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Full-Text Articles in Education

Controversy In The Early Elementary Classroom: A Case Study Of The 2020 Presidential Election, Zachary W. Stumbo Dec 2021

Controversy In The Early Elementary Classroom: A Case Study Of The 2020 Presidential Election, Zachary W. Stumbo

Doctoral Dissertations

This single case study with embedded units of analysis examines how three early elementary teachers in Kentucky public schools taught the 2020 Presidential Election in grades one, two, and three using Scholastic News resources as instructional tools. The research questions focused on how teachers used the materials and the pedagogical strengths of the instructional resources. The three research participants were purposefully selected as early-career, mid-career, and late-career teacher leaders in grades one, two, and three. Data collected included semi-structured interviews, qualitative data analysis of the Scholastic News instructional materials, multi-level policies, and news reports concerning the election. The analysis focused …

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Defining Intercultural Competence: How Four Pre-Service Teachers Developed A More Complex Understanding Of Icc, Elizabeth C. Barrow Nov 2021

Defining Intercultural Competence: How Four Pre-Service Teachers Developed A More Complex Understanding Of Icc, Elizabeth C. Barrow

Department of Middle Grades and Secondary Education Faculty Publications

This manuscript is one part of a larger exploratory collective case study of pre-service teachers who participated in a student teaching abroad program for one-month in Germany. The objective was to ascertain if and how pre-service teachers with no prior training in intercultural competence (ICC) developed both their understanding and conceptualization of ICC. Data was collected before, during, and after the experience via focus groups, individual interviews, journal entries, and program evaluations. Data was analyzed using a priori codes compiled from Bennett’s (2008) characteristics of affective, cognitive, and behavioral competencies of ICC. Findings from this study indicated that a short-term …

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Supporting High Quality Teacher Preparation: Results From A Mentoring Program For Special Education Faculty - Two Years Later, Harriet J. Bessette, Katie Bennett Nov 2021

Supporting High Quality Teacher Preparation: Results From A Mentoring Program For Special Education Faculty - Two Years Later, Harriet J. Bessette, Katie Bennett

The Advocate

Two years ago, we presented a newly formalized process for systematically inculcating new faculty into our department, which up to that point had relied solely on the generosity of the department chair, seasoned faculty, and other new faculty for advice, support, and the sharing of ideas, resources, and knowledge about the specifics of the university, college, department, and academe in general. The mission of our mentoring program was envisaged as providing visible and consistent support for new and early career faculty development. The program that was established was conceived as a reciprocal learning relationship characterized by trust, respect, and commitment …

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The Show Must Go On: Challenges, Questions, And Pedagogical Pivots In Response To Covid-19, Patrick S. De Walt Nov 2021

The Show Must Go On: Challenges, Questions, And Pedagogical Pivots In Response To Covid-19, Patrick S. De Walt

Journal of Multicultural Affairs

On March 18, 2020, many universities and university systems had or were in their initial stages of transitioning to virtual teaching as a result of COVID-19. This transition had varied effects on all aspects of the university community. This paper explores this transition through the teaching experiences of a tenure-track professor during the pandemic. The examination of six sections of a capstone undergraduate course over the course of three semesters was conducted. Through self-reflection, many of the challenges faced shifting from face-to-face to a virtual environment were discussed. Among some of the challenges and limitations experienced when teaching nontraditional and/or …

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A Book Review Of The Art Of Reflective Teaching: Practicing Presence, Jeff Frank Oct 2021

A Book Review Of The Art Of Reflective Teaching: Practicing Presence, Jeff Frank

Democracy and Education

No abstract provided.

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Unlearn: Preparing Preservice Teachers As Antiracist Educators, April Eddie Sep 2021

Unlearn: Preparing Preservice Teachers As Antiracist Educators, April Eddie

Northwest Journal of Teacher Education

This paper explores a Teacher Education faculty member’s approach in providing preservice teachers a holistic, antiracist preparation that includes prioritizing the hiring of Black and Brown faculty, teaching critical pedagogies, and providing diverse experiences to enhance their theoretical and classroom learning. Although research that explores the impact of race and education exists, more is needed if we are to deconstruct the impact of antiblackness in Teacher Education programs.

