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Full-Text Articles in Education

Teacher Perceptions And Implementation Of A Content-Area Literacy Professional Development Program, Osha Lynette Smith, Rebecca Robinson May 2020

Teacher Perceptions And Implementation Of A Content-Area Literacy Professional Development Program, Osha Lynette Smith, Rebecca Robinson

Journal of Educational Research and Practice

The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual ...


Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin Mar 2020

Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin

Journal of Educational Research and Practice

This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a ...


Prek–5 Teacher Views Of Professional Development Integrating Common Core Language Arts With Science And Social Studies, Janie Hubbard, Melisa Fowler, Lee Freeman Mar 2020

Prek–5 Teacher Views Of Professional Development Integrating Common Core Language Arts With Science And Social Studies, Janie Hubbard, Melisa Fowler, Lee Freeman

Journal of Educational Research and Practice

Three preK–6 U.S. university methods instructors-researchers (literacy, science, social studies) joined 17 Title I school teachers for collaborative lesson planning and teaching within the preK–5 school setting. Each team’s goal was to create and teach interdisciplinary curriculum units using U.S. English language arts Common Core State Standards with social studies and science. A year-long instrumental case study design was used to examine (a) how teachers perceived collaborative professional development to create interdisciplinary unit plans and (b) how teachers viewed outcomes of teaching interdisciplinary units of their own design. Practice articles regarding Common Core State Standards ...


Contextualizing Aesthetics As Social Engagement For Teacher Education, Adam I. Attwood Feb 2020

Contextualizing Aesthetics As Social Engagement For Teacher Education, Adam I. Attwood

Journal of Social Change

Aesthetics is a type of literacy; however, it has been missing in generalist meta-analyses of teacher education. This article adds to the literature by synthesizing aesthetics theory, especially for implications of the historical development of ideas related to visual arts and aesthetics broadly defined for inclusive teacher preparation that promotes social engagement. Various viewpoints are explored in this article for contextualizing the field of aesthetics education as it relates to the preparation of generalist K–12 teachers who are not training to be fine arts teachers. With context, generalist K–12 teachers can be equipped to integrate the arts across ...


Prejudice Reduction In Public Schools: A Dialogic Approach, Maru Gonzalez, Michael J. Kokozos Oct 2019

Prejudice Reduction In Public Schools: A Dialogic Approach, Maru Gonzalez, Michael J. Kokozos

Journal of Educational Research and Practice

Increasingly, students are facing hostility and violence as a result of one or more of their social group memberships. Such prejudicial attitudes and actions contribute to antagonistic intergroup relationships in public schools (i.e., K–12). This article examines dialogic approaches to prejudice reduction, with a specific emphasis on intergroup dialogue in public K–12 schools. Evidence-based steps and strategies that educators can use to develop intergroup dialogue competencies and cultivate a more dialogic environment in their schools and classrooms are also introduced.


Successful Instructional Reading Practices For African American Male Third-Grade Students, Kimberly D. Whaley, Steve Wells, Nancy Williams Oct 2019

Successful Instructional Reading Practices For African American Male Third-Grade Students, Kimberly D. Whaley, Steve Wells, Nancy Williams

Journal of Educational Research and Practice

African American male third graders in U.S Title I schools frequently fail to read on grade level. However, in three Title I schools in East Texas, this demographic demonstrated exceptionally high reading ability. This explanatory case study investigated the instructional strategies and practices linked to high reading achievement for these students. The study is grounded in Ladson-Billings’s theory of culturally relevant pedagogy and supported by Vygotsky’s theory of social and cognitive constructivism. The research questions were used to examine the instructional strategies and practices used on each campus that may have resulted in such high reading achievement ...


