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Articles 1 - 30 of 35
Full-Text Articles in Education
From The Chalkboard To The Bank: Teaching Educational Leaders To Be Effective Fundraisers, Michael T. Miller, Mei-Yan Lu, G. David Gearhart
From The Chalkboard To The Bank: Teaching Educational Leaders To Be Effective Fundraisers, Michael T. Miller, Mei-Yan Lu, G. David Gearhart
Faculty Publications
The effective use of financial resources is critical for all educational institutions, especially those K-12 schools that rely on public funding for their main operating revenue. As public entities and state governments increasingly struggle to find the revenue necessary to operate prisons, fund Medicaid/Medicare, improve an aging infrastructure, support social welfare programs, and recover from the Great Recession, educational institutions are finding themselves directly competing with other public agencies for scarce resources. These factors resulted in 29 states reducing funding for public education (Evans, Schwab & Wagner, 2019; Leachman, Masterson, & Figueroa, 2017). In the face of fierce competition, educational …
Professional Growth Among Mentor Teachers In A Co-Teaching Model Of Preservice Education, Katya Aguilar
Professional Growth Among Mentor Teachers In A Co-Teaching Model Of Preservice Education, Katya Aguilar
Faculty Publications
No abstract provided.
Affordances And Constraints: Pre-Service Science Educators Co-Teaching In Support Of Ells, Steven Drouin, Katya Aguilar, Virginia Lehmkuhl-Dakhwe
Affordances And Constraints: Pre-Service Science Educators Co-Teaching In Support Of Ells, Steven Drouin, Katya Aguilar, Virginia Lehmkuhl-Dakhwe
Faculty Publications
Co-teaching has increasingly been utilized as an alternative model for the student teaching experience in pre-service education. Recent literature highlights potential for co-teachers to develop by engaging in cycles of inquiry in learning communities. The purpose of this study was to explore the experience of a science student teacher who engaged in cycles of inquiry around supporting English language learners (ELLs) in a co-teaching student teaching placement. This qualitative case study involved a science mentor teacher and a science student teacher engaged in a yearlong co-teaching placement. Data sources included surveys, interviews, and written and oral lesson plans and reflections. …
Co-Teaching: Collaborative And Caring Teacher Preparation, Colette Rabin
Co-Teaching: Collaborative And Caring Teacher Preparation, Colette Rabin
Faculty Publications
This study investigated what happened during the implementation of a co-teaching model for student-teaching from a relational perspective. When analyzed through the theoretical framework of care ethics, teacher-candidates and their mentor-teachers developed caring relationships, acknowledged and negotiated differential power dynamics, and described cultivating a caring climate through dialogue and modeling.
Teacher Education Program Redesign: Maintaining A Focus On Social Justice In An Increasingly Challenging Context, Grinell Smith, Colette Rabin
Teacher Education Program Redesign: Maintaining A Focus On Social Justice In An Increasingly Challenging Context, Grinell Smith, Colette Rabin
Faculty Publications
This qualitative case study describes the outcomes of a major reorganization of a well-established five semester post-baccalaureate combined credential/MA program into a three semester program. The original program focused squarely on social justice and multicultural awareness; reorganization was driven entirely by external forces, many of which the department faculty viewed as anathema to our larger purposes as educators that are based on deficit-models of diversity, ignore relational aspects of teaching, and are at the heart of efforts to privatize teacher education. Reorganization involved heavy reliance on “touchstone texts,” immersive field experiences, and student action-inquiry centered on making theory to practice …
Unpacking Teacher Practice Through A Moves-Based Formative Assessment Framework Using Video-Based Cycles Of Inquiry, Brent Duckor, Carrie Holmberg
Unpacking Teacher Practice Through A Moves-Based Formative Assessment Framework Using Video-Based Cycles Of Inquiry, Brent Duckor, Carrie Holmberg
Faculty Publications
Research has shown for over a decade that teachers who engage in formative assessment (FA) practices may have the most powerful impact on student learning (Black & Wiliam, 1998; Hattie, 2012). Yet less is known about the development of teachers’ knowledge and use of formative assessment as they plan, enact, and reflect on their questioning practices. Our qualitative case study focuses on how in-service middle school math teachers take up three specific moves (Author A, 2014) associated with formative assessment practice as as part of a video-based cycle of inquiry project. The study found focusing participants’ planning and reflection through …
Evaluating And Supporting Teacher Practice Of Formative Assessment: Assessing Posing, Pausing, And Probing Moves, Carrie Holmberg, Brent Duckor
Evaluating And Supporting Teacher Practice Of Formative Assessment: Assessing Posing, Pausing, And Probing Moves, Carrie Holmberg, Brent Duckor
Faculty Publications
Decades of research supports that teacher engagement in formative assessment (FA) can powerfully impact student learning outcomes (Black & Wiliam, 1998; Hattie, 2009, 2012). Yet less is known about teacher development of FA skills on a continuum of practice. This empirical study designed, piloted, and examined test content validity of a performance-based assessment of teachers’ FA practice related to questioning “moves” in the context of six multilingual high needs middle school mathematics classrooms. Qualitative comparative analysis of triangulated evidence of teachers’ planning for, enacting, and reflecting on posing, pausing, and probing “moves” found differences among teachers’ probing in particular, related …
