Education Commons^™

Avaliação Da Intervenção Psicossocial Letramento Em Saúde Mental Na Adolescência Para Professores: Um Estudo Quase Experimental, Magliane Soares Trindade, Pontificia Universidade Catolica Do Rio Grande Do Sul

AMNET XX Conferencia Internacional

Objetiva-se avaliar o impacto da intervenção no conhecimento dos professores sobre saúde mental e na qualidade de vida dos mesmos. A intervenção ocorreu em cinco módulos semanais, totalizando 16 horas. Os temas se referem à Saúde Mental, Determinantes Sociais da Saúde, Estigma, Fatores de proteção e risco na adolescência, transtornos mentais, formas de autocuidado, acolhimento e encaminhamento em situações de sofrimento mental. O delineamento é quantitativo, longitudinal e de natureza quase experimental, avaliado em três tempos, pré e pós teste em um intervalo de 4 meses. Na amostragem por conveniência os professores foram alocados em dois grupos: 25 no grupo …

K-12 Writing Teachers’ Careerspan Development: Participatory Pedagogical Content Knowledge Of Writing, Sarah J. Donovan, Jenn Sanders, Danielle L. Defauw, Joy Myers

Literacy Practice and Research

This narrative grounded theory study examines 19 US K–12 teachers’ development of pedagogical content knowledge of writing (PCKW) across their careers. Building on writing pedagogies and career cycle theories, we invited writing teachers to tell stories of critical experiences that contributed to their development. Findings indicate that teachers’ understanding of writing, being writers, and teaching writers were propelled by various critical experiences--both personal and professional. Our model shows that these experiences prompted teachers to engage in participatory PCKW to cultivate development. Implications are that writing teachers need communities of practice, mentors, and ongoing participatory engagements to sustain process pedagogies.

Opening The Circle To Support Dyslexia Policy Success: Learning From The Voices Of Literacy Teacher Educators, Kathleen S. Howe, Teddy D. Roop

Literacy Practice and Research

An authoritative discourse surrounds the current dyslexia legislation and science of reading movement that largely silenced literacy teacher educators’ voices and participation in this important policy initiative. This study was designed to include the voices of literacy teacher educators from four Midwestern states (Iowa, Kansas, Missouri, Nebraska). The study was conducted across two phases. This article focuses on Phase II, which involved one-on-one interviews with participants. The interview responses were qualitatively analyzed using a priori and inductive analysis. Three major themes emerged that inform how literacy teacher educators negotiated sense-making of a historically confusing construct (dyslexia) and related policy initiative.

Ungifted: Teacher Candidates’ Understanding Of Giftedness Through Literature Circles, Sharryn Larsen Walker, Wendie Lappin Castillo

Literacy Practice and Research

The purpose of this qualitative study was to analyze the reflective comments made by teacher candidates (TCs) after they participated in weekly discussions about the tween novel Ungifted by Korman (2012). The TCs attended at a regional Pacific Northwest university, majoring or minoring in various educational fields. After reading and discussing the topic of giftedness as it related to their engagement with the novel, the TCs wrote a reflective essay about their new understandings of teaching the gifted. Using the constant-comparative method, the essays from three sections of the course over a three-year period were read and reread for identifiable …

What Are The Disciplinary Literacy Complex Texts And Comprehension Habits Of Mind In Elementary (K-6)?, Stephanie Buelow, Charlotte Frambaugh-Kritzer

Literacy Practice and Research

This article spotlights complex texts and the comprehension habits of mind that elementary students may encounter across the disciplines of visual arts, performing arts, science, social studies, and mathematics.

Teacher Educators' Beliefs, Self-Efficacy, And Perceptions Related To Dyslexia: Phase I, Teddy D. Roop, Kathleen S. Howe

Literacy Practice and Research

Educators are often blamed by dyslexia organizations and advocates for failing to provide appropriate reading instruction for students, including the identification and instruction of student with dyslexia. As a results, states are responding with legislation for how reading should be taught. This study focuses on including the voices of teacher educators, who largely were not included in the process of informing legislation. It sought to understand their: (a) beliefs about dyslexia; (b) self-efficacy for working with students with dyslexia and other reading challenges; and (c) perceptions about their programs and dyslexia legislation.

