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Full-Text Articles in Education

Recognition And Positional Identity In An Elementary Professional Learning Community: A Case Study, Christopher G. Wright, Rasheda Likely, Kristen B. Wendell, Patricia P. Paugh, Elizabeth Smith Oct 2019

Recognition And Positional Identity In An Elementary Professional Learning Community: A Case Study, Christopher G. Wright, Rasheda Likely, Kristen B. Wendell, Patricia P. Paugh, Elizabeth Smith

Journal of Pre-College Engineering Education Research (J-PEER)

Professional learning communities are typically conceived of as spaces for reducing teacher isolation, supporting informed and committed teachers, and fostering student academic gains. Focusing on a professional learning community that supported the teaching and learning of engineering in elementary schools, we also conceived of this learning environment as a space for negotiating a teacher-of- engineering identity. Calling attention to emergent issues of power and status through a lens of positional identity, this article examines a Black female educator’s sense of self as a teacher-of-engineering and how this perception was informed by participation in the professional learning community. Findings reveal ...


Literacy Curricula, The Common Core, And Defending An Unpopular Profession: The Lived Experiences Of Undergraduate Preservice Literacy Teachers, Susan A. Sturm Oct 2019

Literacy Curricula, The Common Core, And Defending An Unpopular Profession: The Lived Experiences Of Undergraduate Preservice Literacy Teachers, Susan A. Sturm

Excelsior: Leadership in Teaching and Learning

This study explored the lived experiences of eight pre-service teachers, specifically their understandings of teaching Common Core-aligned English language arts (ELA) and their feelings about becoming teachers of literacy amid the current era of accountability. Phenomenological methods were used to interview participants and analyze data for significant statements made by all eight pre-service teachers involved. Major themes to emerge include that pre-service teachers felt prepared to design ELA lessons but unprepared to develop an ELA curriculum; they felt the Common Core State Standards had changed everything about teaching; and they were anxious about becoming teachers during a time of great ...


Being In Tension: Faculty Explorations Of The Meaning Of Social Justice In Teacher Education, Mary Shelley Thomas, Christine D. Clayton, Shin-Ying Huang, Roberto Garcia Oct 2019

Being In Tension: Faculty Explorations Of The Meaning Of Social Justice In Teacher Education, Mary Shelley Thomas, Christine D. Clayton, Shin-Ying Huang, Roberto Garcia

Excelsior: Leadership in Teaching and Learning

This study explores faculty perspectives of social justice in teacher education within one New York institution with a social justice focus. Grounded in the institution’s self-study process for accreditation, the researchers were a part of a team that collected data from structured interviews, including a card sort, of 42 full time teacher educators across 16 programs in the institution. Informed by sociocultural theories (Vygotsky, 1978, Wertsch, 1991), a content analysis revealed the language selected by faculty as well as their meaning-making process and describes how individuals contextualized those meanings. Findings demonstrated a range of meanings and lack of a ...


Relationship-Based Infant Care As A Framework For Authentic Practice: How Eun Mi Rediscovered Her Teaching Soul, Susan L. Recchia, Seung Eun Mcdevitt Oct 2019

Relationship-Based Infant Care As A Framework For Authentic Practice: How Eun Mi Rediscovered Her Teaching Soul, Susan L. Recchia, Seung Eun Mcdevitt

Occasional Paper Series

In this paper, we explore the complex nature of preparing diverse professionals for authentic, relationship-based care for infants and toddlers in child care. Looking through the eyes of one student caregiver, we travel with her through a semester-long course introducing her to infant care as an integral part of early childhood teacher preparation. We draw on her descriptions of her weekly experiences in an infant room focusing on a key child, her formal reflections in written assignments, and her responses to a series of interview questions once the course was completed to construct a theory of authentic practice through relationship-based ...


