Elementary Education and Teaching Commons^™

Gaps In Teacher Professional Development For Technology-Supported Learning: Implications For School Leaders And Policymakers, Steven Bingham

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

The purpose of this qualitative case study was to develop an understanding of mobile technology integration in K-12 classrooms from the teacher’s perspective. This research was intended to help understand how mobile devices are being integrated into the classroom, including recommendations for teachers, school administrators, policymakers, and future researchers

K-12 Teachers Perspectives On Mobile Technology Integration: A Qualitative Study, Steven Justin Bingham

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

The purpose of this qualitative case study was to develop an understanding of mobile technology integration in K-12 classrooms from the perspective of classroom teachers during the 2022-2023 school year. The increase in mobile technologies being utilized in schools made it imperative to understand how mobile devices are being integrated into the classroom from the teacher’s perspective. The central research question was, how do teachers at K-12 schools in the Midwest describe their perception and usage of mobile technology integration in teaching and learning?

The data collection consisted of semi-structured interviews with fourteen participants from one school district in the …

Exploration Of The Lived Experiences Of Native American Science Teachers Of The Great Plains: A Narrative Inquiry, Uma Ganesan

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

The complicated history of the education of Native American children through U.S. government-sponsored practices has led to the elimination of the Native children’s sense of Indian identity, culture, and language (Noel, 2002). In addition, increased emphasis on standardization and high-stakes accountability under the No Child Left Behind Act of 2001 has resulted in less culturally responsive educational efforts and more Indigenous students left behind in school systems (Castagno & Brayboy, 2008). This has led to Indigenous students being underrepresented in science, technology, engineering, and mathematics (STEM) fields where they account for only 3% of STEM workers (Fry, Kennedy, & Funk, …

知源育利用のガイド, Yoshihiko Ariizumi

Learning, Teaching, & Researching Optimization

知源育を応用するための様々な角度からのヒントを学ぶことができるガイドです。実勢んをしながら、時々このガイドを参照することで、より高いレベルでの実践が可能になるでしょう。

Introduction To A Universal Performance Improvement Method (Chigen-Iku), Yoshihiko Ariizumi

Learning, Teaching, & Researching Optimization

This brief article introduces a universal performance improvement method called Chigen-iku, which has been developed carefully and extensively over more than 25 years through more than 100 individual and group projects based on the principles that were selected through my doctorial study in the field of Instructional Psychology and Technology.

Preservice Elementary Teachers Conceptions And Self-Efficacy For Integrated Stem, Deepika Menon, Deef A. A. Shorman, Derek Cox, Amanda Thomas

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Educational reform efforts have emphasized preparing highly competent and confident preservice teachers to deliver effective K-12 Science, Technology, Engineering, and Mathematics (STEM) instruction. Self-efficacy is a key variable that influences motivation and performance, and therefore it is necessary to support the development of preservice teachers’ integrated STEM teaching self-efficacy. This mixed-methods study investigates how preservice elementary teachers’ integrated STEM teaching self-efficacy is shaped during their participation in a newly redesigned STEM semester consisting of three concurrent methods courses (science and engineering, mathematics, and technology methods courses). The quantitative data sources included the Self-efficacy for Teaching Integrated STEM instrument administered as …

Bbt Acoustic Alternative Top Bracing Cadd Data Set-Norev-2022jun28, Bill Hemphill

STEM Guitar Project’s BBT Acoustic Kit

This electronic document file set consists of an overview presentation (PDF-formatted) file and companion video (MP4) and CADD files (DWG & DXF) for laser cutting the ETSU-developed alternate top bracing designs and marking templates for the STEM Guitar Project’s BBT (OM-sized) standard acoustic guitar kit. The three (3) alternative BBT top bracing designs in this release are
(a) a one-piece base for the standard kit's (Martin-style) bracing,
(b) 277 Ladder-style bracing, and
(c) an X-braced fan-style bracing similar to traditional European or so-called 'classical' acoustic guitars.

The CADD data set for each of the three (3) top bracing designs includes …

Lesson Plan Template For Clinical Practice, Teaching Performance Assessment, And In-Service Teaching, Karen Escalante

Teacher Education and Technology Faculty Publications

Becoming an effective teacher takes time, preparation, purposeful planning and deep knowledge of your students and the content / curriculum. Purposeful lesson planning supports you in your development as an educator and it works to ensure PK-12 students are being taught to think and engage with the content area, with the ultimate goal of transferring that knowledge to global understandings and patterns.