Contemporary Children’S Literature In Education Courses: Diverse, Complex, And Critical, Jennifer Graff, Lauren Aimonette Liang, Miriam G. Martinez, Amy Mcclure, Deanna Day, Mary-Kate Sableski, Jackie M. Arnold

Literacy Practice and Research

Contemporary Children’s Literature in Education Courses:

Diverse, Complex, and Critical

While research has established the importance of children’s literature in classrooms, the inclusion of children’s literature courses in teacher preparation programs increasingly faces resistance. A team of children’s literature and literacy education scholars conducted a national survey of children’s literature courses in P-8 teacher certification programs to better understand the role these courses currently serve. Survey questions centered on course types, formats, descriptions, goals/objectives, readings, and assignments. Initial analysis focused on a comparison of undergraduate and dual-degree programs, and further analysis of a subset of undergraduate courses involved cross-data comparison …

Disciplinary Literacy In Practice: Examining How English Teachers Read Literary Texts, Matt Cantrell

Literacy Practice and Research

This study investigates the viability of disciplinary literacy by (1) examining whether English teachers can use disciplinary methods to read a disciplinary text and (2) identifying possible relationships between teacher training and the use of disciplinary approaches. In total, 21 English instructors thought-aloud as they read an unfamiliar poem, and two independent raters evaluated each transcribed response as either “Disciplinary” or “General” depending on the types of reading strategies demonstrated using a rubric generated from previous expert-novice studies in literary reading. This study found that ten (10) of the 21 participants used at least one disciplinary method to make sense …

Putting Out Fires Through A Re-Grounded Critical Literacy: Slowing The Spread Of Misinformation Through Teacher Education, Noah Asher Golden, Breanna Couffer

Literacy Practice and Research

In this essay, we discuss the challenges teacher educators face when preparing secondary teachers to educate adolescent learners in an age of seemingly-ubiquitous online mis- and disinformation. Mis- and disinformation about COVID-19, the climate crisis, or even the shape of the planet Earth are abundant in our mediasphere, and teacher educators can play a central role in supporting secondary-level learners in navigating the multiple and conflicting claims they come across. We explore a literacy teacher education approach that marries discursive analysis with empirical investigations, and share an example of critical textual analysis bolstered by scientific investigation.

Literacy Faculty Perspectives During Covid: What Did We Learn?, Xiufang Chen, Shuling Yang, Tala Karkar Esperat, Chelsey M. Bahlmann Bollinger, Ann Van Wige, Nance S. Wilson, Kathryn Pole

Literacy Practice and Research

This multi-institutional collaborative survey research investigated graduate literacy faculty’s experiences and perceptions of teaching online during Covid-19 in the U.S.A. Results indicate faculty did not perceive limitations in these online learning environments. However, they encountered various challenges, and handling field experiences became the greatest challenge. Also reported were their mental and physical health concerns. Faculty participants realized they needed to be more student-centered with their online teaching. As faculty move toward post-pandemic course design and teaching, lessons learned during the pandemic can help build stronger and more equitable graduate literacy education programs.

The Path To Self-Authorship: The Pre-Service Teacher-Writer, Shari L. Daniels Dr., Pamela Beck

Literacy Practice and Research

This literature review examined the relationship between the development of a teacher who writes (teacher-writer) and the phases of self-authorship, “the internal capacity to define one's beliefs, identity and social relations” (Baxter Magolda, 2001, p. 269). The narratives of three teacher-writer-authors show a correlation to Magolda’s self-authorship phases. The purpose of this examination was to explore the question: How might a writing support teachers in personally and professionally? Research suggests new teachers are unprepared for today’s classrooms. Could this unpreparedness may be related to a lack of self-authorship? Might a consistent writing practice propel teachers through the phases of self-authorship …

"A Virtual Community Literacy Partnership: A Place-Based Reading And Writing Initiative Between College Of Education Students And Urban Middle School Students", Anne Katz Ph.D., Justin Hanson

Literacy Practice and Research

How can I reflect on my practice as a literacy teacher? “I want to be the type of teacher who inspires great writing from my students, and makes them yearn for more knowledge.”

