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Articles 1 - 11 of 11
Full-Text Articles in Education
Out With The Old, In With The New: Digital Interactive Journals In An Elementary Language Arts Methods Course, Kathleen M. Crawford, Heather M. Huling
Out With The Old, In With The New: Digital Interactive Journals In An Elementary Language Arts Methods Course, Kathleen M. Crawford, Heather M. Huling
Department of Elementary and Special Education Faculty Publications
In this article, two elementary literacy teacher educators provide elementary language arts content and methods by implementing digital interactive journals in a face-to-face classroom setting. The authors present how this practice evolved from traditional interactive journals pre-COVID to an innovative and engaging learning experience post-COVID. Interactive journals provide students with opportunities to explore and apply content and methods, while also learning a teaching strategy that pre-service teachers can implement in their own elementary classrooms. The authors describe the design and development of digital interactive journals along with student work samples and instructional steps to transfer and implement this strategy across …
Building Classroom Community In Elementary Literacy Methods Courses, Kathleen M. Crawford, Heather M. Huling
Building Classroom Community In Elementary Literacy Methods Courses, Kathleen M. Crawford, Heather M. Huling
Department of Elementary and Special Education Faculty Publications
In this article, two elementary teacher educators provide a novel approach to building relationships and classroom community in their face to face elementary literacy methods courses. The authors present their classroom practice entitled “Tell Me Time” (TMT), mirroring morning meetings in K–12 settings, as the staple of building classroom community in their courses. They describe how TMT has been used to build student relationships with each other and with instructors through providing unique, personalized opportunities to socialize and connect through listening, speaking, reading, and writing. Threaded throughout, the authors detail specific feedback from students and highlight how TMT has helped …
Creative Learning With Music And Mathematics: Reflections On Interdisciplinary Collaborations, Graham Johnson, Alesia Mickle Moldavan
Creative Learning With Music And Mathematics: Reflections On Interdisciplinary Collaborations, Graham Johnson, Alesia Mickle Moldavan
Department of Elementary and Special Education Faculty Publications
Culturally responsive content, accessible and inclusive tools, and meaningful interdisciplinary tasks can aid in developing equitable and creative learning environments. Music and mathematics are ideal disciplines for interdisciplinary creative learning. In this article, we reflect on our experiences engaging in interdisciplinary music and mathematics tasks with preservice teachers. In particular, we highlight specific efforts taken to design and implement a creative music and mathematics workshop for use in a mathematics methods course. Guided by these experiences, we offer examples of tools and practices that have helped preservice teachers collaborate, engage in inquiry, improvise, develop empathy, and take intellectual and social …
A “Post” Pandemic(S) Village Check-In: Pulse Checks And Recommendations For A Hard Re-Set In Education, Jarvais J. Jackson, Alesia Mickle Moldavan, Anne Valauri
A “Post” Pandemic(S) Village Check-In: Pulse Checks And Recommendations For A Hard Re-Set In Education, Jarvais J. Jackson, Alesia Mickle Moldavan, Anne Valauri
Department of Elementary and Special Education Faculty Publications
Utilizing the lens of the “pandemic as portal” (Roy, 2020; Souto-Manning, 2021) and the need for a “hard re-set” (Ladson-Billings, 2021) of our current education system, this literature synthesis engages with head, health, and home to consider what a new normal could look like as we take a “village check-in” of each area. For head, we consider the systemic barriers to equitable academic achievement that have long been in place for Black and Brown students. When considering health, we look at the impact of the pandemic on teacher well-being and how this may impact their ability to teach effectively and …
Role Play: Actualizing The Iep Meeting For Pre-Service Teachers, Courtney A. Toledo
Role Play: Actualizing The Iep Meeting For Pre-Service Teachers, Courtney A. Toledo
Department of Elementary and Special Education Faculty Publications
Teacher preparation programs provide numerous teaching and learning opportunities for pre-service teachers; however, participating in an Individualized Education Program (IEP) meeting is not an experience that can be guaranteed. Leading and participating in IEP meetings are a responsibility that all special education teachers will be held accountable for, but many pre-service teachers will never be able to observe a real IEP meeting before entering the field. In this qualitative case study, the researcher utilizes a simulated IEP meeting to provide pre-service teachers with experience in participating in an IEP meeting prior to entering the profession. The case study method is …
The Effect Of Flipped Instruction On Special Education Preservice Teachers' Perceptions, Cynthia C. Massey, Selcuk Dogan, E. Anthony Muhammad, Eric Hogan, Cindy N. Head, Jackie Heeyoung Kim
