucy M. Delgadillo
Applied Sciences, Technology and Education Faculty Publications
This study reports on the pedagogical experience of teaching a financial coaching course to personal and family finance undergraduate students at Utah State University. The paper describes the conceptualization of the class, including theoretical frameworks, ethical considerations, practitioners’ models, learning objectives, and competencies. The assessment of the course provided data used by the instructor to refine and adjust future course content and assignments. Quantitative data were collected in pre-and post-tests assessments. The quantitative assessment shows statistically significant gains in specific coaching skills and competencies. The qualitative assessment indicated that, at the end of the course, students had better understanding of …
Ethics Education In Professional Psychology: A Survey Of American Psychological Association Accredited Programs, Melanie M. Domenech-Rodriguez, Jennifer A. Erickson Cornish, Janet T. Thomas, Linda Forrest, Austin J. Anderson, James N. Bow
Ethics Education In Professional Psychology: A Survey Of American Psychological Association Accredited Programs, Melanie M. Domenech-Rodriguez, Jennifer A. Erickson Cornish, Janet T. Thomas, Linda Forrest, Austin J. Anderson, James N. Bow
Psychology Faculty Publications
Professional psychologists are expected to know ethical standards and engage in proactive analysis of ethical considerations across professional roles (e.g., practice, research, teaching). Yet, little is known about the current state of doctoral ethics education in professional psychology, including the content covered and pedagogical strategies used to ensure developing this core component of professional competency (de las Fuentes, Willmuth, & Yarrow, 2005). A survey of ethics educators from APAaccredited programs across the United States and Canada resulted in 136 instructors reporting on their program's ethics training. The majority of questionnaires returned were from PhD programs (77.9%). A substantial number of …
Taking A Closer Look: Teaching Students To Be Metacognitive, Sarah K. Clark
Taking A Closer Look: Teaching Students To Be Metacognitive, Sarah K. Clark
Teacher Education and Leadership Faculty Publications
No abstract provided.
Teaching Grammer And Writing: A Beginning Teacher's Dilemma, P. Smagorinsky, Amy Wilson-Lopez, C. Moore
Teaching Grammer And Writing: A Beginning Teacher's Dilemma, P. Smagorinsky, Amy Wilson-Lopez, C. Moore
Teacher Education and Leadership Faculty Publications
This longitudinal case study follows one high school English teacher’s path of concept development over a two-year period encompassing her student teaching and first year of full-time teaching, both at the same rural school in the southeastern United States. The authors use a sociocultural theoretical framework emerging from the work of Vygotsky to focus on the construction of activity settings and the ways in which settings help to shape concept development. In particular, the analysis finds the teacher drawing on apparently inconsistent pedagogical traditions and their associated mediational tools: one centered on a teacher’s authoritarian control of the curriculum and …
Teaching Functional Life Skills To Children With Developmental Disabilities: Acquisition, Generalization, And Maintenance, R. Detrich, Thomas S. Higbee
Teaching Functional Life Skills To Children With Developmental Disabilities: Acquisition, Generalization, And Maintenance, R. Detrich, Thomas S. Higbee
Special Education and Rehabilitation Counseling Faculty Publications
No abstract provided.
Using Information Trade Books As Models For Teaching Expository Text Structure To Improve Children's Reading Comprehension: An Action Research Project, D. Ray Reutzel, Sylvia Read, P. Fawson
Using Information Trade Books As Models For Teaching Expository Text Structure To Improve Children's Reading Comprehension: An Action Research Project, D. Ray Reutzel, Sylvia Read, P. Fawson
Teacher Education and Leadership Faculty Publications
No abstract provided.
Do You Want To Know What I Learned? Using Informational Trade Books As Models To Teach Text Structure, Sylvia Read, D. Ray Reutzel, P. Fawson
Do You Want To Know What I Learned? Using Informational Trade Books As Models To Teach Text Structure, Sylvia Read, D. Ray Reutzel, P. Fawson
Teacher Education and Leadership Faculty Publications
A brief narrative description of the journal article, document, or resource. Informational text is an important resource for classroom teachers that places unique comprehension demands on young students. Research on teaching expository text structure to young children shows that explicit instruction improves student comprehension. This practical article addresses how to use "well-structured" expository trade book titles to teach text structure. A lesson plan template and an extended example of an explicit lesson on order/sequence are provided.
Teaching Functionally Equivalent Replacement Behaviors To Students With Problem Behavior: What? How? Why?, Robert L. Morgan, E. Vasquez
Teaching Functionally Equivalent Replacement Behaviors To Students With Problem Behavior: What? How? Why?, Robert L. Morgan, E. Vasquez
Special Education and Rehabilitation Counseling Faculty Publications
No abstract provided.