As a reading professor, I am inspired by the words Justin wrote in the pre-project survey at the beginning of the semester. In the midst of a pandemic, how could I create a learning experience to facilitate a literacy collaboration with local middle school students? I planned the community literacy partnership in the context of a College of Education grant written the previous year. This format anticipated …

Critical Awareness For Literacy Teachers And Educators In Troubling Times, Patriann Smith, S. Joel Warrican

Literacy Practice and Research

The field of literacy remains assailed by a persisting discrepancy between an increasing body of literacy research that honors the diversity in students’ practices juxtaposed against a persistent system of schooling and high-stakes assessment that has not been designed to draw from underrepresented students’ literate assets. This discrepancy has created a situation where teachers often receive well-intentioned instruction from literacy educators about how to address diverse literacy needs, but then, struggle to enact this instruction in the high-stakes testing environment of classrooms and schools where they have little autonomy. We argue in this essay that critical multilingual, critical multicultural and …

Perceptions Of Support And Teacher Retention In Secondary Schools, Amaris Leal

FIU Electronic Theses and Dissertations

Teacher attrition is a problem plaguing districts across the nation. Miami-Dade County Public Schools is the 4^th largest school district in the nation and continues to encounter difficulty keeping teachers. This study investigates how nine secondary level teachers conceptualize support. Teachers’ years of experience range from five to thirty-five years teaching in Miami-Dade County Public schools. Early, Mid and Late Career teachers were interviewed to understand their lived experiences in the professions as it pertains to support and how they conceptualize support. This case study utilizes phenomenological methods informed by the work of Vagle (2018) and van Manen (2014, …

Preparing Contemporary Reading/Literacy Specialists: Pairing Research And Standards, Allison Swan Dagen, Aimee Morewood, Susan Taylor, Christina Glance, Angela Curfman, Kimberly Goletz

Literacy Practice and Research

The evolving role of the school-based reading/literacy specialist and the shifts necessary for programs preparing candidates for this role are addressed in this paper. We begin by sharing a brief history of the role as implemented in preK-12 schools, with a focus on contemporary responsibilities. Then, we present a detailed account of the program level decisions aligned with the International Literacy Association Standards for Literacy Professionals 2017 (2018) and programmatic elements research (Lacina & Block, 2011). We conclude this paper with recommendations and next steps for programs who focus on reading/literacy specialist preparation and implementation of the role in preK-12 …

Expanding Representations For Historical Content In Literacy, Samuel Dejulio, James R. King, Norman A. Stahl

Literacy Practice and Research

In spite of the need for literacy educators to possess an understanding of the history of the field, such historical perspectives are often absent in current programs, even at the graduate level. Fortunately, embedding history in programs and courses can be done in a variety of meaningful, engaging, and simple ways. In this article we present and describe several approaches for instructors who want to embed or even expand history into current literacy courses. We organize these approaches into three areas: Inquiry-based learning, dramatic structures, and humanistic approaches.

Cultivating The Strategy Of Summarizing Sequential Expository Text: Scaffolds And Supports For The Intermediate Grades, Jennifer M. Green, Jennifer Holman

Literacy Practice and Research

Fourth-grade students in the United States have notoriously experienced a fourth-grade slump in reading. This persistent trend has led researchers, school leaders, and teachers to seek ways to improve comprehension of expository text. Summarizing is a complex strategy that requires students to analyze, condense, and express information in their own words. This action research project explored the impact of three techniques (cloze summaries, graphic organizers, and paraphrasing) on students’ ability to summarize sequential text in writing. Explicit instruction led to marked growth in students’ ability to write summaries of expository text.

Teachers’ Use Of Standardized Assessments To Monitor Learning And Its Impact On Student Reading Achievement, Eilyn Sanabria

FIU Electronic Theses and Dissertations

Reading instruction must be “intentional, systematic, and explicit” and “implemented by a knowledgeable teacher” (Ruetzel & Cooter, 2019, p. 87). The era of accountability has brought standardized assessments to the forefront of reading instruction. However, gaps about assessment-related and instructional practices and their impact on student achievement exist in the literature. The present study aims to provide needed insights on how these practices help or hinder, specifically, historically low-performing students.

