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Articles 1 - 12 of 12
Full-Text Articles in Education
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 …
Administrators As Math Leaders: Professional Learning Strategies Through Change, Kelly Gomez Johnson, Tamara Williams, Matthew Scott
Administrators As Math Leaders: Professional Learning Strategies Through Change, Kelly Gomez Johnson, Tamara Williams, Matthew Scott
Teacher Education Faculty Publications
No abstract provided.
What’S The Value? Measuring Value In Complex Social Learning Environments With Pre-Service Mathematics Teachers, Kelly Gomez Johnson, Paula M. Jakopovic
What’S The Value? Measuring Value In Complex Social Learning Environments With Pre-Service Mathematics Teachers, Kelly Gomez Johnson, Paula M. Jakopovic
Teacher Education Faculty Proceedings & Presentations
At the national level, undergraduate mathematics teacher preparation programs are shifting to develop teachers who not only understand current research-informed instructional practices but also have firsthand experiences learning, teaching, and collaborating in student-centered environments (CBMS, 2016). Understanding the degree to which these experiences impact pre-service teachers’ learning is challenging to measure. This paper describes the efforts of a Track 1 National Science Foundation (NSF) Robert Noyce Teacher Scholarship grant to recruit and provide wider professional experiences to develop high-quality secondary mathematics teacher candidates and how the research team utilizes a value framework (Wenger, Traynor, & de Laat, 2014) to study …
Supporting Teacher Retention In Diverse Educational Settings (Strides), Lisa Amick, James Martinez, Paula M. Jakopovic
Supporting Teacher Retention In Diverse Educational Settings (Strides), Lisa Amick, James Martinez, Paula M. Jakopovic
Teacher Education Faculty Proceedings & Presentations
The United States faces a continuing shortage of well-prepared secondary mathematics teachers, among the worst of any subject (Malkus, Hoyer, & Sparks, 2015). To address this issue, schools often rely on both inservice professional development, which not all teachers may opt to participate in, as well as initial teacher preparation programs, to recruit and retain highly qualified teachers. The quality of teacher preparation, particularly related to pedagogical practice, significantly impacts new teacher attrition (Ingersoll, Merrill, & May, 2014). Studies find that 50% of all teachers leave the profession within the first five years (Foster, 2010), and the rate of departure …
Learning To Lesson Plan: A Mentor’S Impact On Pre-Service Teachers, Kelly Gomez Johnson, Connie L. Schaffer, Lela E. Nix, H. Emily Hayden
Learning To Lesson Plan: A Mentor’S Impact On Pre-Service Teachers, Kelly Gomez Johnson, Connie L. Schaffer, Lela E. Nix, H. Emily Hayden
Teacher Education Faculty Publications
Lesson planning is considered an essential skill of teachers. As pre-service teachers first encounter the fundamental principles of planning for instruction, the complexity of planning to support the rigorous learning goals of content, curriculum, and individual student needs could be daunting. The mixed methods study explored how mentoring influenced early-program pre-service teachers’ self-efficacy (Bandura, 1997) and progression through stages of concerns (Fuller, 1969) in relation to lesson planning. Participants, secondary early-program pre-service teachers enrolled in a Midwestern teacher preparation program, included a target group who received mentoring and a comparison group who did not. Using constant comparison techniques guided by …
William Frantz Public School: A Case Study In The Politics Of Education, Martha Graham Viator, Connie Schaffer, Meg White
William Frantz Public School: A Case Study In The Politics Of Education, Martha Graham Viator, Connie Schaffer, Meg White
Teacher Education Faculty Proceedings & Presentations
No abstract provided.
Conceptualizing Culture How Preservice Teachers In The Rural Midwest Confront Subjectivities, Anne Karabon, Kelly Gomez Johnson
Conceptualizing Culture How Preservice Teachers In The Rural Midwest Confront Subjectivities, Anne Karabon, Kelly Gomez Johnson
Teacher Education Faculty Publications
This qualitative study examined how elementary and secondary preservice teachers in the rural Midwest conceptualize “culture” and how preservice teachers’ subjectivities and conceptions of culture shape their pedagogical practices. Thirty-six preservice teachers participated in a course on effective planning designed to address topics such as special education, English language learners, race, those living in difficult circumstances, and gender representation. Results reveal that despite exposure to reflections and discussions on privilege and hegemony to confront biases and deficit perspectives, ethnocentrism persisted.