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Volume 26 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden Sep 2021

Volume 26 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

The Assembly for Expanded Perspectives on Learning (AEPL), an official assembly of the National Council of Teachers of English, is open to all those interested in extending the frontiers of teaching and learning beyond the traditional disciplines and methodologies. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals.

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Community Roles For Supporting Emerging Education Researchers, Christopher A. F. Hass, Emilie Hancock, Samantha Wilson, Shams El-Adawy, Eleanor C. Sayre Aug 2021

Community Roles For Supporting Emerging Education Researchers, Christopher A. F. Hass, Emilie Hancock, Samantha Wilson, Shams El-Adawy, Eleanor C. Sayre

Mathematics Faculty Scholarship

DBER attracts many faculty from other STEM disciplines, and these faculty have little or no specific training in DBER. DBER requires a mastery of quantitative, qualitative, and/or mixed methodologies, and also a nuanced understanding of breadth of topic, research questions, and theoretical frameworks. This interdisciplinarity is particularly challenging for emerging DBER researchers who often switch into DBER with only discipline specific content and research training. As part of a large study about how STEM faculty become involved with DBER, we interviewed a number of emerging DBER faculty about their pathways into DBER. We conducted a thematic analysis of these interviews …

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A Thin Line Of Social Justice: Challenges And Changes In Navigating Relations Of Power In Graduate Schools Of Education, Heather Catherine Sands Jul 2021

A Thin Line Of Social Justice: Challenges And Changes In Navigating Relations Of Power In Graduate Schools Of Education, Heather Catherine Sands

Individual, Family, and Community Education ETDs

This dissertation brings together three qualitative research articles to interrogate a disjuncture between curriculum development in graduate schools of education and the relations of power it fosters in teacher education and counselor education. In applying biopower and intersectional analyses throughout each article, this dissertation contends that the recognition of power relations within these fields helps to highlight hegemonic patterns of teaching and counseling that occur in settings of classrooms and sessions. Three themes emerged within this dissertation: resistance, community, and subjectivity. Article One demonstrates a gap between teachers and school counselors with cyberbullying directed toward LGBTQ+ students. The Article leverages …

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7 Strategies To Make Professional Development Successful, Marla A. Sole Jul 2021

7 Strategies To Make Professional Development Successful, Marla A. Sole

Publications and Research

Highly effective teachers continually innovate and refine their pedagogical practices through professional development. Committed teachers are interested in professional development that demonstrates best practices aligned with the content they are teaching and clearly communicates the steps, benefits, and challenges of implementing new lessons and innovative practices. Those running workshops can gain valuable insight into teachers’ classroom practices, the curriculum, and potential modifications that could better help students reach their full potential.

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Studying Wash-Out During Professional Socializaton, Christopher Mellor May 2021

Studying Wash-Out During Professional Socializaton, Christopher Mellor

Health, Exercise, and Sports Sciences ETDs

Teacher washout can disrupt teacher effectiveness and undermine the espoused pedagogy in teacher education programs. Teacher washout occurs once an individual occupies a teaching role after formal training but corresponds with the potency of teacher education programs and K-12 experiences. Teacher washout literature is limited and does not address the socialization process of formal training. The following two hybrid dissertation studies examine washout, wash-in, and never washed-in. By doing so, we can expand the definition of washout and gain helpful insights on the perceptions of pre-service teachers. Implications from these studies provide faculty with proposals for change to decrease the …

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A Call For A Third Wave Of Ethnic Studies Curriculum. A Book Review Of Transformative Ethnic Studies In Schools: Curriculum, Pedagogy, & Research, Robert G. Unzueta Ii May 2021

A Call For A Third Wave Of Ethnic Studies Curriculum. A Book Review Of Transformative Ethnic Studies In Schools: Curriculum, Pedagogy, & Research, Robert G. Unzueta Ii

Democracy and Education

Transformative Ethnic Studies in Schools: Curriculum, Pedagogy, & Research calls on our faculty, educators, community members, students, activists, and allies to usher in the third wave of ethnic studies curriculum into compulsory school conversation. At the center of ethnic studies curriculum, according to the authors, is a push for the humanization of our most dehumanized students in our society. At a time when institutions are grappling with how to move forward in response to the multiple national pandemics, this text offers a practical, sustainable, and evidence-based research, why we need ethnic studies curriculum in every classroom, including STEM.