The Effect Of Flipped Instruction On Special Education Preservice Teachers' Perceptions, Cynthia C. Massey, Selcuk Dogan, E. Anthony Muhammad, Eric Hogan, Cindy N. Head, Jackie Heeyoung Kim
Department of Elementary and Special Education Faculty Publications
This study analyzes the flipped instruction model used in three special education educator preparation courses to examine which components preservice teachers perceived most contributed to their content knowledge, motivation, and engagement (n=50). Weekly pre-class asynchronous assignments included the use of educational technology tools such as an interactive e-textbook site, Perusall, and online academic activities such as Khan Academy to strengthen their content knowledge. This allowed more time for a student-centered approach during synchronous instruction to incorporate tools such as Nearpod, Pear Deck, Flipgrid and digital badges to strength-en their motivation and engagement. Data were collected through a post-course survey; results …
Characteristics Of Rural Stem Clubs And Implications For Students With Disabilities, Karin M. Fisher, Peggy Shannon-Baker, Kelly Brooksher, Kania Greer
Characteristics Of Rural Stem Clubs And Implications For Students With Disabilities, Karin M. Fisher, Peggy Shannon-Baker, Kelly Brooksher, Kania Greer
Department of Elementary and Special Education Faculty Publications
There are many benefits for students to participate in extracurricular science, technology, engineering, and mathematics (STEM) activities or clubs. It is also known that students with disabilities (SWD) do not participate as much as their peers without disabilities (SWOD). However, there is a lack of research on SWD and their participation in STEM clubs. This sequential explanatory mixed method study explored teachers’ perceptions of the types and characteristics of STEM clubs and their participants, and their professional development (PD) to work with SWD in their clubs. Findings suggest a variety of STEM clubs are offered with an average of 20 …
Transgressing For Access: A Call For Higher Education Reform To Support Black Females In Stem, Beverly A. King Miller
Transgressing For Access: A Call For Higher Education Reform To Support Black Females In Stem, Beverly A. King Miller
Department of Elementary and Special Education Faculty Publications
There continues to be the global demand for a qualified workforce in science, technology, engineering and mathematics (STEM). Yet, for Black females in South Africa this means combating the legacy of Apartheid to overcome challenges due to race and gender. This paper draws data from a qualitative study of four Black South African females in STEM careers. Through their voices they identify ways in which they transgress gender and race to gain access to STEM careers. Further, their families transgress cultural norms in order to offer support for unfamiliar career pathways. Their narratives call for a transformative change in higher …
An Examination Of K-12 Teachers' Assessment Beliefs And Practices In Relation To Years Of Teaching Experience, Aslihan Unal, Zafer Unal
An Examination Of K-12 Teachers' Assessment Beliefs And Practices In Relation To Years Of Teaching Experience, Aslihan Unal, Zafer Unal
Department of Elementary and Special Education Faculty Publications
This study compared K-12 teachers’ assessment beliefs and practices in relation to their years of teaching experience. The data for this study was collected from 87 public school teachers. The findings suggest that as the teachers’ years of experience increases, the value they place in assessment increases as well.
Creating A Task-Analysis For Teaching Emergent Literacy Skills To Students With Autism, Joshua N. Baker, Christopher Rivera, Stephanie M. Devine, Lee Mason
Creating A Task-Analysis For Teaching Emergent Literacy Skills To Students With Autism, Joshua N. Baker, Christopher Rivera, Stephanie M. Devine, Lee Mason
Department of Elementary and Special Education Faculty Publications
This article provides six fundamental steps for using a task analysis to teach emergent literacy skills to young learners with autism spectrum disorder (ASD). Compared to general education peers, students with ASD score lower on reading measures and often have difficulty acquiring literacy skills via the instruction methods used in typical classrooms. An effective instructional technique for many students with ASD is systematic instruction via task analysis. Task analysis may be a useful tool for teachers of students with ASD to build literacy skills by aligning instruction in missing skills to the curriculum standards. The steps to consider when using …
Comparison Of Student Performance, Student Perception, And Teacher Satisfaction With Traditional Versus Flipped Classroom Models, Zafer Unal, Aslihan Unal
Comparison Of Student Performance, Student Perception, And Teacher Satisfaction With Traditional Versus Flipped Classroom Models, Zafer Unal, Aslihan Unal
Department of Elementary and Special Education Faculty Publications
As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models in which learning new concepts takes place at home while practice is conducted in the classroom. The purpose of this study was to investigate how using the flipped teaching model affects student performance, perceptions, and teacher satisfaction in comparison to the traditional model. Sixteen teachers implemented the flipped teaching model in their classrooms and reported the results of the flipped teaching model for the first time. Pretests and posttests …