Promoting Mentally Healthy Classrooms: Evaluation Of Online Mental Health Literacy Instruction In Pre-Service Teacher Education, E. Robyn Masters Oct 2019

Promoting Mentally Healthy Classrooms: Evaluation Of Online Mental Health Literacy Instruction In Pre-Service Teacher Education, E. Robyn Masters

Electronic Thesis and Dissertation Repository

To better understand how to prepare large numbers of pre-service teachers for their role in creating and leading mentally healthy classrooms, this program evaluation explores outcomes related to an online mental health literacy course at a large central Canadian university. The course was delivered to 275 teacher education students simultaneously over 10-weeks and 20-hours of online instruction and professional reflection. Results indicated significant improvement in self-reported levels of mental health literacy, stigma toward mental illness, and self-efficacy for teaching students with diverse challenges. Qualitative reviews of participant feedback identified the most valuable aspects of the course and the ways in ...


An Integrated Map Of The Iste Standards For Educators, Danielson Framework For Teaching, And Interstate Teacher Assessment And Support Consortium (Intasc) Standards, Tonia A. Dousay Sep 2019

An Integrated Map Of The Iste Standards For Educators, Danielson Framework For Teaching, And Interstate Teacher Assessment And Support Consortium (Intasc) Standards, Tonia A. Dousay

Tonia A. Dousay


Teacher education at the University of Idaho, like many other institutions, must balance the demands of competing and complementary standards. At the national level, preservice teacher education often follows the guidelines set forth by the InTASC Standards, ensuring quality preparation across states. Similarly, the need to develop digitally literate citizens and effectively prepare teachers for this task calls to mind the ISTE Standards for Educators. However, state-level demands, like those in Idaho, introduce additional considerations. The purpose of this working paper is to highlight the similarities and differences among these groups of standards and introduce a crosswalk framework that maps ...


Documenting Undocumented Motives Influencing The Career Choice Of The First-Year Science And Math Student Teachers In Indonesia, Amirul Mukminin, Masbirorotni Masbirorotni, Lenny Marzulina, Dian Erlina, Akhmad Habibi, Fridiyanto Fridiyanto, Mia Aina, Nunung Fajaryani, Nurulanningsih Nurulanningsih Sep 2019

Documenting Undocumented Motives Influencing The Career Choice Of The First-Year Science And Math Student Teachers In Indonesia, Amirul Mukminin, Masbirorotni Masbirorotni, Lenny Marzulina, Dian Erlina, Akhmad Habibi, Fridiyanto Fridiyanto, Mia Aina, Nunung Fajaryani, Nurulanningsih Nurulanningsih

Library Philosophy and Practice (e-journal)

The aim of this study was to investigate the motives that were instrumental in driving the first-year science and math student teachers to be a teacher at one public university in Sumatra, Indonesia. A questionnaire and semi-structured interviews were used to collect the data. 378 participants completed questionnaires consisting of 318 females and 60 males while the interview data were collected from voluntary participants. The data of the fulfilled questionnaires were calculated as percentage of their whole results while the data of the interviews were carefully analysed by looking at the responses from all interviewees. Our results indicated that there ...


Exploring The Experiences Of Male Early Childhood Aspiring Teachers, Tingting Xu Sep 2019

Exploring The Experiences Of Male Early Childhood Aspiring Teachers, Tingting Xu

Journal of Multicultural Affairs

This exploratory study investigated the reasons why males chose early childhood

education and their lived experiences in a teacher education program. Qualitative data

were collected through interviews with twelve male early childhood pre-service

teachers. Results demonstrated that: Participates were passionate about teaching

young children. They were mostly supported by their relatives and friends in their

decision to become an early childhood teacher. They were positive about future career

opportunities but still had an underlying fear of losing job or being seen as sexual

predators. Meanwhile, participates indicated some conflicts might exist between the

field experience and program learning experience. They ...


White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas Sep 2019

White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas

Journal of Multicultural Affairs

Existent literature purports that providing White teacher candidates with increased exposure to urban schools in order to create culturally competent educators has failed. These findings reflect the notion that teacher ideologies and overall perspectives about working with diverse student groups must be harnessed in a genuine ethic of care and intentionality for students of color. However, few studies have taken the approach of examining the development of culturally relevant pedagogy through context-specific field experiences using content-specific courses. This study examines the perspectives of twenty-five White pre-service teachers from a predominately White, private university regarding their initial perceptions and gained conceptual ...