Exploring Ways To Support Preservice Teachers’ Use Of Udl In Planning And Instruction, K. Alisa Lowrey, Audra Classen, Anne Sylvest Oct 2019

Exploring Ways To Support Preservice Teachers’ Use Of Udl In Planning And Instruction, K. Alisa Lowrey, Audra Classen, Anne Sylvest

Journal of Educational Research and Practice

There is limited research documenting current efforts to support preservice teachers to use the universal design for learning (UDL) framework in authentic teaching experiences. To increase knowledge on the effects of preparing preservice teachers to incorporate the UDL framework, researchers examined the effects a UDL professional development seminar that was delivered during the student teaching phase had on eight teacher candidates during their K–12 placement. Using a concurrent triangulation mixed-method design, researchers examined lesson plans, video footage of teaching, teacher candidate reflections on their teaching sample, and university supervisor measures of the same sample before and after the UDL ...


Overcoming Second-Order Barriers To Technology Integration In K–5 Schools, Lisa Durff, Maryfriend Carter Sep 2019

Overcoming Second-Order Barriers To Technology Integration In K–5 Schools, Lisa Durff, Maryfriend Carter

Journal of Educational Research and Practice

The use of technology engages students and increases academic achievement, as Tamin, Bernard, Brookhovski, Abrami, and Schmid (2011) found in a study summarizing 40 years of research on this topic. Educators face attitudinal, sociocultural, and pedagogical barriers to technology integration in spite of its positive impact on academic achievement. In this qualitative multicase study, three groups of educators were interviewed to determine how some teachers successfully overcame barriers to technology integration. Each case contained two or three teachers, one administrator, and one technology support person in each of three schools in a rural northeastern school district. The findings showed that ...


Teacher Attitudes Toward The Principal Of Multilingual Education: Advancing Research On Mother-Tongue Education In Turkey, Hasan Aydin, Fatma Dogan Sep 2019

Teacher Attitudes Toward The Principal Of Multilingual Education: Advancing Research On Mother-Tongue Education In Turkey, Hasan Aydin, Fatma Dogan

Journal of Educational Research and Practice

The purpose of this study is to examine the attitudes of teacher toward heritage (mother tongue) languages based multilingual education and based on these findings to determine how teachers within public school settings perceive multilingual education. The sample comprised 150 teachers employed in public schools in Turkey. The survey method was used in this study, which used a 5-point Likert-type scale based on the multilingual education attitudes. The scale included 25 items and was prepared through the SurveyMonkey database. The survey was designed to determine the attitudes of teachers on heritage-language–based multilingual education and was conducted through the snowball ...


Transforming Schools: The Power Of Teachers’ Input In Professional Development, Linda E. Martin, Sherry Kragler, Diana Quatroche, Kathryn Bauserman Aug 2019

Transforming Schools: The Power Of Teachers’ Input In Professional Development, Linda E. Martin, Sherry Kragler, Diana Quatroche, Kathryn Bauserman

Journal of Educational Research and Practice

Recent legislative actions have mandated the professional development of teachers in hopes of improved student achievement. However, research has shown that mandated professional development most usually does not lead to a positive outcome. This article describes three aspects that have been identified as contributing to the transformation of instruction in schools: school context, role of the administrator, and cohesion between professional development and needs of students/teachers. Mezirow’s adult learning theory supports these important aspects of school reform and has implications for planning and developing educators’ professional development.


Departmentalization For Mathematics: Is It Beneficial For Teachers, Students, And Teacher Candidates?, Melinda S. Eichhorn, Courtney Lacson Jun 2019

Departmentalization For Mathematics: Is It Beneficial For Teachers, Students, And Teacher Candidates?, Melinda S. Eichhorn, Courtney Lacson

Journal of Educational Research and Practice

Studies have shown that both the departmentalized and self-contained models of instruction can help students achieve strong mathematics scores on standardized tests, and school administrators must consider their teachers and students when deciding on an instructional model. However, little research has considered the effect of the instructional model on initial license teacher candidates and school–university partnerships. Drawing from a Massachusetts college’s experience with practicum placements for elementary candidates pursing a generalist license (Grades 1–6), implications for teacher preparation programs are explored as more upper elementary classrooms move to a departmentalized model for mathematics.


