Education Commons^™

La Preparación De Los Maestros Para Afrontar La Diversidad En La Escuela. Estudio Comparativo Entre Castilla-La Mancha Y El Estado De Nebraska / Training Teachers To Deal With Diversity In School. Comparative Study Of Castilla-La Mancha And The State Of Nebraska, Olga Elwes Aguilar, Aránzazu Bernardo Jiménez, Maria Victoria Guadamillas Gómez, Theresa Catalano, Thomas Mcgowan

Department of Teaching, Learning, and Teacher Education: Faculty Publications

El presente artículo, de naturaleza comparativa, pretende estudiar la preparación de los maestros para atender la diversidad lingüística y cultural en las aulas en dos contextos diferentes a simple vista, pero que presentan ciertos paralelismos (Nebraska-Lincoln, EEUU y Castilla-La Mancha, España). En primer lugar, analizaremos la literatura existente; posteriormente, propondremos una hipótesis de partida sobre dicha preparación lingüística y didáctica en el trabajo con niños inmigrantes sobre tres ejes fundamentales: la formación de los maestros a nivel universitario a través de encuestas, la práctica educativa a través de entrevistas y la revisión de los planes de estudio. Por último, y …

Home Visits: A Way Of Connecting With Culturally And Linguistically Diverse Families, Stephanie Wessels

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Home visits allow ELL educators to learn more about culturally and linguistically diverse families’ interactions and experiences and build on those activities in the educational setting. The visits can provide an amazing source of information regarding the socio-cultural processes, academic, and linguistic development of students. Home visits are a start to relationship building between teachers and parents where everyone benefits. ELL teachers benefit from learning more about their students’ interests and cultural experiences. Parents benefit from the teachers showing how much they care and value what the parents have to offer to the educational process. Students benefit the most from …

The Nuts And Bolts Of Running A Graduate Student-Led Science Outreach Program, Matthew Mccune, Deepika Menon, Kevin Tarwater, Christopher Owens

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Abstract submitted for the PSF13 meeting of the American Physical Society, October 12, 2013 about the nuts and bolts of running a graduate student-led science outreach program.

Barriers To Developing Physics Faculty Knowledge For Teaching: Identifying Gaps Through Critical Review Of The Literature, Deepika Menon

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Abstract submitted for the PSF13 Meeting of the American Physical Society, October 11, 2013 on barriers to developing physics faculty knowledge for teaching, identifying gaps through a critical review of the literature.

The Gender Trap: Parents And The Pitfalls Of Raising Boys And Girls, Mardi Schmeichel

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Book review

The book The Gender Trap: Parents and the Pitfalls of Raising Boys and Girls is an example of the kind of nuanced research that works toward unraveling the complexities of gender as expressed in individual lives as well as larger societal patterns that contribute to problematic assumptions about who girls and boys and women and men must be. Sociologist Emily Kane focuses specifically on the “gender trap” in parenting, which she defines as “a set of expectations and structures that inhibit social change and stall many parents’ best intentions for loosening the limits that gender can impose on …

Understanding The Language Of The Occupy Movement: A Cognitive Linguistic Analysis, Theresa Catalano, John W. Creswell

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In the expanding area of narrative inquiry, researchers often battle with the decision of how to analyze/interpret data. The aim of this article is to propose the use of cognitive linguistics as a tool in narrative analysis using as a case illustration interviews conducted in October/November 2011 with participants in the Occupy movement (Occupy). Results expose important metaphors/metonymies that reveal much about the perception of the movement by its inceptors. Not only did the analysis present the movement as a war and a force against government corporations, oppression, and inequality, but it was also seen as a strong structure and …

Advanced Low Language Proficiency–An Achievable Goal?, Aleidine Kramer Moeller

Department of Teaching, Learning, and Teacher Education: Faculty Publications

A standard of language proficiency recommended for world language preservice teachers has been set at advanced low as defined by the ACTFL Proficiency Guidelines. The National Council for the Accreditation of Teacher Education (NCATE) requires that foreign language teacher candidates in specific languages (e.g., French, German, Spanish) achieve the Advanced Low (AL) rating on the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency interview (OPI) and the Writing Proficiency Test (WPT). They stipulate that 80% of preservice teachers must successfully demonstrate an AL level of language proficiency in order to achieve NCATE program accreditation. Many questions and …

The Language Of Money: How Verbal And Visual Metonymy Shapes Public Opinion About Financial Events, Theresa Catalano, Linda R. Waugh

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Much recent work on metonymy has concentrated on its definition, properties and functions (Benczes, Barcelona & Ruiz de Mendoza Ibáñez, 2011) but few studies have examined the combination ofverbal and visual metonymy or the benefits of multimodal metonymical analysis in issues of social justice. In this paper eleven news articles regarding issues in financial discourse such as the financial crisis, fiscal cliff, underwater homeowners and entitlements are examined visually and verbally from a variety of online newspaper sources. Results reveal intricate visual and verbal metonymies such as EFFECT FOR CAUSE, RESULT FOR ACTION, INSTITUTION FOR PERSON, DEFINING PROPERTY FOR CATEGORY …