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Creating Democratic Classroom Communities With Morning Meeting Humanizing Social Practices. A Response To "The Morning Meeting: Fostering A Participatory Democracy Begins With Youth In Public Education", Maureen P. Boyd, Brian Edmiston May 2021

Creating Democratic Classroom Communities With Morning Meeting Humanizing Social Practices. A Response To "The Morning Meeting: Fostering A Participatory Democracy Begins With Youth In Public Education", Maureen P. Boyd, Brian Edmiston

Democracy and Education

In our response to Tilhou’s article published last issue, “The Morning Meeting: Fostering a Participatory Democracy Begins with Youth in Public Education,” we share and discuss ethnographic data from Morning Meetings in two U.S. elementary classrooms. We detail ways the democratic potential of Morning Meetings is being cultivated in these classroom communities where one teacher has extended the Responsive Classroom model while the other has developed his own structures. We show how classroom democratic norms are established through humanizing community-building social practices as we argue that Morning Meetings must be understood across time and activities that may have an academic …

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Creating A Democratic Mathematics Classroom: The Interplay Of The Rights And Responsibilities Of The Learner, Priya V. Prasad, Crystal Kalinec-Craig May 2021

Creating A Democratic Mathematics Classroom: The Interplay Of The Rights And Responsibilities Of The Learner, Priya V. Prasad, Crystal Kalinec-Craig

Democracy and Education

One way in which democratic classrooms can reflect a democracy is by guaranteeing students some inalienable rights; Kalinec-Craig (2017) outlined Olga Torres’s Rights of the Learner (Torres’s RotL) in mathematics classrooms. However, democracies rely not only on citizens’ rights, but on their willingness to take up certain responsibilities as well. We extend this idea to mathematics classrooms to explore the consequences of the interplay of learners’ rights and responsibilities, in the context of the preparation of elementary mathematics teachers. In addition, we explore ways in which learners may overexercise their rights of the learner or opt out of exercising them …

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Care Ethics In Online Teaching, Colette Rabin Mar 2021

Care Ethics In Online Teaching, Colette Rabin

Faculty Research, Scholarly, and Creative Activity

As a teacher educator, I sought to understand how to cultivate care ethics in my online teaching over a three-year period. Through surveys, student work, interviews, my course materials and teaching journal, and video-ed synchronous class sessions with seven cohorts of teacher candidates, the lenses of care ethics revealed particular challenges and possibilities for care with authentic modeling through story, practice and continuity, dialogue, and addressing power and confirmation in assessment. The self-study process helped me uncover my own assumptions to carve out better ways to cultivate caring relationships in the distanced and disembodied online environment.

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Classroom Interaction Geography: Visualizing Space & Time In Classroom Interaction, Benjamin R. Shapiro, Brette Garner Jan 2021

Classroom Interaction Geography: Visualizing Space & Time In Classroom Interaction, Benjamin R. Shapiro, Brette Garner

Learning Sciences Faculty Publications

Methods to transcribe and represent classroom video data are central to studying teaching and learning in classrooms. However, current methods focus on encoding and representing data over time, not space. In this paper, we demonstrate the value of a new methodological approach called interaction geography to transcribe and interactively visualize classroom video data over space and time. We use interaction geography to illustrate classroom participation patterns in two case
studies from teacher education research that, until now, have been challenging to see. Findings characterize strengths, limitations, and next steps to expand interaction geography in classroom research and suggest new questions …

