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Articles 1 - 13 of 13
Full-Text Articles in Education
Reinvigorating Classroom Practice Through Collaborative K-12 And Higher Education Professional Development, Sean W. Agriss, Katie O'Connor, Louann Reamer, Andrea Reid
Reinvigorating Classroom Practice Through Collaborative K-12 And Higher Education Professional Development, Sean W. Agriss, Katie O'Connor, Louann Reamer, Andrea Reid
Northwest Journal of Teacher Education
High school, community college, and university faculty attempted to address student readiness for first-year college English classes by working with each other across sectors in an ongoing, collaborative professional development project, Successful Transitions to College (STC). STC demonstrates that teachers can work across sectors to smooth transitions for students who often navigate multiple educational systems throughout their K-16 experience. This professional development work intentionally built opportunities for faculty to work collaboratively while honoring teaching expertise and shared problem solving. Interest in student transition across academic sectors has created a fresh realization for many teachers—one of the best ways to …
Universal Design For Learning (Udl) As A Structure For Culturally Responsive Practice, Krista James
Universal Design For Learning (Udl) As A Structure For Culturally Responsive Practice, Krista James
Northwest Journal of Teacher Education
Alaska is rich with cultural and ethnic diversity. In fact, it is one of the three most diverse parts of the country. Culturally relevant practice both needed and required in Alaskan schools. Universal Design for Learning (UDL) is a framework that may assist educators in this endeavor. While UDL provides a framework for implementing instruction, the Alaska Cultural Standards for Educators tell us what best practice looks like for our diverse student population, especially our Alaska Native students. This article explores examples of implementation of the Alaska Cultural Standards for Educators within a UDL framework.
Living Your Values In The Classroom: The Connection Between Beliefs, Pedagogy, And Personhood, Bailey Ellis-Wiard
Living Your Values In The Classroom: The Connection Between Beliefs, Pedagogy, And Personhood, Bailey Ellis-Wiard
Northwest Journal of Teacher Education
New teachers face challenges as they acclimate to the profession. One of the toughest obstacles is finding ways to hold onto beliefs about teaching and students when faced with systemic obstacles. In this reflective essay, a second-year teacher describes the challenges she has faced, as well as the strategies she uses to maintain both her belief-system and her passion for teaching. The essay ends with recommendations for both new and experienced teachers to match values with actions for the preservation of self and benefit of students.
Creating Conditions For Strong Mentoring, Melanie S. Pavao
Creating Conditions For Strong Mentoring, Melanie S. Pavao
Northwest Journal of Teacher Education
In this article, the author identifies best practices for mentor selection, pairing, education and implementation of mentoring programs for new teachers in schools. These best practices include careful selection of mentors with strong communication and collaborative skills, mindful matching of mentor to mentee, mentor education that includes a focus on reflective practices and strategies to deal with philosophical differences between the mentor and mentee, and release time and financial incentives for mentors to new teachers. Then, the author compares this research to current state mentoring policies, noting that while in many states a lack of structural and financial supports for …
Book Review: Information Literacy And Writing Studies In Conversation: Reenvisioning Library-Writing Program Connections, Jacqulyn Ann Williams
Book Review: Information Literacy And Writing Studies In Conversation: Reenvisioning Library-Writing Program Connections, Jacqulyn Ann Williams
Communications in Information Literacy
No abstract provided.
Book Review: Information Literacy In The Workplace, Lore Guilmartin
Book Review: Information Literacy In The Workplace, Lore Guilmartin
Communications in Information Literacy
No abstract provided.
Back-To-School Night: The Focus Could Be Love, Kimberly H. Campbell
Back-To-School Night: The Focus Could Be Love, Kimberly H. Campbell
Northwest Journal of Teacher Education
This article explores how Back-to-School Nights could be an opportunity for teachers to share who they are and why they love the content they teach with the parents who attend this fall event. It shows how beginning teachers built on an example from a veteran teacher’s Back-to School Night presentation and incorporated PowerPoint to introduce themselves and their classroom content and expectations.
