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

Education Commons

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

Articles 1 - 24 of 24

Full-Text Articles in Education

Living With The Liminal: Unwieldy Unknowns Of Facilitating An Urban Education Cohort Of Student Teachers, G. Sue Kasun Nov 2017

Living With The Liminal: Unwieldy Unknowns Of Facilitating An Urban Education Cohort Of Student Teachers, G. Sue Kasun

Pedagogy & (Im)Possibilities across Education Research (PIPER)

The field of education research often overlooks the importance of supervision of the student teaching experience. In this article, I show how as a doctoral student with a focus on education for social justice, I struggled in that role of student teacher supervisor. Despite the students being enrolled in an “urban education” cohort, I felt my positioning was very liminal and perhaps counter-productive to the goal of social justice. I provide reflections and concrete examples of how racism manifested in classrooms and how the student teachers with whom I worked did and did not disrupt it, and how I often ...


How Collaborative Teaching Benefits Teachers, Students, And Programs, April M. Darnell Nov 2017

How Collaborative Teaching Benefits Teachers, Students, And Programs, April M. Darnell

International Symposium for Innovative Teaching and Learning

The presentation highlights the benefits of collaborative teaching approaches in the context of intensive English programs in higher education institutions in the United States. Three case studies are analyzed for utilization of collaborative teaching structures.


Editorial Introduction, Suzanne Porath Jul 2017

Editorial Introduction, Suzanne Porath

Networks: An Online Journal for Teacher Research

At the heart of action research and teacher inquiry is a deep desire to improve one’s practice. This issue of Networks: An Online Journal for Teacher Research highlights educators at a variety of levels reflecting on their work, asking hard questions, examining data, drawing conclusions, and making improvements to their practice.


A Teacher's Inquiry Into Bringing In Biliteracy In A Fifth-Grade English-Only Classroom, Stephanie Lynn Abraham Jul 2017

A Teacher's Inquiry Into Bringing In Biliteracy In A Fifth-Grade English-Only Classroom, Stephanie Lynn Abraham

Networks: An Online Journal for Teacher Research

This teacher inquiry project explored how I, a non-Spanish speaking teacher at the time, implemented critical, bilingual pedagogies to foster biliteracy development among my fifth-grade students. One, the project showed that students could further their biliteracy by incorporating their funds of knowledge through a family stories writing project. Two, many students were anxious about reading in Spanish, and dual poetry alleviated this due to its compactness and linguistic scaffolding. Finally, the project showed the continual issues of unequal power relations concerning bilingualism and biliteracy in US classrooms by showing how I failed to include languages other than Spanish in this ...


Fifth Graders’ Interpretations Of The Red Tree, Diane Barone, Rebecca Barone Jul 2017

Fifth Graders’ Interpretations Of The Red Tree, Diane Barone, Rebecca Barone

Networks: An Online Journal for Teacher Research

Fifth graders responded to a video of a picturebook, The Red Tree by Shaun Tan. They had not experienced explicit instruction in visual literacy and their responses served as a foundation for basic understanding of their analysis. We learned that they focused on four major areas: emotional aspects; visual qualities, summaries of the story; and a text focus. They understood the character’s emotions and were able to interpret many of Tan’s images.


An Action Research Project By Teacher Candidates And Their Instructor Into Using Math Inquiry: Learning About Relations Between Theory And Practice, Paul Betts, Michelle Mclarty, Krysta Dickson Jul 2017

An Action Research Project By Teacher Candidates And Their Instructor Into Using Math Inquiry: Learning About Relations Between Theory And Practice, Paul Betts, Michelle Mclarty, Krysta Dickson

Networks: An Online Journal for Teacher Research

This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build ...


Self-Reflections On Differentiation: Understanding How We Teach In Higher Education, Nykela Jackson, Lesley Evans Jul 2017

Self-Reflections On Differentiation: Understanding How We Teach In Higher Education, Nykela Jackson, Lesley Evans

Networks: An Online Journal for Teacher Research

Teachers are called to accommodate the individualized learning needs of a wide range of students. To support prospective and current teachers with this challenge, it is imperative to help them not only understand the theory of differentiated instruction, but how to implement it into practice. Building upon past research in the realm of higher education, this study sought to identify the past teaching experiences and expectations of two former K-12 teachers that formed the philosophy and practices that they bring to teacher preparation courses. Framed by interview questions used in past research with faculty, the two researchers self-reflected on their ...


Reflective Written Pieces: Inquiry Into The Practices Of Pre-Service Literacy Teachers, Janet Mcintosh Jul 2017

Reflective Written Pieces: Inquiry Into The Practices Of Pre-Service Literacy Teachers, Janet Mcintosh

Networks: An Online Journal for Teacher Research

The purpose of this action research project was to explore whether a reflective writing strategy, developed and used with pre-service teachers in a literacy methods course, assisted them with integrating theory and practice. The teacher educator analyzed the written reflective pieces and determined common categories. Study findings revealed some themes: meeting student needs, classroom strategies, field link experiences, personal student experiences, and growth statements. Pre-service teachers explored what their current knowledge was and how it had changed through the time spent reading and writing in the course; imbedded within the reflection pieces were references to practicum experiences with students in ...


