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University of Nebraska at Omaha
Journal of Curriculum, Teaching, Learning and Leadership in Education
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- Curriculum (2)
- Schools (2)
- Anti-bias; anti-racist; young children; racism; early childhood (1)
- Assimilationist discourses (1)
- COVID-19 (1)
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- Career readiness (1)
- Case Study (1)
- Coaching model (1)
- Critical literacy (1)
- Critical social justice (1)
- Cultural competence (1)
- Culturally responsive pedagogy (1)
- Culturally sustaining pedagogy (1)
- Culture (1)
- Curriculum implementation (1)
- Curriculum leadership (1)
- Dual enrollment (1)
- Early Childhood Education (1)
- Educational equity (1)
- Engineering Education (1)
- Equity (1)
- Equity literacy (1)
- Field experience (1)
- Field practicum (1)
- Flipped classroom (1)
- Freire (1)
- Funds of knowledge (1)
- Global literature (1)
- Gradual release of responsibility (1)
- Humanizing pedagogy (1)
Articles 1 - 19 of 19
Full-Text Articles in Education
Influential Experiences: Practices Of Teaching And Learning Successes To Increase Pre-Service Teachers’ Self-Efficacy, Amanda L. Steiner, Jennifer Lemke
Influential Experiences: Practices Of Teaching And Learning Successes To Increase Pre-Service Teachers’ Self-Efficacy, Amanda L. Steiner, Jennifer Lemke
Journal of Curriculum, Teaching, Learning and Leadership in Education
Teaching is a complex yet rewarding career; still, 40% - 50% of teachers leave the field within the first five years of their career (Ingersoll & Strong, 2011). Teacher preparation programs are often criticized for the lack of connection between theory and practice. Pre-service teachers who have more pedagogical courses and field experiences built into their coursework display higher levels of self-efficacy in their first year of teaching (Boyd et al., 2009; Clark, 2016). Through the lens of Bandura’s four sources of self-efficacy, this case study examines what experiences are most influential in developing pre-service teachers’ self-efficacy.
Cariño Pedagogy: A Framework Of Corazón, Ferial Pearson, Sandra Rodriguez-Arroyo, Gabriel Gutiérrez
Cariño Pedagogy: A Framework Of Corazón, Ferial Pearson, Sandra Rodriguez-Arroyo, Gabriel Gutiérrez
Journal of Curriculum, Teaching, Learning and Leadership in Education
Change in the world of education has never been new or unexpected. However, the pandemic that swept the world at the beginning of 2020 caused our world to spin off its axis and force its practitioners into quickly re-evaluating their praxis, their priorities, and their professional responsibilities. Through this reflection, three BIPOC (Black, Indigenous, and People of Color) colleagues in the Teacher Education Department at a midwestern state university examine twelve months of teaching during the pandemic and the strategies they turned to, to stay true to their pedagogical values to ensure their students were taken care of personally and …
The Covid-19 Impact On Induction Support, Christina L. Wilcoxen
The Covid-19 Impact On Induction Support, Christina L. Wilcoxen
Journal of Curriculum, Teaching, Learning and Leadership in Education
For beginning teachers, Fall 2020 provided an unforgettable first year. The previous spring had brought abrupt and unexpected changes to teaching. Schools closed without notice, student teaching experiences stopped midway through, and teachers were thrown into situations they had never been trained to address. This led to difficult decisions and new obstacles as the world fought to manage COVID-19 and the associated fallout. Teacher candidates graduated with incomplete student teaching experiences and gaps in understanding. Induction programs support beginning teachers as they transition into their own classroom and provide guidance in meeting performance standards. As a result, seven local school …
A Whole New World: Prek-12 Teachers' Perceptions Of Instruction During A Pandemic, Frances A. Hamilton, Dana L. Skelley, Kimberly A. Hile
A Whole New World: Prek-12 Teachers' Perceptions Of Instruction During A Pandemic, Frances A. Hamilton, Dana L. Skelley, Kimberly A. Hile
Journal of Curriculum, Teaching, Learning and Leadership in Education
This manuscript explores educators’ perceptions about professional and personal challenges and successes with virtual instruction, along with their concerns about the impact on students and student learning in a virtual environment during the COVID-19 pandemic. Teachers from seventeen school systems in Tennessee and Alabama were invited to participate in the study with sixty-seven participants completing surveys. A phenomenology design model was used, and In Vivo Coding was conducted to analyze the data. Results revealed four main themes related to teachers’ experiences with virtual learning: personal perceptions, instruction, impact on students, and communication. Discussion of the results and their implications are …
