Teacher Education and Professional Development Commons^™

Mentoring Future Mathematics Teachers: Lessons Learned From Four Mentoring Partnerships, Angie Hodge, Janice Rech, Michael Matthews, Kelly Gomez Johnson, Paula Jakopovic

Teacher Education Faculty Publications

Mentoring is an important aspect of mathematics teacher education, and in particular, pre-service teacher education. Faculty at a large Midwestern university developed and refined a mentoring program designed to help pre-service secondary mathematics teachers, called Scholars, become future leaders in mathematics education. This paper describes how faculty mentors leveraged challenges in the mentoring program’s early stages based on their reflections and initial mentee outcomes to create a more effective mentoring program. Recommendations based on research and practice are provided for other university programs interested in mentoring future mathematics teachers.

Teachers’ Perceptions Of Leadership Support For The Implementation Of A Learning Management System In Urban Middle Schools, Laura Tolly Estill

Doctor of Education (Ed.D)

This qualitative multi-site case study examined teachers’ perceptions of leadership support for their implementation of a learning management system (LMS) to facilitate blended learning in urban middle schools. Understanding teachers’ perceptions of leadership actions to encourage the implementation of new innovations will allow leaders to provide materials, resources, and support to effectively increase the incorporation of blended learning in classrooms. Qualitative data were collected through interview sessions with 10 middle school educators who taught at two dichotomous schools. The data was triangulated with artifacts and the research literature to provide an in-depth depiction of the perceptions and experiences of teachers …

Editorial Review Board Rh V.58 N.2

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.

Promoting Self-Reflection Of Foreign Language Teachers Through Professional Development: An Action Research Dissertation, Hanan Khaled

Theses and Dissertations

This explanatory mixed-method action research describes how a social constructivist professional development program impacts self-reflection of foreign language teachers at the Defense Language Institute Foreign Language Center (DLIFLC). The problem is that traditional professional development for foreign language teachers does not improve self-reflection. Despite their individual differences and qualifications, most teachers receive traditional in-service professional development (Darling-Hammond, Hyler, Gardner, & Espinoza, 2017) on a specific topic and have no time to reflect on their existing practices, newly presented concepts, or students' responses to instruction. The effectiveness of such professional development is questionable (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009; Penuel, …

Instructor Guides, Tigers Advance Trailblazers: Provost’S Mentoring Initiative For Faculty Session 2: Mentoring (Hierarchical & Mutuality) & Adaptive Leadership, Cynthia M. Sims, Angela D. Carter, Stephen Brown Iii

Clemson TIGERS ADVANCE Instructional Guides

TIGERS ADVANCE: Transforming the Institution through Gender Equity, Retention and Support, is a National Science Foundation (NSF) funded innovative and systematic institutional transformation approach to reduce gender inequality and improve opportunities for all early and mid-career faculty at Clemson, both men and women.

Bible Theory Or Biblical Living: What Are Christian Schools Providing For Families With Children With Special Needs?, A.Y. "Fred" Ramirez, Melissa Stymeist

International Christian Community of Teacher Educators Journal

Private Christian elementary and secondary schools, along with Bible training and Bible exercises, have been a part of the United States and international community since the 1800s. This article examines these questions: (1) What Biblically-based principles are in evidence in Christian schools’ treatment of children with special needs; and (2) how do Christian schools work with the parents of these children. Results from the Christian schools that participated in this study indicate although that they were attending to their children with special needs, these schools may actually be missing many more students who are in need of services.

This is …

Fall 2019

Insights

A World of Opportunities: LAS in the Global Community; ISSUES - Study Abroad, Applied Diplomacy, HumanitiesX; In this issue of Insights, we celebrate all things global at the College of Liberal Arts and Social Science (LAS). We are deeply proud of the positive impact our students and alumni have had on the world, and of the many LAS academic initiatives that foster global engagement; New Advisory Board Chair Mitchell Goldberg; Study abroad turns LAS Honors alumni into global citizens; Depaul Expands the Borders of Diplomacy with this First of Its kind program; Landing in LONDON Spring break trip brings DePaul …

Guest Editorial, Karen S. Buchanan, Thomas D. Buchanan

International Christian Community of Teacher Educators Journal

This special issue, Volume 14, Issue 2, features both new essays and reprints of pieces from past issues that are relevant to the theme of preparing teacher candidates to work effectively with families and communities. It offers each of us the opportunity to re-imagine the way we prepare our pre-service candidates for the challenges of today’s classrooms.

