Teacher Education and Professional Development Commons^™

Developing Educators’ Capacity For Natural And Ethical Caring A Mixed-Methods Study, Arlene J. Callwood

Selected Full Text Dissertations, 2011-

An ethic of care is central to the role of teaching and educational outcomes. Many Kindergarten-College institutions have “developing caring students or teachers” as a primary goal in their mission or vision statements. However, teachers need to know how to care. The purpose of this study was twofold: (a) to examine the behaviors that teachers and students perceive as being indicative of the caring teacher; and (b) to develop a guide for the core of teacher caring. These purposes were designed to help educators understand the nature of teacher caring and provide an exemplar for intentional and reflective practice as …

Roles For Candidates In The Classroom, Charlotte Wells

Prepared to Teach

This animated PowerPoint presentation shows different models for integrating aspiring teachers into the classroom to help with instruction while furthering their own learning. With more than a dozen examples, it's a helpful starting point for partnerships seeking to shift towards a more cohesive P-20 education system.

The presentation includes voiceovers and timed animations. You can choose to present without these if you'd prefer. Settings are in the slideshow tab of PowerPoint.

Download here.

Program Cost Tool, Amie Kaufenberg, Prepared To Teach, Bank Street College

Prepared to Teach

For a comprehensive look at a preparation program budget, this Excel-based tool will estimate five years of costs and potential savings to assist in your immediate and long-term planning. Administrators or program leaders might find this especially helpful for considering shifts in teacher preparation programming. See the introduction document for guidance on how to use.

Simple Shifts: Paying Aspiring Teachers With Existing Resources, Hannah Dennis, Karen Demoss

Prepared to Teach

Reallocation helps partnerships redesign work roles to better support preparation efforts and to allow candidates to earn compensation during their clinical practice. Simple Shifts shares ways in which residents can bring value to the classroom and how districts and programs have leveraged the skills of aspiring teachers.

The Affordability Imperative: Creating Equitable Access To Quality Teacher Preparation, Hannah Dennis, Karen Demoss, Divya Mansukhani

Prepared to Teach

This report is one of three case studies on the "3Rs of sustainably funded teacher preparation" (reallocation, reduction, and reinvestment) developed by Prepared To Teach. This case focuses on reduction—the strategies and stories inside are intended to help universities maximize access to financial aid sources and minimize costs associated with quality programs.

The Residency Revolution: Funding High-Quality Teacher Preparation, Hannah Dennis, Karen Demoss

Prepared to Teach

(Re)Investment helps districts find ways to make shifts that can permanently embed residency funding into local budgets. The Residency Revolution is about identifying and maximizing the savings that a high-quality residency program can bring to a district.

2021 Program And Abstracts For The Celebration Of Student Scholarship, Morehead State University. Undergraduate Research Fellowship Program.

Office of Research and Sponsored Programs Reports and Publications

Abstracts from the Celebration of Student Scholarship held in the Spring of 2021.

How Do General Education Teachers Feel Prepared To Teach Individuals With Autism In The Classroom, Colin Valley

Leadership Education Capstones

This paper will deal with ways general education teachers can better serve individuals with autism in their classroom. This can be accomplished in many ways, and these ways will be discussed throughout. Research for this topic has been done in many different ways but overall, the root of how general education teachers feel about having individuals with autism in their classroom has not (Jones, A. P., & Frederickson, N. 2010). Throughout his study, the researcher will find ways to make general education teachers k-12 feel more prepared to teach individuals with autism in the general education classroom.

Raising Cross-Cultural Awareness Among The Undergraduates Through Intentional Design In A Culture Course In The Us—An Exploratory Mixed-Methods Experimental Design, Hua Wang

Dissertations

The cultivation of intercultural competence is a growing trend globally, and integration of intercultural competence into coursework was widely acknowledged as a valid strategy to achieve this goal. The purpose of this study is to examine (1) the effects of the intervention of connecting one’s own culture to affect students' cross-cultural awareness development in American colleges; and (2) students’ perceptions of their own cultural‐awareness changes. Data was collected through pre-and post-questionnaires and semi-structured interviews. This study also compared between-group participants’ posttest ratings on a cross-cultural awareness scale, as well as pre- and post-test ratings within each group. The quantitative and …

Stakeholder Perspectives: How Participation In A Work-Based Learning Program Affects Perceptions, Samantha G. Piller

Education Doctorate Dissertations

The concept of disability and how it is perceived varies based on one’s own understanding, prior experiences, position, and interactions with others. By adding the variable of employment into the equation, perceptions surrounding disability can have a significant impact on the disabled community. The amount of significance corresponds directly with the level or degree of one’s disability and other identities. Currently, the separation between employment rates for disabled adults and their non-disabled counterparts is vast (Sametz, 2017). The purpose of this study is to examine some variables that affect employment outcomes for youth with low-incidence disabilities. Guided by theoretical frameworks …

Pathways To Retention Of Alternatively Licensed Special Education Teachers, Meghan W. Sinning

Education Doctorate Dissertations

Special Education teacher retention has been a chronic concern for administrators for the past 45 years. Since 1975 when the Individuals with Disabilities Act (IDEA) was passed, providing Free Appropriate Public Education (FAPE) to students with exceptionalities, school districts' ability to hire appropriately licensed Special Education teachers has been a continual concern. Additionally, Special Education teachers’ turnover rate exceeds that of many other content areas in education. The Special Education teacher's attrition rates who have completed an alternate route to licensure program have been even greater than traditionally trained Special Education teachers. The study’s quantitative research has focused on a …

Holding Tight To Our Convictions And Lightly To Our Ways: Inviting Shared Expertise As A Strategy For Expanding Inclusion, Reach, And Impact, Kylie Korsnack, Leslie Ortquist-Ahrens