Learning From The History Of Language Oppression: Educators As Agents Of Language Justice, Sandra Rodriguez-Arroyo, Ferial Pearson
Learning From The History Of Language Oppression: Educators As Agents Of Language Justice, Sandra Rodriguez-Arroyo, Ferial Pearson
Journal of Curriculum, Teaching, Learning and Leadership in Education
There is a long history in this country of language oppression that has led to policies currently in place that affect the way educators are asked to teach. Therefore, educators must understand national and local language policy to know how it affects their students and how they can perform their duties as educators. Even though the U.S. does not have an official language, states have enacted language policies through court decisions and legislation. These policies have led to students being denied access to English as a Second Language (ESL) and bilingual education programs, resources, and accommodations, all of which lead …
Supporting Conversations About Race And Racism With Young Children While Watching For Manifestations Of Whiteness, Shubhi Sachdeva, Jennifer Adair
Supporting Conversations About Race And Racism With Young Children While Watching For Manifestations Of Whiteness, Shubhi Sachdeva, Jennifer Adair
Journal of Curriculum, Teaching, Learning and Leadership in Education
This article examines two first grade classrooms in Central Texas that routinely have conversations about racial justice. In both classrooms we studied, children participated in racial conversations in large group structured discussions with the teacher and in less formal peer conversations away from the teachers. We follow both classrooms and detail the ways in which the teachers supported conversations about race, racism and racial violence with and among the young children in their classes. We highlight specific strategies and mechanisms that both teachers used to open up their classrooms for social and racial justice conversations. Then, we show how even …
Toward Diversity In Texts: Using Global Literature To Cultivate Critical Perspectives, Rick Marlatt
Toward Diversity In Texts: Using Global Literature To Cultivate Critical Perspectives, Rick Marlatt
Journal of Curriculum, Teaching, Learning and Leadership in Education
Abstract Literature study in the 21st Century should be characterized by the inclusion of global texts that afford diverse students the opportunity to engage in their literacy development through and alongside authors, characters, and storylines that represent their own linguistic and cultural traditions. In this narrative analysis, I reflect on the importance of equity-driven literature study from my perspective as a teacher educator at a Hispanic-Serving Institution in the Southwestern United States. Following an introduction to the political and institutional contexts surrounding text selection in schools and a brief review of the literature, I situate myself and my students as …
Examining Culturally Responsive Understandings Within An Undergraduate Teacher Education Program, Kelly M. Gomez Johnson, Anne E. Karabon, Derrick A. Nero
Examining Culturally Responsive Understandings Within An Undergraduate Teacher Education Program, Kelly M. Gomez Johnson, Anne E. Karabon, Derrick A. Nero
Journal of Curriculum, Teaching, Learning and Leadership in Education
This article examines how a group of elementary and secondary preservice teachers engaged in understanding “culture” and culturally responsive teaching while enrolled in an early program course. We analyze how culturally-related experiences, emotions, and perspectives contribute to the overall understanding of cultural competency training in teacher education. Preservice teachers varied in their use of individual- and structural-orientations, in isolation and in combination, as they developed and progressed as socially just teachers. These findings reveal that despite attempts to develop and shift toward asset-based perspectives, far more culturally embedded coursework and practicum experiences are necessary. This paper includes a reflection on …
The Missing Links: Enhancing Anti-Bias Education With Anti-Racist Education, Kerry-Ann Escayg
The Missing Links: Enhancing Anti-Bias Education With Anti-Racist Education, Kerry-Ann Escayg
Journal of Curriculum, Teaching, Learning and Leadership in Education
Social justice in early childhood has generally been conceptualized to include the anti-bias curriculum, and to a lesser extent, anti-racist education. Over the years, however, scholars have highlighted the many areas in which anti-bias education falls short both pedagogically and conceptually. In keeping with such discussion, this paper highlights significant gaps of anti-bias education by engaging central premises of anti-racist education. By centering a critical race and anti-racist perspective, the paper further provides practical suggestions on how to align early childhood classroom practices with anti-racist principles.
