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Teacher Education and Professional Development

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Full-Text Articles in Education

Perceptions Of District Curriculum Administrators Regarding K-12 Engineering Education, Derrick A. Nero Mar 2019

Perceptions Of District Curriculum Administrators Regarding K-12 Engineering Education, Derrick A. Nero

Student Research and Creative Activity Fair

The state of Nebraska recently adopted and implemented a set of Science standards that aligns with the Next Generation Science Standards which include engineering practices such as engineering design and the use of technology. Curriculum administrators throughout the state are responsible for the implementation of these standards including training for engineering teaching and learning. This exploratory study investigated curriculum administrators’ (n = 43) perceptions of Engineering Education in four areas: Importance of Engineering Education, District Familiarity with Engineering Education, Characteristics of Engineering, and Barriers to Integrating Engineering Education. This exploratory study used one instrument to collect data: a modified Design, Engineering ...


Can Education Change Society? Michael Apple’S Simple Question And Complex Answer, Connie Schaffer Jan 2019

Can Education Change Society? Michael Apple’S Simple Question And Complex Answer, Connie Schaffer

Teacher Education Faculty Publications

Can education change society? The question is simple, and Michael W. Apple’s response is an irrefutable, yes. However, a broader exegesis is needed because the issues confounding this question are steeped in powerful political forces from both the right and left. Within the pages of Can Education Change Society?, Apple continues his long-time professional exposition regarding education’s role in challenging these and other hegemonic systems.


Toward Diversity In Texts: Using Global Literature To Cultivate Critical Perspectives, Rick Marlatt Dec 2018

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 ...


Developing Stragic Competence In The Service Of Inquiry Teaching: Assisting Pre-Service Elementary Teachers To Use Inquiry To Achieve Strategic Competence In Science Learning, Sheryl Mcglamery, Victoria Lentfer Mar 2018

Developing Stragic Competence In The Service Of Inquiry Teaching: Assisting Pre-Service Elementary Teachers To Use Inquiry To Achieve Strategic Competence In Science Learning, Sheryl Mcglamery, Victoria Lentfer

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract: This paper describes the efforts of researchers to examine the understandings of pre-service elementary teachers regarding the role and use of inquiry and strategic competence in science teaching and learning. The pre-service elementary teachers were given multiple exposures to inquiry activities, and field teaching opportunities using inquiry with opportunities to pursue strategic competence in experimentation and problem solving. The findings support the use of inquiry labs and shows how field experience is valuable in helping build an understanding of inquiry and strategic competence.


Building Automation And The Contextualization Of Information Technology: The Journey Of A Midwestern Community College In The U.S., Neal Grandgenett, Pam Perry, Thomas Pensabene, Karen Wegner, Robert Nirenberg, Phil Pilcher, Candi Otterpohl Jan 2018

Building Automation And The Contextualization Of Information Technology: The Journey Of A Midwestern Community College In The U.S., Neal Grandgenett, Pam Perry, Thomas Pensabene, Karen Wegner, Robert Nirenberg, Phil Pilcher, Candi Otterpohl

Teacher Education Faculty Publications

The buildings in which people work, live, and spend their leisure time are increasingly embedded with sophisticated information technology (IT). This article describes the approach of Metropolitan Community College (MCC) in Omaha, Nebraska of the United States to provide an occupational context to some of their IT coursework by organizing IT instruction around the context of building automation systems (BAS). This contextualization allows IT students not only to study IT as a standalone discipline but also to study its integrated use within a specific occupational context. The article also describes MCC’s focused curriculum design efforts funded by the National ...


Genuine Faculty-Mentored Research Experiences For In-Service Science Teachers: Increases In Science Knowledge, Perception, And Confidence Levels, Christine E. Cutucache, Heather D. Leas, Neal F. Grandgenett, Kari L. Nelson, Steven N. Rodie, Robert Duncan Shuster, Chris Schaben, William E. Tapprich Jan 2018

Genuine Faculty-Mentored Research Experiences For In-Service Science Teachers: Increases In Science Knowledge, Perception, And Confidence Levels, Christine E. Cutucache, Heather D. Leas, Neal F. Grandgenett, Kari L. Nelson, Steven N. Rodie, Robert Duncan Shuster, Chris Schaben, William E. Tapprich

Biology Faculty Publications

The overall purpose of this multifocused study was to explore how participation in genuine mentored scientific research experiences impacts in-service science teachers and the knowledge and skills needed for their own science teaching. The research experiences resulted from a partnership between the University of Nebraska at Omaha and the Omaha Public School District. This Teacher- Researcher Partnership Program facilitated opportunities in inquiry, science content, interaction with laboratory instrumentation and technologies, critical discussion of literature, and dissemination of findings for participating in-service science teacher professional development utilizing an inquiry-based theoretical framework wherein we examined science teacher preparation via inquiry-based methods in ...


