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Articles 1 - 30 of 26124
Full-Text Articles in Teacher Education and Professional Development
Meet Me In The Middle: A Scoping Review On Understanding Adolescent Needs In Climate Communication, Gwendolyn Monica Hoff Anderson
Meet Me In The Middle: A Scoping Review On Understanding Adolescent Needs In Climate Communication, Gwendolyn Monica Hoff Anderson
Master's Projects and Capstones
The greatest effects of climate change are likely to be felt by youth. Young people are disproportionately affected by climate change due to their critical developmental stage and lack of power, and they experience both higher severity and prevalence of mental health issues related to climate change. Strong emotions have long been recognized as potential catalysts for action, or they may lead to paralyzing feelings of being overwhelmed. Climate communication is a critical tool to spark climate concern and encourage action. Activism, in turn, may help youth manage their anxiety about climate change. This scoping review examines emerging evidence on …
Teacher Candidate Self-Efficacy And Ability To Teach Literacy: A Comparison Of Residency And Traditional Teacher Preparation Models, Doreen L. Mazzye, Michelle A. Duffy, Richard L. Lamb
Teacher Candidate Self-Efficacy And Ability To Teach Literacy: A Comparison Of Residency And Traditional Teacher Preparation Models, Doreen L. Mazzye, Michelle A. Duffy, Richard L. Lamb
Journal of Global Education and Research
This comparative study explored self-efficacy and ability for scientifically-based literacy instruction between a traditional and residency model of teacher preparation. Pre-/post-survey data was collected using the Teachers’ Sense of Efficacy for Literacy Scale. Mentor teachers completed a modified version of the survey on candidates’ abilities. Data were analyzed using paired sample t-tests, independent sample t-tests, and a trend analysis. Results revealed that candidates in the Residency Model held higher levels of self-efficacy for literacy instruction than in the Traditional Model. Mentor teachers rated candidates in the Residency Model as more able to teach literacy than those in the …
Teaching Mathematics To All Learners By Tapping Into Indigenous Legends: A Pathway Towards Inclusive Education, Nahid Golafshani
Teaching Mathematics To All Learners By Tapping Into Indigenous Legends: A Pathway Towards Inclusive Education, Nahid Golafshani
Journal of Global Education and Research
This study explored the use of Indigenous storytelling in the planning and teaching of mathematical content. In collaboration with Indigenous and non-Indigenous educators, a culturally inclusive mathematical lesson was developed, implemented, and reviewed in an elementary school in Northern Ontario. This study used a culturally authentic approach to address the current educational issue of diversity within the Ontario curriculum and education system. The results of this study suggested that utilizing Indigenous storytelling for teaching mathematical curricular expectations could benefit both Indigenous and non-Indigenous students. Storytelling can allow students to relate abstract mathematical concepts to their own lived experiences, to be …
A Leadership Laboratory: Exploring The Use Of Case-In-Point Pedagogy To Develop Complex Thinking In Leaders, Erica Corley Jackson
A Leadership Laboratory: Exploring The Use Of Case-In-Point Pedagogy To Develop Complex Thinking In Leaders, Erica Corley Jackson
Dissertations
Leadership scholars have identified a growing gap between the complexity of 21st century organizations and the capabilities of individuals in positions of leadership to adequately address these challenges. This gap has contributed to a so-called complexity crisis—a situation in which the demands placed on those in leadership positions increases “at a rate that significantly outstrips the rate at which” leaders are cognitively developing (Rich-Tolsma & Oliver, 2016, p. 1). One way to respond to this growing need for complex adult thinking is through metacognitive development initiatives. However, finding educational methods to promote metacognitive development has proven to be …
Yoga For Stress Relief | Brownbag Series, Dena French
Yoga For Stress Relief | Brownbag Series, Dena French
Center for Excellence in Teaching & Learning [CETL]
Bring your lunch and learn from your colleagues! Brownbag lunch presentations will be held four times this semester with different faculty members presenting topics that may be helpful to you.
