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Chapter 5- Lessons From Anticipatory Intelligence: Resilient Pedagogy In The Face Of Future Disruptions, Briana D. Bowen 2021 Utah State University

Chapter 5- Lessons From Anticipatory Intelligence: Resilient Pedagogy In The Face Of Future Disruptions, Briana D. Bowen

Resilient Pedagogy

The COVID-19 pandemic has disrupted universities across the globe in unprecedented ways, requiring many teaching faculty to reexamine and transform approaches to pedagogy. As higher-education institutions have grappled with various methods of hybrid and remote delivery in an effort to best preserve student instruction through the pandemic, most have fervently looked ahead for a more satisfying “new normal.” Yet this moment of unease and transformation is one of critical opportunity for universities and their teaching faculty. Educators are seeing in vivid form how an unexpected “threat”—in this case, a global health challenge—can profoundly disrupt pedagogy, and the immense ...


Chapter 4- Advancing An Approach Of Resilient Design For Learning By Designing For Extensibility, Flexibility, And Redundancy, Rebecca M. Quintana, Jacob Fortman, James DeVaney 2021 University of Michigan

Chapter 4- Advancing An Approach Of Resilient Design For Learning By Designing For Extensibility, Flexibility, And Redundancy, Rebecca M. Quintana, Jacob Fortman, James Devaney

Resilient Pedagogy

The impact of the COVID-19 crisis on educational systems requires actors across those systems to develop adaptive capacity and embed resilient thinking into approaches and frameworks for decision-making and design (DeVaney & Quintana, 2020). Events surrounding the COVID-19 crisis have set off a period of rapid adaptation across the higher-education ecosystem and have necessitated that educators consider new pedagogical approaches and frameworks that are responsive to the changes we are witnessing in our contexts of teaching and learning (Chraa et al., 2020; Donovan, 2020; Moorhouse, 2020; Quintana & Quintana, 2020; Zhu & Liu, 2020).


Chapter 10- Building Online Toolkits To Support The Development Of Academic Skills And Digital Literacies, Jenae Cohn 2021 California State University, Sacramento

Chapter 10- Building Online Toolkits To Support The Development Of Academic Skills And Digital Literacies, Jenae Cohn

Resilient Pedagogy

Personal, environmental, and academic factors contribute to student persistence and retention in college environments in varying and, importantly, intersecting ways. As educators determine what supporting student success in a post-COVID-19 world looks like, it is important to consider how these factors become all the more complicated by the new challenges raised with ubiquitous remote or hybridized learning. The global shift to online learning has opened tremendous gaps in experiences that students might have in learning, working, living, and socializing online. Some students may lack access to laptop computers for learning, while others may not have sufficient broadband access to connect ...


Chapter 11- Team-Based Learning Brings Academic Rigor, Collaboration, And Community To Online Learning, Elizabeth Winter, Michele C. Clark, Christopher Burns 2021 University of Pittsburgh

Chapter 11- Team-Based Learning Brings Academic Rigor, Collaboration, And Community To Online Learning, Elizabeth Winter, Michele C. Clark, Christopher Burns

Resilient Pedagogy

In early 2020, instructors were faced with a critical and immediate need to move education online in the face of the COVID-19 pandemic. The decision to discontinue face-to-face classes as a protection from the COVID-19 virus presented several questions and challenges, including the need to quickly develop online classes without adequate time to consider the effectiveness of different strategies. While online learning provides accessible and safe educational opportunities for students sheltering in place as a protection against the COVID-19 pandemic, faculty may question if online education provides the academic rigor, needed competencies, and student learning outcomes they hoped for in ...