Using student achievement and teacher survey data from the Early Childhood Longitudinal Study: Kindergarten 2011 (ECLS-K), and through the lens of data use theory (Hutchins, 1995; Spillane, 2012), hierarchical multiple …

Influencing Professional Practice Through Academic Service Learning (As-L):, Sharryn Larsen Walker, Anne Katz Ph.D.

Literacy Practice and Research

Findings related to the reflections of pre-service teachers in Family Literacy Events (FLE) as an Academic Service-Learning (AS-L) project are detailed. Pre-service teachers in the Southeast and Pacific Northwest were provided opportunities to bridge theory with practice and apply research-based approaches in community settings. Teacher candidates provided parents with language and literacy strategies and resources to assist them in creating high-quality home learning experiences. The teacher candidates’ reflections are categorized by basic tenets of AS-L, specifically Awareness, Engagement, Practice, Integration, and Reflection. Speculation as to how their reflections were affected by the prompts of their essays are discussed.

Some Suggestions For Volunteers Facilitating Literature Circles, Annmarie Alberton Gunn

Literacy Practice and Research

As a former elementary teacher and now a literacy teacher educator, I like to get back into elementary classrooms. This year, I asked my child’s teacher if I could volunteer one day a week for an hour in any way that could be helpful. She agreed, and I was particularly excited when this exemplary classroom teacher asked me to facilitate literature circles with a group of third grade students.

Transformations In Teacher Candidates’ Development As Literacy Teachers In A Summer Literacy Camp: A Sociocultural Perspective, Janet Richards

Literacy Practice and Research

In this inquiry I applied an innovative sociocultural framework to explore transformations in preservice teachers’ development as literacy teachers as they worked with children at-risk in a summer literacy camp. The camp incorporated a community of practice model in which teams of master’s and doctoral students mentored small groups of preservice teachers. In this study I explored preservice teachers ’ learning following Rogoff’s (1995,1997) notions of the personal, interpersonal, and community planes of analysis. I also employed a postmodernist crystallization imagery to capture multiple perspectives on the preservice teachers’ growth as literacy teachers. The study assigns importance to the contextual …

Teaching With Local Primary Sources, Molly Castro, Katharine Labuda, Rebecca Bakker

Works of the FIU Libraries

This workshop explored how to best promote the use of special collections and archives to the teaching community of South Florida. The presenters conducted this training to connect South Florida area teachers with resources for using primary source material in the classroom as part of a larger grant-funded project entitled, “Finding Our Place in History: Engaging Students with Local History through Online Primary Source Sets.” This workshop for educators introduced FIU’s primary source set and highlighted techniques for engaging with digital primary sources in the K-12 classroom.

An Examination Of Motivation And Teacher Identity In Minority High School Students Enrolled In A Career And Technical Education Teacher Preparation Program, Elizabeth M. Aguila

FIU Electronic Theses and Dissertations

This quantitative research describes the measures of motivating factors, through a social learning lens, that empower minority high school students in a CTE program to develop a teacher identity through time in clinical teaching practice. This quasi-experimental study found interactions between student motivation, teacher identity, and student achievement through an early clinical practice intervention used in SCHOOL A ECE 1. A comparison group, SCHOOL B ECE 2, was used to measure any effect of a community of practice framework on these factors. The present study also used a non-teacher education program, SCHOOL A BIO 1 to measure if motivation and …

Dominant And Critical Mathematics: A Multi-Case Study Examining Mathematics Teachers’ Equitable Teaching Practices, Laura Zamudio

FIU Electronic Theses and Dissertations

In the field of mathematics education, it is common for studies to use test scores to examine racial and socio-economic achievement gaps. The results of such studies have influenced mathematics teachers to address issues of equitable access and achievement as part of closing existing gaps (Gutiérrez & Ezekiel Dixon-Román, 2011). However, closing achievement gaps does not mean that equity has been addressed if marginalized students continue to express a cultural disconnect from the field of mathematics (Lubienski & Gutiérrez, 2008).