Hidden Curriculum In A Special Education Context: The Case Of Individuals With Autism, Mona F. Sulaimani, Dianne M. Gut Mar 2019

Hidden Curriculum In A Special Education Context: The Case Of Individuals With Autism, Mona F. Sulaimani, Dianne M. Gut

Journal of Educational Research and Practice

This article examines the issue of hidden curriculum as it pertains to the experiences of individuals with disabilities, primarily those diagnosed with autism disorders. Examining the assumptions regarding the hidden curriculum, this article explores the challenges these assumptions create for individuals with autism. We provide suggestions for how these challenges could be overcome through the use of specific strategies.


Increasing Engagement Of English Learners Through Universal Design For Learning, Melinda S. Eichhorn, Amanda E. Lowry, Kristen Burke Feb 2019

Increasing Engagement Of English Learners Through Universal Design For Learning, Melinda S. Eichhorn, Amanda E. Lowry, Kristen Burke

Journal of Educational Research and Practice

English learners (ELs) are the fastest growing segment of K–12 students. When ELs do not respond to instruction as quickly as their English-speaking peers, teachers may focus on their deficits and wrongly label them as having a learning disability. In this article on the universal design for learning engagement guidelines, we summarize how we have anticipated learning barriers and increased engagement with academic content for ELs in our practice. By teaching strategies for self-regulation and individual coping skills, providing guided practice and support to sustain effort, and giving students various ways to achieve the same goal in a safe ...


Metacognitive Reading Strategy And Emerging Reading Comprehension In Students With Intellectual Disabilities, Natasha Cox-Magno, Peter Ross, Kathleen Dimino, Andrea Wilson Nov 2018

Metacognitive Reading Strategy And Emerging Reading Comprehension In Students With Intellectual Disabilities, Natasha Cox-Magno, Peter Ross, Kathleen Dimino, Andrea Wilson

Journal of Educational Research and Practice

This article ventures to address the gap in special education practices by providing a metacognitive reading strategy to support the emerging reading comprehension skills of kindergarten students with intellectual disabilities. Historically, students with intellectual disabilities have low reading comprehension skills that can impede their overall academic success. There is a gap in practice regarding the identification and effective use of evidence-based reading comprehension instructional strategies for students with intellectual disabilities. Guided by Piaget’s and Vygotsky’s constructivist theories, the purpose of this study was to test the effectiveness of a metacognitive reading strategy on the emerging reading comprehension (ERC ...


Using Focus Groups To Explore Sources Of Self-Efficacy In Puerto Rican Preservice Teachers, Yitza A. Arcelay-Rojas Sep 2018

Using Focus Groups To Explore Sources Of Self-Efficacy In Puerto Rican Preservice Teachers, Yitza A. Arcelay-Rojas

Journal of Educational Research and Practice

This article used focus groups to explore Puerto Rican preservice teachers' perceptions of sources of self-efficacy. The present study allowed, through a qualitative design, examination of the experiences of preservice teachers at the end of their student teaching practicum. The qualitative design and the use of the focus group technique provided insight into the main sources of their perceived self-efficacy through the self-assessment of their field experience. The beginning of the student teaching practicum provoked an intense process of emotions in which the preservice teachers needed support and guidance, particularly in aspects of planning, differentiation, and classroom management. The participants ...


Two Birds, One Stone: Integrating Communication Proficiency Development Into Existing Academic Courses, Yehudith Weinberger Jul 2018

Two Birds, One Stone: Integrating Communication Proficiency Development Into Existing Academic Courses, Yehudith Weinberger

Journal of Educational Research and Practice

This article discusses the pedagogical knowledge required to develop students' communication proficiencies as part of their academic experience, proposes a method of doing so, and illustrates that method using a recent example. Using the case-study approach, first, the challenge is presented while its complexity in the context of academic studies is analyzed. Then, with implementation of the conceptual framework of “disciplinary literacy,” an original solution is offered in the form of a rolling multistage task in a seminar course that was a part of the master’s in teaching program. The rolling multistage task revolves around the development of the ...