“Get The Mexican”: Attending To The Moral Work Of Teaching In Fraught Times, Grinell Smith, Colette Rabin
“Get The Mexican”: Attending To The Moral Work Of Teaching In Fraught Times, Grinell Smith, Colette Rabin
Faculty Publications
This article details a four-faceted approach we developed to help structure discourse about topics in partisan arenas, many of which intersect with issues of equity and social justice. The article’s narrative centers on challenging and emotionally charged discussions that unfolded in a classroom management class in our teacher preparation program on November 9, 2016, the day following the election of Donald Trump. We offer the approach, which centers on addressing cognitive biases common in partisan discourse, as a robust, straightforward, and nontechnocratic way to help teachers (both teacher preparation instructors and teachers of children) mediate partisan discussions among their students …
Teaching In The Age Of Humans Helping Students Think About Climate Change., Grinell Smith
Teaching In The Age Of Humans Helping Students Think About Climate Change., Grinell Smith
Faculty Publications
To convey the magnitude and rapidity of current climate change and the severity of predictions for the next century, I present essential climate science information using four key sets of data and contextualize that information with personal anecdotes. I then consider the reasons for the large gap between the scientific consensus about anthropogenic climate change and public perceptions of that consensus. With several known challenges to climate change education in mind, I offer four recommendations for teachers that map relevant social psychology to pedagogy: (1) establish a learning community that works to disrupt in-group favoritism and reduce attribution bias; (2) …
Collaborative Online Instruction: A Care Ethics Perspective, Colette Rabin, Grinell Smith
Collaborative Online Instruction: A Care Ethics Perspective, Colette Rabin, Grinell Smith
Faculty Publications
Isolation is often a problem in online courses. In this qualitative study, we used care ethics perspectives to design the social organization of an online course to foster the development of robust collaborative professional relationships. Redesign focused on two areas. First, we centered all assignments on complex real-world problems. Second, we used dialogic instructor-assisted self-assessment. We found that students built professional relationships through dialogue, and simultaneously produced high-quality work. The significance of this work lies in its potential to help other instructors address the challenge of helping teachers adopt collaboration as a professional disposition.
Binning For Equity And Access: Formative Assessment–Focused Teacher Professional Development For Middle School Mathematics Classrooms, Brent Duckor, Carrie Holmberg, Joanne Becker
Binning For Equity And Access: Formative Assessment–Focused Teacher Professional Development For Middle School Mathematics Classrooms, Brent Duckor, Carrie Holmberg, Joanne Becker
Faculty Publications
While research has shown for over a decade that teachers who engage in formative assessment (FA) practices may have the most powerful impact on student learning (Black & Wiliam, 1998; Hattie, 2012) less is known about the development of teachers’ knowledge and use of formative assessment as they plan, enact, and reflect on their practice. Our qualitative case study focuses on how in-service middle school math teachers take up the specific moves (Author, 2014a) associated with formative assessment practice as they plan, enact, and reflect on their practices as part of a FA-focused professional development cycle of inquiry. The study …
Looking Within: Teacher Critical Self-Reflection On Language And Cultural Integration In Multilingual Schools, Kathryn Brooks, Katya Karathanos, Susan Adams
Looking Within: Teacher Critical Self-Reflection On Language And Cultural Integration In Multilingual Schools, Kathryn Brooks, Katya Karathanos, Susan Adams
Faculty Publications
Genor (2005) proposed a framework for teacher reflection that included three stages of reflection: Unproblematized reflection, problematized reflection and critically problematized reflection. This study built upon Genor’s (2005) framework. The researchers of this current study taught English as a second language (ESL) coursework over two semesters to inservice educators. Analysis of participants’ course documents and instructional artifacts revealed factors that contributed to changes in beliefs and professional practices in teaching multilingual students. These factors included teachers’ (1) capacity to identify one’s biases and assumptions, (2) perceived purposes for incorporating students’ native languages and cultures in instruction, (3) levels of self-efficacy, …
Equitable Education Of English Learners In The Common Core Age: Implications For Principal Leadership, David Whitenack
Equitable Education Of English Learners In The Common Core Age: Implications For Principal Leadership, David Whitenack
Faculty Publications
This paper highlights the importance of school principals in English Learners’ academic achievement in the age of the Common Core State Standards. Revising the curriculum of administrator preparation programs to include a greater emphasis on curriculum and instruction is one approach to enhancing principal leadership for English Leaners. Another approach is to reculture site-level instructional leadership through professional development to address the academic learning needs of English Learners.