Theorizing Social Justice: Funds Of Knowledge As Praxis, Heidi R. Bacon, Lavern Byfield
Theorizing Social Justice: Funds Of Knowledge As Praxis, Heidi R. Bacon, Lavern Byfield
Journal of Curriculum, Teaching, Learning and Leadership in Education
The current socio-political landscape and proliferation of hate speak is fueling a growing sense of urgency to redress educational inequities and reclaim education. In this reflective article, we discuss our experiences as teacher educators in the rural Midwest who incorporate critical approaches to language and literacy into our repertories of practice. We aim to advance the conversation beyond the notion of social justice in theory to what social justice can look like in praxis. We argue for social justice education grounded in a funds of knowledge approach to untether social justice from overly broad or narrow representations and to locate …
Assessing Concerns And Leading Pedagogical Innovation In Higher Education: A Case Study Of The Arthur Lok Jack Graduate School Of Business, Kamla Mungal, Gour C. Saha
Assessing Concerns And Leading Pedagogical Innovation In Higher Education: A Case Study Of The Arthur Lok Jack Graduate School Of Business, Kamla Mungal, Gour C. Saha
Journal of Curriculum, Teaching, Learning and Leadership in Education
Studies of pedagogical innovation indicate that the implementation process is enhanced by addressing teachers’ concerns. Institutions address teacher preparedness mainly from the perspectives of their preparation and institutional support, without recognising teachers’ mental state and particular implementation concerns. This paper adopts the Concerns Based Adoption Model (CBAM) to examine the Stages of Concern (SoC) of faculty involved in the implementation of pedagogical reform. The standardized 35-item SoC questionnaire was sent online to 152 faculty members and 31 responses were obtained. The study found the faculty body had high levels of self-concerns, low levels of impact concerns and a willingness to …
The Impact Of Increased Hours And Supervision In Field Experience Practicums, Saundra Shillingstad, Sheryl Mcglamery
The Impact Of Increased Hours And Supervision In Field Experience Practicums, Saundra Shillingstad, Sheryl Mcglamery
Journal of Curriculum, Teaching, Learning and Leadership in Education
In recent years much has been written regarding the preparation and effects of the field experience involvement for pre-service teachers. In 2013 the Teacher Education Department (TED) faculty and Office of Field Placements at the University of Nebraska at Omaha (UNO) began an in depth review and examination of our pre-service teachers’ engagement during their field practicums in urban and suburban schools throughout the Omaha Metro area. The roundtable presentation will discuss the revisions that the TED has undergone in the last three years to improve courses that have a field practicum component, as well as the benefits and challenges …
Flipped Classroom: Overcoming Fear Of The Flip, Saundra Shillingstad
Flipped Classroom: Overcoming Fear Of The Flip, Saundra Shillingstad
Journal of Curriculum, Teaching, Learning and Leadership in Education
When asked to teach an undergraduate Human Growth and Learning (HGL) course with a practicum experience in a four- week summer session I had one question: How could the instructor cover a semester’s worth of content and engage the students in a field practicum experience in four weeks? I asked our College of Education Innovation, Design, Experience, Activities & Synergy (IDEAS) director Wendy the above question. Her immediate response was: “flip your classroom”. This paper will discuss the professor’s experience and satisfaction with the flipped classroom design and the results of students’ evaluation of the HGL flipped course.