Secondary Teaching Thriving: Investigating Secondary Teacher Well-Being And Contributing Factors To Thriving, Ryan H. Nichols
Secondary Teaching Thriving: Investigating Secondary Teacher Well-Being And Contributing Factors To Thriving, Ryan H. Nichols
PhD in Education
The purpose of this study was to examine secondary teacher thriving using the PERMA well-being model. This non-experimental, quantitative survey aimed to discover secondary teachers’ well-being and how the dimensions of well-being are predictive of thriving among secondary teachers in the United States. Using a comprehensive researcher-created instrument assessing participants’ sense of thriving and PERMA well-being, the study resulted in statistically significant findings with 55 secondary teachers participating in the survey. Both sense of thriving and the dimensions of thriving were statistically significant in a one sample ttest. Demographics, such as school classifications, years of experience, and geographic locations, were …
Maintaining Research Productivity While Teaching | Brownbag Series, Sarah Huisman
Maintaining Research Productivity While Teaching | Brownbag Series, Sarah Huisman
Center for Excellence in Teaching & Learning [CETL]
Bring your lunch and learn from your colleagues! Brownbag lunch presentations will be held four times this semester with different faculty members presenting topics that may be helpful to you.
Defining Intercultural Competence: How Four Pre-Service Teachers Developed A More Complex Understanding Of Icc, Elizabeth C. Barrow
Defining Intercultural Competence: How Four Pre-Service Teachers Developed A More Complex Understanding Of Icc, Elizabeth C. Barrow
Journal of Global Education and Research
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 …
Gaining Understanding Of Interprofessional Education (Ipe) | Brownbag Series, Jamie Daugherty
Gaining Understanding Of Interprofessional Education (Ipe) | Brownbag Series, Jamie Daugherty
Center for Excellence in Teaching & Learning [CETL]
Bring your lunch and learn from your colleagues! Brownbag lunch presentations will be held four times this semester with different faculty members presenting topics that may be helpful to you.
Reporting Of Doctoral Student Attrition: A Policy Brief, Cece Lively
Reporting Of Doctoral Student Attrition: A Policy Brief, Cece Lively
Journal of Multicultural Affairs
Roughly half of all doctoral students in the United States will never complete their degree requirements (Council of Graduate Schools, 2020). That staggering number is larger for ethnic minority and female students, particularly for Black students who have the lowest completion rate (47 percent) and who make up only 13 percent of doctoral degrees (Lovitts, 2001). Additionally, retention rates for online students are an additional 10 to 20 percent lower than students who attend in-person (Rovai & Wighting, 2005). Thus, ethnic minority students in online doctoral programs are at a higher risk of not finishing their degrees compared to other …
Techniques To Support Student Engagement In Computer Science Online Learning, Hayat A. Alajlan Phd
Techniques To Support Student Engagement In Computer Science Online Learning, Hayat A. Alajlan Phd
International Journal for Research in Education
This study aimed to determine the techniques that students perceive as important to support their engagement in computer science online learning, and to examine the effect of the gender and educational stage on students’ appreciation of these techniques. The study relied on the descriptive approach and used a questionnaire to collect data. The questionnaire consisted of 29 techniques to support students’ engagement, divided into three main categories: engagement among students, engagement between student and teacher, and engagement between students and educational content. The questionnaire was distributed electronically after verifying its validity and reliability. The study sample consisted of 405 male …
From A Monolingual Mind To A Multilingual Heart: An Autoethnography Through Dominant Language Constellation, Yaqiong Xu
From A Monolingual Mind To A Multilingual Heart: An Autoethnography Through Dominant Language Constellation, Yaqiong Xu
The Qualitative Report
