Teacher Education and Professional Development Commons^™

What Should Professors Know About Expensive Textbooks?, Charlene Martoni

All Things Open

Last year during Open Access Week, Georgia State University Library asked its students, "What should professors know about expensive textbooks?" and "What have you done when a textbook was too expensive?" Applying open pedagogical approaches, these questions were displayed on white boards at library service desks on each campus. Students were encouraged to respond to the first question in their own words, and they were asked to respond to the second question by selecting one of five responses. Responses were analyzed and anonymized, and they were then used in faculty professional development to demonstrate the local impact of expensive textbooks. …

Toward A Student-Ready Cybersecurity Program: Findings From A Survey Of Stem-Students, Lora Pitman, Brian K. Payne, Tancy Vandecar-Burdin, Lenora Thorbjornsen

Journal of Cybersecurity Education, Research and Practice

As the number of available cybersecurity jobs continues to grow, colleges strive to offer to their cybersecurity students an environment which will make them sufficiently prepared to enter the workforce after graduation. This paper explores the academic and professional needs of STEM-students in various higher education institutions across Virginia and how cybersecurity programs can cater to these needs. It also seeks to propose an evidence-based approach for improving the existing cybersecurity programs so that they can become more inclusive and student-ready. A survey of 251 college students in four higher-education institutions in Virginia showed that while there are common patterns …

A Structured Literacy Approach To Support Striving Readers In Secondary Grades: Meaningful Transactions Through Morphological Awareness And Fluency Building, Samantha Bart-Addison, Robert A. Griffin

Georgia Journal of Literacy

A high school English teacher and a university literacy professor provide secondary teachers with structured literacy strategies to support striving readers in the middle and high school grades. The authors present strategies that can be utilized with diverse texts across learning contexts. As a structured literacy approach, morphological awareness and prosodic fluency are emphasized to foster deeper, more meaningful transactions between students and texts. An example of a full structured literacy lesson is also provided that includes multiple strategies and is based on a gradual release model with guided and independent reading cycles. Applicable strategies for delivery of these skills …

Connecting A Community Through A Family Literacy Project And Virtual Writing Collaboration: University Students Facilitate Access To Literature During The Pandemic, Anne Katz Ph.D., Alexandria Sledge-Tollerson B.A. In Early Childhood Education

Georgia Journal of Literacy

The importance of accessing and sharing children’s literature took on new meaning as educators pivoted to remote and online learning models over the course of the past school year. In light of the pandemic, College of Education pre-service educators enrolled in a Fall 2020 Language and Literacy Development course (which is usually scheduled to meet face-to-face twice a week) was re-structured as hybrid, where a group of students were scheduled to meet partially face-to-face and partially online on a weekly basis. I planned to adapt my family literacy project collaboration with a local community center, an academic service learning assignment …

Culturally Relevant Teaching For The 21st Century: The Success And Challenges Of Pre-Service Teachers When Using Technology In Critical Ways, Virginie Jackson, Stacy Delacruz, Dominique Harry

Georgia Journal of Literacy

This case study examined pre-service teachers' use of technology as they implemented culturally relevant literacy lessons while tutoring elementary students in their field placement sites. As we enter a new decade, we want our students to be future-ready with technology skills. Here, we present an examination of how pre-service teachers integrated culturally relevant teaching with technology along with a discussion of the tools and devices their students used. Findings provided evidence that as pre-service teachers experienced authentic and engaging learning experiences within a supportive space, they emerged equipped to teach in culturally responsive ways that supported student learning and deeper …

Letter From The Editor, Shannon Tovey

Georgia Journal of Literacy

Editorial by Shannon Tovey, Editor-in-Chief

Immigration Picture Books By #Ownvoices Authors, Sanjuana C. Rodriguez, Karina Gonzalez, Carolina Rojas

Georgia Journal of Literacy

Reviews of Latinx immigration picture books

Seeking Calm Among The Chaos: A Letter From The Editor, Shannon Tovey

Georgia Journal of Literacy

A letter from the Editor of the Georgia Journal of Literacy

Are Teachers’ Formative Assessment Practices Reliable Indicators Of Students’ Mastery Of Standards?, Olivia Hall

Doctor of Education in Teacher Leadership Dissertations

Some students, parents, and teachers are concerned over the apparent disparity between a student’s classroom grades and his/her proficiency levels reported from criterion-referenced standardized assessments, such as the Georgia Milestones. The purpose of this research project was to determine if teachers’ formative assessment practices were reliable indicators of students’ mastery of grade-level standards. This study was a mixed-methods study with an explanatory research design. Qualitative data were collected through observations and interviews that analyzed teachers’ perceptions of the meaning of formative assessments and how they are impacted by the summative assessment system. Also, samples of teacher-selected assessments were analyzed to …

Letter From The Editor

Georgia Journal of Literacy

A Letter from the Editor

About The Authors

Georgia Journal of Literacy

Read this to learn more about this issue's authors.

Educator Researched Methods And Interventions That Increase Below Level Readers’ Fluency And Comprehension, Shawnee Knott, Shannon Tovey

Georgia Journal of Literacy

A student walks into a classroom multiple grades below grade level and already on day one that student is behind and will most likely be behind their entire school year. Many teachers are faced with this scenario year after year. Students entering their classrooms unprepared for the on-level content they need to be on. Reading below grade level is just the beginning of the learning gap that exists in today’s classrooms. Teachers work hard to close that gap, but by upper elementary is it too late? What can teachers do to help these students grow and become successful learners?