Coaching Teacher Candidates: What Does It Look Like? What Does It Sound Like?, Abigail J. Burke
Coaching Teacher Candidates: What Does It Look Like? What Does It Sound Like?, Abigail J. Burke
Journal of Curriculum, Teaching, Learning and Leadership in Education
Instructional coaching for reflection has traditionally not been part of teacher preparation. In addition, there is limited understanding of developmental coaching relationships within the context of field experience in teacher preparation programs. Reflection has increasingly been recognized as a central element of professional growth during teacher preparation. The purpose of this qualitative study was to explore the essence of instructional coaching between teacher candidates and an instructional coach as it relates to reflection of practice. Teacher educators would benefit by knowing more about the learning that occurs within the directed conversations between the instructional coach and teacher candidate. This study …
Wearable Technology And Schools: Where Are We And Where Do We Go From Here?, Brian K. Sandall
Wearable Technology And Schools: Where Are We And Where Do We Go From Here?, Brian K. Sandall
Journal of Curriculum, Teaching, Learning and Leadership in Education
The area of wearable technology is having a rapidly growing impact on society with more consumers purchasing wearable tech. At the same time, wearable technology seems to be poised to have an impact on educational settings. This paper explores the area of wearable technology related to schools. It considers how wearable technology can be used by teachers to improve instruction and by students to change how they interact with the school environment. Wearable technology applications currently being implemented as part of the curriculum in schools are identified and discussed. To conclude, traits and skills that school leaders need to exhibit …
Engineering Education In Nebraska Schools, Derrick A. Nero
Engineering Education In Nebraska Schools, Derrick A. Nero
Journal of Curriculum, Teaching, Learning and Leadership in Education
Engineering education in Nebraska schools would benefit state and national goals to educate and equip students with the critical thinking skills necessary to support, and advance, ever-growing technology-based careers. The major industries of any state rely on a knowledgeable and skilled workforce. Engineering education, as engineering itself, is the interdisciplinary use of science, mathematics, and technology. Engineering education can fully and effectively utilize the collaboration of industry and education for the purpose of developing productive citizens through a defined and supported set of standards for all students in Nebraska schools.
Reflection, Growth, And Mentoring Of Beginning Science And Mathematics Teachers, Sheryl Mcglamery, Saundra Shillingstad
Reflection, Growth, And Mentoring Of Beginning Science And Mathematics Teachers, Sheryl Mcglamery, Saundra Shillingstad
Journal of Curriculum, Teaching, Learning and Leadership in Education
This is a qualitative study of beginning science and mathematics teachers involved in a comprehensive teacher induction program. The teacher induction program was striving to encourage and increase the reflection of the beginning teachers in their program. A formal reflection instrument (Plus/Delta) was used to assist the beginning science and mathematics teachers reflect on specific lessons and compare their Plus/Delta results with those of their mentors. This study compares and where appropriate, quantifies the results of both the beginning teachers and their mentors. There were six themes found in the data reported by both mentors and beginning teachers. The themes …
Exploring The Effectiveness Of The Gradual Release Of Responsibility On Graduate Teacher Education Candidates' Self-Efficacy With Ipads, Wendy Loewenstein
Exploring The Effectiveness Of The Gradual Release Of Responsibility On Graduate Teacher Education Candidates' Self-Efficacy With Ipads, Wendy Loewenstein
Journal of Curriculum, Teaching, Learning and Leadership in Education
Many educational institutions struggle to keep up with technological innovations in order to engage students and prepare them to be competitive in the workforce. Those given the charge to prepare future teachers (undergraduate students) and continue the education of current teachers (graduate students) feel this pressure even more, because of the impact teacher colleges has on teacher quality in K-12 schools. Technology integration is an overwhelming task for educational leaders that extends beyond which technological device to purchase, Consideration must be spent on what pedagogical approaches are effective when implementing technology. Due to the increase of popularity of mobile technology, …
The Place For Dual Enrollment In College To Career Readiness, Phyllis K. Adcock, Kelly M. Gomez Johnson, Ferial Pearson
The Place For Dual Enrollment In College To Career Readiness, Phyllis K. Adcock, Kelly M. Gomez Johnson, Ferial Pearson
Journal of Curriculum, Teaching, Learning and Leadership in Education
Since high school achievement has reached permeation in American society today, a college degree is becoming the new norm in the level of education that is needed for a sufficient standard of living desired by most people. Studies indicate pre-college experiences are key to the transition to college and completion of a degree. Although high school GPA was the gauge of later success in college, it has been found there is more to college and career readiness than GPA indicates. Students must be educated in developing the necessary skills in college admissions procedures, financial aid and scholarships, and the disposition …