To Improve the Academy: A Journal of Educational Development

When the global pandemic forced campuses across the United States to send students home in March 2020, instructors were thrown into triage mode, forced to rapidly transition their on-the-ground classroom curriculum to a format that could be completed remotely by students spread out across the country. At the same time, centers for teaching and learning (CTLs) also entered triage mode, puzzling over how to quickly but effectively provide appropriate training and meaningful support to prepare faculty for this rapid transition (Aebersold et al., 2020). The situation’s urgency, coupled with the significant constraints many CTL directors already experienced, necessitated creative, flexible, …

Fractal Reflection: Cultivating Community And Meaning In Times Of Crises, Deandra Little, Joshua Caulkins, Eric C. Kaldor, Lindsay Wheeler

To Improve the Academy: A Journal of Educational Development

The Pandemic Educational Development Research Collaborative (PEDRC) formed in April 2020 to record research-participants’ experiences during the COVID-19 pandemic and systemic racism crises and includes 18 educational developers across various 4-year institutions, types of centers, and positions in the field. The novel research methodology used by PEDRC, called “fractal reflection,” includes an iterative process of reflection, analysis, and meaning-making at the individual, paired, and group levels. However, this methodology served as more than just a means to collect data; it also provided a set of effective reflective practices to support educational developers managing the emotional labor of their work in …

Growing Pains (And Opportunities): Launching A Center For Teaching And Learning During A Global Pandemic, Johanna Inman

To Improve the Academy: A Journal of Educational Development

This article provides a summary of the steps that were taken to launch a new center for teaching and learning (CTL) during the COVID-19 pandemic. Analysis of these steps explain how the inaugural director leveraged the pivot to emergency remote teaching to capitalize on faculty interest for educational development and increase collaboration between non-academic units that support teaching. Discussion also includes how strategic planning guided this process and ultimately garnered new staffing for this small center-of-one.

In Search Of Silver Linings: Strategies For Preparing Future Faculty During The Covid-19 Pandemic, Tazin Daniels, Elizabeth Bailey, Anoff Nicholas Cobblah

To Improve the Academy: A Journal of Educational Development

In this article, we describe our experience as a racially and disciplinarily diverse, relatively junior program team who embraced the opportunity to transform a 20-year-old professional development seminar for graduate students into a remote offering in response to COVID-19. Our efforts to support our participants and champion an institutional move toward equitable and effective virtual programming are situated alongside the psychological tolls of remote work, a global health crisis, and ongoing racial violence across the United States. We recount our experience using, as a helpful metaphor, Lewin’s change model, which describes the process of “unfreezing,” “changing,” and “refreezing” long-standing assumptions …

How A Flexible Teaching “Camp” Answered Our Pandemic Teaching Emergency, Patricia Dineen

To Improve the Academy: A Journal of Educational Development

At the start of the COVID-19 pandemic, faculty scrambled to move courses online and to master technology tools seemingly overnight. Keeping a focus on course design and teaching techniques became a central challenge for a center for teaching and learning (CTL) in the midst of the emergency move to online and blended learning. This article chronicles one CTL’s design and implementation of a virtual Forward Looking Explorations in Teaching Camp (FLEX Camp) that aimed to address pedagogy and technology simultaneously by immersing faculty in learning experiences. It details the planning process, learning goals, key activities, assessment methods, and lessons learned …

What Happens When You Close The Door On Remote Proctoring? Moving Toward Authentic Assessments With A People-Centered Approach, Sarah Silverman, Autumn Caines, Christopher Casey, Belen Garcia De Hurtado, Jessica Riviere, Alfonso Sintjago, Carla Vecchiola

To Improve the Academy: A Journal of Educational Development

The COVID-19 pandemic made traditionally proctored in-person exams impossible. This article provides a summary of the arguments against institutional adoption of remote proctoring services with a focus on equity, an account of the decision to avoid remote proctoring on the University of Michigan–Dearborn campus, and conclusions and suggestions for other teaching and learning professionals who would like to take a similar approach. Remote proctoring services require access to technology that not all students are guaranteed to have, can constitute an invasion of privacy for students, and can discriminate against students of color and disabled students. Administrators and teaching and learning …

Rebuilding A Teaching Conference In A Pandemic: User-Centered Guiding Principles And Lessons Learned, Laura A. Lukes, E. Shelley Reid

To Improve the Academy: A Journal of Educational Development

The COVID-19 pandemic challenged educational developers, like instructors across the world, to pivot their traditionally face-to-face faculty development programs to online formats. At the Stearns Center for Teaching and Learning at George Mason University (classified as research-intensive and the largest public institution in Virginia, United States), we faced the challenge of reimagining our annual pedagogy conference that scaled from 497 registered in 2019 when it was face-to-face to over 800 in 2020 as it was moved online. Under pressures of limited resources and increased uncertainty, leaders can find it difficult to imagine pathways toward innovation rather than just daily responses …

Stop-Motion Animation To Model The Analemma, Leslie Atkins Elliott, Amanda Hunter, Carl Krutz, Shakayla Moran, Elliot Sherrow

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

The Sun does not return to the same position in the sky every 24 hours. At local noon, for example, the Sun will appear higher in the sky as we move from winter to summer solstice. In addition, and perhaps more surprisingly, solar days (the roughly 24 hours between subsequent local noons) vary in length, causing the Sun to be east or west of its location 24 hours prior. Over a year, this variation traces out a figure 8, known as an analemma, as shown in Fig.1. It can also be seen in the sundial in Fig. 2, where the …

Special Research Edition, Lori Gwyn, Cj Smith, Jennifer Cook-Johns

The Source

Emily Bedea became SWOSU’s third grand prize winner in the 26 years of Research Day at the Capital.