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Articles 1 - 22 of 22
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Virtual Tools Show Promise For Moving The Needle On Culturally And Linguistically Diverse Family Engagement, Tamra Mitchell, Socorro Herrera
Virtual Tools Show Promise For Moving The Needle On Culturally And Linguistically Diverse Family Engagement, Tamra Mitchell, Socorro Herrera
The Advocate
The school building closures of spring 2020 fundamentally disrupted education in Kansas, but out of this disruption emerged the need and opportunity for schools and educators to be creative and innovative. At a time when every parent in our state was either employed as an essential worker and working longer hours, trying to work from home, or trying to navigate the loss of their job, they were also trying to support their children with continuous learning. This required Kansas schools to think differently and try new strategies for truly engaging families. One promising innovation that many schools piloted was to …
Learning Will Continue, Mischel Miller, Debbie K. Mercer
Learning Will Continue, Mischel Miller, Debbie K. Mercer
The Advocate
When Kansas school buildings were closed for the remainder of spring 2020, school leaders responded to ensure learning would continue for the P-12 500,000 students. Rapid change research provides a framework for looking at the response needed during this pandemic. The Kansas State Department of Education led efforts to pivot to remote learning. This article analyzes research data from all public and private schools related to challenges during this time. Access to technology, both devices and internet, remote delivery modes for teaching and learning, and use of paper packets are discussed as the State strengthens and moves forward.
Helping The Helpers: Tending To Kansas Educators’ Social-Emotional Needs And Self-Care During A Pandemic, Jessica J. Lane Dr., Leah Mckeeman Dr., Laura Bonella
Helping The Helpers: Tending To Kansas Educators’ Social-Emotional Needs And Self-Care During A Pandemic, Jessica J. Lane Dr., Leah Mckeeman Dr., Laura Bonella
The Advocate
On a typical day, pre-COVID 19, educators are pulled in many directions, making hundreds, if not thousands, of quick decisions. Today those dynamics are heightened with varied and additional competing needs. However, what has not changed is the essential role of an educator. Caring for students in a time of such uncertainty seems critical. However, while there is serious and necessary demand for caring for the students and families, one population that is gravely being overlooked are the helpers. The educators. Less emphasis is being placed on the wellness and self-care of those who are offering those needed social-emotional supports. …
An Evaluation Of Agricultural Communications Faculty Members’ Mentoring Experiences, Taylor K. Ruth, Ricky W. Telg, Lisa K. Lundy
An Evaluation Of Agricultural Communications Faculty Members’ Mentoring Experiences, Taylor K. Ruth, Ricky W. Telg, Lisa K. Lundy
Journal of Applied Communications
Agricultural communications programs are expected to grow and emerge over the next decade. For these programs to find success, faculty leading them will need to be properly supported through effective mentoring. The purpose of this study was to evaluate the current mentoring of agricultural communications faculty across the country. In November 2019, an online survey instrument was distributed to a census of members of the Society of Agricultural Communications Scholars listserv. Survey respondents reported mentoring was not formally required, and most of the respondents received informal mentoring. Mentors were most frequently non-agricultural communications faculty in the respondents’ respective department or …
Discussion-Case Analysis For Facilitating Pre-Service Teachers' Exploration Of Play In The Early Childhood Classroom, Meredith Resnick, Ane T. Johnson
Discussion-Case Analysis For Facilitating Pre-Service Teachers' Exploration Of Play In The Early Childhood Classroom, Meredith Resnick, Ane T. Johnson
Networks: An Online Journal for Teacher Research
This study sought to examine the experience of early childhood pre-service teachers participating in facilitated research analysis with discussion-case application. Specifically, we were interested in the impact on teachers’ knowledge of and attitude towards the role and value of play in the classroom. This study describes the qualitative phase of a sequential explanatory mixed method research project. Eight participants were interviewed after participating in an in-class activity of analyzing a piece of research on play and applying it to a hypothetical discussion-case in a small group Four key findings emerged from this study: participants viewed play as inextricably connected to …
The Power Of Workshop, Stephanie Nagl
The Power Of Workshop, Stephanie Nagl
Networks: An Online Journal for Teacher Research
This action research explores the use of Readers’-Writers’ Workshop (RWW) in the secondary English classroom. RWW often requires a paradigm shift on the part of the teacher to allow for more student autonomy and limiting direct instruction time. The researcher sought to discover whether or not this model would impact the engagement level and the attitudes toward reading of high school seniors. Findings suggest RWW can be an effective tool for engaging students, as well as, helping students to develop positive attitudes with reading practices.