Teaching Pretend Play Skills Toa Student With Autism Using Video Modeling With A Sibling As Model And Play Partner, K. A. Reagon, Thomas S. Higbee, K. Endicott
Teaching Pretend Play Skills Toa Student With Autism Using Video Modeling With A Sibling As Model And Play Partner, K. A. Reagon, Thomas S. Higbee, K. Endicott
Special Education and Rehabilitation Counseling Faculty Publications
We taught a four-year-old boy diagnosed with autism and his older brother to engage in four pretend play scenarios using video modeling. The older brother acted in the video models with a typically developing peer. Both the participant and his sibling successfully engaged in the four scenarios during intervention as well as maintenance and generalization probes conducted in their home. This case study illustrated that siblings of children with autism can perform in video models as well as engage in pretend play with their sibling with autism. In addition, the child with autism may benefit from sibling-oriented interventions as indicated …
Are We Having Fun Yet? How Teachers Use Manipulatives To Teach Mathematics, Patricia S. Moyer-Packenham
Are We Having Fun Yet? How Teachers Use Manipulatives To Teach Mathematics, Patricia S. Moyer-Packenham
Teacher Education and Leadership Faculty Publications
Teachers often comment that using manipulatives to teach mathematics is ‘fun!’ Embedded in the word ‘fun’ are important notions about how and why teachers use manipulatives in the teaching of mathematics. Over the course of one academic year, this study examined 10 middle grades teachers’ uses of manipulatives for teaching mathematics using interviews and observations to explore how and why the teachers used the manipulatives as they did. An examination of the participants’ statements and behaviors indicated that using manipulatives was little more than a diversion in classrooms where teachers were not able to represent mathematics concepts themselves. The teachers …
What Can I Do To Prepare My Sons And Daughters For Marriage?, Glen Jenson
What Can I Do To Prepare My Sons And Daughters For Marriage?, Glen Jenson
All Archived Publications
No abstract provided.
Teaching Mathematics With Technology: Reflecting On Our Progress And Looking Ahead, Patricia S. Moyer-Packenham
Teaching Mathematics With Technology: Reflecting On Our Progress And Looking Ahead, Patricia S. Moyer-Packenham
Teacher Education and Leadership Faculty Publications
No abstract provided.
Teaching Pairs Of Preschoolers With Disabilities To Seek Adult Assistance In Response To Simulated Injuries: Acquisition And Promotion Of Observational Learning, A. M. Christensen, Benjamin Lignugaris / Kraft, B. Fiechtl
Teaching Pairs Of Preschoolers With Disabilities To Seek Adult Assistance In Response To Simulated Injuries: Acquisition And Promotion Of Observational Learning, A. M. Christensen, Benjamin Lignugaris / Kraft, B. Fiechtl
Special Education and Rehabilitation Counseling Faculty Publications
The purpose of this study was to investigate the effects of direct training and observational learning on the acquisition, generalization, and maintenance of the first-aid skill “seeking adult assistance when injured” for three pairs of preschool children with disabilities (three target learners and three observational learners). A multiple probe design across pairs of participants was used. All 6 participants acquired the first-aid skill; more importantly, their responding generalized to playground and home situations and maintained at high levels during the follow-up probes conducted up to 8 weeks after training. The skill acquisition shown by the observational learners occurred without direct …
Content And Strategies For Teaching Computer-Aided Drafting, Kurt Henry Becker
Content And Strategies For Teaching Computer-Aided Drafting, Kurt Henry Becker
Engineering Education Faculty Publications
No abstract provided.
Teaching Behaviorally Disordered Adolescents To Use Self-Management Skills For Improving The Completeness, Accuracy, And Neatness Of Creative Writing Assignments, Nancy K. Glomb, R. P. West
Teaching Behaviorally Disordered Adolescents To Use Self-Management Skills For Improving The Completeness, Accuracy, And Neatness Of Creative Writing Assignments, Nancy K. Glomb, R. P. West
Special Education and Rehabilitation Counseling Faculty Publications
The purpose of this study was to examine the effects of a self-management procedure known as WATCH that was designed to teach adolescents with learning and behavior problems to improve the completeness, accuracy, and neatness of their creative writing homework assignments. The procedure was based on four strategies: teaching students the fundamentals of behavior change, teaching students to use self-instruction, teaching students to set goals and implement plans to achieve those goals, and teaching students to accurately evaluate their work. Two high school students who were classified as behaviorally disordered were taught to develop plans for completing their creative writing …