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Articles 1 - 6 of 6
Full-Text Articles in Education
Teacher Awareness Of Trauma Informed Practice: Raising Awareness In Southeast Georgia, Regina Rahimi, Delores D. Liston, Amee Adkins, Jamie Nourzad
Teacher Awareness Of Trauma Informed Practice: Raising Awareness In Southeast Georgia, Regina Rahimi, Delores D. Liston, Amee Adkins, Jamie Nourzad
Georgia Educational Researcher
While the concept of trauma-informed care has been developed in other fields, its development within the field of Education is relatively new (Thomas, Crosby, & Vanderhaar, 2019), However, as the educational field is becoming more and more aware of this approach, we recognize there is a critical need for teachers and other educational professionals to recognize the symptoms of trauma in students, the associated behaviors of trauma-affected students, and instructional and environmental strategies for addressing these to support student success (trauma informed pedagogy). This paper outlines a study examining the extent to which teachers in the region of southeast Georgia …
Interpersonal Dynamics Of The Supervisory Triad Of Pre-Service Teacher Education: Lessons Learned From 15 Years Of Research, Anna Hart
Georgia Educational Researcher
Clinical field experience is recognized by many as the most influential and beneficial component of pre-service teacher education. The present article represents part of a larger qualitative meta-synthesis, the purpose of which was to explore the influence of the interpersonal dynamics of the supervisory triad—comprised of the pre-service teacher candidate, the mentor teacher, and the university supervisor—on pre-service candidates’ clinical experiences. Positioning theory was chosen to frame this investigation, as it employs distinct definitions for role and position, the delineation of which is of critical importance in the context of pre-service clinical relationships. Findings of the larger study reveal …
Do Advanced Degrees Matter? A Multiphase Mixed-Methods Study To Examine Teachers’ Obtainment Of Advanced Degrees And The Impact On Student And School Growth, Mei-Lin Chang Dr., Ivan M. Jorrín Abellán, Jim Wright, Jihye Kim, Rachel E. Gaines
Do Advanced Degrees Matter? A Multiphase Mixed-Methods Study To Examine Teachers’ Obtainment Of Advanced Degrees And The Impact On Student And School Growth, Mei-Lin Chang Dr., Ivan M. Jorrín Abellán, Jim Wright, Jihye Kim, Rachel E. Gaines
Georgia Educational Researcher
Teacher quality has been found to offset the adverse effect of racial and socioeconomic differences in academic achievement; and teacher quality is often thought to be the product of a quality education. However, existing literature has produced mixed results regarding the relationship between student achievement and teachers’ possession of advanced degrees (ADs). Despite these mixed results, ADs are often the most efficient (if not the only) way for teachers to earn certification and salary upgrades. A longitudinal, multiphase mixed-methods explanatory study aimed to bridge shortcomings of existing research on the effects of teachers obtaining ADs. Associations between teacher credentials and …
Teaching Technical Communication To Engineering Students: Design, Implementation, And Assessment For Project-Based Instruction, Yang Gao
Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)
Through the project-based instruction (PBI) method, this paper described the design, implementation, and assessment of a technical communication course for engineering graduate students. The paper first addressed an increasing demand of engineering students with great communication skills through analyzing the existing literature and industry criteria. It then introduced concepts and characteristics of PBI and explained why PBI is a fit pedagogy in teaching technical writing to engineering students. Next, it elaborated components involved in the holistic design of the PBI course, including student sample, timeline, designed sections and units, and designing rationale and principles. This paper then reported the teaching …
Using Discourse Analysis To Understand The Relationships And Practices Of Pre-Service Co-Teachers, Toni Strieker, Megan Adams, Woong Lim, Marcia Wright
Using Discourse Analysis To Understand The Relationships And Practices Of Pre-Service Co-Teachers, Toni Strieker, Megan Adams, Woong Lim, Marcia Wright
Georgia Educational Researcher
Early in 2016, the Council on Accreditation of Educator Providers (CAEP) (caepnet.org, 2016) published a new set of standards that called for increased collaboration of university-school partners by means of co-construction clinical experiences. In designing the new models, pre-service co-teaching, conducted by the teacher candidate and collaborating teacher, emerged as a promising practice in teacher education (Arshavskaya, 2014; Perry, 2016). However, even with the current enthusiasm for the establishing the new practices, a working definition of pre-service co-teaching remains elusive. Thus, the study of the voices of educators who are involved in co-teaching is essential as universities make the transition …
Making Your Traditional Text Work: Input, Scaffolding And Communication, Andrew J. Demil
Making Your Traditional Text Work: Input, Scaffolding And Communication, Andrew J. Demil
The Coastal Review: An Online Peer-reviewed Journal
Second Language Acquisition (SLA) studies provide evidence that comprehension activities that involve meaningful language production and communication promote language acquisition more effectively than mechanical drills. Recent studies review the state of foreign language textbooks and demonstrate that the majority of foreign language textbooks do not follow SLA research. This article provides ways that a second language instructor can use a traditional text to help lead to meaningful language instruction.