Education Commons^™

Teaching Under Crisis: Impact And Implications Of The Covid-19 Pandemic On Education In Minnesota, Boyd L. Bradbury, Ximena P. Suarez-Sousa, Mike Coquyt, Tiffany L. Bockelmann, Amy L. Pahl

The Interactive Journal of Global Leadership and Learning

A mixed-methods exploratory study was conducted to explore the impact that the COVID-19 pandemic had on Minnesota teachers. A convenience sample of 976 teachers were surveyed in mid-April 2020 via the Qualtrics version of the Swaggert Instructional Practice Under Crisis (SIPUC) questionnaire containing 43 questions. The SIPUC data were analyzed following the Leadership in Times of Crisis Framework for Assessment (Boin et al., 2013), that is, an emergency instructional triage to determine which teachers had been mostly impacted and the scope and effect the pandemic had on their instruction and lives. Teachers described the pandemic as an event that disrupted …

Research Across The Curriculum: Using Cognitive Science To Answer The Call For Better Legal Research Instruction, Tenielle Fordyce-Ruff

Dickinson Law Review (2017-Present)

The American Bar Association (ABA), law students, and employers are demanding that law schools do better when teaching legal research. Academic critics are demanding that law professors begin to apply the lessons from the science of learning to improve student outcomes. The practice of law is changing.

Yet, the data shows that law schools are not changing their legal research curriculum to respond to the need of their students or to address the ABA’s mandate. This stagnation comes at the same time as an explosion in legal information and a decrease in technical research skills among incoming students. This article …

Computer Science Teacher Survey, Josh B. Mcgee, Sarah C. Mckenzie

Arkansas Education Reports

In April/May of 2020, the University of Arkansas’ Office for Education Policy (OEP), in partnership with Arkansas Governor Asa Hutchinson's Computer Science and Cyber Security Task Force, fielded a survey with the 400+ Arkansas educators who at that time held a computer science endorsement (528), computer science approval code (5016), or computer science technical permit (5014) on their educator’s license. The survey received 153 responses, a nearly 40 percent response rate.

Cognitive Science For The Classroom, Kyle Heys

TFSC Publications and Presentations

Kyle Heys shares principles of cognitive science and how they can be used in the college classroom to enhance student learning.

Rethinking The Teaching Of Writing In An Era Of Remote Learning: Lessons Learned From A Local Site Of The National Writing Project, Troy Hicks

Teaching/Writing: The Journal of Writing Teacher Education

As the COVID-19 pandemic forced schools to close in the spring of 2020, teacher consultants from a local writing project site were compelled to make their practice public, sharing conversations about what remote learning and the teaching of writing could look like through a series of eight webinars and, subsequently, an open institute in the summer of 2020. Built on principles of the National Writing Project including openness, flexibility, and an inquiry-driven stance toward professional learning, the work of this site’s director and teacher leaders is described as they worked together to think about issues of equity and access, socio-emotional …

The Impact Of Teacher Methodology Training For Higher Education Faculty Members, Nicole R. Baker

Scholar Week 2016 - present

Many college programs are designed to graduate individuals who are experts in their field of study, but not necessarily individuals who are trained in how to teach. This quantitative, quasi-experiment study examined college faculty member’s level of training in the area of teaching practices and methodology. The relation to student satisfaction, current course performance, attendance, the belief in the need for training, and faculty member’s sense of efficacy in teaching was explored. The Statistical Package for the Social Sciences (SPSS) was used to organize the data using a one-way ANCOVA to analyze the impact the level of training had on …

Infographic: Principals’ Working Time, Jo Earp

Teacher infographics

The latest cycle of the Teaching and Learning International Survey (TALIS 2018) asked principals in Australia about the time they allocated to various tasks throughout the year, including curriculum-and teaching-related tasks and meetings, administrative tasks and meetings, and student interactions. This infographic takes a look at the results.

Adjuncts And The Chimera Of Academic Freedom, Deirdre M. Frontczak

Journal of Collective Bargaining in the Academy

The last 40 years have seen a dramatic shift in the hiring, evaluation and promotional structures prevalent in higher education. While the model of a largely full time, tenure-track faculty continues to be the ideal of most academic institutions, economic, political and social changes have eroded that model. A substantial percentage, typically a majority, of college and university faculty are now hired on a contingent or part-time basis, with fiscal and other conditions determining job security, compensation, professional advancement, and an opportunity to participate in governance of departments and institutions. This paper examines the unseen impact that such hiring practices …

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.

Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff

MERC Publications

This report presents findings from the Metropolitan Educational Research Consortium (MERC) Cultural Diversity Within Schools Survey. This survey was designed for school- based professionals (i.e., teachers, instructional staff, administrators) within the MERC region. Administered in the fall of 2018, the survey collected information about experiences of professional development related to cultural diversity, attitudes toward cultural diversity within schools, perceptions of barriers and opportunities, and perspectives on the need for professional development. Section 1 of the report discusses the context for this survey effort: increased cultural diversity in our schools, increased cultural mismatch between students and teachers, and multicultural education as …