Opening Eyes To What They Don't Know: Talking About Race With White Pre-Service Teachers, Stacy Payne Martin

Theses and Dissertations

This study seeks to determine if a critical element of pre-service teachers' racial socialization lies within an analysis of racial isolation experiences, a lack of understanding White privilege, and how much accurate, historical instruction about racism in America they received from their middle school and high school teachers. The mixed methods action research sought answers to the following two research questions: How do life experiences shape White pre-service teachers' understanding of race? When White pre-service teachers engage in race-based self-examination activities, do they experience a shift in their perceptions and beliefs about race? This critical case study examines White pre-service …

Soul Of Cafecs, Lucia Dettori, Steven Mcgee, Ron Greenberg, Dale Reed, Don Yanek, Andrew Rasmussen

Computer Science: Faculty Publications and Other Works

No abstract provided.

Preparing Catholic Educators To Educate And Evangelize In 21st Century Schools, Action Research Of An Analysis Of Educator Preparation Program Requirements Including Professional And Pedagogical, Relational, Formational And Evangelistic Education For P-16 Students (Profess), Mary K. Mcvey Dr., Susan R. Poyo Dr.

Journal of Catholic Education

Abstract

The preparation of effective, knowledgeable and caring educators whose mission is to serve society through direct contact with and instruction of students, is the topic of this action research. We sought to determine how we as a teacher preparation program within a dynamic Catholic university could ensure that our Catholic identity was truly evident and nurtured in our teacher candidates as they prepare to engage in the extremely important job of offering what is a universal right to an education to PK-12 students, in a variety of learning environments. The analysis of this teacher preparation program included a review …

Principal Preparation Program Effectiveness: Novice Administrators' Perceptions From One Regional University, Robert King

Dissertations

School Leadership has evolved over the years requiring school administrators to perform as both a facilities manager and transformational leader inspiring teachers to take risks and utilize innovative strategies to increase student achievement. This increased focus on educational leaders has created a challenge for colleges and universities to effectively develop programming to properly equip students to become educational leaders that schools desperately need, as illustrated by a review of the literature. New leadership standards, coupled with Kentucky’s new star-rating system increases the expectations of school leaders as they work with diverse populations of students.

This study is a qualitative case …

Luchando Por El Derecho A La Educación. Un Estudio Sobre Las Relaciones Existentes Entre La Educación Popular Y La Efectivización Del Derecho A La Educación Desde La Perspectiva De Docentes Y Trabajadores De Bachilleratos Populares., Madeline Samson

Independent Study Project (ISP) Collection

Las políticas neoliberales basadas en el mercado aplicadas en Argentina y que concluyeron con las devastadora crisis económica de 2001, dejaron una cantidad significativa de jóvenes expulsados y excluidos del sistema educativo secundario. En la búsqueda de una alternativa para que el derecho a la educación se viera efectivizado, muchas organizaciones sociales abrieron escuelas secundarias populares en toda la Ciudad de Buenos Aires, conocidas como bachilleratos populares. Este escrito analiza la conceptualización del derecho a la educación en Argentina y, desde las perspectivas de docentes y trabajadores de dos de estos bachilleratos, se propone conocer la historia y las características …

Developing Open Practices In Teacher Education: An Example Of Integrating Oer And Developing Renewable Assignments, Jennifer Van Allen, Stacy Katz

Publications and Research

This manuscript offers a reasoning for and example of integrating Open Educational Resources (OER) and open pedagogy within a teacher education course. We highlight a collaborative partnership between library faculty and education faculty and the decision points and processes we used when redesigning this course to provide an example of adopting OER and our considerations for developing a renewable assignment. The benefits of using OER for K-12 teachers include increasing awareness of and providing opportunities to develop open practices. The transition to a renewable assignment creates a space for teaching candidates to meaningfully contribute to the profession and engage in …

