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Articles 1 - 11 of 11
Full-Text Articles in Education
Content Learning And Identity Construction (Clic): A Framework To Strengthen African American Students’ Mathematics And Science Learning In Urban Elementary Schools, Maria Varelas, Danny B. Martin, Justine M. Kane
Content Learning And Identity Construction (Clic): A Framework To Strengthen African American Students’ Mathematics And Science Learning In Urban Elementary Schools, Maria Varelas, Danny B. Martin, Justine M. Kane
Teacher Education Faculty Publications
We present a theoretical framework that views learning as a process involving content learning (CL) and identity construction (IC). We view identities as lenses through which people make sense of, and position themselves, through stories and actions, and as lenses for understanding how they are positioned by others. As people become more (or less) central members of a disciplinary community (e.g., a science or mathematics classroom) and engage (or not) in various cultural practices, changes in identity and knowledge accompany changes in position and status. Identity construction (IC) and content learning (CL) share an important characteristic: they both involve meaning …
Supporting Native Indian Preschoolers And Their Families Family–School–Community Partnerships, M. Susan Mcwilliams, Tami Maldonado-Mancebo, Paula S. Szczepaniak, Jacqueline Jones
Supporting Native Indian Preschoolers And Their Families Family–School–Community Partnerships, M. Susan Mcwilliams, Tami Maldonado-Mancebo, Paula S. Szczepaniak, Jacqueline Jones
Teacher Education Faculty Publications
In this urban midwestern public school district, families of Native Indian students, pre-K through grade 12, attend four multigenerational gatherings like this one during the school year—one of a number of events orchestrated by the Native Indian Centered Education (NICE) program. NICE is a program in the school district that partners with families to provide Native-centric educational opportunities for preschool children. Family events such as the storytelling activity in the opening vignette represent trends in early childhood education: building family-school-community partnerships to enhance learning and build family resources. The all- Native-Indian preschool program is unusual and rare in urban areas. …
Single Point Rubric: A Tool For Responsible Student Self-Assessment, Jarene Fluckiger
Single Point Rubric: A Tool For Responsible Student Self-Assessment, Jarene Fluckiger
Teacher Education Faculty Publications
Teachers who tap into the talents of each student involve students in goal setting and assessment of their own education. The single point rubric is an ethical tool to assist students with their responsibilities of goal setting and self-assessment of their own education. In this article, I describe key features of the single point rubric, how it is used, and how it is different from traditional multiple point rubrics. I also share some benefits of using single point rubrics along with suggestions of how to address concerns. Two sample, single point rubrics are provided.
Rethinking Mathematics Assessment: Some Reflections On Solution Dynamics As A Way To Enhance Quality Indicators, Elliott Ostler, Neal Grandgenett, Carol Mitchell
Rethinking Mathematics Assessment: Some Reflections On Solution Dynamics As A Way To Enhance Quality Indicators, Elliott Ostler, Neal Grandgenett, Carol Mitchell
Teacher Education Faculty Publications
This paper is intended to offer some reflections on the difficulties associated with the appropriate use of rubric assessment in mathematics at the secondary level, and to provide an overview of an assessment technique, hereafter referred to as solution dynamics, as a way to enhance popular rubric assessment techniques. Two primary aspects of solution dynamics are presented in this manuscript. The first aspect considers how the tasks assigned in mathematics classrooms might be better organized and developed to demonstrate an evolving student understanding of the subject. The second aspect illustrates how revised scoring parameters reduce the potential for scoring inconsistencies …
Multiple Paths To Critical Reflection: A Flexible Model Of Teacher Learning And Its Impact On Student Achievement, Susan B. Koba, Carol Mitchell
Multiple Paths To Critical Reflection: A Flexible Model Of Teacher Learning And Its Impact On Student Achievement, Susan B. Koba, Carol Mitchell
Teacher Education Faculty Publications
This research evaluated impact of the Omaha Public Schools' Urban Systemic Program professional development model on mathematics and science teacher change and student achievement. The model offered various participation pathways, focused teachers' learning in three areas (beliefs, content, and pedagogy) and required teacher reflection during classroom strategy implementation. To determine teacher change, observations, interviews, action research, pre-post perception profiles, retrospective pre-post surveys (beliefs and understandings), and exit surveys were completed. Participants' action research determined impact . on students' understandings. Criterion Referenced· Tests, as well as leadership pre- and post- surveys, action research and interviews determined school change. To evaluate program …
Evaluating A Four State Workforce Education Project: Questions Of Investigative Interest And Impact, Neal Grandgenett, Elliott Ostler, Applied Information Management Institute, Jeanne L. Surface