Real-Time Support: Using Ecoaching To Increase Preservice Teachers’ Confidence To Teach, Morgan V. Blanton, Aftynne E. Cheek, Elizabeth Bellows Aug 2019

Real-Time Support: Using Ecoaching To Increase Preservice Teachers’ Confidence To Teach, Morgan V. Blanton, Aftynne E. Cheek, Elizabeth Bellows

Journal of Media Literacy Education

The role of teacher education preparation programs is to equip preservice teachers (PSTs) with the knowledge and skills to support the development of all students. To do this, university faculty must establish and monitor PST’s progress toward quality standards for teaching. eCoaching is a professional learning tool that provides real-time feedback to PSTs during instruction. In this article, the authors present eCoaching as a professional learning strategy. An overview of eCoaching logistics, perceived impact of eCoaching on PSTs, a description of eCoaching in action, and an explanation of how it meshes with current support practices are provided.


Inclusion And Policy Enactment In Teacher Education: A Focus On Pre-Service Teacher Preparation For The Inclusive Classroom, Ayman Massouti Aug 2019

Inclusion And Policy Enactment In Teacher Education: A Focus On Pre-Service Teacher Preparation For The Inclusive Classroom, Ayman Massouti

Electronic Thesis and Dissertation Repository

Preparing pre-service teachers to enact inclusive teaching practices in the inclusive classroom has become a concern for national and international educational organizations. Adding to these concerns, research on inclusive educati­on policy enactment in teacher education programs, particularly in a continuously growing and recognized diverse society such as Ontario, Canada, is scarce. In order to provide insight to address these issues, this study aimed to examine the enactment of the policy document titled Equity and Inclusive Education in Ontario Schools: Guidelines for Policy Development and Implementation (OME, 2014) in one Ontario teacher education program. In particular, the study focused on ...


Re-Envisioning Teacher Education: Using Discrit Perspectives To Disrupt Deficit Thinking, Kathleen M. Olmstead, Kathleen Colantonio-Yurko, Jennifer Randhare Ashton, Logan T. Rath Aug 2019

Re-Envisioning Teacher Education: Using Discrit Perspectives To Disrupt Deficit Thinking, Kathleen M. Olmstead, Kathleen Colantonio-Yurko, Jennifer Randhare Ashton, Logan T. Rath

Journal of Curriculum, Teaching, Learning and Leadership in Education

This paper suggests that teacher educators engage in research that investigates practices and curriculum to consider how they might best confront issues of equity and deficit thinking in individual courses and disciplines. Rooted in the tenets of culturally responsive teaching and culturally sustaining pedagogy, the authors explore how DisCrit theory further informs understandings of hegemonic schooling practices, imploring faculty to upset the implicitly biased narratives that are so often reproduced in teacher education.


Developing Instructional Skills: Perspectives Of Feedback In Student Teaching, Noelle Won, Kimy Liu, Debra Bukko Aug 2019

Developing Instructional Skills: Perspectives Of Feedback In Student Teaching, Noelle Won, Kimy Liu, Debra Bukko

Networks: An Online Journal for Teacher Research

Feedback is essential for the transformation and development of new teachers. This action research study explored perceptions of feedback givers/receivers in the development of essential teaching skills in a new co-teaching model. Outcomes informed programmatic changes to teacher education trainings and protocols. The research team included teacher education faculty, including the program leader (author 1), faculty (author 2) and K-12 teacher leader (author 3). Student teachers (6), cooperating teachers (7), and university supervisors (3) participated in semi-standard interviews and close-ended surveys. Responses were analyzed for feedback content, frequency, timing, effectiveness, reception and application. Three key components of the feedback ...


Teaching In The Now: John Dewey On The Educational Present, Jeff Frank Aug 2019

Teaching In The Now: John Dewey On The Educational Present, Jeff Frank

Purdue University Press Book Previews

John Dewey’s Experience and Education is an important book, but first-time readers of Dewey’s philosophy can find it challenging and not meaningfully related to the contemporary landscape of education. Jeff Frank’s Teaching in the Now aims to reanimate Dewey’s text—for first-time readers and anyone who teaches the text or is interested in appreciating Dewey’s continuing significance—by focusing on Dewey’s thinking on preparation. Frank, through close readings of Dewey, asks readers to wonder: How much of what we justify as preparation in education is actually necessary? That is, every time we catch ourselves ...