“Without Hermeneutics I’M Stuck In My Own Thinking”: Preservice Teachers Adopt A Hermeneutical Stance Toward Action Research, Colette Rabin, Grinell Smith
“Without Hermeneutics I’M Stuck In My Own Thinking”: Preservice Teachers Adopt A Hermeneutical Stance Toward Action Research, Colette Rabin, Grinell Smith
Faculty Publications
Pre-service teachers need to question their taken-for-granted beliefs and biases about their students. Hermeneutics is a philosophical perspective that uncovers the subjectivity of our perceptions and can help students understand the necessity of questioning biases. This study explored what happened when pre-service teachers undertook an action research project with their students and analyzed qualitative data with a hermeneutical stance. Data consisted of audio-recorded class dialogues about readings on hermeneutics, interviews, student papers, and pre and post surveys. The data revealed that hermeneutics helped pre-service teachers: become aware of their biases; question their initial interpretations; and assume a self-reflective stance toward …
Validating The Internal Structure Of The Performance Assessment Of California Teachers (Pact): A Multi-Dimensional Item Response Model Study, Brent Duckor, Katherine Castellano, Kip Tellez, Mark Wilson
Validating The Internal Structure Of The Performance Assessment Of California Teachers (Pact): A Multi-Dimensional Item Response Model Study, Brent Duckor, Katherine Castellano, Kip Tellez, Mark Wilson
Faculty Publications
Examining a large sample of teacher candidate responses (n=1711), we found a sufficient degree of internal structure validity evidence to support the intended, continued use of the Performance Assessment for California Teachers (2008) instrument to measure teacher candidates’ skills and proficiencies with professional standards in teaching (CCTC, 2012). Our examination of the Elementary Literacy Teaching Event found that the unidimensional IRT model fits the data very well and results in high reliability (.914), which is reassuring given the dependence on raters, the varied nature of the portfolio submissions and types of tasks, and the differences in California teacher preparation programs …
Teaching Care Ethics: Conceptual Understandings And Stories For Learning, Colette Rabin, Grinell Smith
Teaching Care Ethics: Conceptual Understandings And Stories For Learning, Colette Rabin, Grinell Smith
Faculty Publications
An ethic of care acknowledges the centrality of the role of caring relationships in moral education. Care ethics requires a conception of ‘care’ that differs from the quotidian use of the word. In order to teach care ethics more effectively, this article discusses four interrelated ways that teachers’ understandings of care differ from care ethics: (1) conflating the term of reference ‘care’ with its quotidian use; (2) overlooking the challenge of developing caring relationships; (3) tending toward monocultural understandings of care; and (4) separating affect and intellect. Awareness of these conceptions of care supports teacher educators to teach care ethics …
Student-Teacher Interactions For Bringing Out Student Ideas About Energy, Benedikt W. Harrer, Michael Wittmann, Rachel Scherr
Student-Teacher Interactions For Bringing Out Student Ideas About Energy, Benedikt W. Harrer, Michael Wittmann, Rachel Scherr
Faculty Publications
Modern middle school science curricula use group activities to help students express their thinking and enable them to work together like scientists. We are studying rural 8th grade science classrooms using materials on energy. Even after spending several months with the same curriculum on other physics topics, students' engagement in group activities seems to be restricted to creating lists of words that are associated with energy. Though research suggests that children have rich and potentially valuable ideas about energy, our students don't seem to spontaneously use and express their ideas in the classroom. Only within or after certain interactions with …
Student Teaching Field Experience Guide 2012-2013, Judith Schierling, David Whitenack
Student Teaching Field Experience Guide 2012-2013, Judith Schierling, David Whitenack
Faculty Publications
San José State University (SJSU) has been in the forefront of innovation in education for over 100 years and has a long history of meeting challenges that require changes in society and in schools. Preparing teachers for California's schools since 1857, SJSU was established as the first public normal school west of the Mississippi River. The oldest public institution of higher education in the state of California, San José State University is located in an area of rapidly increasing cultural diversity and technological complexity. One of the largest universities of the 20-campus California State University system, San José State University …