Summary Report Of The 2018 Educator Focus Groups On The Nebraska Social Studies Standards, Connie Schaffer Jan 2018

Summary Report Of The 2018 Educator Focus Groups On The Nebraska Social Studies Standards, Connie Schaffer

Teacher Education Faculty Publications

In June and July, 2018, the Nebraska Department of Education invited teachers and administrators to provide feedback on the Nebraska Social Studies Standards. Nebraska educators provided input by participating in eight focus groups intended to complement a previous survey of Nebraska’s elementary and secondary social studies teachers. Individuals submitted written input if they were not able to participate in a scheduled focus group. The information gathered from the focus group participants offered opportunity to: 1) develop insights and a deeper understanding regarding K-12 educator perceptions of the current Nebraska Social Studies Standards and 2) solicit input for the upcoming ...


Teachers Of Teachers: What They May And May Not Know About Military-Connected Children, Brianna Conway, Connie Schaffer Oct 2017

Teachers Of Teachers: What They May And May Not Know About Military-Connected Children, Brianna Conway, Connie Schaffer

Teacher Education Faculty Publications

Most children (92%) who have a caregiver in the U.S. military attend school "off-post" (U.S. Department of Defense, 2011).

This means military-connected students are enrolled in nearly every school district in the U.S. (Military Child Education Coalition, 2011), and most of these children are taught by 3.1 million public school PK-12 teachers in the U. S. (National Center for Educational Statistics, 2016). Even with this many educators working with the large population of military-connected children in the school setting, there is no consistent requirement for pre-service educators to receive any kind of training regarding the military ...


Social Studies Instruction In Nebraska, Jamie Wagner, Connie Schaffer Oct 2017

Social Studies Instruction In Nebraska, Jamie Wagner, Connie Schaffer

Teacher Education Faculty Publications

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 ...


Learning To Assess Student Understanding Through Formative And Summative Assessment, Sheryl Mcglamery, Saundra Shillingstad Jul 2017

Learning To Assess Student Understanding Through Formative And Summative Assessment, Sheryl Mcglamery, Saundra Shillingstad

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract: Following extensive discourse and observation (2015-2016) of pre-service teacher candidates’ engagement in academic field experiences in math, science, and social studies methods courses, two undergraduate methods professors noted that many of the teacher candidates struggled in the area of assessing student learning. We noted that pre-service teacher candidates struggled to differentiate between formative and summative assessment practices, struggled with knowing when and how to assess students during instruction, and lastly how to identify if student learning had occurred. This action research study reports the impact that modeling, teaching experience, and demonstrations of formative and summative assessment measures had on ...


Listening To The Voice In The Field: Cooperating Teacher, Candidate And Supervisor Perspectives On Creating Collaborative Environments, Christina L. Wilcoxen Jun 2017

Listening To The Voice In The Field: Cooperating Teacher, Candidate And Supervisor Perspectives On Creating Collaborative Environments, Christina L. Wilcoxen

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract: The researcher surveyed teacher candidates, cooperating teachers and university supervisors in a teacher preparation program at a 4-year, public university. This article focuses on a four semester study surveying the perceptions of pre-service teachers, cooperating teachers and university supervisors as to the necessary elements for a collaborative framework in a co-teaching environment.


Advancing The Dialogue On Multicultural Instructional Approaches, Franklin Titus Thompson Jun 2017

Advancing The Dialogue On Multicultural Instructional Approaches, Franklin Titus Thompson

Journal of Curriculum, Teaching, Learning and Leadership in Education

Most teacher preparation programs and the state governments they answer to agree that education majors should receive training in multicultural education before being granted certification to teach. Agreement begins to break down, however, over the details of that instruction Results of this study show that teachers of tomorrow want multicultural education that is more sophisticated than the typical “blame-game” or “feel-good” paradigms of yesteryear’s efforts. It also shows that students are not fragile and prefer an eclectic instructional approach that has a critical pedagogy piece as its flagship. While all six proposed theoretical instructional approaches were accepted by respondents ...


