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Teacher Education and Professional Development

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Full-Text Articles in Education

Sample Literature Review - Supplement For "Genre Knowledge As Artisanship" Presentation At Iwca 2019, Lucy Bryan Malenke Oct 2019

Sample Literature Review - Supplement For "Genre Knowledge As Artisanship" Presentation At Iwca 2019, Lucy Bryan Malenke

Lucy Bryan Malenke

This handout includes an assignment sheet for a literature review and a literature review draft composed by a student completing an honors project in the field of Communication Sciences and Disorders. These materials were used in the "Genre Knowledge as Artisanship: The Craft of Discipline-Specific Writing Tutorials" presentation at the 2019 International Writing Centers Association Conference in Columbus, Ohio.


A Journey Of Transformation : A Reflective Recount Of The Evolution Of Akes,P, Sadrudin Pardhan, Aien Shah, Samina Saad, Karim Panah, Mir Zaman, Khadija Khan Oct 2019

A Journey Of Transformation : A Reflective Recount Of The Evolution Of Akes,P, Sadrudin Pardhan, Aien Shah, Samina Saad, Karim Panah, Mir Zaman, Khadija Khan

Mir A. Zaman

This paper presents an overall picture of the evolution of the Aga Khan Education Service, Pakistan (AKES,P) over a century. Reaching out to the remotest areas of Pakistan, AKES,P, has been providing quality education for over a hundred years. The first school of AKES,P, was established in 1905 in Gwadar, Balochistan. Over a century later, AKES,P, now operates 179 schools and 5 hostels in Gilgit-Baltistan, Chitral, Punjab and Sindh, mostly in rural areas. These represent very diverse schools, ranging from a rural school with less than 30 children to a large urban school with over 3000 ...


Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez Oct 2019

Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez

Melanie González

Text: Fairbairn, S. & Jones-Vo, S. (2010). Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers. Philadelphia: Calson.


Toil Of The Firestarters, Peter A. Alces Sep 2019

Toil Of The Firestarters, Peter A. Alces

Peter A. Alces

No abstract provided.


Professional Development: South Carolina Family And Consumer Sciences Secondary School Teachers' Experiences, Facilitators, And Opportunities , Ethel Nellie Grant Jones Sep 2019

Professional Development: South Carolina Family And Consumer Sciences Secondary School Teachers' Experiences, Facilitators, And Opportunities , Ethel Nellie Grant Jones

Ethel G. Jones

This study used a descriptive and correlational design to examine relationships among selected personal and professional characteristics, professional development experiences, facilitators, and opportunities of South Carolina secondary family and consumer sciences (FCS) secondary school teachers;Two models were developed to suggest various relationships among key variables based on Fullan's (1995) idea about the potential and limits of professional development. One model focused on experiences, the other on opportunities;A population of 496 middle, junior, senior, and occupational school FCS teachers in South Carolina's public schools yielded a sample of 217. A mailed questionnaire was used to collect data ...


A Critical Conceptual Dialogue On E. G. White's Admonition: "Not Mere Reflectors", Jay Brand, Randy J. Siebold Sep 2019

A Critical Conceptual Dialogue On E. G. White's Admonition: "Not Mere Reflectors", Jay Brand, Randy J. Siebold

Jay Brand

White's challenge, that 'Youth should be … thinkers, and not mere reflectors of other men's thoughts' can be misinterpreted. Often, individuals criticize education’s focus on scholarly sources instead of personal creativity. However, to avoid reflecting other men’s thoughts, students must be aware of what those men – and women – have said. In fact, in my understanding, it is impossible to contribute original, fresh ideas and insights WITHOUT awareness of what others have already said. To think originally, one must be familiar with previous ideas; otherwise, s/he will be in danger of merely reflecting the ideas of others ...