A Cooperating Teacher, A Supervisor, And A Critical Confidant: The Journey Moving Toward A New Model Of Support For Student Teachers, Christina C. Pfister, Sophia Paljevic
A Cooperating Teacher, A Supervisor, And A Critical Confidant: The Journey Moving Toward A New Model Of Support For Student Teachers, Christina C. Pfister, Sophia Paljevic
Northwest Journal of Teacher Education
Extensive research has found that student teaching is a challenging experience for pre-service teachers (PSTs). This paper proposes a new model for the student teaching experience where PSTs have a cooperating teacher, supervisor, and also a special mentor called a Critical Confidant. We collected survey data over the course of three consecutive semesters to determine PST’s perceptions. Results indicate that PSTs found having a Critical Confidant to be an overwhelmingly positive experience. PSTs felt safe because of the non-evaluative Critical Confidant role. They appreciated support from someone who had more experience but who was not yet an expert teacher. Implications …
Understanding Complexities: Teacher Voices On Differentiating Literacy Practices, Kimberly K. Ilosvay Edd, Elise Pepe
Understanding Complexities: Teacher Voices On Differentiating Literacy Practices, Kimberly K. Ilosvay Edd, Elise Pepe
Northwest Journal of Teacher Education
The fact that populations attending U.S. schools are diverse, in terms of cultural representation, SES, languages spoken, etc., means that it is imperative for teachers and teacher candidates to have knowledge of various ways students gain and use literacy. This qualitative study describes reported influences on decisions made and differentiated literacy practices present in classrooms deemed effective with diverse learners. Using a multidimensional framework (Cohen, 2006), analysis highlights social, emotional, ethical, and academic education. Findings reveal the importance of how teachers define literacy and how schools support teachers when designing literacy instruction for different learners. Differences in teacher beliefs and …
What Teacher Educators Learned About Negotiating Power Relationships During Lesson Study Planning, Susan J. Lenski, Nicole R. Rigelman, Anita L. Bright, Gayle Thieman, Bernd R. Ferner
What Teacher Educators Learned About Negotiating Power Relationships During Lesson Study Planning, Susan J. Lenski, Nicole R. Rigelman, Anita L. Bright, Gayle Thieman, Bernd R. Ferner
Northwest Journal of Teacher Education
The purpose of this study was for eight university-based teacher educators to experience Lesson Study planning in order to gain a deeper understanding of the power relationships our teacher candidates experience in student teaching. Data included six video recorded and transcribed planning sessions. Data analysis focused on the power relationships evident in the teacher educators’ lesson planning process, including positions of power that were identified as sole leadership, challenged leadership, and shared leadership. Implications for incorporating lesson study with teacher candidates include increased sensitivity to power dynamics and leadership roles during planning.
Fresh Starts Behind Bars ... Teaching With The Inside-Out Prison Exchange Program, Deanna Chappell Belcher
Fresh Starts Behind Bars ... Teaching With The Inside-Out Prison Exchange Program, Deanna Chappell Belcher
Northwest Journal of Teacher Education
I borrow from Audre Lorde’s introduction to her 1979 essay “Man Child: A Black Lesbian Feminist’s Response” to introduce this piece. This article is not a theoretical discussion nor a how-to article. This is the way it was and is with me and my Inside-Out students and I leave the theory to another time and person. This is one woman’s telling (Lorde, 2007). There is plenty being talked and written about the school-to-prison pipeline, about education’s impact on recidivism rates, the debate about Pell Grants for the incarcerated, and related issues. What I hope to contribute is a window …
New Academic Year, New Beginning: What A Teacher Educator Does For Renewal, Lina Darwich
New Academic Year, New Beginning: What A Teacher Educator Does For Renewal, Lina Darwich
Northwest Journal of Teacher Education
Teacher attrition and retention are real concerns facing K-12 education in the US. This article briefly explains why renewal matters for fostering teacher resilience, which is instrumental for thriving in the profession. It also identifies some practices that the author, a teacher educator, has adopted in order to start fresh with new pre-service teachers. These practices and habits are divided into three categories: professional, emotional, and social. Some of these practices include sharing her values at the beginning of an academic year and engaging in some emotional awareness activities. At the end the author stresses the importance of teacher educators …
Preservice Teachers' Understandings Related To Language In The Mathematics Classroom, Amanda T. Sugimoto
Preservice Teachers' Understandings Related To Language In The Mathematics Classroom, Amanda T. Sugimoto
Northwest Journal of Teacher Education
Mathematics reforms are highlighting the important role that language plays in mathematics education. However, there remains a common misconception that mathematics is somehow language-free. This qualitative study explored 67 elementary preservice teachers’ developing understandings about the role of language in the mathematics classroom based on their practicum experiences. Iterative, open-coding techniques were used to analyze mentor teacher advice and preservice teachers’ observations of mentor teachers teaching a mathematics lesson. The tool helped focus preservice teachers’ attention on language in the mathematics classrooms. Implications are identified for mentor and preservice teachers’ knowledge and skill development toward linguistically responsive teaching practices.