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Articles 1 - 11 of 11
Full-Text Articles in Education
Supporting High Quality Teacher Preparation: Results From A Mentoring Program For Special Education Faculty - Two Years Later, Harriet J. Bessette, Katie Bennett
Supporting High Quality Teacher Preparation: Results From A Mentoring Program For Special Education Faculty - Two Years Later, Harriet J. Bessette, Katie Bennett
The Advocate
Two years ago, we presented a newly formalized process for systematically inculcating new faculty into our department, which up to that point had relied solely on the generosity of the department chair, seasoned faculty, and other new faculty for advice, support, and the sharing of ideas, resources, and knowledge about the specifics of the university, college, department, and academe in general. The mission of our mentoring program was envisaged as providing visible and consistent support for new and early career faculty development. The program that was established was conceived as a reciprocal learning relationship characterized by trust, respect, and commitment …
A Letter From The Ate-K President, Gary Andersen
A Letter From The Ate-K President, Gary Andersen
The Advocate
A letter from the ATE-K President, Dr. Gary Andersen.
Editorial Information For The Advocate
Editorial Information For The Advocate
The Advocate
Editorial Information for The Advocate
Reimagining An Elementary Teacher Education Preparation Program: Striving For Integrated Teaching, Benjamin Boche, Selina Bartels, Douglas Wassilak
Reimagining An Elementary Teacher Education Preparation Program: Striving For Integrated Teaching, Benjamin Boche, Selina Bartels, Douglas Wassilak
Educational Considerations
Despite elementary teacher education programs preparing preservice teachers in the main content areas of literacy, math, science, and social studies, few elementary school classrooms teach all four content areas on a regular and thorough basis. Therefore, elementary education teacher preparation programs should be redesigned to support an integrated teaching model of all four content areas in order to better prepare preservice teachers (PST) to serve elementary students. The main research question for this study was "How does a collaborative and integrated elementary education program impact PSTs’ knowledge and understanding of an integrated K-6 elementary classroom?" The sample included 12 preservice …
Red Flags, Red Herrings, And Common Ground: An Expert Study In Response To State Reading Policy, Vicki S. Collet, Jennifer Penaflorida, Seth French, Jonathan Allred, Angelia Greiner, Jingshu Chen
Red Flags, Red Herrings, And Common Ground: An Expert Study In Response To State Reading Policy, Vicki S. Collet, Jennifer Penaflorida, Seth French, Jonathan Allred, Angelia Greiner, Jingshu Chen
Educational Considerations
In many U.S. states, legislation seeks to define effective instruction for beginning readers, creating an urgent need to turn to scholars who are knowledgeable about ongoing reading research. This mixed-methods study considers the extent to which recognized literacy experts agreed with recommendations about instruction that were included on a state’s reading initiative website. Our purpose was to guide implementation and inform policy-makers. In alignment with the initiative, experts agreed reading aloud, comprehension, vocabulary, fluency, phonological awareness, and phonics all deserve a place in early literacy instruction. Additionally, they agreed some components not included on the website warranted attention, such as …
Teacher Self-Efficacy: The Missing Piece To Trauma-Informed Classroom Interventions, Sarah Lancaster
Teacher Self-Efficacy: The Missing Piece To Trauma-Informed Classroom Interventions, Sarah Lancaster
The Advocate
Once a child enters kindergarten they spend the majority of their waking hours in school. Therefore, school-based interventions that are trauma informed are crucial for promoting social-emotional learning and development. While there are some promising studies, professional development programs for educators have not systematically incorporated psychoeducation on childhood trauma and the impact it has on behavior and learning, or classroom-based strategies to enhance learning and development among children with a trauma history (McConnico, Boynton-Jarrett, Bailey, & Nandi, 2016). Furthermore, educators’ perceptions on how comfortable they are dealing with the trauma of students has not been widely explored (Crosby, Day, Baroni, …
The Prevalence Of Learning Styles Theory In Kansas K-12 Classrooms: A Statistical Analysis, Alan English
The Prevalence Of Learning Styles Theory In Kansas K-12 Classrooms: A Statistical Analysis, Alan English
The Advocate
Despite a lack of empirical evidence to support its existence, previous literature has demonstrated that Learning Styles Theory (LST) enjoys widespread popularity in education, leading many researchers to refer to it as a “myth”. This study utilized original survey data to determine Kansas K-12 teachers’ level of predilection for LST. Kansas teachers’ responses (n=147) were analyzed in comparison to that of non-Kansas teachers (n=93) in seven independent Learning Styles Theory measures. Results suggested that Kansas teachers responded statistically less-favorably to the prospect that LST is best for student learning, less likely to view LST as essential for effective instruction, and …
The Rationale For Helping Teacher Candidates Integrate Self-Reflection Into Chaotic Schedules, Sarah Y.S Tham
The Rationale For Helping Teacher Candidates Integrate Self-Reflection Into Chaotic Schedules, Sarah Y.S Tham
The Advocate
There is no doubt that teachers want to self-reflect. However, given the increasing number of teachers' responsibilities in and out of the classroom, teachers have to set priorities. In teacher education programs, self-reflection is included but often not emphasized. Teacher candidates are encouraged to reflect on their lesson plans, study materials, writing, and teaching experience, but a structured and useable framework is often lacking. In the end, instruction, assessments, diagnosis, and interventions remain at the forefront of teachers' minds, and self-reflection is put on the burner. This paper presents findings of how self-reflection influenced tutors in the classrooms they were …
A Letter From The Ate-K President
A Letter From The Ate-K President
The Advocate
A letter from the ATE-K President (2019-2021)
Editorial Information For The Advocate
Editorial Information For The Advocate
The Advocate
Editorial Information for The Advocate
Latinx Teachers Advocating And Providing Support To Culturally And Linguistically Diverse Students And Their Families, Pedro S. Espinoza, Kay Ann Taylor
Latinx Teachers Advocating And Providing Support To Culturally And Linguistically Diverse Students And Their Families, Pedro S. Espinoza, Kay Ann Taylor
Educational Considerations
This study explores how Latinx teachers engage in social justice agendas for their Culturally and Linguistically Diverse students, specific barriers and support systems these Latinx teachers encounter in their social justice work, and the educational strategies Latinx teachers value in their role as advocates in their social justice work. The following three themes emerged from participant data: (a) Tesoros from students and families, (b) Advocacy for CLD students: High expectations of all students, (c) Support system as pre-service and in-service teachers: hechale ganas/work hard. We briefly formulate each of these themes, providing fragments from participant testimonios as examples. After formulation …