Education Commons^™

Teaching Inquiry-Based Science Through The Critical Lens Of Social Justice, Tonya D. Jeffery, Isaac Aldrich, Jordan Anderson, Bailey Bettencourt, Lucy Castillo, Lily Carriger, Tosha Hawkins

Diversity Conference

In this session, the first presenter who is a teacher educator from a historically marginalized group, share their own experiences about what led them to teach their science methods course through the critical lens of social justice and through the theoretical frameworks of culturally responsive education. In addition, the presenter will discuss the tools and strategies utilized for teaching this course and for creating a safe space for preservice teachers’ dialogue and critical reflections about their own lives and experiences, identity, racism, biases, and the systemic and structural oppression among various groups in K-12 education.

Six (6) preservice teachers participated …

Voices From The Field: Regarding Elementary Teachers, Traci Christine Dorsett

Undergraduate Research Conference

Purpose-to explore what the most important advice new teachers will want to know before entering the field of elementary education.

Research questions: (1) What is the most reoccurring advice given from the teachers surveyed? (2) What were similarities and differences that occurred between teacher candidates and teachers?

Can We Teach Fake News In The Classroom With Just One Lesson?, Melissa Caruso

Undergraduate Research Conference

The purpose of this study is to investigate if teaching one lesson about spotting “fake news” is enough to help improve elementary education majors’ ability to spot fake news.

The Impact Of Small Group Instruction On The Reading Ability Of Three First Grade Students, Jillian Wilson

Undergraduate Research Conference

This literacy project investigated the impact of small group reading instruction on the reading ability of first graders. During fall 2012, the teacher candidate conducted research in a first grade classroom in a rural East Texas elementary school three days a week for an eight-week period. One purpose of this literacy project was to enable teacher candidates to gain experience conducting reading assessments, planning age appropriate reading lessons, and implementing those lessons in a small group instructional setting. Another purpose was to administer pre and post assessments to monitor the reading development of a group of students.

A Description Of The Effectiveness Of A Guided Reading Internship Project, Jacqueline Hooten Huntley

Undergraduate Research Conference

The intent of the literacy project during my Internship I for elementary education students is to give teacher candidates the opportunity to work with a guided reading small group. The pre-test, post-test project became an action research study that utilized quantitative data to determine the effectiveness of the guided reading program on the literacy growth of three students. The teacher candidate worked with three randomly assigned students from a first grade classroom in a rural east Texas elementary school twenty minutes a day, three days a week, for a six-week period.