Betla Teacher Leaders: An Unselfish Sense Of Purpose,
2016
Bank Street College of Education
Betla Teacher Leaders: An Unselfish Sense Of Purpose, Lillian Hernandez, Christian Solorza
Occasional Paper Series
Recognizing that much of the leadership in resolving the issues of quality and equity for English Language Learners (ELLs) will fall to teachers themselves, Bank Street's Bilingual/ESL Teacher Leadership Academy (BETLA) has taken on the mission of preparing teachers of ELLs for the intense and unique leadership challenges they will face. Our study of the narrative accounts of nine BETLA teacher leaders was designed to give voice to teachers who have often been silenced and to speak to the positive relevance of teacher leaders in today's schools.
Leadership And Agency As A Novice Teacher,
2016
East Village Community School
Leadership And Agency As A Novice Teacher, Clara E. Lin
Occasional Paper Series
Tells an inspiring tale of a new teacher who refused to accept the dreary status quo to which beginning professionals are so often consigned. Almost in anger at the assumption that she was supposed to be miserable for her whole first year, she struggled mightily to find innovative ways to solve her most intractable classroom problems, and then turned her energies to whole-school reform.
Making Sense Of Distributed Leadership: A Conversation Among Teacher Leaders,
2016
Manhattanville College
Making Sense Of Distributed Leadership: A Conversation Among Teacher Leaders, Kathleen Dickinson Rockwood
Occasional Paper Series
As graduate students tell their stories through a threaded internet conversation, it becomes evident that the trust, communication, transparency, and support that make distributed leadership workable and satisfying in some places is so visibly and painfully lacking in others. Not surprisingly, it is the former schools that, for the most part, produce the most fulfilled teachers and successful students.
Empowering Teachers: Developing Meaningful Leadership,
2016
Bank Street College of Education
Empowering Teachers: Developing Meaningful Leadership, Jennifer Groves
Occasional Paper Series
Describes how the author created a framework to empower her colleagues, promote adult development, and help build a school culture that mirrored the priorities she set in her classroom, so that adults were encouraged to inspire each other, to keep the cycle of learning going, and to build teacher leadership into a powerful model within the school.
Ask Not What Fhs Can Do For You, But What You Can Do For Fhs,
2016
Frederick Douglass Academy VII High School
Ask Not What Fhs Can Do For You, But What You Can Do For Fhs, Jessica Endlich Winkler
Occasional Paper Series
Jessica Endlich brings the reader into intimate contact with the faculty of a small, urban high school which depends heavily on voluntary teacher leadership, and finds itself straining against the limits of capacity. Her candid interviews show vividly the tensions that exist when there is never enough time, support, appreciation, and equity to turn a wonderful idea into reality. She suggests some baseline, common-sense strategies to enable teachers to lead without sacrificing their students or their own personal lives.
Walking A Hall Of Mirrors,
2016
Virginia Tech
Walking A Hall Of Mirrors, Kami Patrizio
Occasional Paper Series
Mentoring requires careful structuring, thorough preparation, and continual monitoring along with a willingness to look inward to confront the elusive issues of identity, empathy, morality, and emotion.
Becoming A Teacher Leader Within Your Classroom: A Dialogue,
2016
Downtown Denver Expeditionary Schools
Becoming A Teacher Leader Within Your Classroom: A Dialogue, Jill Stacy, Nayantara Mhatre
Occasional Paper Series
Describes a spontaneous relationship that has equal measures of mentoring, peer coaching, and teaming.
Introduction: Teacher Leaders - Transforming Schools From The Inside,
2016
Bank Street College of Education
Introduction: Teacher Leaders - Transforming Schools From The Inside, Gil Schmerler
Occasional Paper Series
Describes the issue's purpose, which is a "modest attempt to restore the issue of teacher leadership to the prominence it deserves and requires" -- author.
