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Full-Text Articles in Education
Interrogating Racism: An Arts-Based Self-Study Of The Interactions Of One White Teacher Educator In A Rural Teacher Preparation Program, Jaime Vanenkevort
Interrogating Racism: An Arts-Based Self-Study Of The Interactions Of One White Teacher Educator In A Rural Teacher Preparation Program, Jaime Vanenkevort
All NMU Master's Theses
This arts-based self-study examined racism, whiteness, and white supremacy in the practices of one teacher educator in a rural, Midwestern university. Data was generated using arts-based methods. Narrative inquiry and critical incident technique (CIT) were utilized to analyze data. Through arts-based self-study techniques, I demonstrate how arts-based self-study can create diverse and multimodal access to understand identity construction and the effort to dismantle racism and other systemic barriers in the teacher education context. Furthermore, through multimodal arts-based data collection, I demonstrate the possibility for educators to navigate complex memory and emotional processing to develop more complex, nuanced understandings of antiracist …
Individualized Clinical Coaching With Bug-In-Ear: Enhancing Fidelity Of Implementation Of Behavior Specific Praise Among Novice Teachers Of Students With Developmental Disabilities In Rural Classrooms, Dennis P. Garland Ph. D.
Individualized Clinical Coaching With Bug-In-Ear: Enhancing Fidelity Of Implementation Of Behavior Specific Praise Among Novice Teachers Of Students With Developmental Disabilities In Rural Classrooms, Dennis P. Garland Ph. D.
Journal of Inquiry and Action in Education
Five novice special education teachers in rural classrooms received individualized clinical coaching (ICC) via the Internet to increase their use of behavior specific praise (BSP) with their students who had developmental disabilities (DD) during clinical supervision. Web cameras provided opportunities for the teachers to be observed during their regularly scheduled classroom teaching. The participants received brief coaching prompts through a wireless earpiece that they wore while teaching. A single subject multiple baseline across participants design was used to determine if a functional relation existed between the ICC and the rate of BSP use per minute for each of the participants. …
Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein
Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
There has been considerable research that establishes the need to improve teachers’ knowledge of and ability to effectively implement response to intervention (RtI)/multi-tiered systems of support (MTSS), and there is a scarcity of research examining interventions addressing these concerns. In a mixed methods study, we examined the perceptions and knowledge of the RtI/MTSS frameworks of undergraduate preservice teaching candidates enrolled in a dual certification program at a small, private Catholic university in Kentucky, before and after participating in a semester-long, experiential learning project. The project involved monitoring both the reading and mathematics progress of struggling elementary or middle school-aged students …
Linguistically Inclusive Tesol Course Design And Its Effect On Pre-Service Teacher Education, Dylan Thibaut, Irina Mclaughlin
Linguistically Inclusive Tesol Course Design And Its Effect On Pre-Service Teacher Education, Dylan Thibaut, Irina Mclaughlin
Northwest Journal of Teacher Education
Lack of linguistic awareness prevents teachers from catering to English learners. This study proposed a new linguistically inclusive course and compared pre-service teacher knowledge of the linguistic features of five frequently spoken languages in the course versus standard courses. Odds of a correct answer on linguistic questions increased significantly in 28% of the areas tested. The inclusive course showed increased linguistic awareness compared to standard courses.
Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow
Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow
Teaching/Writing: The Journal of Writing Teacher Education
This study examines one online asynchronous course, Writing in Literature, devised by the researcher to determine the potential for building a student-centered course functioning as a learning community in spite of the limitations of the lack of shared space or time. The course was examined via student surveys that qualified experiences within the course as well as a review and coding of end-of-course student reflections. The survey and reflective commentary indicate that it is possible for an asynchronous course to effectively build a vibrant learning community. The learner to learner, learner to instructor, and learner to content framework recommended …
What Is Discussed In Mentoring Dialogues? An Analysis Of How Relations Of Control Influence The Content In Mentoring, Monika Merket
What Is Discussed In Mentoring Dialogues? An Analysis Of How Relations Of Control Influence The Content In Mentoring, Monika Merket
Australian Journal of Teacher Education
Both international actors, like the OECD, and Norwegian policies for teacher education aim to increase students’ academic competence and the collaboration between university and practice. Mentoring dialogues between students and mentors in practice are in the intersection between university and the profession. Thus, this gives the mentors the responsibility to realize these policy intentions. This actualizes what is discussed in mentoring and how the negotiation of control between mentors and students has impact on what policy intentions are recontextualized in mentoring. Therefore, this paper aims to investigate which intentions are realized in mentoring through the use of criteria and the …
Disappearing Acts: The Declining Numbers Of African American Teachers In Public School Settings, Catherine F. Lewis-Brownfield
Disappearing Acts: The Declining Numbers Of African American Teachers In Public School Settings, Catherine F. Lewis-Brownfield
University of the Pacific Theses and Dissertations
African American teachers are slowly leaving the classroom, causing an imbalance in the student/teacher ratio (NCES, 2019). According to the National Center for Education Statistics, African American teachers make up 3% in California and 7% nationally. This study sought to understand the reasons for the decline in the number of African American teachers in public school settings. Due to the decline in their numbers, African American students have suffered high dropout rates, low standardized test scores, and low college attendance (Gershenson, Hart, Hyman, Lindsey, & Papageorge, 2017). This qualitative study examined the obstacles current African American teachers face and the …