A Case Study Of Relationships, Resilience, And Retention In Secondary Mathematics And Science Teachers, Angela W. Webb Feb 2018

A Case Study Of Relationships, Resilience, And Retention In Secondary Mathematics And Science Teachers, Angela W. Webb

Journal of Educational Research and Practice

Reasons why mathematics and science teachers leave the profession have been well documented and discussed. However, a critical examination of the nuances contributing to their retention warrants our attention. In this qualitative case study, I applied relational–cultural theory (Miller, 1986) to the experiences of three female mathematics and science teachers. I sought to unpack teachers’ decisions to remain in the classroom year after year and make meaning of their experiences as related to resilience in and through relationships. Based on findings from participants' experiences, recommendations for improving teacher retention along the career trajectory are offered.


Blind Date Poetry: Introducing Poetry To Today’S High School Students, Amy Rottmann Feb 2018

Blind Date Poetry: Introducing Poetry To Today’S High School Students, Amy Rottmann

Journal of Educational Research and Practice

This study examined an early college high school English teacher's instructional method of introducing poetry through Blind Date Poetry. Blind Date Poetry was created by the teacher to introduce her students to 25 poems in a 90-min class session. The study was to find if the poetry introduction engaged and motivated students to learn poetry. The collected data showed that students preferred autonomy, quick decision-making, and personal interest when being introduced to poetry. Also, the instructional method increased students’ engagement and motivation to learn about the poems they had chosen.


A Consensual Inquiry Of Teachers’ Responses To Classroom Situations: Implications For School Counselors, Jeffrey M. Warren, Gretchen G. Robinson Feb 2018

A Consensual Inquiry Of Teachers’ Responses To Classroom Situations: Implications For School Counselors, Jeffrey M. Warren, Gretchen G. Robinson

Journal of Educational Research and Practice

Although often overlooked by school leaders, teacher emotions are key factors that impact classroom climate and therefore educational outcomes and student success. We use a framework grounded in rational emotive behavior therapy and social cognitive theory to explore teachers’ perceived thoughts, emotions, and behaviors in response to common classroom situations. The consensual qualitative research methodology was used to analyze data collected from 21 elementary school teachers. Findings suggest that psychosocial barriers exist among teachers who undermine effective instruction and classroom climate. Implications for school counselor practice are discussed.


Leveraging The Demands Of Edtpa To Foster Language Instruction For English Learners In Content Classrooms, Laura Baecher, Marcus Artigliere, Teresa Bruno Sep 2017

Leveraging The Demands Of Edtpa To Foster Language Instruction For English Learners In Content Classrooms, Laura Baecher, Marcus Artigliere, Teresa Bruno

Journal of Educational Research and Practice

This article provides insight into how a required, clinically based national teacher performance assessment for candidates becoming English-as-a-second-language specialists in many U.S. states, the Education Teacher Performance Assessment (edTPA), engenders a focus on language instruction in the content-based classroom. This assessment’s focus on language within the content areas provides a positive washback opportunity to strengthen teacher candidates' language instruction in teaching English to speakers of other languages (TESOL) preparation programs connected to partner schools in which classrooms often provide sheltered content with minimal language instruction. We share how, in our large Masters of Arts program in TESOL, we ...


