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Articles 1 - 5 of 5
Full-Text Articles in Education
An Analysis Of Preservice Elementary Teachers’ Professional Noticing Skills In A Mathematics Education Setting, Liza Bondurant, Lisa Poling, Diana Moss
An Analysis Of Preservice Elementary Teachers’ Professional Noticing Skills In A Mathematics Education Setting, Liza Bondurant, Lisa Poling, Diana Moss
Journal of Practitioner Research
Prospective elementary mathematics teachers (PTs) were asked to analyze 28 videos of cognitive interviews. The purpose of this study was to determine if experiences analyzing videos would lead to improvements in PTs’ professional noticing skills. Using a coding schema that reflected three levels of understanding (periphery, transitional, and accomplished), a frequency table was constructed that allowed PTs’ use and understanding of a noticing framework to be analyzed. Findings indicate that experiences analyzing videos leads to improvements in PTs’ professional noticing skills.
Building Collaborative Teacher Education: Integrating Udl Through A Faculty Learning Community, Stacie B. Whinnery, Keri C. Fogle, Jennifer C. Stark, Keith W. Whinnery
Building Collaborative Teacher Education: Integrating Udl Through A Faculty Learning Community, Stacie B. Whinnery, Keri C. Fogle, Jennifer C. Stark, Keith W. Whinnery
Journal of Practitioner Research
Teacher educators have focused reform efforts on preparing graduates to address increasingly diverse K-12 students. Collaboration among general and special education faculty is seen as beneficial for preparing teacher candidates who can teach diverse learners, yet it is not the norm. This practitioner research study explored a curriculum reform effort that employed a faculty learning community (FLC) to engage general and special education faculty to collaboratively integrate Universal Design for Learning (UDL) into two teacher education programs. Faculty perceptions of the collaborative reform process and resulting curriculum enhancements are presented. Findings indicated the process was valued by our faculty, promoted …
The Influence Of Visually Rich Technology On The Writing Process Of Elementary Students, Mikala Thomas, Drew Polly
The Influence Of Visually Rich Technology On The Writing Process Of Elementary Students, Mikala Thomas, Drew Polly
Journal of Practitioner Research
This teacher inquiry project, conducted by an undergraduate teacher candidate with support from a faculty member, explored the use of visually rich technology and its influence on elementary school students’ motivation and learning outcomes in writing. Students used visually rich technology as part of the writing process. We found that when students used technology to support the writing process they showed incremental gains in motivation as well as gains in student learning outcomes. Implications for practitioners highlight a need for teachers to consider how visually rich technology can support students’ aspects of the writing process as well as development in …
Implementing An Enriched Language Development Program For Learning Support Students, Alicia Smail, Linda Kucan
Implementing An Enriched Language Development Program For Learning Support Students, Alicia Smail, Linda Kucan
Journal of Practitioner Research
This article describes how middle school students who qualified for learning support performed in an enhanced language development program known as Word Generation (WG). Word Generation is a cross-curricular language development program designed to improve students’ overall literacy skills by focusing on deepening students’ knowledge of academic language. This study was guided by the following question: How does an enhanced language development program influence students’ vocabulary learning and broader literacy skills? Students demonstrated statistically significant positive differences on the pretest/posttest vocabulary knowledge assessment and maintained that learning on a delayed posttest. Engagement with the WG materials positively influenced students’ abilities …
“Bad Inquiry”: How Accountability, Power, And Deficit Thinking Hinder Pre-Service Practitioner Inquiry, Stephanie Schroeder
“Bad Inquiry”: How Accountability, Power, And Deficit Thinking Hinder Pre-Service Practitioner Inquiry, Stephanie Schroeder
Journal of Practitioner Research
This study of 30 pre-service teachers’ practitioner inquiry papers explores potential pitfalls of practicing inquiry with pre-service teachers. Focusing on the types of questions pre-service teachers ask about student learning, the challenges they face when engaging in inquiry, and the weaknesses of their inquiry products, this paper finds that accountability culture in education, pre-service teachers’ lack of power in the classroom, and deficit thinking left unchallenged by instructors led to weak inquiries. Implications include the need for teacher educators to work with mentor teachers across university and K-12 boundaries, and the need to teach explicitly about the power inquiry holds …