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Teacher Education and Professional Development Commons™
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Articles 1 - 11 of 11
Full-Text Articles in Teacher Education and Professional Development
Book-Tasting Presentations Within An Early Childhood Educator Preparation Program, Johannah D. Baugher, Narges Sareh
Book-Tasting Presentations Within An Early Childhood Educator Preparation Program, Johannah D. Baugher, Narges Sareh
The Advocate
This manuscript discusses a teacher education experience utilized within an early childhood literacy methods course named, book-tasting presentation. Existing literature suggests that book-tastings, in a variety of forms, are evident at the PK-12 level, yet not prevalent in higher education and specifically, teacher education. The aim of the book-tasting presentations is to expose early childhood teacher candidates to diverse, high-quality picturebooks and their application in early childhood settings to cook up a love of literacy among our youngest readers. This is achieved through the Experiential Learning Cycle as teacher candidates are tasked to experience, reflect, think, and act throughout this …
Advancing Educators Towards Social Justice Through Policy Analysis, Courtney J. Hoffhines, Susan Yelich Biniecki
Advancing Educators Towards Social Justice Through Policy Analysis, Courtney J. Hoffhines, Susan Yelich Biniecki
The Advocate
Both pre-service and practicing educators are entering classrooms with limited preparation for the social landscape, affecting a range of professional considerations such as educational equity, culturally responsive teaching, and effective assessment. In an effort to consider greater impact and meaningful development of teachers for social justice concepts, this study is aimed directly at K-2 Kansas classrooms. A review of KSDE policies, utilizing a critical policy discourse analysis, allowed for the consideration of plausible responses for educational change regarding the advancement of educators for social justice. This research demonstrates the opportunity that exists within policy to create greater awareness for social …
Preparing Preservice Teacher For All Learners: A Book Critique On Gifted Education And Gifted Students, David S. Wolff
Preparing Preservice Teacher For All Learners: A Book Critique On Gifted Education And Gifted Students, David S. Wolff
The Advocate
If is often said that undergraduate coursework in gifted education is a paragraph or chapter in a book. Without specific coursework regarding gifted education and gifted learners, preservice teachers are partially equipped to meet the diverse learning needs in today’s classrooms. This article provides a review of Gifted Education and Gifted Students: A Guide for Inservice and Preservice Teachers by Margot and Melin (2020) as a recommended primer for preservice teachers to gain basic knowledge and understanding of who gifted learners are and how to provided appropriate services for them.
Semi-Public Speaking: How Virtual High School Debate Competition Increased Accessibility For Marginalized Students, Annie Goodson
Semi-Public Speaking: How Virtual High School Debate Competition Increased Accessibility For Marginalized Students, Annie Goodson
The Advocate
The advent of online learning in the wake of the COVID-19 pandemic radically altered the landscape of modern education. While most research has examined the socio-emotional and academic impact of the shift to online school, far less attention has been given to its effect on extra-curricular activities. This article examines the ways in which virtual learning effected competitive high school debate, and how a transition to an entirely virtual debate format radically altered students’ and coaches’ experiences within the activity. Drawing on empirical studies and real-world experiences, this article underscores how virtual debate made the activity more accessible for historically …
Letter From The Ate-K President
Letter From The Ate-K President
The Advocate
Letter from ATE-K President, Dr. Alan English
The Advocate
The Advocate
Informative information regarding The Advocate, the peer-reviewed publication of the Association of Teacher Educators in Kansas.
Promoting Civil Discourse Through Coffee And Common Ground, Alan English
Promoting Civil Discourse Through Coffee And Common Ground, Alan English
The Advocate
Research suggests that America today is more politically polarized and less capable of conducting civil public discourse than at least the last several decades. These greater cultural factors unsurprisingly seem to have trickled into American schools, as teachers report increased divisiveness and conflict, particularly directed toward historically-marginalized groups, in class. While it seems sensible that public schools should play a role in teaching American children how to civilly speak with people different than themselves, teachers are often unprepared to do so. This paper describes a project-based learning activity conducted during the Fall 2022 semester which was designed to empower pre-service …
Never Going Back: Lessons To Carry Forward In Online Instruction, Howard Pitler, Amanda Lickteig, Seth Lickteig
Never Going Back: Lessons To Carry Forward In Online Instruction, Howard Pitler, Amanda Lickteig, Seth Lickteig
The Advocate
Research has long demonstrated that students thrive best in an online learning community when some basic tenants are followed. These tenants include establishing a peer community, module supports, studying while balancing life commitments, confidence, and the approach to learning (Farrell & Brunton, 2020; Kahn, Egbue, Palkie, & Madden, 2017; Dixson, 2010). Cultivating active engagement in online communities is a purposeful and deliberate practice that requires educators to bring together an assortment of innovative instructional techniques to foster the establishment of Communities of Practice (COP). Wenger, Trayner, and de Laat (2011) define a CoP as a “learning partnership among people who …
Improving K-12 Classroom Literacy Instruction With The Model Of The Complete, Literate Student: Shared Perspectives By Msed Reading Program Graduates, Johannah Baugher
Improving K-12 Classroom Literacy Instruction With The Model Of The Complete, Literate Student: Shared Perspectives By Msed Reading Program Graduates, Johannah Baugher
The Advocate
The purpose of this study was to examine the impact of an instructional model, used in a Master of Science in Education in Reading (MSEd) Reading program, on K-12 classroom literacy instruction. Recent, MSEd Reading program graduates had an opportunity to share their perspectives on The Model of the Complete, Literate Student. Findings from this research study will be utilized to better understand the impact of this instructional model on K-12 classroom literacy instruction, as well as current practitioners’ professional growth as literacy leaders.
The Advocate, Laurie Curtis
A Letter From The President Of Ate-K
A Letter From The President Of Ate-K
The Advocate
This is an introductory letter from Gary Andersen, Ph.D. the current President of ATE_K and Co-Editor of The Advocate.