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Understanding Pre-Service Elementary Mathematics Teacher Learning In An Early Lesson Study Experience, Christopher Dennis Nazelli Jan 2021

Understanding Pre-Service Elementary Mathematics Teacher Learning In An Early Lesson Study Experience, Christopher Dennis Nazelli

Wayne State University Dissertations

As the most important in-school factor in student learning, elementary school teachers must be able to offer all students the quality mathematical learning experiences that they deserve; and the opportunities to learn that pre-service teachers (PSTs) encounter during their preparation programs impact their ability to do so. Content courses are crucial components of the mathematical education of elementary teachers and can be sites for the early development of Mathematical Knowledge for Teaching (MKT) (Ball, Thames, & Phelps, 2008). These courses, often taken early in their preparation programs, can provide PSTs opportunities to create a new vision of mathematics, build new …

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A Case Study Of Teacher Candidates’ Experiences: Writing The Pilot Math Proficiency Test In Ontario, Canada, Ardavan Eizadirad, Jennifer Holm, Steve Sider Jan 2021

A Case Study Of Teacher Candidates’ Experiences: Writing The Pilot Math Proficiency Test In Ontario, Canada, Ardavan Eizadirad, Jennifer Holm, Steve Sider

Education Faculty Publications

The focus of this article is on the introduction, justification, and enactment of the Mathematics Proficiency Test (MPT) by the provincial government in Ontario, Canada as a mandatory certification requirement for newly certified teachers. This article contextualizes the socio-political factors leading to the enactment of a MPT for newly certified teachers, developed and administered by the Education Quality and Accountability Office (EQAO), which was ostensibly to mitigate the trend of declining math scores in elementary schools. It then shifts to examine the experiences of the first cohort of teacher candidates from a Canadian university who participated in writing the pilot …

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Targeted Teacher Education To Improve Primary Preservice Teachers’ Knowledge And Understanding Of Uv And Effective Sun Protection Measures For Children, Joseph J. Scott, Robyn S. Johnston, Natasha Bear, Sonia Gregory, Sally Blane, Mark Strickland, Jill Darby, Elin S. Gray Jan 2021

Targeted Teacher Education To Improve Primary Preservice Teachers’ Knowledge And Understanding Of Uv And Effective Sun Protection Measures For Children, Joseph J. Scott, Robyn S. Johnston, Natasha Bear, Sonia Gregory, Sally Blane, Mark Strickland, Jill Darby, Elin S. Gray

Australian Journal of Teacher Education

Teachers are responsible for children at school during peak ultraviolet (UV) times of the day. It is paramount that teachers have knowledge and understanding of UV to effectively protect themselves and their students. The aim of this pilot study was to investigate the effect of a short intervention on preservice teachers’ sun protective behaviours, knowledge and perceived skill to teach sun safety. Participants (n =161; median age=20 years) attended a 45-minute preservice teacher sun safety intervention and completed pre- and post-test surveys. Post-intervention, most participants indicated they felt: i) more informed about the dangers of UV and risks of developing …

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Early Childhood Education Teacher Experience And Knowledge Regarding Outdoor Learning And Affordances, Jennifer Karshna Jan 2021

Early Childhood Education Teacher Experience And Knowledge Regarding Outdoor Learning And Affordances, Jennifer Karshna

Walden Dissertations and Doctoral Studies

Early childhood education (ECE) teachers have indicated that they are interested in supporting children’s learning outdoors but have been challenged with intentional use of the outdoor learning environment (OLE). The purpose of this qualitative study was to illuminate ECE teacher experience with and knowledge of supporting children’s learning in the OLE, specifically using affordances for teaching and learning. The conceptual framework was based on the Reggio Emilia approach, Gibson’s affordance theory, Dewey’s ideas regarding educational experiences, and Vygotsky’s zone of proximal development. The key research question addressed teachers’ experiences and knowledge of affordances in the OLE. The 12 participants were …

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Toward A Critical-Pbl: Centering A Critical Consciousness In The Middle Grades, Jaclyn Caires-Hurley, Margarita Jimenez-Silva, Rachel Harrington Dec 2020