Student Teaching Field Experience Guide 2011-2012, Judith Schierling, David Whitenack
Student Teaching Field Experience Guide 2011-2012, Judith Schierling, David Whitenack
Faculty Publications
San José State University (SJSU) has been in the forefront of innovation in education for over 100 years and has a long history of meeting challenges that require changes in society and in schools. Preparing teachers for California's schools since 1857, SJSU was established as the first public normal school west of the Mississippi River. The oldest public institution of higher education in the state of California, San José State University is located in an area of rapidly increasing cultural diversity and technological complexity. One of the largest universities of the 20-campus California State University system, San José State University …
Bridging Professional Development And Context: Integrating Mathematics And Academic Language In A District Facing Takeover, Patricia Swanson, David Whitenack
Bridging Professional Development And Context: Integrating Mathematics And Academic Language In A District Facing Takeover, Patricia Swanson, David Whitenack
Faculty Publications
This quasi-experimental, multi-phase study uses mixed methods to evaluate a professional development initiative focused on integrating mathematics and academic language. The context is a highly diverse urban district facing state takeover. The professional development focused on the understanding of key mathematics concepts and developing content-specific academic language. It linked explicitly to district-adopted texts and prescribed lesson formats. Teachers perceived the strategies to be feasible and beneficial to student learning, and had high rates of implementation. Nonetheless, pacing guides pressuring teachers to quickly cover content pose challenges for continued implementation. Implications for (1) professional development focusing on integrating subject-matter content and …
Benefitting The Educator And Student Alike: Effective Publications Strategies For Supporting The Academic Language Development Of English Learner (El) Teacher Candidates, Katya A. Karathanos, M Aminy
Benefitting The Educator And Student Alike: Effective Publications Strategies For Supporting The Academic Language Development Of English Learner (El) Teacher Candidates, Katya A. Karathanos, M Aminy
Faculty Publications
No abstract provided.
Evaluation Study Of C.A.R.E., The National Education Association's Culture, Abilities, Resilience, And Effort Professional Development Training, Noni Reis, Denise Alston, Linda Bacon, Brooke Whiting, Sheila Simmons
Evaluation Study Of C.A.R.E., The National Education Association's Culture, Abilities, Resilience, And Effort Professional Development Training, Noni Reis, Denise Alston, Linda Bacon, Brooke Whiting, Sheila Simmons
Faculty Publications
This was an evaluation study of C.A.R.E., National Education Association's Culture, Abilities, Resilience and Effort (C.A.R.E.): Strategies for Closing Achievement Gaps. The training is based on culturally relevant pedagogy and on the Center for Research on Educational Diversity and Excellence standards. The research questions for the study were: 1.Did the training lead to changes in instructional practices? 2.Were the tools and materials provided by the C.A.R.E. guide used? 3.Did the strategies lead to changes in student behavior and school practices Participants (n-275) completed an on-line survey and/or a telephone interview. Two-thirds (66%) of the participants noticed improvements in student achievement, …
Teaching English Language Learner Students In Us Mainstream Schools: Intersections Of Language, Pedagogy, And Power, Katya A. Karathanos
Teaching English Language Learner Students In Us Mainstream Schools: Intersections Of Language, Pedagogy, And Power, Katya A. Karathanos
Faculty Publications
This study explored to what extent two groups of mainstream teachers in the midwestern region of the USA with differing degrees of English Language Learner (ELL) specific universitypreparation reportedly engaged in practises that incorporated the native languages (L1) of ELL students in instruction. The study further examined specific strategies reported by mainstream teachers in promoting L1 use in instruction as well as challenges identified in implementing this practise. The study utilized a mixed-method design that included analyses of survey data from a quantitative study (n=227) and qualitative analyses of teacher discourse from course documents and open-ended survey questions. Findings indicated …