Technological Pedagogical Content Knowledge In Action: A Case Study Of A Middle School Digital Documentary Project, Mark J. Hofer, Kathleen Owings Swan Sep 2019

Technological Pedagogical Content Knowledge In Action: A Case Study Of A Middle School Digital Documentary Project, Mark J. Hofer, Kathleen Owings Swan

Mark Hofer

In recent years researchers in educational technology have begun to look closely at the complexity of integrating technology in K-12 classrooms. The development of the notion of Technological Pedagogical Content Knowledge (TPCK) provides a useful theoretical framework to explore the requisite forms of teacher knowledge required to effectively integrate technology in classroom work. This case study explores the three domains of teacher knowledge and their intersections in a sixth grade digital documentary project. On the surface, the setting for the work (particularly the skilled teachers with whom we worked) seemed to be the "best-case scenario" for technology integration, and yet ...


Social Studies Instruction In Nebraska, Jamie Wagner, Connie Schaffer Sep 2019

Social Studies Instruction In Nebraska, Jamie Wagner, Connie Schaffer

Jamie Wagner

In the 1980s standardized testing began to emerge as a major component of P-12 education reform and by the late 1980s state standards, benchmarks and curriculum frameworks started to become more widely used in states (Vogler and Virtue 2007). Both elementary and secondary social studies classes have changed to adapt to the new standards and mandated standardized testing. With increasing focus on reading, mathematics, and science, many began to be concerned that social studies instruction may be limited. Social studies instruction is vital to educate civically engaged individuals. However, at the high school level, teachers emphasize memorization and recollection of ...


Application Of Problem Based Learning And Mastery Learning To Multimedia Education, Gabriel J. Grant, Dominick E. Fazarro, Luke Steinke Aug 2019

Application Of Problem Based Learning And Mastery Learning To Multimedia Education, Gabriel J. Grant, Dominick E. Fazarro, Luke Steinke

Luke Steinke

The current state of education and the workforce demands a special kind of learner capable of creativity, communicating effectively, analytical skill application, critical thinking, and problem solving. Whereas these skills are important, it is also a necessity for learners to be masters of the knowledge and skills that they have acquired. Traditional educational methods have proven to be somewhat ineffective in producing these results. Problem based learning has proven worthy in handling some of the load, however, mastery learning has been abandoned long ago for reasons in spite of its effectiveness. Through given examples and careful design, the educator will ...


A Critical Conceptual Dialogue On E. G. White's Admonition: "Not Mere Reflectors", Jay Brand, Randy J. Siebold Aug 2019

A Critical Conceptual Dialogue On E. G. White's Admonition: "Not Mere Reflectors", Jay Brand, Randy J. Siebold

Randy J. Siebold

White's challenge, that 'Youth should be … thinkers, and not mere reflectors of other men's thoughts' can be misinterpreted. Often, individuals criticize education’s focus on scholarly sources instead of personal creativity. However, to avoid reflecting other men’s thoughts, students must be aware of what those men – and women – have said. In fact, in my understanding, it is impossible to contribute original, fresh ideas and insights WITHOUT awareness of what others have already said. To think originally, one must be familiar with previous ideas; otherwise, s/he will be in danger of merely reflecting the ideas of others ...


Poetics Of Justice: Using Art As Action And Analysis In Participatory Action Research, Jennifer Ayala, Mayida Zaal Aug 2019

Poetics Of Justice: Using Art As Action And Analysis In Participatory Action Research, Jennifer Ayala, Mayida Zaal

Mayida Zaal

This article explores the use of art as a form of communication and meaning-making in participatory action research (PAR). The authors, researchers and educators, contemplate this concept through a pedagogical lens, and consider the role that visual and performing arts can play in social action. Based on the work of a youth-adult participatory action research collective, the authors reflect on the pedagogical process used to analyze research findings, take actions, and affect local change. Created to investigate opportunity to learn issues, the youth members of the collective created spoken word poetry, post-cards, film shorts, and speak-outs to engage multiple audiences ...


Approaching Intersections In The Classroom, Shelly Volsche Aug 2019

Approaching Intersections In The Classroom, Shelly Volsche

Shelly L. Volsche

Most university professionals are accustomed to understanding diversity by demographics.


Agency In University Supervision And Mentoring, Alisa J. Bates, Mary D. Burbank Aug 2019

Agency In University Supervision And Mentoring, Alisa J. Bates, Mary D. Burbank

Alisa Bates

No abstract provided.