Professional Development As A Process Of Cultural Brokering: Positioning Coaches As Cultural Brokers, Tasha R. Wyatt, E. Brook Chapman De Sousa, Sarah C. Mendenhall Sep 2017

Professional Development As A Process Of Cultural Brokering: Positioning Coaches As Cultural Brokers, Tasha R. Wyatt, E. Brook Chapman De Sousa, Sarah C. Mendenhall

Journal of Educational Research and Practice

Teachers who serve diverse students must navigate two “worlds.” One world is that of standardized curricula and pedagogy and the other is culturally relevant education. To effectively navigate these worlds, teachers need assistance from “cultural brokers” who can help make sense of the tension that emerges when these two educational worlds interact. This study analyzes the work of two Center for Research on Education, Diversity, and Excellence coaches who worked as cultural brokers to help teachers integrate multiple pedagogical models. The results indicate the coaches shifted their strategies depending on teacher preferences, and helped teachers overcome constraints within their classrooms ...


Professional Development And Educational Policy: A Comparison Of Two Fields In Education, Linda E. Martin, Sherry Kragler, Denise Frazier Jun 2017

Professional Development And Educational Policy: A Comparison Of Two Fields In Education, Linda E. Martin, Sherry Kragler, Denise Frazier

Journal of Educational Research and Practice

The purpose of this paper is to compare two fields of research related to school reform: professional development and educational policy. A content analysis of the literature in both fields revealed two areas where they align (i.e., a focus on teachers’ professional development and the idea that change takes time) as well as two areas where there are differences (i.e., theoretical grounding of each field and planning for teachers’ learning). Considerations for successful school reform are suggested.


A World Apart: How Distance Education Can Effectively Reach Around The Globe, Joseph J. Frantiska Jr. May 2017

A World Apart: How Distance Education Can Effectively Reach Around The Globe, Joseph J. Frantiska Jr.

Journal of Educational Research and Practice

Distance education has revolutionized the field of education by giving faculty the ability to reach students anywhere on Earth. In many cases, the distances between faculty and students can be rather large with associated opportunities and challenges. An obvious challenge is the need for timely communications between faculty and students as well as among the students themselves. This can be compounded if the nature of the course requires widely dispersed students to work together as a group with the transfer of documents and frequent communications driven by deadlines as well as the desire to produce a complete document that adheres ...


Three Perspectives Of Planning, Implementation, And Consistency In Instructional Coaching, Judith Tanner, Lisa Quintis, Thomas Gamboa Jr. May 2017

Three Perspectives Of Planning, Implementation, And Consistency In Instructional Coaching, Judith Tanner, Lisa Quintis, Thomas Gamboa Jr.

Journal of Educational Research and Practice

School administrators are choosing or required to implement instructional coaching on their campuses to improve student-learning opportunities. The school community must be aware that effective instructional coaching is job embedded, encourages teachers to become reflective practitioners, and requires time to commit to the implementation. School administrators must support instructional coaches by ensuring there is significant time allotted to provide coaches time in the classroom to observe, provide feedback, and support classroom teachers in their practice and reflection. Instructional coaches build trust and rapport with the instructional staff by implementing best-practice protocols, providing feedback, and planning the next steps. The instructional ...


Effect Of Vocabulary Test Preparation On Low-Income Black Middle School Students’ Reading Scores, Ingrid Mitchell, Nicolae Nistor, Beate Baltes, Michelle Brown Dec 2016

Effect Of Vocabulary Test Preparation On Low-Income Black Middle School Students’ Reading Scores, Ingrid Mitchell, Nicolae Nistor, Beate Baltes, Michelle Brown

Journal of Educational Research and Practice

Black middle school students in the United States continue to perform poorly on standardized reading achievement tests in comparison to other racial and ethnic groups. The purpose of this research study was to examine the effectiveness of a vocabulary-focused test preparation program for Black middle school students. The theoretical framework consisted of Thorndike’s concept of test-wiseness, a test-taking capacity. Teachers at the research site were trained on Larry Bell’s 12 Powerful Words strategy that aims to make students test-wise, that is, to familiarize them with key vocabulary terms related to tests. An intact-group comparison was conducted, involving a ...