Promoting L2 Motivation Via Motivational Teaching Practice: A Mixed-Methods Study In The Turkish Efl Context,
2016
University of South Florida
Promoting L2 Motivation Via Motivational Teaching Practice: A Mixed-Methods Study In The Turkish Efl Context, Zeynep Erdil
USF Tampa Graduate Theses and Dissertations
The shift toward bilingualism and multilingualism in historically monolingual societies resulting from globalization has positioned second/foreign language (L2) learning research as a significant field. Extensive research in L2 motivation over decades has demonstrated motivation to be a significant determiner of L2 learning achievement and has yielded many sound L2 motivation theories and frameworks. The latest L2 motivation framework is the L2 Motivational Self System (L2MSS) offered by Dörnyei (2005, 2009). Numerous studies have been conducted to validate this theory in different English as a foreign language (EFL) contexts (e.g., in China, Iran and Japan: (Taguchi, Magid & Papi, 2009); in …
Open Education At Unh,
2016
University of New Hampshire - Main Campus
Open Education At Unh, Daniel Carchidi, Eleta Exline, Catherine Overson
Open Access Events
Last year UNH faculty helped save students nearly $150,000 by assigning Open Educational Resources in place of expensive textbooks. Find out more about this exciting project!
Using Data-Informed Instruction To Drive Education: Keeping Catholic Education A Viable And Educationally Sound Option In Challenging Times,
2016
University of Memphis
Using Data-Informed Instruction To Drive Education: Keeping Catholic Education A Viable And Educationally Sound Option In Challenging Times, Kristen Niemeyer, Laura B. Casey, Robert Williamson, Cort Casey, Susan E. Elswick, Tom Black, Denise Winsor
Journal of Catholic Education
This study was conducted to obtain an understanding of the perceptions that Catholic schoolteachers possessed regarding data informed instructional (DII) practices, specifically curriculum based measurement (CBM). The researchers investigated changes in teacher’s perceptions from pretest to posttest to determine the impact of the 90-minute professional development on teacher’s perceptions of DII. Results showed that Catholic schoolteachers did perceive that they lacked sufficient knowledge to effectively implement curriculum-based measures prior to the training. Significant growth was noted with regard to their perceptions of their knowledge in some areas. According to the results of the paired samples t-test, a meaningful change in …
Using An Observation Coaching Checklist To Provide Feedback To Teachers,
2016
Loyola University Chicago
Using An Observation Coaching Checklist To Provide Feedback To Teachers, Michelle Lia
Journal of Catholic Education
Teachers need feedback to make instructional progress. This paper shares how a coaching checklist was used in five Catholic schools in the Archdiocese of Chicago in 2014-2015 school year in an effort to provide teachers feedback and support their instruction. This coaching was paired with regular ‘traditional’ professional development paid for through a grant by Big Shoulders Fund in Chicago. The use of the checklist provided more specific feedback than a note-taking method of observation typically used in teacher evaluation. Anecdotally, teachers who wanted feedback and wanted to improve their instruction did just that. An added result was the support …
Introduction To The Focus Section: School Leaders And Contemplative Practice,
2016
The Catholic University of America
Introduction To The Focus Section: School Leaders And Contemplative Practice, Merylann "Mimi" J. Schuttloffel Phd
Journal of Catholic Education
Introduction to the Focus Section
Addressing The Needs Of Young Children And Families:Early Childhood Education And Services In Catholic Schools And Catholic Charities,
2016
The Catholic University of America
Addressing The Needs Of Young Children And Families:Early Childhood Education And Services In Catholic Schools And Catholic Charities, Sandra Barrueco, Shavaun M. Wall, Lynn M. Mayer, Marcela Blinka
Journal of Catholic Education
Nationally, focus is increasing on the developmental experiences of young children (birth to age 8). Twenty four (arch)dioceses in large metropolitan areas participated in a survey identifying the extent and nature of services provided by Catholic schools and Catholic Charities programs to young children and their families. Six hundred and seventy Catholic schools and 100 Catholic Charities programs completed surveys. Key findings suggest that Catholic schools and Catholic Charities programs are engaged in a plethora of early childhood services and educational activities with young children and families. Both entities provide direct education and services to young children, are engaged in …
Trouble With The Edtpa: Sliding From Teaching To Preparing For The Test,
2016
University of Illinois at Urbana Champaign
Trouble With The Edtpa: Sliding From Teaching To Preparing For The Test, Stephanie Cronenberg, Dori Johnson, Alexis Jones, Stacey Korson, Natasha Murray, Michael Parrish, Marilyn Johnston-Parsons
Journal of Inquiry and Action in Education