This article narrates and analyzes the author’s life experiences as a learner, teacher, and researcher of diverse languages across three contexts: mainland China, Hong Kong, and Norway. Deconstructing the influential episodes in the writer’s life trajectory, this autoethnography explores the author’s transformation from a monolingually-minded individual to a border-crossing, multilingually hearted scholar. The analysis is undertaken through the theoretical lens of language ideology and dominant language constellation (DLC) and epitomizes the profound influence of sociocultural structures on an individual’s identity search and development. Confronting the multilingual turn in education and echoing the call to centralize identity in language teaching, this …
Ungifted: Teacher Candidates’ Understanding Of Giftedness Through Literature Circles, Sharryn Larsen Walker, Wendie Lappin Castillo
Ungifted: Teacher Candidates’ Understanding Of Giftedness Through Literature Circles, Sharryn Larsen Walker, Wendie Lappin Castillo
Literacy Practice and Research
The purpose of this qualitative study was to analyze the reflective comments made by teacher candidates (TCs) after they participated in weekly discussions about the tween novel Ungifted by Korman (2012). The TCs attended at a regional Pacific Northwest university, majoring or minoring in various educational fields. After reading and discussing the topic of giftedness as it related to their engagement with the novel, the TCs wrote a reflective essay about their new understandings of teaching the gifted. Using the constant-comparative method, the essays from three sections of the course over a three-year period were read and reread for identifiable …
Thinking About Teaching: A Rural Social Studies Teacher's Path To Strive For Excellence, Dana F. Serure
Thinking About Teaching: A Rural Social Studies Teacher's Path To Strive For Excellence, Dana F. Serure
Excelsior: Leadership in Teaching and Learning
Thinking About Teaching: A rural social studies teacher's path to strive for excellence by Casey Jakubowski (2020) offers insights about the macros and micros of teaching. The book is geared toward educators and teacher candidates who seek to know more about the teaching profession. The book comprises four parts, including: 1) an introduction of practice which details twenty brief chapters of hot education topics, 2) curriculum and instruction, 3) rural education, and 4) a conclusion that pinpoints recommendations about teaching based on his experience that spans twenty years in the education field. Throughout the book Jakubowski expresses his professional journey …
Teacher Perceptions On L2 Acquisition And Education Practice For English Language Learners, Shu J. Chen-Worley Ph.D.
Teacher Perceptions On L2 Acquisition And Education Practice For English Language Learners, Shu J. Chen-Worley Ph.D.
Excelsior: Leadership in Teaching and Learning
This study examined teachers' perceptions on language acquisition and education practice for English Language Learners (ELLs) to further address the disproportionality concern in education and identify the areas of training needs for classroom teachers as education renovation. A total of 222 participants voluntarily participated in this study. A Mixed Methods approach was used to conduct the study and analyze the data. The results showed that most participants did not have formal training in second language (L2) or learning experience but they had already taught ELLs. Working with ELLs and their parents was considered challenging for five common reasons. Language barriers …
Teachers’ Stories Of Autonomy, Competence, And Relatedness In Becoming An Innovative Teacher Facilitator With Ubiquitous Computing, Beth R. Sockman, Doreen Lwanga
Teachers’ Stories Of Autonomy, Competence, And Relatedness In Becoming An Innovative Teacher Facilitator With Ubiquitous Computing, Beth R. Sockman, Doreen Lwanga
Excelsior: Leadership in Teaching and Learning
Many classrooms have access to ubiquitous information communications technology (ICT), and teachers have been trained on the way to use it. However, few teachers use technology in what many consider the most powerful ways to learn. This study investigates four teachers who have developed from traditional teaching into facilitative–innovative teaching with ubiquitous ICT. As an instrumental case study, we used self-determination theory’s interaction of autonomy, competence, and relatedness to analyze their stories to understand better why and how they developed. Participants taught in middle and high schools representing a range of school sizes and sociocultural populations. Findings reveal that all …