Toward A Critical-Pbl: Centering A Critical Consciousness In The Middle Grades, Jaclyn Caires-Hurley, Margarita Jimenez-Silva, Rachel Harrington

Middle Grades Review

The dual pandemic of 2020 that includes racism and COVID-19 demonstrates the need for students to become socially responsible and critically conscious world citizens. Students in the middle grades are developing their sense of identity while concomitantly trying to understand the complex world around them. While many teachers understand the need for critical pedagogy, many still struggle to find time to teach rigorous content standards while integrating social justice education. In this article, we propose the four pillars of Critical-Problem Based Learning (Critical-PBL). Using critical standards, critical problems, critical content, and critical discourse, we offer a framework to support teachers …

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Multimodality In The Art & Media Arts Classroom: A Qualitative Study Of Multimodal Literacies As They Appear In Art & Media Educator Classroom Curriculum And Practice, Kathleen M. Maniaci Dec 2020

Multimodality In The Art & Media Arts Classroom: A Qualitative Study Of Multimodal Literacies As They Appear In Art & Media Educator Classroom Curriculum And Practice, Kathleen M. Maniaci

Dissertations - ALL

As a visual arts educator, I understand the unique opportunities students have to learn by making, inventing, and creating, to communicate their ideas. The work of the New London Group (2000), the more recent National Core Arts Standards and the National Core Media Arts Standards (2014) and the New York Arts & Media Arts Standards (2017) have significantly influenced this study by reinforcing both the necessity and potential to both art and media arts teaching practices in developing greater applications for multimodal literacy theory, defined by the National Council of the Teachers of English as “Integration of multiple modes of …

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Teacher Ed Newsletter, Kari Desutter Dec 2020

Teacher Ed Newsletter, Kari Desutter

Teacher Education Newsletters

No abstract provided.

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Insights From Academics Teaching International Students In Australia, Dawn Joseph Dr, Kay Hartwig Dr Nov 2020

Insights From Academics Teaching International Students In Australia, Dawn Joseph Dr, Kay Hartwig Dr

The Qualitative Report

Australia continues to be an attractive destination in the world for international students. For higher education institutions to remain globally competitive there is a need to deliver high quality teaching and learning programs and adequate support structures. This paper forms part of a wider study on improving work placement for international students, their mentors and other stakeholders at Deakin University (Australia) and adds to the body of knowledge on international students as seen through the eyes of academic staff. It explores the lived experiences of seven academics as they navigate what is required of them when teaching international students in …

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Perceptions Of Preservice Teachers Of Students With Autism And Intellectual Disabilities In Their Teacher Preparation Programs In Saudi Arabia, Salman Almughyiri Nov 2020

Perceptions Of Preservice Teachers Of Students With Autism And Intellectual Disabilities In Their Teacher Preparation Programs In Saudi Arabia, Salman Almughyiri

USF Tampa Graduate Theses and Dissertations

This study explored the male preservice special education teachers’ perceptions in regard to the preservice special education teacher preparation courses, practicum, and evidence-based practices that they have recently completed. The participants of the study included five preservice special education teachers from two universities, Shaqra University and King Saud University, in Riyadh (the capital city of Saudi Arabia). Qualitative interview designs were employed to gather the data, which included conducting fifteen interviews. Each participant was interviewed three times with 45-90 minutes of length for each interview. Thematic analysis was used to analyze the data. Thematic analysis is a method for identifying, …

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The Impact Of Teacher Beliefs On Classroom Technology Use: A Case Study On The Interplay Between Teachers’ Beliefs About Students And Technology And Their Classroom Technology Practices With A Primarily Minority Student Population, Tracee Miller Oct 2020

The Impact Of Teacher Beliefs On Classroom Technology Use: A Case Study On The Interplay Between Teachers’ Beliefs About Students And Technology And Their Classroom Technology Practices With A Primarily Minority Student Population, Tracee Miller