The Impact Of Increased Hours And Supervision In Field Experience Practicums, Saundra Shillingstad, Sheryl Mcglamery Jun 2017

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 ...


Walking Through Apprehension: Beginning The Journey To Cultural Understanding, Connie L. Schaffer, Sarah Edwards, Nancy A. Edick Jun 2017

Walking Through Apprehension: Beginning The Journey To Cultural Understanding, Connie L. Schaffer, Sarah Edwards, Nancy A. Edick

Journal of Curriculum, Teaching, Learning and Leadership in Education

Within urban universities, programs often require students to complete experiences via partnerships with P-12 schools, community centers, or social service agencies located in urban centers. These experiences provide rich opportunities for students to apply, in real-world settings, what they study on campus. These experiences also provide opportunities for students to confront their perceptions of the urban neighborhoods in which the experiences occur. However, when students' perceptions are based primarily on stereotypes or negative media portrayals, they may enter into the experiences with apprehension, even fear. This manuscript describes one attempt of a large teacher preparation program to address this issue ...


Coaching Teacher Candidates: What Does It Look Like? What Does It Sound Like?, Abigail J. Burke Jun 2017

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 ...


The Road To Hybrid Courses: Challenging Yet Rewarding, Phyllis K. Adcock Jun 2017

The Road To Hybrid Courses: Challenging Yet Rewarding, Phyllis K. Adcock

Journal of Curriculum, Teaching, Learning and Leadership in Education

Faculty who have good technology skills and are searching for a way to adapt a course into some form of a distance education course have a number of options. Faculty who have the support of a technology specialist who can share many opportunities such as collaboration technologies and digital media, enable more flexibility in how courses are delivered. The ability to reach beyond the four walls of a classroom has helped developed an attitude that faculty are looking for innovative methodology, using technology in the classroom. Online programs, hybrid courses, audio-video conferencing, and virtual office hours have the power to ...


A Tale Of Three Cities: Defining Urban Schools Within The Context Of Varied Geographic Areas, Connie Schaffer, Meg White, Corine M. Brown Jun 2017

A Tale Of Three Cities: Defining Urban Schools Within The Context Of Varied Geographic Areas, Connie Schaffer, Meg White, Corine M. Brown

Teacher Education Faculty Publications

What constitutes an urban school? This question has confounded social researchers and educators who often limit definitions to population data. H. Richard Milner suggested a framework for defining urban schools that includes population data as well as the racial and social context of schools. This article applied Milner’s model to school districts in New York, Nebraska, and New Mexico which exemplified Milner’s categories of urban schools: urban intensive, urban emergent, and urban characteristic. Application of the framework to the districts presents a model for teacher educators to deliver two important components of preservice preparation. First, the model can ...


Beyond Sanctioned Activism In Carl Hiaasen’S Flush: Sacrifice Zones In Realistic Fiction, Alexandra Panos Apr 2017

Beyond Sanctioned Activism In Carl Hiaasen’S Flush: Sacrifice Zones In Realistic Fiction, Alexandra Panos

Teacher Education Faculty Publications

This literary analysis considers realistic children’s literature as a powerful means of exploring children’s futures within the challenge of environmental and economic degradation today.


How Do Undergraduate Stem Mentors Reflect Upon Their Mentoring Experiences In An Outreach Program Engaging K-8 Youth?, Kari L. Nelson, Jamie Sabel, Cory Forbes, Neal Grandgenett, William E. Tapprich, Christine E. Cutucache Feb 2017

How Do Undergraduate Stem Mentors Reflect Upon Their Mentoring Experiences In An Outreach Program Engaging K-8 Youth?, Kari L. Nelson, Jamie Sabel, Cory Forbes, Neal Grandgenett, William E. Tapprich, Christine E. Cutucache

Biology Faculty Publications

Background: Many university students are becoming involved in mentoring programs, yet few studies describe the impact of mentoring on the mentor. Additionally, many studies report that students graduating from college are not prepared to enter the workforce in terms of key career skills and/or content knowledge. Herein, we examine the impact of our program, NE STEM 4U (Nebraska Science, Technology, Engineering and Math for You), in which undergraduate (UG) mentors engage K-8 youth in after-school STEM experiments. The UGs reflected upon their experiences using post-mentoring evaluations, 12- and 24-week interviews, and exit surveys. Many of the questions asked of ...