Using Variable Interval Reinforcement Schedules To Support Students In The Classroom: An Introduction With Illustrative Examples, David Hulac, Nicholas Benson, Matthew C. Nesmith, Sarah Wollersheim Shervey Nov 2016

Using Variable Interval Reinforcement Schedules To Support Students In The Classroom: An Introduction With Illustrative Examples, David Hulac, Nicholas Benson, Matthew C. Nesmith, Sarah Wollersheim Shervey

Journal of Educational Research and Practice

When behaviors are reinforced with a variable interval reinforcement schedule, reinforcement is available only after an unknown period of time. These types of reinforcement schedules are most useful for reinforcing slow and steady responding and for differentially reinforcing behaviors that are incompatible with some problematic behaviors. This review helps define variable interval reinforcement schedules, uses the example of a strategy to manage thumb-sucking behavior to illustrate the implementation of these schedules, and describes potential applications in school and clinical settings.


A Content Analysis Of Images Of Novice Teacher Induction: First-Semester Themes, Jennifer R. Curry, Angela W. Webb, Samantha J. Latham Sep 2016

A Content Analysis Of Images Of Novice Teacher Induction: First-Semester Themes, Jennifer R. Curry, Angela W. Webb, Samantha J. Latham

Journal of Educational Research and Practice

The powerful nature of novice teachers’ experiences in their first years of teaching has been well documented. However, the variance in novices’ initial immersion in the school environment is largely dependent on perceived personal and professional support as well as the environmental inducements that lend to novice teachers’ success in the classroom. For the purposes of this study, 72 participating novices, who were participants in an alternative certification program, drew representations of their current teaching environments. Of the 72 initial participants’ pictures, 58 were used in this content analysis. The interrater analysis involving multiple documentation of codes between and among ...


The Promise And Limits Of Service Learning For Aspiring Teachers, Mary Louise Gomez Jul 2016

The Promise And Limits Of Service Learning For Aspiring Teachers, Mary Louise Gomez

Journal of Educational Research and Practice

This text explores how service learning may offer aspiring teachers’ (those not yet admitted to teacher education programs) opportunities to interact with and support the learning of children from low-income families of color. The article shows the potential of service to impact how aspiring teachers talk and think and what they can do in community centers serving children living in challenging circumstances. It also critiques their understandings of who they are with regard to race, social class, and language background when conducting service learning. Implications for teachers and teacher educators’ practices when mentoring university students conducting service in communities of ...


Predictors Of Latino English Learners’ Reading Comprehension Proficiency, Theresa A. Grasparil, David A. Hernandez Apr 2015

Predictors Of Latino English Learners’ Reading Comprehension Proficiency, Theresa A. Grasparil, David A. Hernandez

Journal of Educational Research and Practice

Poor literacy achievement among English learners has contributed significantly to their high dropout rates, poor job prospects, and high poverty rates. The National Literacy Panel on Language Minority Children and Youth has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading shown effective for native-English-speaking students: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Implementing effective reading instructional practices for English learners may reduce the literacy achievement gap between English learners and native English speakers. In this study, we used multiple regression to examine data for 1,376 third-grade Latino ...


The Learning Experience: Training Teachers Using Online Synchronous Environments, Stuart Woodcock Dr, Ashley Sisco Dr, Michelle Eady Dr Mar 2015

The Learning Experience: Training Teachers Using Online Synchronous Environments, Stuart Woodcock Dr, Ashley Sisco Dr, Michelle Eady Dr

Journal of Educational Research and Practice

This study examined the effectiveness of an online synchronous platform used for training preservice teachers. A blended learning approach was implemented. Fifty-three students participated in the course. Qualitative interview data and quantitative survey data were collected about students’ experiences using the platform, and analyzed via thematic content analysis and statistical analysis, respectively. The findings show that e-learning synchronous technology is an effective learning tool in enhancing preservice teachers’ e-learning competency in subject matter and information communication technology skills. However, preservice teachers’ competency to learn and implement e-learning for students is dependent on four hierarchal conditions (a) ease of use, (b ...