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Full-Text Articles in Education
A Roadmap For Trauma-Informed Practice Integration In Teacher Preparation Content, Kathryn S. Young, Ofelia Castro Schepers
A Roadmap For Trauma-Informed Practice Integration In Teacher Preparation Content, Kathryn S. Young, Ofelia Castro Schepers
Journal of Educational Research and Innovation
With the continued interest in trauma-informed practice (TIP) knowledge at the P-12 level, it has become imperative to consider the role of teacher preparation programs in providing this crucial knowledge to preservice educators. The TIP program at Mountain U (pseudonym) School of Education (SOE) is working to increase the current TIP knowledge of preservice teachers so that they are ready to implement TIP from the beginning of their careers. This paper adds to the trauma-informed literature in teacher preparation by describing the TIP initiative at Mountain U. It provides a roadmap for schools and departments that want to undertake this …
An Examination Of The Relationship Between Cheating In Online Classes And Technostress: Perceptions Of Business Faculty, Stacy Boyer-Davis, Kevin Berry, Amy Cooper
An Examination Of The Relationship Between Cheating In Online Classes And Technostress: Perceptions Of Business Faculty, Stacy Boyer-Davis, Kevin Berry, Amy Cooper
International Journal for Business Education
This research study investigated the relationship between technostress creators (techno-complexity, techno-insecurity, techno-invasion, techno-overload, and techno-uncertainty) and faculty perceptions of student cheating in online classes. Data were collected from faculty members of the Management and Organizational Behavior Teaching Society (MOBTS), a member of the AACSB Business Education Alliance, the American Society of Business and Behavioral Sciences (ASBBS), an interdisciplinary professional organization comprised of faculty teaching in accounting, finance, management, marketing, organizational behavior, and computer information systems, and other research panels during 2021 (N = 94). Findings from regression analysis indicated that the techno-complexity subconstruct is positively related to a faculty’s perception …
Book-Tasting Presentations Within An Early Childhood Educator Preparation Program, Johannah D. Baugher, Narges Sareh
Book-Tasting Presentations Within An Early Childhood Educator Preparation Program, Johannah D. Baugher, Narges Sareh
The Advocate
This manuscript discusses a teacher education experience utilized within an early childhood literacy methods course named, book-tasting presentation. Existing literature suggests that book-tastings, in a variety of forms, are evident at the PK-12 level, yet not prevalent in higher education and specifically, teacher education. The aim of the book-tasting presentations is to expose early childhood teacher candidates to diverse, high-quality picturebooks and their application in early childhood settings to cook up a love of literacy among our youngest readers. This is achieved through the Experiential Learning Cycle as teacher candidates are tasked to experience, reflect, think, and act throughout this …
The Effect Of Technostress On The Motivation To Teach Online In Higher Education Before And During The Covid-19 Pandemic: Perceptions Of Business Faculty, Stacy Boyer-Davis, Kevin Berry, Amy Cooper
The Effect Of Technostress On The Motivation To Teach Online In Higher Education Before And During The Covid-19 Pandemic: Perceptions Of Business Faculty, Stacy Boyer-Davis, Kevin Berry, Amy Cooper
International Journal for Business Education
This study investigated the relationships among technostress creators (techno-complexity, techno-insecurity, techno-invasion, techno-overload, and techno-uncertainty) on the motivation to teach online using the Motivation to Teach Online – Faculty Version scale. Data were collected from faculty members of the Management and Organizational Behavior Teaching Society (MOBTS), a member of the AACSB Business Education Alliance, and the American Society of Business and Behavioral Sciences (ASBBS), an interdisciplinary professional organization comprised of faculty teaching in accounting, finance, management, marketing, organizational behavior, and computer information systems early 2020 (N = 307). The findings indicated that techno-stressed faculty are less motivated to teach online. Techno-insecurity …
Continuing The Distance Learning Modality Of Graduate Studies In Post-Covid Philippines: A Survey, Jayrome Núñez, Louie Gula, Evaflor Alindan, Clinton John Colcol, Aristonie Sangco, Jairoh Taracina, Sammy Dolba, Al John Escobañez, Kevin Sumayang, Mark Anthony Jamisal, Francis Jim Tuscano
Continuing The Distance Learning Modality Of Graduate Studies In Post-Covid Philippines: A Survey, Jayrome Núñez, Louie Gula, Evaflor Alindan, Clinton John Colcol, Aristonie Sangco, Jairoh Taracina, Sammy Dolba, Al John Escobañez, Kevin Sumayang, Mark Anthony Jamisal, Francis Jim Tuscano
FDLA Journal
Getting a graduate education is one of the most important parts of a professional in a field. It allows them to climb higher in the professional rankings or even get higher pay for their academic work. All graduate students are adults and self-directed due to their past experiences in work or practice. However, when the pandemic hit the world, these self-directed learners were not spared from shutting of schools. In the Philippines, most graduate schools deliver their lessons through the traditional mode or face-to-face until the pandemic that they shifted in the emerging online learning modality. Using the mixed method …
