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Articles 1 - 22 of 22
Full-Text Articles in Education
Teaching Equity Through “Gatsby” In The Age Of Ccss, Allisyn Mills, Seungho Moon
Teaching Equity Through “Gatsby” In The Age Of Ccss, Allisyn Mills, Seungho Moon
Education: School of Education Faculty Publications and Other Works
Influenced by CCSS, the authors provide options for teachers who share the need to design curriculum to incorporate more perspectives in the classroom.
Ecs Evaluation Survey Instruments, Ronald I. Greenberg, Steven Mcgee
Ecs Evaluation Survey Instruments, Ronald I. Greenberg, Steven Mcgee
Computer Science: Faculty Publications and Other Works
This is a compilation of several surveys used in conjunction with a large-scale implementation of the Exploring Computer Science Curriculum in high schools in the Chicago Public Schools: ECS student presurvey pp. 1--2, ECS student postsurvey pp. 3--4, teacher background survey pp. 5--11, teacher ECS workshop feedback form pp. 12--13, teacher ECS implementation survey pp. 14--24
Teaching, Learning, And Leading With Schools And Communities: One Urban University Re-Envisions Teacher Preparation For The Next Generation, Ann Marie Ryan, David Ensminger, Amy J. Heineke, Adam Kennedy, David P. Prasse, Lara K. Smetana
Teaching, Learning, And Leading With Schools And Communities: One Urban University Re-Envisions Teacher Preparation For The Next Generation, Ann Marie Ryan, David Ensminger, Amy J. Heineke, Adam Kennedy, David P. Prasse, Lara K. Smetana
Education: School of Education Faculty Publications and Other Works
Colleagues in the TLLSC program at Loyola University Chicago analyze the trajectory of teacher education and how it can be improved.
Teaching, Learning, And Leading With Schools And Communities: One Urban University Re-Envisions Teacher Preparation For The Next Generation, Ann Marie Ryan, David C. Ensminger, Amy J. Heineke, Adam S. Kennedy, David P. Prasse, Lara K. Smetana
Teaching, Learning, And Leading With Schools And Communities: One Urban University Re-Envisions Teacher Preparation For The Next Generation, Ann Marie Ryan, David C. Ensminger, Amy J. Heineke, Adam S. Kennedy, David P. Prasse, Lara K. Smetana
Education: School of Education Faculty Publications and Other Works
Ultimately, the national goals of improving learning outcomes for all students and reducing, if not eliminating, the achievement gap require a teaching corps that brings knowledge and professional competencies to have positive impacts on diverse learners in diverse settings (Gándara & Maxwell-Jolly, 2006). As central actors in schools, teachers have the greatest impact on student achievement (Cochran-Smith & Fries, 2005). Nevertheless, due to varied challenges of preparing high-quality teachers within the context of traditional schools of education, preparation programs have yet to consistently and comprehensively produce teachers who accomplish these outcomes (Ball & Forzani, 2009; Larabee, 2004, 2010). While substantive …
Our Commitment To Excellence: Key Accomplishments On The 2009‐2014 Strategic Plan, John Pelissero
Our Commitment To Excellence: Key Accomplishments On The 2009‐2014 Strategic Plan, John Pelissero
Political Science: Faculty Publications and Other Works
No abstract provided.
The Land Of Opportunity Doesn't Apply To Everyone: The Immigrant Experience, Race, And Asian American Career Choices, Oiyan Poon
Education: School of Education Faculty Publications and Other Works
Despite their popular portrayal as high achieving and structurally incorporated, race continues to shape the career choices of Asian American college students. As second-generation Americans, Asian Americans negotiate a constellation of factors when deciding their career choices, most notably, pressures from immigrant parents, awareness of labor market discrimination, fear of being tokenized in particular occupational fields, and influences from peer networks. These findings help elucidate how race and the social context of immigrant adaptation can affect the occupational trajectories of Asian Americans and other children of immigrants in the United States, regardless of their educational achievement and socioeconomic status.
College Admissions Debates, Oiyan Poon
College Admissions Debates, Oiyan Poon
Education: School of Education Faculty Publications and Other Works
An investigation of affirmative action and its impact on the enrollment of Asian American college students.
Supporting Collaborative Efforts In Implementing Evidence-Based Reading Interventions: The Role Of Online Databases, Gina Coffee, Adam S. Kennedy, Markeda L. Newell
Supporting Collaborative Efforts In Implementing Evidence-Based Reading Interventions: The Role Of Online Databases, Gina Coffee, Adam S. Kennedy, Markeda L. Newell
Education: School of Education Faculty Publications and Other Works
The purpose of this article is to provide an explanation of how effective reading interventions are identified. Through a review of the National Reading Panel’s general findings, along with a review of systems currently used to evaluate and disseminate specific reading interventions, a discussion of what works in reading is presented. The Evidence-Based Intervention (EBI) Network is presented as a resource for facilitating collaboration across disciplines. Finally, a framework to guide collaborating professionals in the implementation of evidence-based reading interventions is proposed.