Associations Between Teacher Emotional Support And Depressive Symptoms In Australian Adolescents: A 5-Year Longitudinal Study, Patrick Pössel, Kathleen Moritz Rudasill, Michael G. Sawyer, Susan H. Spence, Annie C. Bjerg

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Approximately 1/5 of adolescents develop depressive symptoms. Given that youths spend a good deal of their lives at school, it seems plausible that supportive relationships with teachers could benefit their emotional well-being. Thus, the purpose of this study is to examine the association between emotionally supportive teacher relationships and depression in adolescence. The so-called principle-effect and stress-buffer models could explain relationships between teacher emotional support and depressive symptoms, yet no study has used both models to test bidirectional relationships between teacher support and depressive symptoms in students separately by sex. Four-thousand three-hundred forty-one students (boys: n = 2,063; girls: n …

Using A Cohort Approach To Convert Edd Students Into Critical Friends, Edmund T. Hamann, Susan Wunder

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Exploring the role of critical collegiality and a cohort approach to doctoral education, this chapter considers the higher education design issues that have supported education doctorate candidates' pursuit of learning and degrees buoyed by the support—emotional, logistic, and content-based—of their graduate student colleagues.

A steadfast but not previously examined feature of our department’s six-year (and counting) experience with a Carnegie Project for the Education Doctorate (CPED)-influenced Doctor of Education (EdD) program is the successful implementation of a cohort model and, in turn, the utilization of practitioners’ sense of belonging and familiarity to become each other’s Critical Friends. Looking across the …

Where Is Earth Science? Mining For Opportunities In Chemistry, Physics, And Biology, Julie Thomas, Toni Ivey, Jim Puckette

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The Earth sciences are newly marginalized in K–12 classrooms. With few high schools offering Earth science courses, students’ exposure to the Earth sciences relies on the teacher’s ability to incorporate Earth science material into a biology, chemistry, or physics course. “G.E.T. (Geoscience Experiences for Teachers) in the Field” is an exploratory program funded by the National Science Foundation aimed to increase teachers’ geoscience interest and content knowledge. Participant teachers (n = 7) included non–Earth science teachers from underrepresented groups and/or high schools with a high percentage of students from underrepresented groups. A variety of quantitative and qualitative measures assessed …

Voicing A Mindful Pedagogy: A Teacher-Artist In Action, Amanda Morales, Jory Samkoff

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Historically, educators and philosophers have struggled with defining the role and the value of formal curriculum and its impact on classroom praxis. As the current accountability movement dominates discussions in education, educators are pressured to implement increasingly standardized curricula. The authors of this work consider these tensions, situated first within contrasting theories on teaching and learning. They then explore the concept of phronesis through an interpretive biography of one teacher-artist, Frieda, whose praxis also demonstrates the aesthetic and artistic side of the teaching-learning process. This ninety-year-old teacher-artist‘s experiences with implementing her curriculums suggest that it is always possible to implement …

The Development Of A Model Of Culturally Responsive Science And Mathematics Teaching, Cecilia M. Hernandez, Amanda Morales, Gail Shroyer

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally …

Researching Pds Initiatives To Promote Social Justice Across The Educational System, Gail Shroyer, Amanda Morales, Sally Yahnke, Lisa A. Bietau

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The examples and data shared in this chapter provide evidence that our comprehensive mission to understand and impact issues of social justice and equity within education is being achieved as the PDS Partnership continues to improve K-16 teaching and learning and enhance the teaching profession across all levels of education. The major implication of our findings is that systemic reform is achievable and the outcomes can be exceptionally rewarding. Of course, such initiatives require time, continuous effort, resources, broad-based participation of all stakeholders, and a sense of need for change. Developing human capital across the educational continuum requires a commitment …

Preparing To Teach: Redeeming The Potentialities Of The Present Through “Conversations Of Practice”, Andrew Ek, Margaret A. Macintyre Latta

Department of Teaching, Learning, and Teacher Education: Faculty Publications

A prospective teacher and a teacher educator enter into a yearlong conversation seeking greater curricular physicality and materiality within its enactment. Dewey’s (1938) temporal educative relation of teaching and learning as an ever-present process is helpful, asking both parties to dwell mindfully at the intersections of teaching/learning situations and interactions. Attention turns to the lived curricular features and consequences of preparing teachers to teach as an ever-present process. The role and place of self-other negotiation is illuminated within curricular enactment, giving expression to teaching/learning as an ever-present process. Pedagogical significances are redeemed through greater teaching mindfulness of the temporality at …

Interrupting The Professional Schism That Allows Less Successful Educational Practices With Ells To Persist, Edmund T. Hamann, Jenelle Reeves

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Different worldviews, different histories of induction into teaching, presumed differences in responsibilities, and different emphases in pre-service and in-service preparation have all long contributed to enduring schisms that keep general education (or mainstream) teachers and English language support faculty from coordinating and finding common cause in their efforts. This division has been at the cost of impeding many English language learners’ (ELLs) academic success. So, given that ELLs consecutively or concurrently negotiate these too-often separate schooling subworlds, it is imperative to overcome historical divisions and to conceptualize all teachers as needing (a) to be willing to see ELLs as part …