Exploring Algebraic Thinking: In-Service Teacher Experiences, Outcomes, And Perceptions From An Algebra For All Capstone Unit Plan Project, Alexander J. Lord, Tallin Lamonaca

Publications and Research

Taking algebra is often noted as a key component for student preparation for college and career success. However, this course often serves as a barrier for secondary students to overcome due to their lack of preparation for such abstract contexts and due to a lack of meaningful professional experiences available to assist teachers develop those concepts. Initiatives such as Algebra for All were started to help educators at all grade levels develop methods to expose their students to algebraic thinking. In New York City, a five-course Algebra for All sequence was created for in-service public school educators at a local …

Assessing Teachers’ Pedagogical Practices And Students’ Learning Outcomes In Science And Mathematics Across Primary And Secondary School Level: A Nationwide Study (2018-21), Sadia Muzaffar Bhutta, Nusrat Fatima Rizvi

Institute for Educational Development, Karachi

No abstract provided.

Faculty Of Color And Collective Memory Work: An Examination Of Intersectionality, Privilege, And Marginalization, Rochonda L. Nenonene, Novea A. Mcintosh, Ramon Vasquez

Teacher Education Faculty Publications

As a means of highlighting new possibilities for interrupting White privilege, and supporting and honoring critical community building among faculty of Color in teacher education programs, this paper offers the theoretical and methodological resources of collective memory work as a tool for interrogating teacher education's entanglements in the complex, yet normalized, processes of White privilege. This paper, written by three faculty members of Color, aims to provide hope for an escape from the construction of hierarchies, taxonomies, and White/non-White binaries that establish and enforce arbitrary boundaries that prevent people from different racialized groups from working together to disrupt White privilege …

A Spiritual Vision For Catholic Educator Prep In A Time Of Disruption: A Reflective Essay, Angela T. Moret, Ronald R. O'Dwyer S.J.

COVID-19 and Catholic Schools

This essay reflects on the spiritual lessons learned as a Catholic graduate-level teacher prep program guided novice teachers through the first months of the COVID-19 pandemic. We observed the importance of articulating a clear spiritual vision rooted in scripture, history, and personal experience. The guiding spiritual lens has been the Emmaus story which helps us look to the past and to the future as we form and support early-career educators in Catholic schools.

Covid And Clinical Practice: Now Is The Time To Engage Future Educators, April Buschelman

COVID-19 and Catholic Schools

After a tumultuous end to the 2019-2020 school year, it is more important than ever to cultivate new teachers in the field of education. Combining the experience of veteran teachers with the eagerness and adaptability of students in clinical practice (student teaching) a new form of co-teaching may emerge for the fall semester that covers both in classroom and virtual classroom options. Student teachers experienced the student side of virtual learning during the spring semester and are able to offer valuable insight and knowledge for school communities. This article provides five guidelines for how teachers can mentor clinical practitioners during …

Concepts To Remember For Preservice Teachers When Working With English Learners Students During Caltpa Cycle 1, Jacqueline Romano

Q2S Enhancing Pedagogy

The Community of Practice Q2S Enhancing Pedagogy where I participated focused on “Supporting and Mentoring Teacher Candidates during Teaching Performance Assessment”. This CP discussed and shared information on best pedagogical practices for teaching, supporting, and mentoring preservice teachers as they engage in identifying students with specific academic needs before planning, delivering, assessing and reflecting on tasks required by the state-mandated assessment (CalTPA). This test is required for certification. My contributions to this CP resulted in this reflection/handout. The most salient topics were Implementing Effective Instruction, which means being able to know and apply Standards-based Instruction, SDAIE methods, Lesson Planning, …

Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff

MERC Publications

This report presents findings from the Metropolitan Educational Research Consortium (MERC) Cultural Diversity Within Schools Survey. This survey was designed for school- based professionals (i.e., teachers, instructional staff, administrators) within the MERC region. Administered in the fall of 2018, the survey collected information about experiences of professional development related to cultural diversity, attitudes toward cultural diversity within schools, perceptions of barriers and opportunities, and perspectives on the need for professional development. Section 1 of the report discusses the context for this survey effort: increased cultural diversity in our schools, increased cultural mismatch between students and teachers, and multicultural education as …

Beating The Odds: High-Growth Schools Based On The Act Aspire Examinations, Serving Low-Income Communities, Charlene A. Reid, Sarah C. Mckenzie

Arkansas Education Reports

This edition of the OEP Awards highlights schools in Arkansas based on student growth on the ACT Aspire exams in Mathematics and English Language Arts (ELA). This is a departure from prior awards, which were based on student proficiency.

We choose to focus on student growth for these OEP awards because we think it is a better reflection than proficiency rates of how the school is impacting students. Growth is calculated at the student level, and essentially reflects how much a student improved his or her score from the prior year compared to what was predicted based on prior achievement …

2018 Pulaski County Education Report Card, Sarah C. Mckenzie

Education Report Card

Our goal is to help parents, school personnel, community members, and policy makers understand how effectively the students in their community are being served.

Pulaski students are demonstrating similar growth in achievement on the ACT Aspire as students in the state overall, but in achievement, graduation rates, and School Quality and Student Success, Pulaski County schools are performing below the state average.