Dialoging About English Learners: Preparing Teachers Through Culturally Relevant Literature Circles., Amy J. Heineke
Dialoging About English Learners: Preparing Teachers Through Culturally Relevant Literature Circles., Amy J. Heineke
Education: School of Education Faculty Publications and Other Works
In this paper, I describe how culturally relevant children’s literature allowed teachers and teacher candidates to explore the lived realities of diverse students. Through my qualitative investigation of 23 literature discussions of undergraduate and graduate students across five academic semesters, I found that texts written by culturally and linguistically diverse authors gave participants new ways to articulate ideas and beliefs about English learners. I discovered specific factors that opened or closed opportunities for dialog and learning in literature circles, including implementation of reader response strategies and various participant groupings. Results hold implications for preparing and supporting teachers to recognize and …
Negotiating Language Policy And Practice: Teachers Of English Learners In An Arizona Study Group, Amy J. Heineke
Negotiating Language Policy And Practice: Teachers Of English Learners In An Arizona Study Group, Amy J. Heineke
Education: School of Education Faculty Publications and Other Works
Arizona language policy now requires English learners to enroll in English language development classrooms for four hours of skill-based, English-only instruction. In this article, I describe Arizona teachers’ interpretation and negotiation of language policy and practice during this time of change to more restrictive mandates. I conducted this qualitative case study with a teacher study group comprised of six English language development teachers and one instructional coach from an urban elementary school during the first semester of language policy implementation. Using discourse analysis of individual interviews, study group dialog, and institutional documentation, I investigated teachers’ talk as they grappled with …
Supporting Successful Transitions For Students And School Staff During School Closings, Gina Coffee, Katie N.B. Sears, Carina R. Turner
Supporting Successful Transitions For Students And School Staff During School Closings, Gina Coffee, Katie N.B. Sears, Carina R. Turner
Education: School of Education Faculty Publications and Other Works
No abstract provided.
Infant/Toddler Professional Preparation And Development Using Blended Practices And Tiered Supports, Adam S. Kennedy, Anna T. Lees
Infant/Toddler Professional Preparation And Development Using Blended Practices And Tiered Supports, Adam S. Kennedy, Anna T. Lees
Education: School of Education Faculty Publications and Other Works
No abstract provided.
Developing Buy-In For Positive Behavior Support In Secondary Settings, Hank Bohanon, Meng-Jia Wu
Developing Buy-In For Positive Behavior Support In Secondary Settings, Hank Bohanon, Meng-Jia Wu
Education: School of Education Faculty Publications and Other Works
Based on the implementation of school-wide positive behavior supports (SWPBS) in high schools, the current study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing SWPBS. The effectiveness of the two additional items was investigated using two treatment schools and two comparison schools. The hypothesis was that schools with enhanced support would implement SWPBS better and student office discipline referrals (ODRs) would drop due to the better implementation. Overall, the results showed the treatment schools improved in fidelity and demonstrated significant improvement in numbers of ODRs. In contrast, both …
Re-Envisioning The Role Of Universities In Early Childhood Teacher Education: Community Partnerships For 21st-Century Learning, Amy J. Heineke, Adam S. Kennedy
Re-Envisioning The Role Of Universities In Early Childhood Teacher Education: Community Partnerships For 21st-Century Learning, Amy J. Heineke, Adam S. Kennedy
Education: School of Education Faculty Publications and Other Works
Despite contrasting views on the overlap of early childhood education and teacher education, opportunities abound for expanding the role of early childhood educators in broader teacher education discourse. University-based early childhood and Kindergarten-through-grade-12 teacher education share purposes, philosophies, and resources that should be explored to more effectively address the needs of diverse young children and their families. Community partnerships and a shift toward community-based teacher preparation present a context and opportunity for exploring the overlap of these two historically separate fields. In this paper, we present a framework for collaborative, field-based early childhood teacher preparation, situating birth-though-grade-12 teacher education in …
Situating Practice In Schools And Communities: Case Studies Of Teacher Candidates In Diverse Clinical Experiences With English Language Learners, Amy J. Heineke, Kristin Davin
Situating Practice In Schools And Communities: Case Studies Of Teacher Candidates In Diverse Clinical Experiences With English Language Learners, Amy J. Heineke, Kristin Davin
Education: School of Education Faculty Publications and Other Works
With climbing percentages of linguistic diversity within the United States population, teachers must be prepared to work with English language learners in school and community settings. In this paper, we utilized a multiple-case study design to describe and explore the learning of four undergraduate teacher candidates enrolled in a university course on the assessment of English language learners. Working to fulfill the course and clinical requirements for the English as a Second Language endorsement, candidates engaged in fieldwork and conducted authentic language assessments to glean the unique sociocultural and linguistic backgrounds, abilities, and needs of students to inform subsequent instruction. …
The Role Of Social Perspective-Taking In Developing Students' Leadership Capacities, John P. Dugan, Christopher W. Bohle, Lindsey R. Woelker, Matthew A. Cooney
The Role Of Social Perspective-Taking In Developing Students' Leadership Capacities, John P. Dugan, Christopher W. Bohle, Lindsey R. Woelker, Matthew A. Cooney
Education: School of Education Faculty Publications and Other Works
This study examined relationships between social perspective-taking (SPT) and the individual, group, and societal domains of socially responsible leadership. SPT is a higher-order cognitive skill linked to moral development and social coordination, but never empirically connected to leadership development. Analyses determined SPT has a strong direct effect on group-level leadership values and an indirect effect on societallevel leadership values. Results offer critical new insights into directionality in the social change model.