Secondary Mathematics Teachers’ Responses To Pivotal Teaching Moments, Kami M. Dupree Aug 2019

Secondary Mathematics Teachers’ Responses To Pivotal Teaching Moments, Kami M. Dupree

All Graduate Theses and Dissertations

This study used a multiple case study design to explore the occurrence of pivotal teaching moments, teachers’ responses to these moments, and teachers’ own perceptions of the impact of these moments on their own knowledge development. The participants were six practicing secondary mathematics teachers. The researcher collected data from teacher created lesson plan outlines, observations of the same lesson delivered to two different classes, participant interviews, and teacher reflection journals. The researcher reviewed the lesson plan outlines prior to observations to understand teachers’ anticipations. During observations, the researcher recorded observed pivotal teaching moments, corresponding teacher responses to these moments, and ...


Teachers’ Stories About Teaching: Collaborative Dialogues As Open Educational Resources, Ekaterina Arshavskaya Jul 2019

Teachers’ Stories About Teaching: Collaborative Dialogues As Open Educational Resources, Ekaterina Arshavskaya

Journal on Empowering Teaching Excellence

This paper examines the nature of teacher learning through a social-constructivist perspective and describes instructional strategies utilized with teachers during an international teaching assistants’ (ITAs’) training workshop offered at the Utah State University (USU). The strategy used involved eliciting and structuring exemplary teachers’ stories about teaching to serve as a basis for class discussions and other assignments. These teachers’ stories, recorded on video, were then shared online through the university website and YouTube. In this way, new teachers gained access to co-constructed and pedagogically appropriate teacher knowledge represented by authentic teachers’ voices.


Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 1, Kim Hales Jul 2019

Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 1, Kim Hales

Journal on Empowering Teaching Excellence

The full Spring 2019 issue (Volume 3, Issue 1) of the Journal on Empowering Teaching Excellence, Spring 2019


Examining The Perspectives Of Elementary Education Teachers Prepared Through Traditional And Dual License Programs, Kelly A. Swindlehurst Ph.D., Colby T. Kervick Ed.D, Katharine G. Shepherd Ed.D Jul 2019

Examining The Perspectives Of Elementary Education Teachers Prepared Through Traditional And Dual License Programs, Kelly A. Swindlehurst Ph.D., Colby T. Kervick Ed.D, Katharine G. Shepherd Ed.D

The Journal of Special Education Apprenticeship

Preparing classroom teachers to work with students with diverse learning needs is a challenge that has been well documented by the literature. Earning a dual license in general and special education has been posited as one possible solution to this challenge. This paper reports on a qualitative study that examined the differences between dually licensed and traditionally prepared educators with regards to their self-efficacy and ideas about inclusion. Findings suggest that teachers who earn a dual license in general education and special education may have a stronger sense of self-efficacy as well as a stronger skill set for working with ...


Building Pathways: Nurturing A Female Generation Of School Leaders In China, Lixia Qin, Mario Torres, Jean Madsen Jun 2019

Building Pathways: Nurturing A Female Generation Of School Leaders In China, Lixia Qin, Mario Torres, Jean Madsen

Journal of Women in Educational Leadership

International feminist perspectives recognize the continuing inequalities of power between men and women across all classes. In China’s male-dominant society, for example, women often have been inhibited from pursuing leadership positions. One particular reason that has been drawing increasing attention across the world is the lack of appropriate training and guidance in young women’s leadership. This paper probes in greater depth one of the most important, yet largely overlooked aspects in the educational leadership of China – women’s leadership roles in education and young women’s leadership preparation. Drawing from published data, literature, and the data collected by ...


