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2014 Cehs Student Research Conference- Abstracts

The Nebraska Educator: A Student-Led Journal

No abstract provided.

2014 Cehs Student Research Conference Program

The Nebraska Educator: A Student-Led Journal

No abstract provided.

Educating Preschoolers About Color, Texture, And Taste: Child Care Providers’ Perceptions For Engaging Children’S Senses, Car Mun Kok, Dipti A. Dev

The Nebraska Educator: A Student-Led Journal

No abstract provided.

The Nebraska Educator, Volume 1: 2014 (Complete Issue), Kristine Sudbeck Editor-In-Chief, Jeff Espineli, Abraham Flanigan, Sarah B. Mcbrien, Jessica Sierk

The Nebraska Educator: A Student-Led Journal

The Nebraska Educator is an open access peer-reviewed academic education journal at the University of Nebraska-Lincoln. This journal is produced by UNL graduate students and publishes articles on a broad range of education topics that are timely and have relevance in the field of all levels of education. We seek original research that covers topics which include but are not limited to: (a) curriculum, teaching and professional development; (b) education policy, practice and analysis; (c) literacy, language and culture; (d) school, society and reform; and (e) teaching and learning with technologies.

Urban Immersion: Changing Pre-service Teachers' Perceptions of Urban Schools …

Urban Immersion: Changing Pre-Service Teachers' Perceptions Of Urban Schools, Connie Schaffer, Deborah Gleich-Bope, Cindy B. Copich

The Nebraska Educator: A Student-Led Journal

This research investigated the impact of an Urban Immersion (UI) program which partnered urban schools with a university’s teacher preparation program. The UI program provided experiences for pre-service teachers by completely immersing them, along with their university instructors, in urban schools where they worked and learned alongside K-12 teachers and students. Data collected from pre- and post-experience surveys provide statistically significant evidence that the UI program reshaped the perceptions of pre-service teachers regarding urban schools and also increased their confidence and interest in teaching in an urban setting. The success of traditional field experiences is indecisive (Mason, 1999; Sleeter, 2001); …

Finding The Connections Between Art And Teaching: A Case Study, Tareq Daher, Stephanie A Baer

The Nebraska Educator: A Student-Led Journal

Finding the connection between art and teaching can be a difficult task for pre-service teachers who do not have a background in the arts. This qualitative case study explores the journey of a group of pre-service elementary teachers in an art methods course considering what it means to teach and to be an artist. The way in which these students defined the arts and teaching changed over the course of the semester and found connective threads, productively tying together the work of teaching and the creative process. Findings from pre-service teacher course work indicated three important themes: connections between art …

Transforming Field Experiences To Create Authentic Teaching Opportunities, Connie Schaffer, Kelly Welsh

The Nebraska Educator: A Student-Led Journal

For teacher candidates and the programs that prepare them, student teaching is a visible experience. For candidates, it culminates their investment of time and money and represents the completion of a significant, albeit early, career goal: becoming a certified, licensed teacher. For the university, the performance of their student teachers reflects program quality. When all goes as planned, both the candidates and program relish their successes. When all does not go as planned, where does the responsibility lie? Is it always an issue of individual candidate performance? At what point should the program assume some level of ownership? This article …

Exploring Public Middle School English Language Learner Teachers' Grammar Teaching: An Instrumental Case Study, Sevda Budak

The Nebraska Educator: A Student-Led Journal

We know little about how teachers teach grammar in the public school context. This qualitative study explores public middle school teachers’ grammar instruction in today’s diverse classrooms. An instrumental case study design was employed to provide a broad description of two ELL middle school teachers’ grammar teaching. Analysis of the multiple data sources revealed how ELL teachers orchestrated grammar teaching, which is explored in themes within each case. Based on the findings that emerged in cross-case analysis, similarities and differences between two cases are also discussed. The particularities of these two in-service teachers’ grammar teaching provide insight to all language-teaching …

Teaching With Poetic Insight: A Practitioner Reflection And Dream Of Possibility, Dorothy Marie Bossman

The Nebraska Educator: A Student-Led Journal

This reflection focuses on the case of a student who failed my English class when I was concurrently a PhD student and a middle school teacher. The pedagogical insight imbedded in the story of our time together adds to the literature on teacher content knowledge Shulman (1986) called the missing paradigm. The piece takes an unorthodox approach to a case study based on the twofold identity of the author as a researcher intrigued by the complexity of teacher thinking and an educator driven by concern for a particular student. This case reflects back on my experiences teaching this young man, …