Using Multimodal Virtual Instruction To Build Preservice Teachers' Knowledge Of Dyslexia, Susan J. Chambre, Molly K. Ness
Using Multimodal Virtual Instruction To Build Preservice Teachers' Knowledge Of Dyslexia, Susan J. Chambre, Molly K. Ness
Excelsior: Leadership in Teaching and Learning
Increasing awareness about screening and instructional interventions for students with dyslexia is a necessary component of P-12 teacher preparation. Disparities in reading achievement for students with disabilities, including those with dyslexia, is evidenced in lower literacy testing scores as well as lower high school graduation rates for those with documented disabilities when compared to typical developing peers. Preservice teachers, however, continue to struggle with understanding, identifying, and providing targeted literacy instruction to remediate reading challenges for students with dyslexia. Emerging data on the impact of the COVID-19 school closures on lags in student’s reading attainment, further solidifies the need for …
Committing To Anti-Bias Anti-Racist Teaching: From Activity To Habits Of Mind, Tierney B. Hinman, Elizabeth Y. Stevens, Tess M. Dussling, Nance S. Wilson, Amy Tondreau, Wendy Gardiner, Kristen White, Sophie Degener
Committing To Anti-Bias Anti-Racist Teaching: From Activity To Habits Of Mind, Tierney B. Hinman, Elizabeth Y. Stevens, Tess M. Dussling, Nance S. Wilson, Amy Tondreau, Wendy Gardiner, Kristen White, Sophie Degener
Excelsior: Leadership in Teaching and Learning
With the need to prepare teacher candidates to work with an increasingly diverse student body in U.S. schools, a multi-institutional collaborative self-study group was formed to examine ways in which teacher educators could expand beyond practice-based literacy preparation to support candidates’ understanding and implementation of critical pedagogies. The self-study served as a catalyst for interrogating the identities the teacher educators brought to their practice and began a journey that transformed a focus on critical literacies into a commitment to action for change through anti-bias anti-racist work. This paper draws from group dialogue and reflective journals to examine specific practices implemented …
Letter From The Editors, Christine Ashby And Julia M. White
Letter From The Editors, Christine Ashby And Julia M. White
Excelsior: Leadership in Teaching and Learning
No abstract provided.
Message From The President, Andrea Lachance
Message From The President, Andrea Lachance
Excelsior: Leadership in Teaching and Learning
No abstract provided.
Table Of Contents, Julia White
Table Of Contents, Julia White
Excelsior: Leadership in Teaching and Learning
No abstract provided.
Incorporating Social Justice Education Into Teacher Education: A Book Review Of Communicating Social Justice In Teacher Education: Insights From A Critical Classroom Ethnography, Angga Hidayat
The Qualitative Report
Aubrey Huber's book is of great value to aspiring and current educators alike, providing a comprehensive analysis of how qualitative critical classroom ethnography can be applied to support social justice in the field of education. Through this text, readers will gain an understanding of the unique opportunity that classroom ethnography provides in terms of utilizing it as an actionable mechanism to respond to social injustices while balancing intertwined multiple perspectives. Teacher educators who use this text will obtain a deeper appreciation for the instrumental role qualitative research such as classroom ethnography plays in improving and reforming education. All in all, …
Reflective Journals, Tony Shannon Am
Reflective Journals, Tony Shannon Am
International Journal for Business Education
A reflective journal helps to think honestly about one’s actual thinking. This can be uncomfortable at first!
What Kind Of Pedagogies For The 21st Century?, Cynthia Luna Scott
What Kind Of Pedagogies For The 21st Century?, Cynthia Luna Scott
International Journal for Business Education
Since the emergence of a global movement that calls for a new model of learning for the twenty first century, it has been argued that formal education must be transformed to enable new forms of learning that are needed to tackle complex global challenges.