Exploring Preservice Teachers’ Perspectives On Dual Language Education, Kylie Ross Jun 2019

Exploring Preservice Teachers’ Perspectives On Dual Language Education, Kylie Ross

Graduate Theses and Dissertations

This dissertation investigates preservice teachers’ perspectives towards dual language education (DLE) through a mixed methods approach. This study investigates preservice teachers enrolled in an English for Speakers of Other Languages (ESOL) certification course concerning the following research questions: 1. What impact does taking an ESOL course have on preservice teachers’ attitudes and perspectives towards DLE? 2. Is there a significant difference in change in attitude between students taking the course online versus face to face (F2F)? 3. How are preservice teachers informed about what schools have dual language programs in their area? 4.What relationship may exist between attitudes, perspectives ...


Tinker, Tailor, Supervisor, Spy: Lessons Learned From Distant Supervision, Elizabeth Currin, Stephanie Schroeder, Elizabeth Bondy, Brittney Castanheira Jun 2019

Tinker, Tailor, Supervisor, Spy: Lessons Learned From Distant Supervision, Elizabeth Currin, Stephanie Schroeder, Elizabeth Bondy, Brittney Castanheira

Journal of Educational Supervision

This study investigates the transition from a local to a distant model of clinical intern supervision at a large, public, research university. Interviews were conducted with supervisors who had participated in local and distant supervision to explore challenges and adaptations throughout the first year of the distant model. Aside from areas of consensus, such as difficulties with communication, observations, coaching, and seminar meetings, the supervisors revealed distinctly different responses to the expectation of carrying out the distant supervision model with fidelity. Positioning theory provided helpful insight into the range of experiences and reactions within the interview data. Our findings suggest ...


Exploring Pedagogies To Elevate Inquiry: Teaching Action Research In The Third Space, Sara B. Woolf Jun 2019

Exploring Pedagogies To Elevate Inquiry: Teaching Action Research In The Third Space, Sara B. Woolf

Publications and Research

This study chronicles a semester long inquiry focused on the impacts of pedagogical strategies informed by the tenets of third space theory on my own practices and understanding of students’ learning outcomes in an action research course. As I applied new instructional strategies to promote discourse and critical inquiry, I reflexively explored how these approaches enhanced my impacts on students’ learning and praxis of action research. This paper first provides a brief introduction to third space theory and then describes how I infused this framework into my course approach, the different types of data collected and analyzed to gauge the ...


Framing Teaching In Retrospect: A Qualitative Study Of Educational Philosophies And Teacher Socialization Through The Teach For America Experience, Angela Marie Kraemer-Holland Jun 2019

Framing Teaching In Retrospect: A Qualitative Study Of Educational Philosophies And Teacher Socialization Through The Teach For America Experience, Angela Marie Kraemer-Holland

College of Education Theses and Dissertations

This study examines the capacity of neoliberalism and organizational socialization to shape alternatively certified teachers’ preparation and understanding of their teaching roles within the context of Teach for America. Using theoretical lenses of both neoliberalism and organizational socialization, I conducted a qualitative study on Teach for America teachers’ previous educational experiences, participation in the program, and the impact of this preparation on their careers post-teaching. None of the five participants are currently classroom teachers. Data collection included semi-structured interviews and critical discourse analysis of program documents. Findings reveal how participants’ educational and program experiences challenged their initial conceptions of teaching ...


Investigating The Development Of Possible Selves In Teacher Education: Candidate Perceptions Of Hopes, Fears, And Strategies, Jill E. Gonzalez-Bravo May 2019

Investigating The Development Of Possible Selves In Teacher Education: Candidate Perceptions Of Hopes, Fears, And Strategies, Jill E. Gonzalez-Bravo

The Advocate

The theory of possible selves, as proposed by Marcus and Nurius (1986), framed a two-staged instrumental case study designed to give voice to an often-neglected source of insight: teacher candidates. The collection and analysis of hopes, fears, and process strategies gathered from a cross-section of thirteen candidates and alumni from a private Midwestern institution informed teacher educator practice and increased understanding in regards to influences that shaped teacher identity development. The applied theoretical framework allowed for the assessment of participants’ knowledge, skills, and dispositions, aided in the identification of perceived preparation needs, and enabled an appraisal of program effectiveness. Findings ...