Chapter 13- Asynchronous Discussions For First-Year Writers And Beyond: Thinking Outside The Ppr (Prompt, Post, Reply) Box, Miriam Moore 2021 University of North Georgia

Chapter 13- Asynchronous Discussions For First-Year Writers And Beyond: Thinking Outside The Ppr (Prompt, Post, Reply) Box, Miriam Moore

Resilient Pedagogy

Asynchronous discussions can challenge even experienced online learners and teachers: forums can become perfunctory hoops for students to jump through, particularly in the common PPR (prompt, post, reply) format, in which students answer a prompt and then reply to one or more other students. As a peer reviewer for online courses, I have seen rich and insightful discussions that engage students and promote learning, as well as forums that scarcely resemble discussions at all. Research on cultivating dialogue in online discussions has targeted primarily upper-division or graduate courses (see Andreson, 2009; Delahunty, 2018; Delahunty et al., 2014; Garrison et al ...


Chapter 12- Conducting Guided, Virtual Homework Sessions To Support Student Success During Covid Campus Closures, Rebecca Campbell, Kevin Kelly 2021 New Mexico State University

Chapter 12- Conducting Guided, Virtual Homework Sessions To Support Student Success During Covid Campus Closures, Rebecca Campbell, Kevin Kelly

Resilient Pedagogy

College students have long used community-based practices such as study halls, review sessions, study groups, homework buddies, and the like as academic strategies to support their learning (Hogan, 1999; Madland & Richards, 2019; Thalluri et al., 2014). With increased access to online conferencing capabilities, working in community has been adapted by faculty who have used the technology to participate in virtual write-on-sites, writing retreats and writing sprints. Thus, it is no surprise that both faculty and learning centers saw the potential for creating virtual spaces for students to work together.


Chapter 14- Designing Curriculum Collaboratively: A Practice For Learning Alongside Undergraduate Teaching Assistants During Uncertain Times, Jessica Rivera-Mueller, Kresten Erickson 2021 Utah State University

Chapter 14- Designing Curriculum Collaboratively: A Practice For Learning Alongside Undergraduate Teaching Assistants During Uncertain Times, Jessica Rivera-Mueller, Kresten Erickson

Resilient Pedagogy

The transition to remote learning during the Spring 2020 semester was abrupt for faculty and students, and it did not allow much time for reflection or purposeful planning, especially as individuals were faced with managing multiple aspects of their lives. Educators had to consider quickly what learning experiences and teaching practices could be preserved or revised, as well as what learning activities could or should be removed. These choices were not easy to make. During this challenging moment, however, we discovered how collaborative partnerships between faculty and undergraduate teaching assistants (UTAs) can contribute to the development of a flexible and ...


How Padlet Encouraged Student Collaboration And Engagement In My Virtual Classroom, Annie Yon 2021 Fair Lawn High School

How Padlet Encouraged Student Collaboration And Engagement In My Virtual Classroom, Annie Yon

New Jersey English Journal

With the growth of virtual classes, it is crucial for teachers to integrate strategies and resources that foster student engagement and build a sense of community in an online environment. One way to augment synchronous and asynchronous communication is to implement an online discussion board, which can provide rich opportunities for students to share insights, ask clarifying questions, collaborate, create multimodal projects, and have their voices heard. By incorporating an interactive discussion board, such as Padlet, as part of class resources, teachers can facilitate discourse among students that transcends the physical boundaries of the classroom, create a motivational environment, improve ...


K–12 Teacher Reflective Practice In (Pandemic) Context, Gary Pankiewicz 2021 Montclair State University

K–12 Teacher Reflective Practice In (Pandemic) Context, Gary Pankiewicz

New Jersey English Journal

The author argues for a clear definition of teacher reflective practice that synthesizes newer theoretical perspectives. Social context and teacher practice are discussed to build a definitive benchmark that seems useful to support a more collaborative approach to teacher reflective practice today, including in the context of the pandemic.


A Local Historic Village Goes Online: Transforming English And Social Studies Methods Courses For A Virtual Setting, Helen Michelle Kreamer, Toby Daspit 2021 University of Louisiana at Lafayette

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.