This …

What’S Next For Literacy Education In Georgia? An Interview With Dr. Caitlin Dooley, Deputy Superintendent, Georgia Department Of Education, Shannon Tovey Howrey

Georgia Journal of Literacy

An interview with Dr. Caitlin Dooley

In Memory Of Dr. Ronald Reigner, Dawn Owens

Georgia Journal of Literacy

Leaders and members of Georgia Association of Literacy Advocates (GALA), formerly Georgia Reading Association (GRA), were deeply saddened by the recent passing of a revered friend, Dr. Ronald Reigner. The association extends sincere appreciation for the contributions of Dr. Reigner, a Georgia Reading Association (GRA) Past President. Dr. Reigner served the organization faithfully in numerous positions during the past twenty years, including GRA President, GRA Executive Committee member, GRA Board of Directors member, GRA committee chair, local council president, and student council sponsor/liaison.

Developing Kinesthetic Classrooms To Promote Active Learning, Brian Culp

Faculty and Research Publications

The use of kinesthetic movement in the classroom toward improving health and educational outcomes among youth has been a topic of discourse in recent years. School initiatives that have infused movement as part of the curriculum have shown to increase efficiency in learning, while decreasing stress and contributing to a positive classroom climate. One question that is worthy of exploration pertains to how future professionals in the fields of physical education and health can promote kinesthetic movement in schools and communities. This article discusses how a university kinesthetic classroom prepares future professionals to be advocates for school health using active …

A Case Study Examining Teacher Responses To Principal Feedback Of Class Observations, Sean Kelly

Doctor of Education in Educational Leadership Dissertations

Four teachers from each of the four major academic disciplines: Mathematics, Science, Social Studies, and English Language from a suburban high school in the Southeastern United States participated in a study which examined teacher responses to principal feedback of class room observations. Each of the 16 teachers were observed on three occasions and provided feedback. Teachers were also interviewed using a semi-structured questioning format and asked to keep a journal during the study.

Findings of the study demonstrated that teachers who participated in the study most often responded to principal feedback of class observations by changing behaviors, considering changing behaviors, …

E/Merging Across Africa: Five Papers On The Use Of Educational Technology In African Higher Education, Tony Carr

The African Journal of Information Systems

This guest editorial comments on the rapidly changing environment for the use of Information and Communication Technologies (ICTs) in African Higher Education Institutions (HEI), introduces the e/merge online conferences and gives a brief introduction to the papers in the special issue.

The Assessment Cyberguide For Learning Goals And Outcomes, Thomas Pusateri, Jane S. Halonen, Bill Hill, Maureen Mccarthy

Faculty and Research Publications

The CyberGuide serves as a companion resource for implementing the APA Guidelines for the Undergraduate Major in Psychology. These resources should aid psychology departments and their faculty to design the most appropriate and effective assessment plans. We have organized this Cyberguide into four parts that will assist departments in developing assessment plans: I. Understanding Assessment: Departmental, Institutional, Educational, and Societal Perspectives II. Designing Viable Assessment Plans III. Sustaining an Assessment Culture IV. Applying Assessment Strategies in Psychology

Volume 18, Number 01, G. William Hill Editor, Linda M. Noble Editor, Tom Pusateri Editor

Reaching Through Teaching

Full text of Volume 18, Number 01 of Reaching Through Teaching.

Volume 17, Number 01, G. William Hill Editor, Linda M. Noble Editor

Reaching Through Teaching

Full text of Volume 17, Number 01 of Reaching Through Teaching.

Volume 16, Number 02, G. William Hill Editor, Linda M. Noble Editor

Reaching Through Teaching

Full text of Volume 16, Number 02 of Reaching Through Teaching.

Volume 16, Number 01, G. William Hill Editor, Linda M. Noble Editor

Reaching Through Teaching

Full text of Volume 16, Number 01 of Reaching Through Teaching.

Course Revitalization As A Change Driver Throughout Undergraduate Business Curriculum, Elke M. Leeds, Radwan Ali

Faculty and Research Publications

This paper describes the revitalization of Business Information Systems and Communication, a high enrollment, prerequisite course for all undergraduate business students in the Coles College of Business. An overview of the course components is presented and original structure described. The rationale for change, technologies leveraged and measures of success are presented. The change drivers are identified and their impact on undergraduate curriculum delineated. Lessons learned and future implications are discussed.

Volume 15, Number 01, G. William Hill Editor

Reaching Through Teaching

Full text of Volume 15, Number 01 of Reaching Through Teaching.

Volume 14, Number 01, G. William Hill Editor

Reaching Through Teaching

Full text of Volume 14, Number 01 of Reaching Through Teaching.

Volume 13, Number 02, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 13, Number 02 of Reaching Through Teaching.

Volume 13, Number 01, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 13, Number 01 of Reaching Through Teaching.

Volume 12, Number 02, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 12, Number 02 of Reaching Through Teaching.

Volume 12, Number 01, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 12, Number 01 of Reaching Through Teaching.

Volume 11, Number 02, Lana Wachniak Editor

Reaching Through Teaching

Full text of Volume 11, Number 02 of Reaching Through Teaching.