The Impact Of Family Engagement On Student Achievement, Christina M. Hall
The Impact Of Family Engagement On Student Achievement, Christina M. Hall
Networks: An Online Journal for Teacher Research
This action research study explores the impact of family engagement on student achievement using three family/student pairs. Family involvement has an impact on student learning and achievement throughout the school year. Taking a look at how a family’s involvement in their student’s learning plays a part on the achievement the student has throughout the school year. Previous writing scores were used to compare the growth made within a three-month period after the families worked with students to give feedback through a classroom communication app. Families were able to work at home to give feedback while their students were in class …
Spelling Interventions For Students Who Show Signs Of Dyslexia, Caitlin N. Gritz
Spelling Interventions For Students Who Show Signs Of Dyslexia, Caitlin N. Gritz
Networks: An Online Journal for Teacher Research
This action research examines the impact of spelling interventions for students who show signs of dyslexia. The action research also shows how using growth mindset can help students with characteristics typical of low self-esteem. Students learned a new spelling pattern weekly and a growth mindset lesson to teach students how to have a growth mindset rather than a fixed mindset related to spelling skills. A pre-spelling inventory test and a post-spelling inventory test were compared to see that word study activities help students remember specific spelling patterns.
Self-Care Amongst First-Year Teachers, Leia Baker
Self-Care Amongst First-Year Teachers, Leia Baker
Networks: An Online Journal for Teacher Research
This paper explores a study completed with two first-year teachers over a three-month period while self-care strategies were suggested and practiced. The paper discusses the impact that practicing and not practicing self-care has on first-year teachers’ attitudes and attendance. It also includes firsthand accounts from journal entries completed by both first-year teachers.
Student Response Rate And Its Impact On Quantitative Evaluation Of Faculty Teaching, Mingchu Neal Luo
Student Response Rate And Its Impact On Quantitative Evaluation Of Faculty Teaching, Mingchu Neal Luo
The Advocate
Student evaluations of teaching (SET) generate essential information for university administrators and faculty in assessing instruction quality. Lower response rates in student surveys have remained an important technical issue hurting the credibility of SET. This study examined the student response rate and its impact on the results of student quantitative evaluations of faculty teaching in a college of education. It analyzed the quantitative data of course evaluations collected by using the IDEA (Individual Development and Educational Assessment, 2016) survey at a teaching-orientated Midwest state university. Results indicate that 1) the average student response rate of all these courses is 63.6%, …
Why Kansas Can Not Get Over The Learning Styles Myth: A Document Analysis, Alan English
Why Kansas Can Not Get Over The Learning Styles Myth: A Document Analysis, Alan English
The Advocate
The term “learning styles theory” refers to a belief that students have individualized modes of learning which, once determined, will lead to improved classroom performance if material is presented in that specified mode. Despite a lack of empirical evidence, it is one of the most enduring and wide-spread beliefs in public education, leading many researchers to refer to it as a “myth”. This study consists of a document analysis of the Kansas State Department of Education’s website, KSDE.org, to determine the degree of influence that learning styles theory has on Kansas’s educational system. It is hoped that doing so will …
Renovating Science Professional Development To Meet Teachers’ Needs, Julie Thiele, Ollie Bogdon
Renovating Science Professional Development To Meet Teachers’ Needs, Julie Thiele, Ollie Bogdon
The Advocate
In order to meet the needs of elementary in-service teachers, renovated professional learning, including the components of the Effective Science Professional Development Model is vital. Increasing teachers’ pedagogical content knowledge, engaging teachers in investigations, school-year coaching with the underlying theme of collaboration are encompassed in the four key components of the renovated model. Experiences shared in the article, the successes and challenges of implementing professional development with the focus of shifting science education to hands-on investigations in doing science, provide leaders in science education the opportunity to explore effective professional development opportunities and utilize this model in their schools to …
Rural Field Experiences: Promising Practices, Janet K. Stramel, Paul Adams
Rural Field Experiences: Promising Practices, Janet K. Stramel, Paul Adams
The Advocate
A Rural Field Experience, in which pre-service teachers are totally immersed in the rural school setting and rural life, has been successful in attracting and retaining mathematics and science teachers in rural schools. The week-long Rural Field Experience is having a lasting effect on recruiting and retaining teachers. Responses from teacher education candidates indicate that successful strategies for building partnerships support this program and approach. Funded by an NSF Robert Noyce Scholarship grant, this program includes unique courses focused on issues related to teaching in a rural community.
Building Faculty Community Via Oer, Jorg Waltje, Amanda Zerangue
Building Faculty Community Via Oer, Jorg Waltje, Amanda Zerangue
Academic Chairpersons Conference Proceedings
This presentation will delineate ways for chairs and college administrators to encourage faculty to explore better and less costly ways to deliver instructional content to their students. It will highlight how to reward and recognize these efforts, while at the same time creating excellent opportunities for faculty collaborations and community building.