Dissertations

The purpose of this study is to assess the intersection of teachers in urban public schools’ digital beliefs and with their technology practices in the classroom, especially in classrooms where most students are students of color. It examines some subtopics of the primary research question, including what beliefs tech-savvy teachers hold about how technology should be used in classrooms, whether teachers use technology to empower students and encourage creativity, whether teachers integrate students’ self-created digital identities in a classroom setting, and how school- or district-level expectations and support regarding technology integration into classroom settings impact teachers’ implementation and students’ experiences. …

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Teacher Education In A Dangerous Time: (Re)Imagining Education For Diversity, Democracy And Sustainability, John J. Lupinacci Oct 2020

Teacher Education In A Dangerous Time: (Re)Imagining Education For Diversity, Democracy And Sustainability, John J. Lupinacci

Northwest Journal of Teacher Education

This article amplifies the importance of social movements like Black Lives Matter and diverse critical educator responses to social suffering, COVID-19, and related critiques of current dominant assumptions of teacher education and Western schooling. The author offers an ecocritical conceptual framework to support education to recognize the importance of how teachers, and teacher educators, can take action as leaders (re)imagining education in support of valuing diversity, democracy, and sustainability. This article calls for an ecocritical pedagogical (re)imagining of how teacher education might be (re)constituted through local activist teaching in collaboration with social movements and in support of social justice and …

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Understanding Conflict In Education For Democracy. A Response To "The Value Of Conflict And Disagreement In Democratic Teacher Education", Steven P. Camicia Oct 2020

Understanding Conflict In Education For Democracy. A Response To "The Value Of Conflict And Disagreement In Democratic Teacher Education", Steven P. Camicia

Democracy and Education

Teachers are often apprehensive about facilitating deliberation in classrooms because conflicts can develop when deliberations surround issues of authentic concern to students. However, conflict is central to deliberation, and the identities and experiences of participants must be reflected in deliberation. These differences challenge the assumptions of neutrality and a common good that can restrain conflict. Harell’s article focuses upon many of these aspects of deliberation and the essential role of facilitators as conflicts emerge from deliberation. In my response to Harell, I extend his findings by developing the themes of conflict, identity, and inclusion. These themes are conceptually linked and …

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Teacher Learning And The Difficulties Of Moving Civic Education Forward. A Response To “Beyond The Invisible Barriers Of The Classroom: Iengage And Civic Praxis”, Avner Segall Oct 2020

Teacher Learning And The Difficulties Of Moving Civic Education Forward. A Response To “Beyond The Invisible Barriers Of The Classroom: Iengage And Civic Praxis”, Avner Segall

Democracy and Education

In “Beyond the Invisible Barriers of the Classroom: iEngage and Civic Praxis,” the authors reported on the experiences teachers encountered during a weeklong Youth Engage Civic Institute Camp and the degree to which what teachers learned in the camp was able to move their thinking and practice toward a more critical, justice-oriented approach to civic education. The authors’ analysis thus “considers the ideological shifts the counselors [teachers] made and the likelihood that they will teach beyond the formal classroom as they return to more traditional environments” (Magill et al., 2020, p. 2). In that, the authors were interested not only …

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Creating A Foundation Of Well-Being For Teachers And Students Starts With Sel Curriculum In Teacher Education Programs, Deirdre Katz, Julia Mahfouz, Sue Romas Oct 2020

Creating A Foundation Of Well-Being For Teachers And Students Starts With Sel Curriculum In Teacher Education Programs, Deirdre Katz, Julia Mahfouz, Sue Romas

Northwest Journal of Teacher Education

During the COVID-19 crisis, it has become clear how unprepared our educational systems are to provide social and emotional support through distance learning. Despite the demands for teachers to support the social and emotional development of their students, our universities are behind the curve in providing coursework to develop their knowledge and skills in these areas. This paper calls us to imagine teacher education with Social and Emotional Learning (SEL) as a cornerstone in teacher preparation programs. We outline the importance of SEL curriculum in preservice education and suggest a multifaceted approach to teacher preparation.

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