Expanding World Views And Supporting Intercultural Competence: A Model For Understanding, Assessment And Growth For Teacher Educators, Shauna M. Adams, Rochonda L. Nenonene, Pamela Cross Young, Novea A. Mcintosh

Teacher Education Faculty Publications

Intentional efforts for teacher education candidates to expand their worldview throughout their program of study can lead to growth in their intercultural development as measured by the Intercultural Development Inventory (IDI) (Hammer & Bennett, 1998). This study examines the impact of utilizing the Inter-Cultural Action Plan (ICAP), a results-guided self-designed action plan, on the developmental orientation (Bennett, 2011) of the candidate’s intercultural development as measured by the IDI. Significant impact on a candidate’s developmental orientation is identified when candidates take ownership of their experiences in the form of an action plan that includes coursework and out of class opportunities.

Context Is Critical: K-5th Grade Three-Act Math Tasks, Lindsey Herlehy

Publications & Research

Mathematicians view mathematics within interesting and natural contexts. In this session, participants will engage and explore Three-Act Math Tasks; a story-telling pedagogical strategy that elicits student curiosity, collaboration, and questioning while redefining the term “real-world context” and the role that students play in the learning process. Resources will be provided

Learning Ideas - Understanding Accessible Educational Materials (Aem) And Their Use: Tips For K-12 Educators, University Of Maine Center For Community Inclusion And Disability Studies

Professional Development

Students arrive in classrooms with a variety of skills, interests and needs. For many learners, the typical curriculum—including instructional methods, classroom materials, and assessments of knowledge—may contain barriers to educational participation and achievement. Students who are unable to access print materials face particular challenges. Accessible educational materials reduce barriers and provide rich supports for learning. By using accessible educational materials, educators enable all learners to gain knowledge, skills and enthusiasm for learning.

Teaching For Deep Learning In A Second Grade Literacy Classroom, Treavor Bogard, Annamary L. Consalvo, Jo Worthy

Teacher Education Faculty Publications

From a New Literacies Studies (NLS) perspective, deep learning involves the acquisition of social and cultural competencies valued within a disciplinary community, not merely propositional displays of what one knows. Drawn from a year-long qualitative inquiry, this case study examines how one exemplary second-grade literacy teacher taught toward deep learning, using a pedagogy of multiliteracies (New London Group, 1996). Selected episodes of instruction were analyzed in two phases. Initially, data were examined for evidence of three main competency sets of deep learning--cognitive, inter-personal, and intra-personal (National Research Council, 2012). In the latter phase, analysis focused on the teacher’s pedagogical stances …

Contexts Of Cultural Diversity Professional Development In Schools, Hillary Parkhouse, Jesse Senechal, Julie Gorlewski, David Naff, Zoey Lu, Ashlee Lester

MERC Publications

This report is part of a larger MERC study on Professional Development for Success in Culturally Diverse Schools.The goals of the larger study are (1) to understand the landscape of diversity within the schools in the MERC region, (2) to consider the implications for school policy and professional practice, (3) to review the current models of professional development that support teachers and other school professionals in regards to issues of cultural diversity, and (4) to develop and test models of professional development that have positive impacts on teacher practice, student outcomes and overall school success. With these goals in mind, …

The Teaching And Learning International Survey 2018: Australian Non-Response Bias Analysis Report, Katherine Dix, Toby Carslake, Elizabeth O'Grady

OECD Teaching and Learning International Survey (TALIS)

This non-response bias analysis (NRBA) report was produced due to lower than expected response rates for Australian primary and secondary schools and teachers to the 2018 Teaching and Learning International Survey (TALIS) surveys. Analysis demonstrates that Australia’s International Standard Classification of Education (ISCED) 1 (primary) and 2 (secondary) respondents are representative of the broader school and teacher populations. At the school-level, there was no statistically significant bias across stratification variables between the ISCED 1 and 2 participating schools and original selected samples.

Bringing Brown V. Board Of Education Out Of Retirement, Angela Mae Kupenda

Journal Articles

The decision in the landmark U.S. Supreme Court case Brown v. Board of Education, turns 65 years old in 2019. While 65 is considered to be a normal retirement age, Brown was retired many years ago while it was still just a toddler. As a result, Brown never became all that it could be. Now as Brown turns 65, it is (past) time to bring Brown out of its early, premature retirement. The primary purpose of this commentary is to encourage other professors to think, too, on what we can do individually, and what we must do collectively, to reinvigorate …

Eği̇ti̇m Si̇stemi̇mi̇z Ve 21. Yüzyil Hayali̇mi̇z: 2045 Hedeflerine İlerlerken, Türkiye Için Stem Odaklı Ekonomik Bir Yol Haritası, Mehmet Aydeniz

Theory and Practice in Teacher Education Publications and Other Works

Bilimsel ve teknolojik gelişmeler, yeni sanayilerin oluşmasında, ülkelerin askeri savunma kapasitelerini artırmada, mevcut sanayilerde üretkenliği tetiklemekte, hayat kalitesinin yükselmesinde ve eğitimin erişebilirliğinde önemli bir rol oynamaya devam etmektedir. Dolayısıyla bir Ülkenin ekonomik gelişimi, bilimsel çalışma yapabilme kapasitesine, teknolojisinin gelişimine, girişimcilik ortamı ve inovasyon yapabilme kapasitesine bağlıdır.