Field Experiences In School Climate, Angela Vossenkuhl, Alisa Bates, Stephanie Murphy Aug 2019

Field Experiences In School Climate, Angela Vossenkuhl, Alisa Bates, Stephanie Murphy

Alisa Bates

No abstract provided.


Effectiveness Of Teacher Professional Learning : Enhancing The Teaching Of Fractions In Primary Schools, Derek Hurrell Aug 2019

Effectiveness Of Teacher Professional Learning : Enhancing The Teaching Of Fractions In Primary Schools, Derek Hurrell

Derek Hurrell

This study was motivated by the need to develop professional learning for primary school teachers that would support them to more effectively teach the mathematics topic of fractions. What seemed evident, was that previous professional learning attended by teachers had not adequately met their needs.

The aim of this study was to investigate whether professional learning, with a focus on subject content knowledge, pedagogical knowledge and reflective practice could enhance primary school teachers’ PCK for teaching fractions and make them more confident teachers of fractions. Demonstrating this to be the case would have wide implications for the development of professional ...


A Case Study Of Effective Practice In Mathematics Teaching And Learning Informed By Valsiner's Zone Theory, Vince Geiger, Vince Geiger, Judy Anderson, Judy Anderson, Derek Hurrell Aug 2019

A Case Study Of Effective Practice In Mathematics Teaching And Learning Informed By Valsiner's Zone Theory, Vince Geiger, Vince Geiger, Judy Anderson, Judy Anderson, Derek Hurrell

Derek Hurrell

The characteristics that typify an effective teacher of mathematics and the environments that support effective teaching practices have been a long-term focus of educational research. In this article we report on an aspect of a larger study that investigated ‘best practice’ in mathematics teaching and learning across all Australian states and territories. A case study from one Australian state was developed from data collected via classroom observations and semi-structured interviews with school leaders and teachers and analysed using Valsiner’s zone theory. A finding of the study is that ‘successful’ practice is strongly tied to school context and the cultural ...


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 Aug 2019

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

Gayle Thieman

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.


Comprehensive Positive School Discipline Resource Guide, Brandie M. Oliver Aug 2019

Comprehensive Positive School Discipline Resource Guide, Brandie M. Oliver

Brandie M. Oliver

This document provides a guide to assist schools and districts by providing information, resources, and tools to further the development of Positive School Discipline practices.


Indiana Department Of Education Social-Emotional Learning Toolkit: Built Upon A Neurodevelopmental Culturally Responsive Framework, Brandie M. Oliver Aug 2019

Indiana Department Of Education Social-Emotional Learning Toolkit: Built Upon A Neurodevelopmental Culturally Responsive Framework, Brandie M. Oliver

Brandie M. Oliver

This toolkit is designed to be a starting point for school staff to begin integrating SEL into their teaching practices. Administrators and any educator in the school community can use this toolkit to find initial strategies and resources to improve student social, emotional, behavioral, and academic skills.


Indiana Department Of Education Pk-12 Social-Emotional Learning Competencies: Built Upon A Neurodevelopmental Culturally Responsive Framework, Brandie M. Oliver Aug 2019

Indiana Department Of Education Pk-12 Social-Emotional Learning Competencies: Built Upon A Neurodevelopmental Culturally Responsive Framework, Brandie M. Oliver

Brandie M. Oliver

This document outlines the Indiana social-emotional learning competencies which expand on the Collaborative for Academic, Social, and Emotional Learning (CASEL) five core social emotional learning standards.


Determining Which Delivery Styles Are Best Suited For Instructing In The Distance Learning Environment, James T. Schultz, Marian C. Schultz, Thomas G. Henkel Aug 2019

Determining Which Delivery Styles Are Best Suited For Instructing In The Distance Learning Environment, James T. Schultz, Marian C. Schultz, Thomas G. Henkel

Tom G. Henkel

The purpose of this study was to ascertain if there is a specific style of teaching which is better suited for the distance learning (virtual) environment, as opposed to the traditional classroom environment. Numerous studies have shown that individuals have different delivery styles in the classroom. The study utilized instructor delivery styles and faculty perceptions of distance learning programs to develop an instrument which identifies the style that would be more successful in the distance learning environment. The study employed an author developed instrument, which included a derivative of the Kolb Learning Style Inventory (LSI) instrument, to determine the teaching ...


