Open Access. Powered by Scholars. Published by Universities.®
Secondary Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Institution
Articles 1 - 4 of 4
Full-Text Articles in Secondary Education and Teaching
A Local Historic Village Goes Online: Transforming English And Social Studies Methods Courses For A Virtual Setting, Helen Michelle Kreamer, Toby Daspit
A Local Historic Village Goes Online: Transforming English And Social Studies Methods Courses For A Virtual Setting, Helen Michelle Kreamer, Toby Daspit
New Jersey English Journal
In this article, two teacher-educators share their experience of navigating the shift of a service learning project from being an in-person project to an entirely remote learning experience caused by the COVID-19 pandemic. We discuss instructional adjustments, provide student samples, and consider lessons learned.
Preservice Science And Mathematics Teachers’ Acculturation Into Communities Of Practice: A Call For Undergraduate Research In Science And Mathematics Teacher Preparation, Kara Esther Baldwin, Rebekka Darner
Preservice Science And Mathematics Teachers’ Acculturation Into Communities Of Practice: A Call For Undergraduate Research In Science And Mathematics Teacher Preparation, Kara Esther Baldwin, Rebekka Darner
Journal of STEM Teacher Education
Current mathematics and science standards, namely the Common Core State Standards of Mathematics (CCSSM) and the Next Generation Science Standards (NGSS), emphasize engaging students in mathematical and scientific practices. This review article is driven by the question: How can we expect science and mathematics teachers to appropriately engage students in the practices of the scientific and mathematical disciplines, when most teachers themselves lack experience practicing as scientists and mathematicians? To address this question, we review the literature on teachers’ understanding of their discipline’s practices, disciplinary practices as means to engage in inquiry, and how preservice teacher engagement in undergraduate research …
Course Redesign To New Paradigms: Exploring Humanizing Racial Literacies With Pre-Service Teachers, Becky Beucher, Tisha Ortega, Grant Souder, Kimberly Martin-Boyd, Katy Killian
Course Redesign To New Paradigms: Exploring Humanizing Racial Literacies With Pre-Service Teachers, Becky Beucher, Tisha Ortega, Grant Souder, Kimberly Martin-Boyd, Katy Killian
Language Arts Journal of Michigan
Spring 2021, undergraduate students across the country were entering their second year of obligatory online learning. This moment in time correlated with an increased attention to the Black Lives Matter movement by white youth and the mainstream public. This study, guided by a team of teacher educators committed to realizing racial justice in Secondary literacy education, designed and examined the impact of humanizing racial literacies curriculum taught through forced on learning on undergraduate pre-service teacher’s perspectives about anti-racist curriculum design. This study builds upon a growing body of research on realizing humanizing racial literacies in teacher education pedagogy. The curriculum …
Supporting Pre-Service Secondary Mathematics Teachers’ Professional Noticing Of Student Thinking, Gregory Hine, Kristin Lesseig
Supporting Pre-Service Secondary Mathematics Teachers’ Professional Noticing Of Student Thinking, Gregory Hine, Kristin Lesseig
Australian Journal of Teacher Education
A growing body of evidence suggests developing the attention of preservice, secondary mathematics (PSMTs) teachers towards professional noticing of student thinking should feature in teacher education programs. There were two aims for this qualitative study: first, to explore the extent to which an Interview Module (IM) supported the development of PSMTs’ ability to notice and make pedagogical decisions based on student thinking evidenced in video- and paper-based work samples. A secondary aim was to establish the viability of the IM in an Australian context. Overall, PSMTs regarded their involvement in the IM as beneficial to their development as teachers. Specifically, …