Acknowledging The Religious Beliefs Students Bring Into The Science Classroom: Using The Bounded Nature Of Science, Sherry A. Southerland, Lawrence C. Scharmann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Scientific knowledge often appears to contradict many students’ religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it superficially. Recently, there has been a political effort to teach to the controversy—which some see as a way of introducing religious explanations for biological diversity into science classrooms. Many science educators reject this approach, insisting that teachers limit classroom discussions to science alone. This science only approach leaves the negotiation of alternative …

Professional Journals As A Source Of Information About Teaching Nature Of Science: An Examination Of Articles Published In The Journal Of College Science Teaching, 1996-2012, Deepika Menon, Somnath Sinha

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Recent efforts to reform science education have strongly emphasized the understanding of the nature of science (NOS) as important to achieving broader scientific literacy. Despite the realization that students‘ understanding of NOS is important, there is a gap between research and practice. In order to teach NOS effectively in pre-college or college classrooms, teachers need appropriate activities, examples, and models of instruction that can contribute towards the development of their pedagogical content knowledge (PCK) for teaching NOS. One widespread and readily-available source teachers may consult to find appropriate models of teaching practice and example activities is professional journals. The present …

The Introduction Of Proof In Secondary Geometry Textbooks, Samuel Otten, Lorraine Males, Nicholas J. Gilbertson

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Explicit reasoning-and-proving opportunities in the United States are often relegated to a single secondary geometry course. This study analyzed the reasoning-and-proving opportunities in six U.S. geometry textbooks, giving particular attention to the chapter that introduced proof. Analysis focused on the types of reasoning-and-proving activities expected of students and the type of mathematical statement around which the reasoning-and-proving took place, be it general or particular. Results include the fact that reasoning-and-proving opportunities in student exercises were predominantly of the particular type, whereas textbook exposition most commonly had general statements. Within the chapters introducing proof, opportunities for students to develop proofs were …

Understanding American Mexican Children, Víctor Zúñiga, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In 1997, when we first met while independently conducting field work in Whitfield County, Georgia, and its county seat, Dalton, we heard from local principals and teachers that Latino students sometimes "disappeared" from the schools. Most of these who disappeared were immigrant students from Mexico and other Central American countries, students who had arrived suddenly in local schools while accompanying their parents who found jobs in the carpet and poultry mills of the area (Hamann, 2003; Hernández-León & Zúñiga, 2000; Zúñiga & Hernández-León, 2009). The "disappearances" led one of us (Hamann, 2001) to develop a concept—the sojourner student—and draw from …

Curricular Treatments Of Length Measurement In The United States: Do They Address Known Learning Challenges?, John P. Smith Iii, Lorraine Males, Leslie C. Dietiker, Kosze Lee, Aaron Mosier

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Extensive research has shown that elementary students struggle to learn the basic principles of length measurement. However, where patterns of errors have been documented, the origins of students’ difficulties have not been identified. This study investigated the hypothesis that written elementary mathematics curricula contribute to the problem of learning length measurement. We analyzed all instances of length measurement in three mathematics curricula (grades K–3) and found a shared focus on procedures. Attention to conceptual principles was limited overall and particularly for central ideas; conceptual principles were often presented after students were asked to use procedures that depended on them; and …

Keeping It In The Target Language, Aleidine Kramer Moeller, Amy Roberts

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This article investigates how target language use can be optimized in the language classroom to enhance language development. Principles and guidelines for integration of the target language are extracted from empirical evidence and best practices demonstrated by teachers who maximize target language. Classroom tested strategies and examples are described and illustrated.

The Roma And Wall Street/Ceos: Linguistic Construction Of Identity In U.S. And Canadian Crime Reports, Theresa Catalano

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Discriminatory practices against Roma (also known as Romanies) occur on a daily basis in many countries around the world through media discourse. This paper investigates the representation of Romanies in U.S. and Canadian online newspaper crime reports and compares this representation to Wall Street/CEOs in crime reports demonstrating how identity of both groups is constructed through a variety of linguistic and non-linguistic strategies. Drawing on Mayr and Machin’s (2012) critical linguistic analysis of the language of crime, this multimodal study incorporates a variety of tools such as Critical Discourse Analysis and Cognitive Linguistics in order to dig below the surface …

Organization Of Schooling In Three Countries, Edmund T. Hamann, Saloshna Vandeyar, Juan Sanchez Garcia

Department of Teaching, Learning, and Teacher Education: Faculty Publications

It has been more than 30 years since Britan and Cohen (1980) assembled a number of leading anthropologists in a joint call for an anthropology of bureaucracies. Their call was a refinement and rearticulation of a more enduring concern in anthropology, illustrated in particular in the work of South Africa-born, British anthropologist Meyer Fortes (1938) who was interested in what McDermott and Raley (2011: 46) have summarized as "the acquisition of kinds of people by social structure."

One starting point for an anthropology of organizations that sees schools as a particular kind of organization meriting direct scrutiny is the anthropology …