Learning To Teach In A Pandemic: Qualities Contributing To Success, Elizabeth Leer 2021 St. Olaf College

Learning To Teach In A Pandemic: Qualities Contributing To Success, Elizabeth Leer

New Jersey English Journal

Despite facing challenges, my pre-service teachers successfully navigated student teaching during the COVID-19 pandemic. Three qualities stood out that seemed to contribute to their success in the distance learning context: care for students, flexibility, and passion for the profession.


Giving A Listening Ear: Male Student Teachers’ Experiences And Perspectives Of Practicum Supervision, Keriffe R. Clark 2021 Association of Graduate Researchers in Education, The University of the West Indies, Mona

Giving A Listening Ear: Male Student Teachers’ Experiences And Perspectives Of Practicum Supervision, Keriffe R. Clark

The Qualitative Report

Exploring the minute number of male teachers within the classroom is certainly not a new discourse as teaching has increasingly become a feminised profession. Therefore, as male student teachers take on the challenge of becoming teachers, it is imperative that we listen to them as they recount their supervision experiences. These experiences are significantly influenced and impacted by teacher educators and cooperating teachers who are tasked with the responsibility to provide high quality and effective supervision, especially during teaching practicum. Additionally, acknowledging that to attain positive outcomes attached to student teaching experiences, Hunt et al. (2015) have reasoned that teaching ...


Reimagining An Elementary Teacher Education Preparation Program: Striving For Integrated Teaching, Benjamin Boche, Selina Bartels, Douglas Wassilak 2021 Valparaiso University

Reimagining An Elementary Teacher Education Preparation Program: Striving For Integrated Teaching, Benjamin Boche, Selina Bartels, Douglas Wassilak

Educational Considerations

Despite elementary teacher education programs preparing preservice teachers in the main content areas of literacy, math, science, and social studies, few elementary school classrooms teach all four content areas on a regular and thorough basis. Therefore, elementary education teacher preparation programs should be redesigned to support an integrated teaching model of all four content areas in order to better prepare preservice teachers (PST) to serve elementary students. The main research question for this study was "How does a collaborative and integrated elementary education program impact PSTs’ knowledge and understanding of an integrated K-6 elementary classroom?" The sample included 12 preservice ...


Professional Learning Opportunities For Teacher Candidates, Victoria N. Seeger, Chad Boyles 2021 Northwest Missouri State University

Professional Learning Opportunities For Teacher Candidates, Victoria N. Seeger, Chad Boyles

Educational Considerations

Using a case study model, the research explored how teacher candidates viewed professional learning, its impact on undergraduate preparation for the teaching profession, and what kind of role it was perceived to play by early-career teachers. Research participants responded to questions about how the professional learning impacted their views on preparation for teaching, how experiences influenced discussions with interviewers prior to being hired, and how professional learning prepared them for interacting with colleagues and administrators. The participants’ perceptions were explored through surveys and focus groups.


Betwixt And Between: Liminality In Teachers’ Lives And In The Pandemic, Sunshine R. Sullivan, Ken Badley 2021 Houghton College

Betwixt And Between: Liminality In Teachers’ Lives And In The Pandemic, Sunshine R. Sullivan, Ken Badley

International Christian Community of Teacher Educators Journal

The pandemic has altered the ways educators carry out their work, having forced them to switch en masse in March, 2020 to online instruction and then to various combinations of online and hybrid instruction. Along with educational policy-makers, classroom educators and school leaders wonder when education will return to normal and the degree to which educational normal will look like it did prior to the Covid-19 pandemic. Educating during a pandemic fits the anthropological concept of liminality, of being between two states (introduced by van Gennep in 1909). After noting the origins and meaning of the concept of a liminal ...


Leaning Into The Disposition Of Hope: Reflections From A Teacher Educator, Michelle C. Hughes Dr. 2021 Westmont College

Leaning Into The Disposition Of Hope: Reflections From A Teacher Educator, Michelle C. Hughes Dr.