Increasing Active Participation And Engagement Of Students In Circle Formations, Justin St. Onge, Karla Eitel Jul 2017

Increasing Active Participation And Engagement Of Students In Circle Formations, Justin St. Onge, Karla Eitel

Networks: An Online Journal for Teacher Research

Participation and engagement are important factors in students’ academic achievement and in increasing interest and motivation in the learning process. This study evaluates participation and engagement in circle formations in both outdoor and indoor education settings. Over a four-week study period, four instructors collected data on different circle formations. The four circle formations tested are: instructor and students standing (allstanding); instructor and students sitting (all-sitting); instructor standing with students sitting; instructor sitting with students standing. Results from 86 observation forms show that students had the greatest active participation and engagement in the all-sitting circle formation. The traditional learning arrangement, with ...


Engaging Secondary Students In Collaborative Action-Oriented Inquiry: Challenges And Opportunities, J. Spencer Clark Jul 2017

Engaging Secondary Students In Collaborative Action-Oriented Inquiry: Challenges And Opportunities, J. Spencer Clark

Networks: An Online Journal for Teacher Research

I recently helped facilitate a collaborative problem-based inquiry project with eighty-three secondary students. The students attended a large high school situated in a medium size town, surrounded by farmland and smaller rural towns. Demographically, nearly half of the students identified as Latina/o, while the slight majority of the students were White. The two groups of students also identified with the two dominant religious communities in the area: Catholic and Church of Jesus Christ of Latter Day Saints. The students were all seniors in an advanced American Government course.


Puzzling Pieces And Spiders' Webs: A Narrative About My Personal Journey To Teaching, Stephanie Burns Jul 2017

Puzzling Pieces And Spiders' Webs: A Narrative About My Personal Journey To Teaching, Stephanie Burns

Networks: An Online Journal for Teacher Research

I wrote the following paper upon completing my semester as a Student Teacher at an elementary school in a mid-size Midwestern university town. The goal in writing and presenting this paper was to select a focus area of growth throughout my time in the education program, considering how I’ve developed, what I’ve learned and where I hope to go as I continue forward on my journey of teaching and learning.


Redefining Teaching Itself: A Book Review Of The Reflective Educator's Guide To Classroom Research 3rd Edition., Suzanne Porath Jul 2017

Redefining Teaching Itself: A Book Review Of The Reflective Educator's Guide To Classroom Research 3rd Edition., Suzanne Porath

Networks: An Online Journal for Teacher Research

The journey metaphor is a typical representation of teacher research and the authors of The Reflective Educator’s Guide to Classroom Research evoke the metaphor, with images of paths, maps and compasses, because it visibly represents the feeling of starting an action research project. The authors make a point to favor the term “inquiry” over “research” to negate the typical associations with the term research.


The Kansas Teacher Education Advocate, Where We Have Been And Where We Could Go, Stu Ervay Jun 2017

The Kansas Teacher Education Advocate, Where We Have Been And Where We Could Go, Stu Ervay

The Advocate

Editorial. ORIGINS:​ The Advocate was begun in the 1970s by ATE-K Executive Director and past President Stu Ervay, who initially intended it to be similar to the Phi Delta Kappan in terms of format and content. The Kappan included articles that stimulated innovative thinking and possible action in America’s schools. The Advocate was meant to do the same thing for Kansas’ teacher education.


Keeping Community Stakeholders Informed About The Rationale For Program Changes, Kirsten Limpert, John Morton Jun 2017

Keeping Community Stakeholders Informed About The Rationale For Program Changes, Kirsten Limpert, John Morton

The Advocate

Communication is the key element in much of education. Gathering input and utilizing the information to help educators understand community perceptions is a vehicle that has long been underutilized in schools. This article will examine the historical perspectives of involvement and communication and provide concrete suggestions for keeping all stakeholders informed about the continually changing landscape of education. The authors use communication about Common Core State Standards as an example for keeping stakeholders informed about school change.


From Perception To Practice: Improving Literacy Pedagogy Through Field-Based Inquiry, Sarah E. Broman Jun 2017

From Perception To Practice: Improving Literacy Pedagogy Through Field-Based Inquiry, Sarah E. Broman

The Advocate

For over a century, approaches to reading instruction have been a volatile issue in education. ​The controversy regarding instructional approaches is evidenced in the context of educators’ beliefs regarding developmentally appropriate practice in the classroom. Much has been done in the way of research regarding the relationship between a teacher’s theoretical beliefs and practice in the classroom. However, there is a lack of research surrounding early field experience and the possible influence on preservice teachers’ philosophical viewpoints. The purpose of this study is to explore preservice teachers’ theoretical orientations and how they inform their practices during early field experiences.