Ekonomiye önemli katkıları olan bilimin ve teknolojinin gelişmesi, STEM alanlarında gerekli ön bilgi ve becerilere sahip, problemlere yaratıcı bir bakışla yaklaşabilen, özgür düşünebilen, sorgulayan, inovatif çözüm üretebilen, dayanışmayı önemseyen bir nesil yetiştirebilen okulların varlığına bağlıdır.

Peki Türk Eğitim Sistemi, Ülkemizin ekonomik yarışabilirlik potansiyelini yükseltecek, savunma kapasitesini artıracak, bölgesel liderliğinin bir adım öne çıkmasını sağlayacak …

Minding The Gap: Mentor And Pre-Service Teachers’ Ability Perceptions Of Content Area Literacy Instruction, Treavor Bogard, Mary-Kate Sableski, Jackie Marshall Arnold, Connie L. Bowman

Teacher Education Faculty Publications

This mixed method study compared how student teachers rated their ability in implementing components of content area literacy compared to their clinical educators’ perceptions of the student teachers’ actual performance. The researchers collaborated with K-12 clinical educators to develop a scaled survey to rate level of skill in four components of content literacy instruction. 112 clinical educators (CEs) and 183 student teachers (STs) representing five teacher licensure programs completed the survey. A two-way multivariate analysis of variance measured the effect of Role (CE and ST) and Teacher Licensure Program on ability perception. Results indicated that Role and Program each significantly …

The Implications Of Action Research For Literacy Instruction, Kathi Lippert, Cassie Bailey

Faculty Scholarship – Education

Action research is an ongoing, cyclical process in which the teacher has the autonomy and authority to make significant change in his or her classroom. The word research, however, may intimidate the novice researcher. It is important to remember that action research is not as formal as traditional research as it is conducted for a shorter duration, allows for more flexibility, and usually includes qualitative and quantitative data. This type of research enables the practitioner to make effective changes in literacy instruction. In action research, reflections drive inquiry, and the results of which, positive or negative, fosters insight into the …

Working With Linguistically Diverse Classes Across The Disciplines: Faculty Beliefs, Jennifer Haan, Colleen E. Gallagher, Lisa Varandani

Teacher Education Faculty Publications

The rapid growth of international students at United States universities in recent years (Institute of International Education, 2013) has prompted discussions about how best to serve this population in and out of the classroom. This article reports on faculty cognitions (Borg, 2006) regarding internationalization and the teaching of international students who are emergent multilinguals. Researchers surveyed faculty members on one campus about their beliefs regarding internationalization, techniques for instruction in culturally and linguistically diverse classrooms, and their own efficacy in teaching international students. Results indicate a theory-reality split in beliefs about internationalization and techniques for teaching international students along with …

Blue The Bee Learns To Be Happy, Connie Reimers-Hild, Deborah J. Weitzenkamp, Connie Reimers-Hild, Kim Wellsandt

Kimmel Education and Research Center: Faculty and Staff Publications

Do you sometimes feel sad or blue and don't know what to do? If so, this book was written just for you!

Join Blue the Bee as she travels through Happy Orchard meeting her friends (Flutter, Buzz, Bonita and Ernie) to learn the 7 Happiness Habits. When happiness is a habit, it comes without thinking. You can choose how to spend your day and use your time. You choose how to live your life and what is on your mind.

Each page was designed to enjoy at any age. People can become pollinators of happiness in any life stage!

This …

Consequences Of Job Stress For The Psychological Well-Being Of Teachers, Irvin Sam Schonfeld, Renzo Bianchi, Peter Luehring-Jones

Publications and Research

This chapter examines research on the relationship between job stressors and mental health (depressive symptoms, burnout, and mental disorders such as depression) in teachers. Teachers are exposed daily to job stressors (e.g., student disruptiveness) that have been linked to adverse mental health effects. Epidemiologic research indicates that when compared to members of other groups, teachers experience higher rates of mental disorder, although some studies question that conclusion. Large-scale studies indicate when compared to members of other occupational groups, teachers are at higher risk for exposure to workplace violence, with its adverse mental health consequences. Longitudinal research has linked teaching-related stressors …