The Seven Step Strategy, Connie Schaffer Jan 2017

The Seven Step Strategy, Connie Schaffer

Teacher Education Faculty Publications

Is this a familiar scenario? You give students a reading assignment. During class, you pose discussion questions related to the reading. Silence. You rephrase the questions. After an awkward pause, one student responds with a brief answer.

According to the American Association of Colleges and Universities (AAC&U 2010 AAC&U. 2010. Reading VALUE Rubric. https://www.aacu.org/value/rubrics/reading [Google Scholar] ), when students read they should:

  • engage beyond the explicit message,
  • consider important questions and scholarly contributions,
  • identify relations among ideas,
  • acknowledge multiple perspectives, and
  • deepen disciplinary conversation.


Identification Of The Emergent Leaders Within A Cse Professional Development Program, Tracie Evans Reding, Brian Dorn, Neal Grandgenett, Harvey Siy, Jon Youn, Qiuming Zhu, Carol A. Engelmann Oct 2016

Identification Of The Emergent Leaders Within A Cse Professional Development Program, Tracie Evans Reding, Brian Dorn, Neal Grandgenett, Harvey Siy, Jon Youn, Qiuming Zhu, Carol A. Engelmann

Computer Science Faculty Publications

The need for high quality, sustainable Computer Science Education (CSE) professional development (PD) at the grades K-12 level is essential to the success of the global CSE initiatives. This study investigates the use of Social Network Analysis (SNA) to identify emergent teacher leaders within a high quality CSE PD program. The CSE PD program was designed and implemented through collaboration between the computer science and teacher education units at a Midwestern metropolitan university in North America. A unique feature of this specific program is in the intentional development of a social network. This study discusses the importance of social networks ...


They’Re Lovin’It: How Preschool Children Mediated Their Funds Of Knowledge Into Dramatic Play, Anne E. Karabon Sep 2016

They’Re Lovin’It: How Preschool Children Mediated Their Funds Of Knowledge Into Dramatic Play, Anne E. Karabon

Teacher Education Faculty Publications

The funds of knowledge framework promotes connecting community contexts with curriculum aimed to activate children’s prior knowledge. Typically, teachers determine what knowledge sources harmonise best with their existing programming, potentially omitting particular resources that may not align. Young children, on the other hand, can act as agents when integrating knowledge for themselves into play. This article explores how children mediated their cultural knowledge into dramatic play and what factors were key to empowering children to naturally incorporate funds of knowledge across contexts. Grounded in critical sociocultural theory, findings reveal that children use mediation as a form of power and ...


The Impact Of Collaboration On Clinical Practice In Teacher Education: A Pilot Study, Christina L. Wilcoxen Jun 2016

The Impact Of Collaboration On Clinical Practice In Teacher Education: A Pilot Study, Christina L. Wilcoxen

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article shares one university’s work with two metropolitan districts to support preservice teachers during clinical practice through the use of a common language. The pilot merged the concept of co-teaching and coaching to the clinical practice experience. The study was completed over a year’s time and connected preservice teachers’ last methods class placement to their clinical practice placement. Preservice teachers participating in this pilot were paired with a cooperating teacher for an entire year as opposed to a semester experience. Preliminary findings yielded a positive outcome.


Coming To Know About Sacrifice Zones And Eco-Activism: Teaching And Learning About Climate Change, Alexandra Panos, James Damico Apr 2016

Coming To Know About Sacrifice Zones And Eco-Activism: Teaching And Learning About Climate Change, Alexandra Panos, James Damico

Teacher Education Faculty Publications

This paper shares curricular tools to engage in inquiry around issues related to environmental justice for upper elementary and middle grades students. Focusing on developing background knowledge and critical reading practices, the unit offers approaches to fiction and non-fiction online sources that promote an inquiry stance based in empathy and exploration. In addition to developing critical stances and questions to explore sacrifice zones and eco-activism, this paper shares many resources (texts and scaffolded tools) for praxical application in classrooms.