Preparing Globally Minded Teachers Through The Incorporation Of The International Baccalaureate, Ann Marie Ryan, Amy J. Heineke, Caleb Steindam
Preparing Globally Minded Teachers Through The Incorporation Of The International Baccalaureate, Ann Marie Ryan, Amy J. Heineke, Caleb Steindam
Education: School of Education Faculty Publications and Other Works
In this articles, we describe the initiative of one university's teacher education program to incorporate the International Baccalaureate Teacher Certificate. Responding to the growing number of public and private International Baccalaureate World Schools in urban and suburban settings in our region, the program aims to prepare teachers to meet the needs of diverse learners within a rigorous and global approach to curriculum and instruction. Writing for teacher educators considering the integration of the internationally minded teaching and learning framework, we explain the redesign of our teacher preparation program that was intended to target and integrate the principles and practices of …
The Chicago Teachers Strike And Its Public, Amy B. Shuffelton
The Chicago Teachers Strike And Its Public, Amy B. Shuffelton
Education: School of Education Faculty Publications and Other Works
No abstract provided.
Educational Governance Activities And The Rise Of Educational Contagion In The Islamic Maghreb: The Case Of Tunisia, Tavis D. Jules, Teresa Barton
Educational Governance Activities And The Rise Of Educational Contagion In The Islamic Maghreb: The Case Of Tunisia, Tavis D. Jules, Teresa Barton
Education: School of Education Faculty Publications and Other Works
Tunisia’s recent movement from dictatorship to democracy presents a unique opportunity to understand educational developments in post-revolutionary settings. Within Tunisia, the study of the post-revolutionary scenery is integral because it is likely that education now has to deal with the baggage and verbiage of education for democracy as it attempts to partake in the global souk in a post-Ben Ali era. Using Tunisia as a case study, this research examines educational developments within transitory democratic spaces to advance the research hypothesis that revolutions act as an ‘educational contagion' as new ideas are imported and old ones realigned to seek national …
Anxiety In Youth With Autism Spectrum Disorders: Current Research And Implications For Practice, Rebecca Harkema, Gina Coffee
Anxiety In Youth With Autism Spectrum Disorders: Current Research And Implications For Practice, Rebecca Harkema, Gina Coffee
Education: School of Education Faculty Publications and Other Works
No abstract provided.
On The Fault Line: A Qualitative Exploration Of High School Teachers’ Involvement With Student Mental Health Issues, Kate L. Phillippo, Michael S. Kelly
On The Fault Line: A Qualitative Exploration Of High School Teachers’ Involvement With Student Mental Health Issues, Kate L. Phillippo, Michael S. Kelly
Education: School of Education Faculty Publications and Other Works
School-based mental health (SBMH) research often underplays the crucial role that teachers play in supporting student mental health, even as teachers often find themselves encountering student mental health issues. Further, teachers’ and school-based mental health practitioners’ (SBMHPs) work with shared students has historically tended toward distance rather than collaboration. This article explores the virtual fault line where SBMHPs’ and teachers’ work intersect, concerning student mental health issues. Drawing on qualitative data gathered at three high schools that, to varying degrees, required teachers’ involvement with student mental health issues, this study analyzes the nature of teachers’ work in this area. In …
Teacher Candidates And Latina/O English Learners At Fenton Elementary School: The Role Of Early Clinical Experiences In Urban Teacher Education, Ambareen Nasir, Amy J. Heineke
Teacher Candidates And Latina/O English Learners At Fenton Elementary School: The Role Of Early Clinical Experiences In Urban Teacher Education, Ambareen Nasir, Amy J. Heineke
Education: School of Education Faculty Publications and Other Works
This study investigates how early clinical experiences impact teacher candidates’ learning and experiences with Latina/o English learners in a field-based program housed in a multilingual, urban elementary school. We draw on multiple-case study design and use discourse analysis to explore cases of three candidates. Findings reveal exploration of additive language policies, use of cultural tools in academic contexts, and linguistic validity in assessments.