Facilitating Applied Learning In An Introductory Course On Exceptionalities Through A Student Choice Project, Heidi R. Cornell, Jennifer P. Stone Jun 2017

Facilitating Applied Learning In An Introductory Course On Exceptionalities Through A Student Choice Project, Heidi R. Cornell, Jennifer P. Stone

The Advocate

Many beginning teachers feel unprepared to teach students in their inclusive classrooms. Preservice teachers may need applied learning experiences, intentionally focused on understanding of individuals with disabilities as human rather than as their disability or label. This paper shares an applied learning project couched in the principles of Universal Design for learning completed by students in a course about disabilities. Two Student Choice Project examples are shared to demonstrate the process for completion and to provide preliminary evidence of how this project facilitated transformation of student perceptions, built awareness, and improved openness and objectivity in understanding individuals with disabilities.


Growth Not Gotcha: The Power Of Feedback For Future-Readiness Of Teacher Candidates, Kelly Gillespie, Sue Jenkins, Vickie Schweinler Jun 2017

Growth Not Gotcha: The Power Of Feedback For Future-Readiness Of Teacher Candidates, Kelly Gillespie, Sue Jenkins, Vickie Schweinler

The Advocate

Feedback is powerful. Everybody needs feedback. The need for feedback includes teachers. It’s time to transform delivery of instruction and teacher-education with a powerful, 2-step observation-feedback process. Clarity of expectations set the stage for observation. Feedback is delivered instantaneously and regularly. Actionable feedback gets results including growth from self-reflection, collaborative conversation, and differentiated professional learning. Self-efficacy of teacher candidates soars and retention in the profession finally has a fighting chance. Feedback, the breakfast of champions (Blanchard, 2015) gives teachers dollops (Marzano, 2007). Feedback, the missing piece in continuous improvement (Feldman, 2016) and preparation of future-ready teacher candidates.


School Board Leadership: Best Practices, Brian T. Sims Jun 2017

School Board Leadership: Best Practices, Brian T. Sims

The Advocate

The purpose of this article is to identify school board best practices in K-12 education. Research suggests that school boards must continue to be actively involved in the governance of local policies and practices regardless of the size of the school district. In addition to monitoring progress and taking corrective action when school goals are not met, school boards must work collaboratively to create a vision, remain committed to the goals they set, and continue to use data to make educational decisions.


Table Of Contents And Introductory Materials For Vol. 23, No. 4, 2017, Bruce Quantic Jun 2017

Table Of Contents And Introductory Materials For Vol. 23, No. 4, 2017, Bruce Quantic

The Advocate

This content includes the table of contents and editorial information for vol. 23, issue 04 (Spring - Summer 2017)


Scholarship Of Teaching And Learning: Developing A Culture Of Assessment, Jacqueline M. Disanto, Nelson Nunez Rodriguez, Antonios Varelas, Alisa Roost Mar 2017

Scholarship Of Teaching And Learning: Developing A Culture Of Assessment, Jacqueline M. Disanto, Nelson Nunez Rodriguez, Antonios Varelas, Alisa Roost

Academic Chairpersons Conference Proceedings

The Scholarship of Teaching and Learning Initiative at Hostos Community College focuses on melding assessment and faculty development through a scholastic approach. In order to facilitate a campus-wide engagement in assessment, particularly related to the effectiveness of classroom instruction, the focus remains on individual expectations and talents, professional responsibilities, and using formative and summative assessment to improve student success and recidivism. This was initiated through open dialogue on the critical need for inquiry-based instruction, targeted presentations, and a sustainable network of support.


Exploring Programmatic Issues Which Affect Continuing Legal Education In Kansas, Holly B. Fisher, W. Franklin Spikes Jan 2017

Exploring Programmatic Issues Which Affect Continuing Legal Education In Kansas, Holly B. Fisher, W. Franklin Spikes

Adult Education Research Conference

This mixed methods research study identified common mandatory continuing legal education (MCLE) practices by Kansas providers and evaluated these against established adult and continuing education best practices.


Quiet Noise: Adult Education’S Silence On Disabilities, Carol Rogers-Shaw Jan 2017

Quiet Noise: Adult Education’S Silence On Disabilities, Carol Rogers-Shaw

Adult Education Research Conference

This literature review documents the omission of disability in adult education discourse on power distribution, access to education, and inclusion in educational settings and suggests ways to address this exclusion.


Educators’ Reflections On Empowerment In A Gender Responsive Program For Women Offenders, Carolyn L. Sandoval, Lisa M. Baumgartner Jan 2017

Educators’ Reflections On Empowerment In A Gender Responsive Program For Women Offenders, Carolyn L. Sandoval, Lisa M. Baumgartner

Adult Education Research Conference

We explore women educators’ experiences teaching in a gender-responsive program for women who are incarcerated. Themes including fostering empowerment, motivations for teaching, and tensions teaching emancipatory content in jail.


Career Transition To Non-Tenure-Line Faculty: Midlife Women’S Challenges, Supports, And Strategies, Catherine A. Cherrstrom Jan 2017

Career Transition To Non-Tenure-Line Faculty: Midlife Women’S Challenges, Supports, And Strategies, Catherine A. Cherrstrom

Adult Education Research Conference

Numbers of new faculty with prior careers, women faculty, and non-tenure-line faculty are increasing. This study investigated the career transitions and strategies of women midlife career changers to non-tenure-line faculty.