Meeting The Need For K-8 Teachers For Classrooms With Culturally And Linguistically Diverse Students: The Promise And Challenge Of Early Field Experiences, Amy Strage, Susan Gomez, Kari Knutson-Miller, Ana Garcia-Nevarez
Meeting The Need For K-8 Teachers For Classrooms With Culturally And Linguistically Diverse Students: The Promise And Challenge Of Early Field Experiences, Amy Strage, Susan Gomez, Kari Knutson-Miller, Ana Garcia-Nevarez
Faculty Publications
The writers present the findings of their study focused on teacher learning through early fieldwork experiences to address the problem of teachers working with a culturally and linguistically diverse student population. Data were analyzed from an archive collected from approximately 500 students enrolled in six undergraduate child development courses at three state university campuses located in urban areas of California. Findings suggest that early field experiences provide participants with opportunities for career goal clarification, and the context of field experience is significant and may lead to outcomes beyond the initial goal of the experience.
Building On The Cultural And Linguistic Capital Of English Learner (El) Students, K Brooks, Katya A. Karathanos
Building On The Cultural And Linguistic Capital Of English Learner (El) Students, K Brooks, Katya A. Karathanos
Faculty Publications
Approaches and strategies that value and build upon the cultural and linguistic capital of English learner students are described. Through implementing such strategies, teachers can impress upon students and families that multiculturalism and multilingualism are highly beneficial to the classroom, school, and community.
Service Learning In Preservice Teacher Preparation: Building Foundations For Engaged Professionalism In The New Millenium, Amy Strage, Susan Gomez, Kari Knutson-Miller, Ana Garcia-Nevarez
Service Learning In Preservice Teacher Preparation: Building Foundations For Engaged Professionalism In The New Millenium, Amy Strage, Susan Gomez, Kari Knutson-Miller, Ana Garcia-Nevarez
Faculty Publications
No abstract provided.
Linguistic Moments: Language, Teaching, And Teacher Education In The U.S., Brandon Lavada, Denise Marie Baszile, Theodorea Berry
Linguistic Moments: Language, Teaching, And Teacher Education In The U.S., Brandon Lavada, Denise Marie Baszile, Theodorea Berry
Faculty Publications
No abstract provided.
Constructing An Ethic Of Care In Teacher Education: Narrative As Pedagogy Toward Care, Colette Rabin
Constructing An Ethic Of Care In Teacher Education: Narrative As Pedagogy Toward Care, Colette Rabin
Faculty Publications
Teacher educators have a civic responsibility to prepare novice teachers to foster relationships across cultural, racial, and socioeconomic divides. Care ethics acknowledges this imperative. This study explores how to cultivate the knowledge, skills and dispositions associated with constructing a caring stance toward the work of teaching. Data come from two preservice teacher education courses. A cluster of course activities sought to foster novice teachers’ core skills for a caring stance. In particular, one assignment, an ethical dilemma case, gave the novice teachers the opportunity to write a narrative about practice and consider any potential moral implications. Since narrative methodology accounts …
Zooming Social Justice: A Teacher Educator’S Hopes And Dreams For Her Students, Theodorea Regina Berry
Zooming Social Justice: A Teacher Educator’S Hopes And Dreams For Her Students, Theodorea Regina Berry
Faculty Publications
No abstract provided.
Being And Living In Research: A Discussion On Cultural Experience And Cultural Identity As Referents In Knowledge Production, Theodorea Berry
Being And Living In Research: A Discussion On Cultural Experience And Cultural Identity As Referents In Knowledge Production, Theodorea Berry
Faculty Publications
Discusses the utilization of cultural identity and cultural experience of students as central referents in knowledge production by teacher-educators in the U.S. Role of autobiographies in knowledge construction; Information on engaged pedagogy; Reasons behind a few number of women of color who choose teaching as a profession; Advantages of knowing the cultural identity and experiences of students.