Building Research Capacity Of Future Teachers: A Canadian Case Study, Dragana Martinovic, Ziad F. Dabaja
Building Research Capacity Of Future Teachers: A Canadian Case Study, Dragana Martinovic, Ziad F. Dabaja
Australian Journal of Teacher Education
Since their first day in school, in-service teachers are expected to act professionally, make good judgments, think critically, and problem-solve effectively. The literature suggests that engaging pre-service teachers in research can help them to develop several key skills. In this paper, we present the outcomes from a year and a half long mixed-methods case study that was conducted in two phases (i.e., a pilot and a follow-up study) with two groups of pre-service teachers enrolled in a teacher education programme in a Canadian mid-size university. The purpose of this research was to examine how an in-course research component might have …
Engaged Social Media In Higher Education While Avoiding The Label Of "Striving", Jessica Nerren
Engaged Social Media In Higher Education While Avoiding The Label Of "Striving", Jessica Nerren
Journal of Critical Issues in Educational Practice
Striving has become a word laden with problematic meanings in the world of higher education. For instance, if a university is too aligned with business, or becomes overly selective, or deviates from original purpose or mission, then, at times, those actions are seen as striving (O’Meara, 2007). O’Meara (2007) defines striving as participation in efforts to improve status and prestige in line with the hierarchy. Allen (2021) echoes the problematic nature of this practice witnessed abroad, equating striving educational practices with neoliberalism, potentially overshadowing primary purposes of the institution, such as learning and teaching, or drowning out important parts of …
Expanding Representations For Historical Content In Literacy, Samuel Dejulio, James R. King, Norman A. Stahl
Expanding Representations For Historical Content In Literacy, Samuel Dejulio, James R. King, Norman A. Stahl
Literacy Practice and Research
In spite of the need for literacy educators to possess an understanding of the history of the field, such historical perspectives are often absent in current programs, even at the graduate level. Fortunately, embedding history in programs and courses can be done in a variety of meaningful, engaging, and simple ways. In this article we present and describe several approaches for instructors who want to embed or even expand history into current literacy courses. We organize these approaches into three areas: Inquiry-based learning, dramatic structures, and humanistic approaches.
Online Initial Teacher Education In Australia: Affordances For Pedagogy, Practice And Outcomes, Jillian J. Downing, Janet E. Dyment, Cathy Stone
Online Initial Teacher Education In Australia: Affordances For Pedagogy, Practice And Outcomes, Jillian J. Downing, Janet E. Dyment, Cathy Stone
Australian Journal of Teacher Education
This paper reports on interviews with 19 senior teacher educators from 18 universities across Australia who offer fully online courses in initial teacher education (ITE). Teacher educators provided insight into four focus areas related to online ITE: 1) institutional practices; 2) affordances; 3) challenges; and 4) research priorities. Analysis revealed teacher educators perceived that online ITE can not only match on campus delivery but is also able to respond to reform agendas in ITE, including attracting students with attributes and characteristics that are likely to see them succeed as teachers, enabling students to experience contemporary approaches to learning, building strong …
Beginning Teacher Support In Australia: Towards An Online Community To Augment Current Support, Nick Kelly, Shirley Reushle, Sayan Chakrabarty, Anna Kinnane
Beginning Teacher Support In Australia: Towards An Online Community To Augment Current Support, Nick Kelly, Shirley Reushle, Sayan Chakrabarty, Anna Kinnane
Australian Journal of Teacher Education
This paper describes opportunities to improve the current support provided to beginning teachers in Australia. It holds that there is a need for approaches that go beyond school-based induction and support. The paper presents data from a survey of beginning teachers in Queensland, with aims to determine current access to support and perceptions about gaps in support. It uses these findings alongside existing evidence to make arguments, that some beginning teachers are effectively unsupported and that universities have the potential to play a greater role in beginning teacher support. Further results are used to suggest guidelines for developing a national …
Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki
Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki
Democracy and Education
A struggle exists to engage in culturally relevant pedagogy (CRP) that authentically represents the voices and interests of all across the K–20 spectrum, from higher education institutions, to teacher preparation programs, and into U.S. classrooms. This article responds to Hayes and Juárez's piece “There Is No Culturally Responsive Teaching Spoken Here” by extending the conversation with the suggestion that one of the major problems in speaking CRP has to do with a disconnect between articulated commitments and actual practices. This response article takes a critical look at the landscape in which educators work to reveal the nature of overrepresentation of …