Directions For The Future Of Technology In Pronunciation Research And Teaching, Mary G. O'Brien, Tracey M. Derwing, Catia Cucchiarini, Debra M. Hardison, Hansjorg Mixdorff, Ron I. Thomson, Helmer Strik, John M. Levis, Murray J. Munro, Jennifer A. Foote, Greta M. Levis Jul 2019

Directions For The Future Of Technology In Pronunciation Research And Teaching, Mary G. O'Brien, Tracey M. Derwing, Catia Cucchiarini, Debra M. Hardison, Hansjorg Mixdorff, Ron I. Thomson, Helmer Strik, John M. Levis, Murray J. Munro, Jennifer A. Foote, Greta M. Levis

John Levis

This paper reports on the role of technology in state-of-the-art pronunciation research and instruction, and makes concrete suggestions for future developments. The point of departure for this contribution is that the goal of second language (L2) pronunciation research and teaching should be enhanced comprehensibility and intelligibility as opposed to native-likeness. Three main areas are covered here. We begin with a presentation of advanced uses of pronunciation technology in research with a special focus on the expertise required to carry out even small-scale investigations. Next, we discuss the nature of data in pronunciation research, pointing to ways in which future work ...


Education Dean Named Director Of Nccpep Jul 2019

Education Dean Named Director Of Nccpep

Michael P. Alfano

Michael Alfano, dean of Sacred Heart University’s Farrington College of Education, has been named to the Council of Directors of The National Center for Clinical Practice in Educator Preparation (NCCPEP). 


School-Based Agricultural Education Teachers’ Perceived Professional Development Needs Associated With Teaching, Classroom Management, And Technical Agriculture, Scott Smalley, Mark S. Hainline, Kelsey Sands Jul 2019

School-Based Agricultural Education Teachers’ Perceived Professional Development Needs Associated With Teaching, Classroom Management, And Technical Agriculture, Scott Smalley, Mark S. Hainline, Kelsey Sands

Scott Smalley

Across the nation, there is a large shortage of teachers in several subject areas (Daniel, 2015; Milliard, 2015; Sutcher, Darling-Hammond, & Carver-Thomas, 2016). In agricultural education, many teachers are leaving the profession within the first five years of beginning their teaching careers (Tippens, Ricketts, Morgan, Navaro, & Flanders, 2013). Professional development opportunities for teachers can be utilized to retain teachers in the profession (Touchstone, 2015). The purpose of this study was to evaluate the professional development needs of Iowa school-based agricultural education teachers in the areas of teaching, classroom management, and technical agriculture. Motivating students to learn, teaching in a land laboratory ...


Building Capacity In Teacher Preparation With Practitioner Inquiry: A Self-Study Of Teacher Educators’ Clinical Feedback Practices, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner Jul 2019

Building Capacity In Teacher Preparation With Practitioner Inquiry: A Self-Study Of Teacher Educators’ Clinical Feedback Practices, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner

Julianne A. Wenner

This collaborative self-study of teacher educators’ feedback practices argues for an intentional process for teacher educators to develop an inquiry stance toward our own teaching. Data sources include formative observation forms, evaluations, observation notes, debriefings, surveys, researcher journals, and layered memos. Findings define influences and shared patterns of practice. Our professional learning from this self-study built our capacity as teacher educators by informing our development of an inquiry feedback cycle rooted in representations, approximations, and decomposition of practice (Grossman et al., 2009) to intentionally model and scaffold the development of an inquiry stance toward practice in our teacher candidates.


