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Articles 1 - 13 of 13
Full-Text Articles in Education
Teaching Teachers How To Teach Hope, René Roselle
Teaching Teachers How To Teach Hope, René Roselle
Education Faculty Publications
Can teachers teach hope? This article considers Synder’s hope theory as a rationale for the importance of teaching hope to students and teachers. Through a low and high hope example, the idea of agency and pathway thinking are explored. Resources and ideas are shared on how teacher preparation programs might take up teaching hope.
Teaching Responsively During Covid-19: Learning How To Model, Modeling How To Learn, Lindsay M. Keazer
Teaching Responsively During Covid-19: Learning How To Model, Modeling How To Learn, Lindsay M. Keazer
Education Faculty Publications
A teacher educator describes learning to teach responsively through the Covid-19 pandemic; shifting focus from secretly struggling to manage the upset of work/life balance, to living out the challenges in community with her students. By sharing struggles transparently rather than concealing, she found opportunities to connect with students about the complex challenges they were facing. This process was one of learning how to model empathetic education, and simultaneously modeling to future teachers how to learn to enact responsive pedagogies through unexpected challenges in teaching.
Living An Encouraging Report, Kevin Jones
Living An Encouraging Report, Kevin Jones
Education Faculty Publications
No abstract provided.
The Effect Of Drama-Based Pedagogies On K-12 Literacy-Related Outcomes: A Meta-Analysis Of 30 Years Of Research, Bridget Kiger Lee, Patricia Enciso, Megan R. Brown
The Effect Of Drama-Based Pedagogies On K-12 Literacy-Related Outcomes: A Meta-Analysis Of 30 Years Of Research, Bridget Kiger Lee, Patricia Enciso, Megan R. Brown
Education Faculty Publications
A recent national report heartily supported arts integration as an effective, innovative, and cost-efficient way to address teachers’ and students’ needs; however, the report called for a better understanding of when, for whom, and what content areas are best served by arts integration methods. The effectiveness of drama-based pedagogy (DBP), a type of arts integration, has been assessed in previous meta-analyses; however, an updated meta-analysis is warranted. In the present report, we review and meta-analyze thirty years of accumulated research of the effects of drama-based pedagogies on literacy related student outcomes. The findings show a significant positive effect of DBP …
Contemplation For Educators: Theoretical, Ethical, And Practical Dimensions Drawn From The Catholic Intellectual Tradition, Joseph Polizzi, Darcy Ronan
Contemplation For Educators: Theoretical, Ethical, And Practical Dimensions Drawn From The Catholic Intellectual Tradition, Joseph Polizzi, Darcy Ronan
Education Faculty Publications
Catholic colleges and universities educate thousands of teachers and school administrators every year to be at the forefront of teaching and leading. The mission and vision of Catholic colleges and universities is unique in higher education while sending their graduates forth into every sector of the wider world. We explore the contribution of the Catholic intellectual tradition (CIT) for colleges of education at Catholic colleges and universities. In this particular piece, we mine the tradition's emphasis on contemplation to cultivate and inform a practice of reflection for aspiring educators.
Learning From The Emergency Remote Teaching-Learning In China When Primary And Secondary Schools Were Disrupted By Covid-19 Pandemic, Tianhong Zhang
Learning From The Emergency Remote Teaching-Learning In China When Primary And Secondary Schools Were Disrupted By Covid-19 Pandemic, Tianhong Zhang
Education Faculty Publications
China educational system launched the emergency remote teaching-learning (ERT) as the response to the COVID-19 pandemic with the mission of “suspending schools without stopping teaching-learning”. When schools moved to temporary remote instruction, teachers, students and parents encountered challenges in terms of deep remote teaching and learning. In the current study, parent (N=741) and teacher (N=145) from 16 provinces in China gave responses to four open-ended questions in the web-based questionnaires released on wjx.cn. The themes arose from the thematic analysis. The participants emphasized that online teaching-learning can’t replace face-to-face one in the brick-and-mortar classrooms in terms of the glitchy technology, …
The History You Don’T Know, And The History You Do: The Promise Of Signature Pedagogies In History Education, Dave Powell
The History You Don’T Know, And The History You Do: The Promise Of Signature Pedagogies In History Education, Dave Powell
Education Faculty Publications
The persistent separation of subject-matter content and pedagogical training in traditional teacher education programs has made it difficult for many beginning teachers to establish a base of knowledge they can use to develop pedagogical content knowledge as their careers unfold. While existing efforts to bridge this gap have focused on intensive collaborations between education faculty and their colleagues in disciplinary fields, or on the integration of disciplinary knowledge into teacher education coursework, work still can be done to address the problem of providing beginning teachers with the balance of deep and flexible content knowledge complemented by practical teaching maneuvers that …
Resources For Teaching About Racism And Police Violence, Kerri Ullucci, Joi Spencer
Resources For Teaching About Racism And Police Violence, Kerri Ullucci, Joi Spencer
Education Faculty Publications
No abstract provided.