The Futures Of Learning 3: What Kind Of Pedagogies For The 21st Century?, Cynthia Luna Scott
The Futures Of Learning 3: What Kind Of Pedagogies For The 21st Century?, Cynthia Luna Scott
International Journal for Business Education
Since the emergence of a global movement that calls for a new model of learning for the twenty first century, it has been argued that formal education must be transformed to enable new forms of learning that are needed to tackle complex global challenges. Literature on this topic offers compelling arguments for transforming pedagogy to better support acquisition of twenty-first century skills.
Uk Universities Face Their Toughest Test, Andrew Jack
Uk Universities Face Their Toughest Test, Andrew Jack
International Journal for Business Education
The School of Oriental and African Studies seemed a symbol of stability when it celebrated its centenary in 2016 by taking over and renovating the University of London’s imposing Senate House building in central London. It was a bold move to lure the best students. But just three years later its future has become much shakier, with its undergraduate intake down 40 percent and a £7m operating deficit. “The competition is brutal,” says Professor Stephen Hopgood, Soas’s international pro-director. “We are small and specialist, and if undergraduate fees are cut, it’s going to be very hard for an institution of …
Cultivating Powerful Mentorship In Educator Credential Programs, Lily Rosenthal, Annie Schaeffing, Emily Sharrock
Cultivating Powerful Mentorship In Educator Credential Programs, Lily Rosenthal, Annie Schaeffing, Emily Sharrock
Bank Street Education Center
This publication explores Bank Street’s approach to mentorship and lessons learned through implementation and features an interview with three Graduate School faculty members: Valentine Burr, Chair of the Department of Teaching and Learning; Jessica Wontropski, D13 Residency Program Administrator and Director of General and Special Education Programs; and Cristian Solorza, Director of the TESOL and Bilingual/Dual Language Programs.
Effects Of Performance Feedback On High School Teachers’ Use Of Opportunities To Respond And Positive Feedback: Considering Efficiency In High Need Schools, Nathan Meyer, Amy Stevens, Terrance M. Scott, Marlene Parish
Effects Of Performance Feedback On High School Teachers’ Use Of Opportunities To Respond And Positive Feedback: Considering Efficiency In High Need Schools, Nathan Meyer, Amy Stevens, Terrance M. Scott, Marlene Parish
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
The transition into high school presents new challenges for adolescents and performance in ninth grade is highly predictive of success throughout the remainder of high school. However, focus on teacher performance has great promise for increasing student engagement in the classroom and raising student achievement. Unfortunately, many of these practices typically are not implemented within classrooms where students are at highest risk for failure. Two studies were implemented to examine the effect of simple performance feedback strategies as a means of increasing teachers’ provision of opportunities for student responses and positive feedback during instruction. Results showed no effect in teacher …
An Examination Of Response Requirements Associated With Teachers' Use Of Different Opportunities For Student Response During Instruction, Todd Whitney, Terrance M. Scott, Justin T. Cooper
An Examination Of Response Requirements Associated With Teachers' Use Of Different Opportunities For Student Response During Instruction, Todd Whitney, Terrance M. Scott, Justin T. Cooper
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Providing effective instruction that increases the degree to which students are engaged with the instructional content has been identified as a research-based practice in that it is associated with positive academic and behavioral outcomes. One high-leverage practice for engaging students is the provision of opportunities to respond (OTR) during instruction. However, previous research has shown that teachers at every level typically use OTRs at rates far below research-based recommendations. This study adds to the literature by breaking OTRs into verbal, non-verbal, and partner categories to further examine how teachers typically foster student engagement. Across 1095 total observations, OTR rates were …
Writing Across The Curicculum: Supporting Student-Athletes As Writers | Brownbag Series, Peter Ribic
Writing Across The Curicculum: Supporting Student-Athletes As Writers | Brownbag Series, Peter Ribic
Center for Excellence in Teaching & Learning [CETL]
Bring your lunch and learn from your colleagues! Brownbag lunch presentations will be held four times this semester with different faculty members presenting topics that may be helpful to you.