Preparing Teacher Interns For International Teaching: A Case Study Of A Chinese Practicum Program, Gregory R. Mackinnon, Robert Shields
Preparing Teacher Interns For International Teaching: A Case Study Of A Chinese Practicum Program, Gregory R. Mackinnon, Robert Shields
Networks: An Online Journal for Teacher Research
Acadia University, a small liberal arts institution, has for 15 years, offered a unique practicum experience for its teacher interns enrolled in the preservice Bachelor of Education. Students travel to Shanghai, China for a period of four months to teach English as a Second Language in school classrooms ranging from grades kindergarten to six. This paper describes the preparation of interns and the inherent challenges they face as pedagogues in a distinctly different teaching context. This action research account seeks to used mixed methods to identify areas of improvement in the process of preparing beginning teachers for a career in …
A Systematic Multisensory Phonics Intervention For Older Struggling Readers: Action Research Study, Elizabeth Henry
A Systematic Multisensory Phonics Intervention For Older Struggling Readers: Action Research Study, Elizabeth Henry
Networks: An Online Journal for Teacher Research
Upper elementary readers who persist with reading difficulties face both academic and emotional challenges when they do not make reading gains equal to their peers. Decades of research has shown that persistent treatment resisters respond positively to a systematic multisensory phonics intervention. In my action research study, I examined how 5th and 6th grade struggling readers responded to a multisensory phonics intervention. Following the eight-week intervention, students made gains in word reading accuracy and demonstrated increased confidence in word reading skills. Implications of the study bolster the importance of providing phonics instruction to older struggling readers.
Inquiries Into The Cognitive And Affective Domains Of Learning, Suzanne Porath
Inquiries Into The Cognitive And Affective Domains Of Learning, Suzanne Porath
Networks: An Online Journal for Teacher Research
In this issue of Networks, we see educator-researchers inquire into the cognitive aspects of their students’ learning, but also explore the affective aspects of learning such as engagement, choice, and personal response.
Teaching Beliefs And Their Relationship To Professional Development In Special Education Teachers, Jennifer Francois
Teaching Beliefs And Their Relationship To Professional Development In Special Education Teachers, Jennifer Francois
Educational Considerations
Access to high-quality, meaningful professional development (PD) for in-service teachers around inclusive practices is an important element that has the potential to influence change in classroom practice and student outcomes. This is particularly important for children with identified disabilities. Previous research has identified that a teacher’s self-efficacy impacts the adoption of PD and subsequent implementation of new educational strategies. In addition, teacher beliefs about their own teaching ability (i.e., self-efficacy) has been shown to be related to motivation and the willingness to seek out PD experiences. The current study investigates the relationship of PD and teaching self-efficacy for inclusive practices. …
Collaborative Autonomy: Exploring The Professional Freedom Of Three Science Teachers, Michael Ralph, Darian Robbins, Stephen Young, Laurence Woodruff
Collaborative Autonomy: Exploring The Professional Freedom Of Three Science Teachers, Michael Ralph, Darian Robbins, Stephen Young, Laurence Woodruff
Educational Considerations
Education reform efforts must support and protect professional autonomy for classroom teachers. When policymakers attempt to make systemic change in ways that reduce the professional autonomy of educators, student learning suffers. Teachers need the freedom to identify their professional goals, seek resources and collaboration opportunities in pursuit of those goals, and act on feedback regarding their progress in meeting those goals. We present three stories from teachers who share a department engaged in collaborative autonomy. These accounts provide guidance for how professional autonomy can be defended by those pursuing systemic change.
Kansans Can: Redesigning Schools, Brad Neuenswander
Kansans Can: Redesigning Schools, Brad Neuenswander
Educational Considerations
Kansas, like many states that are coming off of an era of accountability under the federal No Child Left Behind requirements, is looking at more meaningful ways to value and measure student success. We have asked ourselves questions such as: are we focusing on the right measures; is our accountability system aligned to our educational priorities and values; or is it the educational system itself that needs to change in order to produce a more meaningful set of outcomes? These are questions that need answers before any educational reform initiatives can be addressed. The Kansas State Department of Education leadership, …
Making The Case For An English Academy: Reflections On An Ongoing Endeavor, Geoff Bender
Making The Case For An English Academy: Reflections On An Ongoing Endeavor, Geoff Bender
Educational Considerations
This article makes a case for the academy as a site for meaningful school-university dialogue in order to strengthen rapport across stakeholders in the teacher education process while generating crucial data for a teacher education program’s continuous improvement. Similar in some ways to its cousins, including the leadership academy and the professional development school, the academy model described here is distinguished from these related structures in its diverging purposes. While invested in bringing new professionals into the field, the English Academy keeps its linked teacher education program abreast of trends in public education that help shape that program’s work in …
Our Moonshot: Dighton Public Schools, Kelly Arnberger
Our Moonshot: Dighton Public Schools, Kelly Arnberger
Educational Considerations
“Through redesign you have the opportunity do whatever you choose to do to make your school reflect the needs and desires of your community. I believe our public-school teachers can do the great things we keep hearing private and charter schools do if we would just let them.” Randy Watson said something to that effect at Dighton in January, 2017. We would now have permission to make our school reflect the true mission, vision, and values of our community without constraint. Sounds great! At least many of us in attendance listening to Dr. Watson that day thought so. We chose …