Ne Stem 4u: An Out-Of-School Time Academic Program To Improve Achievement Of Socioeconomically Disadvantaged Youth In Stem Areas, Christine E. Cutucache, Jamie L. Luhr, Kari L. Nelson, Neal Grandgenett, William E. Tapprich Mar 2016

Ne Stem 4u: An Out-Of-School Time Academic Program To Improve Achievement Of Socioeconomically Disadvantaged Youth In Stem Areas, Christine E. Cutucache, Jamie L. Luhr, Kari L. Nelson, Neal Grandgenett, William E. Tapprich

Biology Faculty Publications

Background

The Nebraska Science, Technology, Engineering, and Mathematics 4U (NE STEM 4U) program was initiated at the University of Nebraska at Omaha (UNO) in 2013. NE STEM 4U is a student-run, faculty-led program facilitating problem-based learning (PBL) sessions in science, technology, engineering, and mathematics (STEM) for socioeconomically disadvantaged kindergarten through grade 8 (K-8) students. PBL sessions are provided throughout the academic year in a twice-weekly, after-school, informal education program. The instructional material provided after school builds upon the curricula of the school day. Importantly, this program is a partnership between faculty members and administrators in higher education at UNO with ...


Uno Website Coe Clinical Practice, Uno College Of Education Jan 2016

Uno Website Coe Clinical Practice, Uno College Of Education

Student Support

The capstone experience for teacher candidates in the College of Education is clinical practice (student teaching). Clinical practice is a candidate's opportunity to apply their learning and demonstrate their readiness for the classroom.


Classroom Management With Voice-Movement-Task, Victoria Lentfer Jan 2016

Classroom Management With Voice-Movement-Task, Victoria Lentfer

Teacher Education Faculty Publications

Sometimes it's the simple things that are the solution to classroom management problems.

Consider the simple task of giving directions. As basic as they may be, directions are the infrastructure of a well-managed classroom. Clear directions give students a better understanding of behavior and academic expectations.


Instructional Coaching Implementation: Considerations For K-12 Administrators, Kelly Gomez Johnson Jan 2016

Instructional Coaching Implementation: Considerations For K-12 Administrators, Kelly Gomez Johnson

Teacher Education Faculty Publications

As school leaders, 21st century school administrators are in the spotlight for their role in promoting an environment of academic achievement. Along with organizing and planning for the fundamental workings of their staff, students, activities, and building, administrators are expected to encompass numerous roles. In fact, two primary, yet conflicting activities expected from school administrators are leading and managing (Hall & Simeral, 2008). At the intersection of these primary activities is the evaluation and development of teachers as a means to improve student learning. While the management of formal teacher evaluations and observations is important for ensuring teacher accountability and quality ...


Transforming Teacher-Family Relationships: Shifting Roles And Perceptions Of Home Visits Through The Funds Of Knowledge Approach, Kristin Whyte, Anne E. Karabon Jan 2016

Transforming Teacher-Family Relationships: Shifting Roles And Perceptions Of Home Visits Through The Funds Of Knowledge Approach, Kristin Whyte, Anne E. Karabon

Teacher Education Faculty Publications

Education has embraced the idea of an ‘asset approach’ to working with families and children, creating a focus on developing collaborative relationships with families by building on what they bring to the table. In this paper we explore what happened when early childhood teachers entered homes to learn from families and identify their Funds of Knowledge. The findings show how issues of power and perception surfaced when teachers attempted to shift their role from that of teacher to learner. In analyzing teachers’ experience before, during, and after ethnographic home visits we saw their general desire to adopt an asset-based mentality ...


Enhancing The Stem Ecosystem Through Teacher-Researcher Partnerships, William E. Tapprich, Neal Grandgenett, Heather Leas, Steven N. Rodie, Robert Duncan Shuster, Chris Schaben, Christine E. Cutucache Jan 2016

Enhancing The Stem Ecosystem Through Teacher-Researcher Partnerships, William E. Tapprich, Neal Grandgenett, Heather Leas, Steven N. Rodie, Robert Duncan Shuster, Chris Schaben, Christine E. Cutucache

Biology Faculty Publications

STEM faculty at the University of Nebraska at Omaha (UNO) have partnered with teachers and administrators in the Omaha Public Schools (OPS) to implement a Teacher-Researcher Partnership Program. This program establishes resources and infrastructure that engage K-12 science teachers in scientific research experiences. In the first implementation of this program, eleven UNO faculty mentors, drawn from several STEM disciplines, were matched with eleven OPS teachers to conduct genuine research projects in support of their teaching.