International Christian Community of Teacher Educators Journal

Teaching is multifaceted work that must foster safety, structure, comfort, and connection for K-12 students (Noddings,1984; Shotsberger & Freytag, 2020; Tomlinson, 2019). During the Covid-19 pandemic, a teacher's presence has necessitated fostering an even greater sense of stability and hope for and in K-12 students. With complex challenges such as teaching remotely and responding to students' mental health needs, pre-service and veteran teachers alike must cultivate hope in professional practice more than ever before. Hughes explores the disposition of hope, offering educators five practical suggestions to seek and share hope, use hope-filled language, find hope in community, and view times of ...


Teachers’ Perceptions Of Teacher–Child Relationships, Student Behavior, And Classroom Management, Szu-Yu Chen, Natalya A. Lindo, Sarah Blalock, Dina Yousef, LaToya Smith, Kara Hurt-Avila 2021 Palo Alto University

Teachers’ Perceptions Of Teacher–Child Relationships, Student Behavior, And Classroom Management, Szu-Yu Chen, Natalya A. Lindo, Sarah Blalock, Dina Yousef, Latoya Smith, Kara Hurt-Avila

Journal of Educational Research and Practice

Children’s relationships with their teachers are a potential resource for enhancing developmental and academic outcomes. The effects of positive or negative teacher–child relationships can be either beneficial or detrimental to students’ academic progress, behaviors, and emotions. In the current study, we utilized a qualitative research design to examine 18 pre-kindergarten to fourth-grade teachers’ perceptions of teacher–child relationships, student behavior, and classroom management. Analysis of in-depth interviews yielded five major themes: (a) beliefs in children, (b) teaching strategies, (c) acknowledging individual differences, (d) challenges, and (e) relationships. Findings of this study have the potential to inform in-service training ...


“We Have To Get More Teachers To Help Our Kids”: Recruitment And Retention Strategies For Teacher Education Programs To Increase The Number Of Indigenous Teachers In Canada And Abroad, Laura Landertinger, Danielle Tessaro, Jean-Paul Restoule 2021 Hartwick College

“We Have To Get More Teachers To Help Our Kids”: Recruitment And Retention Strategies For Teacher Education Programs To Increase The Number Of Indigenous Teachers In Canada And Abroad, Laura Landertinger, Danielle Tessaro, Jean-Paul Restoule

Journal of Global Education and Research

This paper discusses the findings of a research study that gathered and analyzed recruitment and retention strategies employed by 50 teacher education programs (TEPs) in Canada, the United States, New Zealand, and Australia to increase the number of Indigenous teachers. It discusses several recruitment and retention strategies that were found to be successful in this regard, highlighting the importance of facilitating access, eliminating financial barriers, and offering Indigenous-centric programs.


Defining And Assessing Spiritual Formation: A Necessity For Christian Schooling, James Drexler, Amy H. Bagby 2021 Covenant College

Defining And Assessing Spiritual Formation: A Necessity For Christian Schooling, James Drexler, Amy H. Bagby

International Christian Community of Teacher Educators Journal

Assessing Spiritual Formation Abstract

Virtually every Christian school promises a “Christian” this, a “God-centered” that, or a “biblical” something else in its mission and philosophy statements. These commitments are used in marketing, and are regarded as educational outcomes for each school. Christian schools are fairly skilled with their assessments of academic outcomes, but many are not even trying to assess the spiritual formation of their students. With the development of qualitative research methods over the past few decades, Christian educators now have reliable, robust, and usable methods to complete this important evaluation of their programs and practices. This article explores ...


Using Avatars To Address Teacher Self-Efficacy, Chancey Bosch, Trevor Ellis 2021 Oral Roberts University

Using Avatars To Address Teacher Self-Efficacy, Chancey Bosch, Trevor Ellis

Journal of Global Education and Research

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management ...


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