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Junior High, Intermediate, Middle School Education and Teaching Commons™
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- Keyword
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- Critical theory (1)
- Digital Feedback (1)
- Emergent bilinguals (1)
- Formative Process (1)
- Identity positioning (1)
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- In-service Teachers (1)
- Integrated STEM (1)
- Literacy Coaching (1)
- Motivational practices (1)
- Post-Secondary (1)
- Preservice STEM courses (1)
- Project-based Learning (1)
- Readingintervention classroom (1)
- Self-efficacy (1)
- Teacher Professional Development (1)
- Technology (1)
- Urban middle-school teachers (1)
Articles 1 - 4 of 4
Full-Text Articles in Junior High, Intermediate, Middle School Education and Teaching
Preservice Elementary Teachers Conceptions And Self-Efficacy For Integrated Stem, Deepika Menon, Deef A. A. Shorman, Derek Cox, Amanda Thomas
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 …
Three Reading-Intervention Teachers’ Identity Positioning And Practices To Motivate And Engage Emergent Bilinguals In An Urban Middle School, Jung-In Kim, Kara Mitchell Viesca
Three Reading-Intervention Teachers’ Identity Positioning And Practices To Motivate And Engage Emergent Bilinguals In An Urban Middle School, Jung-In Kim, Kara Mitchell Viesca
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This study investigated three urban middle-school teachers’ practices with respect to motivating and engaging emergent bilinguals in reading-intervention classrooms by exploring the teachers’ identity positioning. The three teachers’ sociocultural and sociopolitical positioning of their students (e.g. students as individuals, as monolithic learners, or as problems) was found to be related to their practices for motivating and engaging the students (e.g. hybrid, calibrated, or imposed practices). The teachers’ historical and current resources partially shaped how they positioned their students. The findings support that teachers should not only learn motivational practices but also reflect critically on positioning processes in the classroom.
Icontact: The Digital Feedback Process In A University Setting, Kathleen M. Wilson, Laurie A. Friedrich
Icontact: The Digital Feedback Process In A University Setting, Kathleen M. Wilson, Laurie A. Friedrich
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This practitioner research in the form of a case study examined the digital feedback process related to teacher growth in learning and instruction. Graduate students fulfilled course requirements utilizing iPad applications to generate assignments, coach undergraduate preservice teachers, and tutor low performing readers. Course instructors provided online written feedback on all written assignments. An analysis of data through the perspective of the formative process allowed four themes to emerge: (a) teacher learning through iContact, (b) immediate digital feedback and enduring learning, (c) creating an affinity space, and (d) transfer with a ripple effect.
Growing Effective Cld Teachers For Today’S Classrooms Of Cld Children, Gayla Lohfink, Amanda Morales, Gail Shroyer, Sally Yahnke
Growing Effective Cld Teachers For Today’S Classrooms Of Cld Children, Gayla Lohfink, Amanda Morales, Gail Shroyer, Sally Yahnke
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Using a case study design, this investigation examined the effective teaching characteristics of nontraditional, culturally and linguistically diverse (CLD) student teachers placed in rural, elementary schools with high populations of Latino/a students. Data collected reflected high percentages of effective teaching characteristics in multiple domains with specific indicators reflective of consistent teaching over time. A discussion of these findings considered aspects within the distance-delivery model that facilitated the CLD participants’ development of effective teaching and noted (1) consistent leadership, (2) explicit teacher instruction within CLD school settings, and (3) the strong cohesive nature of the CLD participants’ cohort as positively affecting …