This paper was written by a group of instructors responsible for preparing 100 elementary/middle school licensure students for the edTPA portfolio assessment. It is an analysis of our experiences doing so in the pilot year. The edTPA is a performance assessment required for teacher licensure. We considered this assessment to have significant advantages over a multiple choice test and we debated for a year how best to implement it. Our plan was to integrate what they needed to know into our courses rather than to prepare them directly for the test. We approached this with a positive attitude but emerged …
Iron Sharpens Iron: Co-Teaching In A Teacher Education Program,
2016
Dordt College
Iron Sharpens Iron: Co-Teaching In A Teacher Education Program, Patricia C. Kornelis, Gwen R. Marra, Ed Starkenburg
Faculty Work Comprehensive List
Recently the Education department at Dordt College revamped its program. We were implementing co-teaching during our year-long student teaching experience for seniors, but we felt it would be more effective if students had experience with co-teaching before being one of the main participants. As changes were discussed, we were challenged to look for opportunities to implement co-teaching so students would benefit from it as a student as well as seeing it modeled and explained. As a result of this, Ed Starkenburg and Gwen Marra have been co-teaching an undergraduate Children’s and Adolescent Literature course. They will share their experiences of …
Into The Field: Learning About English Language Learners In Newcomer Programs,
2016
Texas Christian University
Into The Field: Learning About English Language Learners In Newcomer Programs, Cecila Silva Dr., Stephen B. Kucer Dr.
Journal of Inquiry and Action in Education
This research examines the impact of field experiences with English language learners on the conceptual and emotional development of preservice disciplinary students. For one semester, preservice university students worked with English language learners enrolled in middle and high school Newcomer Programs. During this time the university students wrote reflection papers and grand learnings/lingering questions essays linking the field experiences with course readings and in-class activities. A qualitative analysis of these reflections found four critical content-based learnings related to English Language Learners emerged from these field experiences: (1) the distinction between content, language, and activity challenges, (2) conversational versus academic language, …
Mathematics-Literacy Checklists: A Pedagogical Innovation To Support Teachers As They Implement The Common Core,
2016
SUNY Buffalo State
Mathematics-Literacy Checklists: A Pedagogical Innovation To Support Teachers As They Implement The Common Core, Pixita M. Del Prado Hill 8785617, Ellen S. Friedland, Susan E. Mcmillen
Journal of Inquiry and Action in Education
This article presents two innovative tools – the Mathematics-Literacy Planning Framework and Mathematics-Literacy Implementation Checklist – which are designed to help instructional coaches and specialists support teachers to meet the challenges of the mathematics-literacy integration goals of the Common Core. Developed with teacher input, these instruments serve as cognitive “safety nets” to ensure effective integration of appropriate strategies before, during, and after instruction.
The Attitudes Of University Faculty Toward Humor As A Pedagogical Tool: Can We Take A Joke?,
2016
Northern Kentucky University
The Attitudes Of University Faculty Toward Humor As A Pedagogical Tool: Can We Take A Joke?, John A. Huss, Shannon Eastep
Journal of Inquiry and Action in Education
Faculty members in a College of Education responded to a mixed methods questionnaire regarding their attitudes toward the use of humor as a pedagogical tool. Quantitative data and coding of open response questions revealed that instructors overall considered humor to be an integral part of their teaching plan and that humor relaxes students, contributes to a more enjoyable classroom climate, and helps students make content connections, in both traditional and web based classes. Despite general acceptance, the feedback suggested instructors could benefit from targeted training in how to effectively and consistently use humor as a teaching strategy, particularly in their …
Fives: An Integrated Strategy For Comprehension And Vocabulary Learning,
2016
Canisius College
Fives: An Integrated Strategy For Comprehension And Vocabulary Learning, Mary Shea, Nancy Roberts
Journal of Inquiry and Action in Education
This article describes a strategy that emphasizes the integration of all language and literacy skills for learning across content areas as well as the importance CCSS place on learners’ ability to ask questions about information, phenomena, or ideas encountered (Ciardiello, 2012/2013). FIVES is a strategy that meaningfully integrates research-based methodologies associated with reading, writing, speaking, listening, viewing, and visually representing for differentiated disciplinary literacy instruction related to authentic texts and issues. The strategy described can be universally applied across disciplines to develop high levels of competence with literacy processes and content.