Combating White Resistance: What We Can Learn About White Educators Who Lean Into Anti-Racist Training, Erin Parr May 2019

Combating White Resistance: What We Can Learn About White Educators Who Lean Into Anti-Racist Training, Erin Parr

Master's Theses

This work attempts to understand and describe why some white teachers lean into anti-racist training and racial literacy development when many resist it. A qualitative case study with three white female educators explores what initially drew the participants into racial literacy work, how they have transformed their professional values and educational practices because of such work, and what aspects of the work they found to be most valuable in meaningfully engaging them. It describes the ways in which they embraced critical anti-racist work, specifically in regards to education and teaching practices. The findings may be valuable for future teacher educators ...


Supporting Clinical Practice Through Rehearsals, Lubna Javeed May 2019

Supporting Clinical Practice Through Rehearsals, Lubna Javeed

Northwest Journal of Teacher Education

Rehearsing is a form of pedagogy in teacher education to prepare pre-service teachers with instructional practices before live enactments in a classroom. This qualitative study used grounded theory to explore how rehearsals impacted five elementary literacy courses in a university teacher education program. Data comprised of prolonged observations, video recordings of rehearsals, and surveys. The process of coding and re-coding resulted in findings that reflect rehearsing provided Teacher Candidates with confidence with lesson presentation, improved understanding of literacy content, and understand how to make in-the-moment instructional decisions.


Infographic: Out-Of-Field Maths Teaching, Dominique Russell May 2019

Infographic: Out-Of-Field Maths Teaching, Dominique Russell

Teacher infographics

A report released by the Australian Mathematical Sciences Institute has revealed the chance of students in Australia in Years 7-10 being taught Mathematics by an out-of-field teacher. In this infographic, we look at the findings.


A Space To Learn, Amy R. Goods May 2019

A Space To Learn, Amy R. Goods

All Dissertations, Theses, and Capstone Projects

In this dissertation, I explore what it means to different people, in different places throughout life’s spectrum to create a space to learn. This dissertation is a collection of work that I have written throughout my time at the CUNY Graduate Center. The chapters herein represent an arch of my learning over the past five years. The title, A Space to Learn, has multiple meanings. For one, writing this dissertation has provided me a space to explore and reflect on a variety of topics, ranging from memory loss, to teacher preparation programs, to eugenics and special education, to tracking ...


Centering Preservice Teachers Of Color Through Culturally Relevant Critical Teacher Care: A Critical Race Transformative Convergent Mixed-Methods Analysis, Tara Joann Plachowski May 2019

Centering Preservice Teachers Of Color Through Culturally Relevant Critical Teacher Care: A Critical Race Transformative Convergent Mixed-Methods Analysis, Tara Joann Plachowski

UNLV Theses, Dissertations, Professional Papers, and Capstones

The reproduction of white supremacist culture in schools continues to marginalize Students of Color in a variety of implicit, explicit, and systemic ways. As teachers are the one of the key arbiters of school culture, teacher education presents itself as a vital locus in need of critical inquiry and radical change. A diverse teacher workforce not only helps to disrupt the direct effects of racism on Students of Color, but also prepares all students for successful democratic participation in a diverse global society (Sleeter, 2011). This study of teacher education examines the teacher demographic diversity gap within a College of ...


Content Area Teaching In Linguistically Diverse Classrooms, Meghan Odsliv Bratkovich May 2019

Content Area Teaching In Linguistically Diverse Classrooms, Meghan Odsliv Bratkovich

Theses, Dissertations and Culminating Projects

Educators and teacher educators in the United States have worked for decades to provide English language learners (ELLs) and other linguistically diverse students access to education. While ELLs’ rising high school graduation rates suggest that efforts have helped ELLs access schools, classrooms, and scholastic tasks, more steps need to be taken toward ensuring that linguistically diverse students can also meaningfully access college or 21st century careers.

This qualitative study is at the nexus of language, culture, academic content, literacy, teaching, and teacher education and uses a bricolage approach to examine the teaching of four secondary science and mathematics teachers recognized ...