This qualitative multi-case study seeks to attend to these issues by exploring the understandings of equity and equitable teaching practices …

An Examination Of Cuban-American Social Studies Teachers' Cultural Consciousness Relative To Their Identity, Educational Beliefs, And Curricular Decisions: A Critical Latino Theoretical Perspective, Victor Barrios

FIU Electronic Theses and Dissertations

The purpose of this research was to examine how five self-identified Cuban-American social studies teachers, in a city where they are viewed as the dominant culture, demonstrated ethnic and cultural identity, expressed educational beliefs on teaching and learning, promoted culturally diverse pedagogy, and approached the official curriculum relative to their cultural consciousness. This study used a qualitative research design with multiple case and cross-case analysis. Critical Latino theory was the theoretical framework employed for social and cultural categories pertinent to Latinx groups. The study found that the teacher-participants in this study reflected a dominant cultural ideology in Miami which influenced …

Persistence Among Emerging Adults With Traumatic Brain Injury In Postsecondary Settings, Ardith A. Clayton-Wright

FIU Electronic Theses and Dissertations

This longitudinal study sought to investigate the demographic and socio-psychological factors associated with predicting persistence in postsecondary education among emerging adults with traumatic brain injury. The predicting variables in this study were: (a) gender (sex), (b) socioeconomic status (SES), (c) employment, (d) years of education; (e) age at onset of injury, (f) existence of familial capital/parental involvement, and (g) hours spent studying for a class.

Data were obtained from a secondary dataset collected by the Traumatic Brain Injury Model Systems National Data and Statistical Center longitudinal database. There were 2436 participants with TBI in the study. Ages ranged from 16 …

A Mixed Method Study Of Prospective Teachers' Epistemic Beliefs And Web Evaluation Strategies Concerning Hoax Websites, Jennifer Coccaro-Pons

FIU Electronic Theses and Dissertations

Teachers need to be equipped with the tools necessary to evaluate content on the Internet and determine if it is a credible source, or a hoax website since they are expected to instruct and prepare students on how to evaluate the sites which is now a relevant phenomenon. The purpose of the mixed‑method study was to obtain an understanding of the web evaluation strategies of prospective teachers regarding the evaluation of hoax websites and how their epistemic beliefs may influence their evaluation. Another aspect of this study was to find out what outcomes resulted from providing guidance, or not to …

From Head To Head Or Heads Together? Cultivating Information Literacy In Early Childhood, Marilyn Way, Kerry Boland

ICOT 18 - International Conference on Thinking - Cultivating Mindsets for Global Citizens

From Head to Head or Heads Together? offers an interactive workshop sharing effective evidence-based pedagogical approaches to Information Literacy (IL) in the early years, particularly in redressing disadvantage. IL skills are 21^st Century skills needed by children and families to ensure inequities are challenged. Being able to find, evaluate and apply information for personal benefit is a key attribute in today's knowledge economy. IL goes beyond developing functional skills to creating attributes that enable lifelong learning. However, simply having access to digital technologies and online resources does not always equate to developing these attributes.

The 2015 Australian Early Development …

Educando Hacia La Sustentabilidad, Maria F. Guida

ICOT 18 - International Conference on Thinking - Cultivating Mindsets for Global Citizens

Las escuelas y los sistemas educativos fueron creados para responder a los desafíos emergentes de un determinado período histórico. A medida que avanzamos en la historia de la educación observamos que se utilizaron distintos modelos según los factores políticos y socioeconómicos del momento.

El modelo actual de la escuela todavía responde a inquietudes del siglo pasado. Nuestro mundo atraviesa realidades totalmente distintas y nuestro futuro es cambiante y desconocido.

Problemáticas mundiales como el Calentamiento Global y Cambio Climático constituyen grandes ejemplos de esta nueva etapa que atraviesa nuestro planeta. Debemos preparar a nuestros alumnos a manejarse ante estos continuos cambios …

Diseño De Una Rúbrica Para Evaluar El Impacto Del Desarrollo Del Pensamiento En Los Estudiantes Unificando La Disposición Y La Competencia, Naiara Bilbao Quintana, Oihane Goioaga Buitrago, Itziar Latorre Trueba

ICOT 18 - International Conference on Thinking - Cultivating Mindsets for Global Citizens

Se presenta el diseño de una rúbrica de evaluación basándose en los aspectos comunes de a) por un lado, la competencia aprender a aprender, y b) por otro, la disposición al pensamiento, teniendo como referencia autores destacados en ambos ámbitos. A través de este instrumento, se pretende evaluar el desarrollo del pensamiento de los/las estudiantes.