It’S A Balancing Act: A Self-Study Of Teacher Educators’ Feedback Practices And The Underlying Tensions, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner Jul 2019

It’S A Balancing Act: A Self-Study Of Teacher Educators’ Feedback Practices And The Underlying Tensions, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner

Julianne A. Wenner

While there are documented benefits of full-time faculty participating in clinical supervision, challenges, such as conflicting time demands, personal bias, adherence to common evaluation forms, and power differentials, can create impediments to effective practicum supervision (Ciuffetelli Parker & Volante, 2009). We, as teacher educators, turned to reflection through self-study to investigate our professional practice with the aim of better understanding and overcoming those challenges. Like Bullock (2017), we utilized teacher candidates’ perspectives to disrupt, confirm, and extend our narratives. We focused on the practice of giving teacher candidates feedback on their developing teaching during their clinical placement in elementary schools. Feedback ...


It’S A Balancing Act: A Self-Study Of Teacher Educators’ Feedback Practices And The Underlying Tensions, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner Jul 2019

It’S A Balancing Act: A Self-Study Of Teacher Educators’ Feedback Practices And The Underlying Tensions, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner

Cheryle (Sherry) Dismuke

While there are documented benefits of full-time faculty participating in clinical supervision, challenges, such as conflicting time demands, personal bias, adherence to common evaluation forms, and power differentials, can create impediments to effective practicum supervision (Ciuffetelli Parker & Volante, 2009). We, as teacher educators, turned to reflection through self-study to investigate our professional practice with the aim of better understanding and overcoming those challenges. Like Bullock (2017), we utilized teacher candidates’ perspectives to disrupt, confirm, and extend our narratives. We focused on the practice of giving teacher candidates feedback on their developing teaching during their clinical placement in elementary schools. Feedback ...


Building Capacity In Teacher Preparation With Practitioner Inquiry: A Self-Study Of Teacher Educators’ Clinical Feedback Practices, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner Jul 2019

Building Capacity In Teacher Preparation With Practitioner Inquiry: A Self-Study Of Teacher Educators’ Clinical Feedback Practices, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner

Cheryle (Sherry) Dismuke

This collaborative self-study of teacher educators’ feedback practices argues for an intentional process for teacher educators to develop an inquiry stance toward our own teaching. Data sources include formative observation forms, evaluations, observation notes, debriefings, surveys, researcher journals, and layered memos. Findings define influences and shared patterns of practice. Our professional learning from this self-study built our capacity as teacher educators by informing our development of an inquiry feedback cycle rooted in representations, approximations, and decomposition of practice (Grossman et al., 2009) to intentionally model and scaffold the development of an inquiry stance toward practice in our teacher candidates.


Building Capacity In Teacher Preparation With Practitioner Inquiry: A Self-Study Of Teacher Educators’ Clinical Feedback Practices, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner Jul 2019

Building Capacity In Teacher Preparation With Practitioner Inquiry: A Self-Study Of Teacher Educators’ Clinical Feedback Practices, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner

Dr. Esther A. Enright

This collaborative self-study of teacher educators’ feedback practices argues for an intentional process for teacher educators to develop an inquiry stance toward our own teaching. Data sources include formative observation forms, evaluations, observation notes, debriefings, surveys, researcher journals, and layered memos. Findings define influences and shared patterns of practice. Our professional learning from this self-study built our capacity as teacher educators by informing our development of an inquiry feedback cycle rooted in representations, approximations, and decomposition of practice (Grossman et al., 2009) to intentionally model and scaffold the development of an inquiry stance toward practice in our teacher candidates.


It’S A Balancing Act: A Self-Study Of Teacher Educators’ Feedback Practices And The Underlying Tensions, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner Jul 2019

It’S A Balancing Act: A Self-Study Of Teacher Educators’ Feedback Practices And The Underlying Tensions, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner

Dr. Esther A. Enright

While there are documented benefits of full-time faculty participating in clinical supervision, challenges, such as conflicting time demands, personal bias, adherence to common evaluation forms, and power differentials, can create impediments to effective practicum supervision (Ciuffetelli Parker & Volante, 2009). We, as teacher educators, turned to reflection through self-study to investigate our professional practice with the aim of better understanding and overcoming those challenges. Like Bullock (2017), we utilized teacher candidates’ perspectives to disrupt, confirm, and extend our narratives. We focused on the practice of giving teacher candidates feedback on their developing teaching during their clinical placement in elementary schools. Feedback ...