A Resource Guide For Schools And Districts: Addressing Racism In The Education System, Joi Spencer, Kerri Ullucci
A Resource Guide For Schools And Districts: Addressing Racism In The Education System, Joi Spencer, Kerri Ullucci
Education Faculty Publications
This resource guide is designed for schools (public, private, charter, online, home, etc.), and school districts. We imagine it as a jumping off point for professional development about issues of equity, justice and anti-Blackness. Inside, you will find sources and readings to help us better understand and support Black youth. These resources can be used for ongoing professional development, for teacher book groups, with teacher leadership teams, as part of new teacher mentoring, and/or with administrative teams as they are charting new ways to support Black youth in your school.
Elementary Pre-Service Teachers’ Reflections On Integrated Science/Engineering Design Lessons: Attending, Analyzing, And Responding To Students’ Thinking, Elaine M. Silva Mangiante, Adam Moore
Elementary Pre-Service Teachers’ Reflections On Integrated Science/Engineering Design Lessons: Attending, Analyzing, And Responding To Students’ Thinking, Elaine M. Silva Mangiante, Adam Moore
Education Faculty Publications
The Next Generation Science Standards (NGSS) and recent efforts in STEM education have highlighted a multi-disciplinary vision of teachers’ integrating science education and engineering design problem-solving for student learning and critical thinking development. However, elementary pre-service teachers (PSTs) typically are unfamiliar with engineering design. Since research is limited on elementary PSTs’ ability to notice student thinking for engineering problem-solving, the purpose of this exploratory study was to identify patterns in PSTs’ written reflections from their fourth-grade practicum teaching experience with an integrated science/engineering STEM unit. We adapted Barnhart and van Es’s (2015) teacher noticing coding scheme to examine PSTs’ level …
Preparing Suburban School Leaders To Recognize Everyday Narratives That Promote Opportunity Gaps, Deirdra Preis
Preparing Suburban School Leaders To Recognize Everyday Narratives That Promote Opportunity Gaps, Deirdra Preis
Education Faculty Publications
The ability of school leaders to recognize and confront marginalizing narratives that prevent equitable access and outcomes for their historically underserved student populations is critical to transforming their schools. This article is designed to build the leadership capacity of suburban school leaders to intervene in inequitable practices by leading them through an exploration of eight beliefs and assumptions - and the problematic decisions often prompted by them - that have been identified in the literature as barriers to the academic and post-secondary advancement of historically underserved student populations attending suburban schools.
Women Living History: An Exploration Of Transformational Learning In A Living History Group, Amanda Silva, Joseph Polizzi
Women Living History: An Exploration Of Transformational Learning In A Living History Group, Amanda Silva, Joseph Polizzi
Education Faculty Publications
Although transformational learning has been studied in numerous contexts (English and Peters, 2012; Foote, 2015; Mezirow, 1990; Mezirow, 1997; Nohl, 2015), one area worth further exploration is the activity of living history. Living history, as defined by Anderson (1982), is essentially the simulation of life in another time. The present study focuses on a group of women in a small living history organization and how their participation in this group has changed them. Participant observation and interviews were used to determine what the women gain from their participation and to uncover some of the reasons they continue with the group. …
Daring Greatly: School-University Partnerships And The Development Of Teacher Leadership, René Roselle, Robin E. Hands, June Cahill
Daring Greatly: School-University Partnerships And The Development Of Teacher Leadership, René Roselle, Robin E. Hands, June Cahill
Education Faculty Publications
This survey-based self-study explored how teachers’ commitments to a formalized lead teacher role in relationship with a university partnership impacted their perceptions of themselves as educational leaders and as agents of change; and how these perceptions impacted P-12 student learning. The study showcases the importance of creating an infrastructure that includes a lead teacher component when establishing professional development school (PDS)-university partnerships and demonstrates the value and impact that teacher leaders bring to partnership work. Through this study, the authors hope to further professionalize and exonerate the role of lead teacher in order to encourage others to “dare greatly” by …