Evaluating A Four State Workforce Education Project: Questions Of Investigative Interest And Impact, Neal Grandgenett, Elliott Ostler, Applied Information Management Institute, Jeanne L. Surface
Teacher Education Faculty Publications
How can a large scale, multi-state, collaborative workforce development project be evaluated? This article describes the evaluation process of the Midwest Center for Information Technology (MCIT). The project uses “impact threads” to connect the outcomes of the project to strategic evaluation questions. The MCIT project, involving 10 public two-year colleges located in Nebraska, Iowa, South Dakota, and North Dakota, strives to assist partner colleges in enhancing information technology training and related degree programs. The MCIT was funded as a regional center within the Advanced Technological Education (ATE) program of the National Science Foundation (NSF). This article details the evaluation plan …
Analyzing An Urban University's Diversity Dilemma, Melodee Landis, Angela Ferguson, Ana Carballal, Wilma Kuhlman, Sandra Squires
Analyzing An Urban University's Diversity Dilemma, Melodee Landis, Angela Ferguson, Ana Carballal, Wilma Kuhlman, Sandra Squires
Teacher Education Faculty Publications
Lack of diversity in the teaching force is proving to be a grievous problem for our country. Across the nation the percentage of teachers of color in our schools remains stagnant as the percentage of students of color increases (Gay, Dingus & Jackson, 2003; Gordon, 2000; Gursky, 1999). Councils have been convened and conferences held to confront the issue (National Collaborative on Diversity in the Teaching Force, 2004). This disparity between the supply and demand for a diverse teaching force not only violates our standards of equity, it also appears to have a deleterious effect on achievement of students, particularly …
Gaining Options: A Mathematics Program For Potentially Talented At-Risk Adolescent Girls, Pamela Trotman Reid, Sally K. Roberts
Gaining Options: A Mathematics Program For Potentially Talented At-Risk Adolescent Girls, Pamela Trotman Reid, Sally K. Roberts
Teacher Education Faculty Publications
In response to indicators that a decline in interest in mathematics occurs among girls—particularly those from low-income and minority groups—during middle school, the GO-GIRL (Gaining Options: Girls Investigate Real Life) program was designed to help potentially talented at-risk girls. The program aimed to build mathematical confidence, skills, and conceptual understanding by integrating mathematics and social science research in a single-sex, technology-rich environment supported by university student mentors. The program targeted seventh-grade urban girls from public and private schools. Participants met over the course of ten Saturdays to learn research methods, computer skills, mathematics, and descriptive statistics. Quantitative data from the …
Mentoring Teacher's Stories: Caring Mentors Help Novice Teachers Stick With Teaching And Develop Expertise, Jarene Fluckiger, Sheryl Mcglamery, Nancy Edick
Mentoring Teacher's Stories: Caring Mentors Help Novice Teachers Stick With Teaching And Develop Expertise, Jarene Fluckiger, Sheryl Mcglamery, Nancy Edick
Teacher Education Faculty Publications
The article describes the challenges being faced by novice teachers and the role of mentors for novice teachers to stay in the profession and develop expertise. Educators have gathered evidence showing the need for mentors to help novice teachers stay in teaching and develop into master teachers. Longitudinal quantitative studies have indicated that novice teachers participating in this comprehensive induction program improved their effectiveness faster than their peers not in such a program. A frequently cited reason for attrition is teacher isolation.
The Cadre Project: A Retention Study, Sheryl Mcglamery, Nancy A. Edick Dr.
The Cadre Project: A Retention Study, Sheryl Mcglamery, Nancy A. Edick Dr.
Teacher Education Faculty Publications
I his article describes the findings of a study of leachcr retention and the effectiveness of one induction program, the Career Advancement and Development for Recruits and Experienced teachers (CADRE) Project, in helping teachers remain in the profession. National statistics report teacher attrition rate to be 40 percent over five years. CADRE participants have a retention rule ol 89 percent over five years.
A Comparison Of Interaction In Av-Based And Internet-Based Distance Courses, Melodee Landis
A Comparison Of Interaction In Av-Based And Internet-Based Distance Courses, Melodee Landis
Teacher Education Faculty Publications
At the center of the debate over the viability of distance education is whether the newer electronic technologies can offer enough interaction to maintain quality learner outcomes and critical mass. Two of the most commonly used forms of distance education are 1) two-way, fully interactive audio-video classrooms and 2) on-line instruction through the Internet or Worldwide Web. This study used qualitative methods to compare and contrast the interaction that occurred in distance learning courses offered via each medium. The research process confirmed findings that there were fundamental differences in the interaction that occurred in the two environments. On-line interaction is …