Collaboration With Community Partners To Enhance Clinical Practice, Susan Keesey, Christina Noel, Nancy Hulan, Pete Hoechner

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Teacher preparation programs are shifting focus to models that integrate pedagogy and coursework into an applied clinical teaching model. Research clearly supports this change to help new teachers prepare for the demographics of today’s classrooms. Teacher preparation is improved through the implementation of high-leverage practices, the key skills new teachers are expected to know and apply. This article highlights a collaborative professional development day designed to strengthen the clinical partnership by developing a shared vision and common language by incorporating high-leverage practices.

Teacher Candidates’ Emerging Perspectives On Trauma Informed Teaching, Mary S. Thomas, Penny B. Howell, Shantel Crosby, Elmedina Brkic, Kaleb Clemons, Lydia Mckinley, Sedekia Peter

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

A transdisciplinary team of candidates with teacher and social work educators describe their perspectives of trauma-informed teaching and intentions to use evidence-based practices in classrooms. We studied classroom management from a trauma-informed perspective in the first course in the program, then reflected back on these through a professional learning community created to intentionally focus on trauma informed teaching. We highlight findings around candidates’ perspectives and specific actions they attended to in order to incorporate those practices.

The Importance Of Teacher Behavior In Increasing Student Success: Are Teachers Prepared To Meet The Needs Of Students With Emotional Or Behavioral Disorders?, Justin T. Cooper

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Despite the dissemination of specific instructional practices including High Leverage Practices and other pedagogical strategies that are considered fundamental to the success of students with emotional/behavioral disorders, research suggests that many of these practices are occurring in schools at unacceptably low rates. This research-to-practice gap is not a new phenomenon. This paper provides an overview of some of these specific teacher-driven instructional behaviors and the implications of the paucity of their use in schools. In addition, the importance of the role that teacher preparation programs play, and steps that they can take to alleviate the research-to-practice gap are discussed.

Choice As An Antecedent Intervention Provided To Children With Emotional Disturbances, Alexandra J. Taylor, Amy Lein

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Students with ED typically demonstrate social, behavioral, and academic deficiencies within the school setting. This article addresses the antecedent behavior interventions (ABI) of the provision of choice-making opportunities which are an effective practice within the PBIS framework. This study employed a single-subject multiple-baseline across-participants design to examine the effect of choice-making provided in social skills instruction on both academic (i.e., correct responses) and behavioral outcomes (i.e., task engagement, disruptions) for three elementary-aged students with ED.

Results demonstrated improved behaviors of three student participants. All participants showed an increase in task engagement and a decrease in number of disruptions from baseline …

Music Therapy’S Role In The Education System, Madison Riley, Tori L. Colson, Moriah Smothers

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Music therapy is a lesser-known and used related service, yet it provides significant benefits to students that have language, behavioral, and social needs. This article reviews the literature on music therapy, discusses its historical and theoretical roots, and examines its use in educational settings. Special attention is given to therapeutic practices that are geared toward students on the autism spectrum because their social and communication needs are often a good fit for music therapy practices. Recommendations on using music therapy in special and general education classrooms are also made. Additionally, recommendations for including music therapy content in teacher preparation programs …

Cross-Cultural Considerations: Raising Language Teachers Awareness About The Importance Of Multiculturalism, Abir El Shaban

Journal of Research Initiatives

Abstract

With the worldwide use of English as a second language (ESL) and globalization, teachers are expected to understand, acknowledge and interact with culturally and linguistically diverse students and integrate their linguistic and multicultural backgrounds in classroom settings. Teachers need to be multicultural to be able to successfully impact their students to be multicultural. This paper provides English language teachers with valuable recommendations based on cross-cultural studies and my experience, as an ESL teacher, on how to be responsive to students from different cultures to empower and enhance their language proficiency skills.