More Than An Anniversary - A Preview Of William Frantz Public School: A Story Of Race, Resistance, Resiliency, And Recovery In New Orleans, Connie Schaffer, Meg White, Martha Graham Viator
More Than An Anniversary - A Preview Of William Frantz Public School: A Story Of Race, Resistance, Resiliency, And Recovery In New Orleans, Connie Schaffer, Meg White, Martha Graham Viator
Teacher Education Faculty Publications
William Frantz Public School: A Story of Race, Resistance, Resiliency, and Recovery in New Orleans will be released by Peter Lang in 2020. The book examines issues related to public education through events at the iconic William Frantz Public School, one of the first New Orleans public schools to be desegregated in 1960. The book covers important topics such as the resegregation of public schools, systemic racism, poverty, school accountability movements, and proliferatoin of charter schools.
How Teachers Understand The Curriculum And Frameworks They Use, Kristin Vanwyngaarden, Michelle Friend
How Teachers Understand The Curriculum And Frameworks They Use, Kristin Vanwyngaarden, Michelle Friend
Teacher Education Faculty Proceedings & Presentations
This qualitative study investigates and compares teachers’ understanding of two curricular frameworks: Next Generation Science Storylines and the 5E Model. Teachers (grades K-6) participated in a three-week summer workshop designed to introduce elementary teachers to biomechanics, the study of the body in motion and help them develop inquiry-based biomechanics lessons using the NGSS Storyline framework in order to enhance their implementation of interdisciplinary, culturally responsive, and technology-enhanced STEM education. During a follow-up session to the workshop, eleven teachers read an article about implementing biomechanics into school science (Trauth-Nare, Pavilonis, Paganucci, Ciabattoni, & Buckley, 2016); this article used the 5E framework, …
Habitus And Imagined Ideals: Attending To (Un)Consciousness In Discourses Of (Non)Nativeness, Madina Djuraeva, Lydia Catedral
Habitus And Imagined Ideals: Attending To (Un)Consciousness In Discourses Of (Non)Nativeness, Madina Djuraeva, Lydia Catedral
Teacher Education Faculty Publications
This study responds to scholarship that has examined “folk concepts” of (non)nativeness through the lens of imagined ideals of the native speaker, by proposing a framework that integrates both ideals and habits. We operationalize these concepts by drawing from the theoretical notions of chronotope, scale, and habitus. Using data from interviews with Central Asian transnational migrants, we demonstrate how attending to both the habitual and idealized aspects of speakers’ metalinguistic commentary offers a more holistic approach to the study of multilingual repertoires and speakers’ social positionings in relationship to (non)nativeness. Our findings demonstrate how identification as a “(non)native” speaker may …
The Design And Implementation Of An Intervention To Support And Retain Early Career Mathematics Teachers, Lisa Amick, Maria Campitelli, Paula M. Jakopovic, Judy Kysh, Dawn Parker, April Pforts, Travis Weiland, Laura J. Wilding
The Design And Implementation Of An Intervention To Support And Retain Early Career Mathematics Teachers, Lisa Amick, Maria Campitelli, Paula M. Jakopovic, Judy Kysh, Dawn Parker, April Pforts, Travis Weiland, Laura J. Wilding
Teacher Education Faculty Proceedings & Presentations
This study reports on efforts over several years to design and implement a yearlong intervention intended to support secondary mathematics teachers in their early years of teaching. The intervention is designed to support these teachers’ development of meaningful professional relationships with a school-based mentor and to create an online community of practice for support with other professionals. The intervention itself consists of early career teachers and their mentors participating in monthly professional development sessions such as online meetings, Zoom panels with experts, and collaboratively reading and discussing timely, purposeful, and relevant content. The intervention is designed to not over burden …
The Legacy Of William Frantz Public School: Commemoration Vs. Celebration, Connie L. Schaffer, Martha Graham Viator, Meg White
The Legacy Of William Frantz Public School: Commemoration Vs. Celebration, Connie L. Schaffer, Martha Graham Viator, Meg White
Teacher Education Faculty Publications
Sixty years ago, Ruby Bridges, a Black first-grade student, entered the all-White William Frantz Public School (WFPS). Her entry into WFPS represented a massive transformation in public education in the United States and embedded the school in the U.S. civil rights movement. Fifteen years ago, following Hurricane Katrina, the rapid increase in charter schools in New Orleans centered WFPS in a second transformation, the movement to reform public education. In addition to these two seminal events, a more complete history of WFPS provides justification that these landmark transformations be commemorated rather than celebrated.