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Teacher Education and Professional Development

Boise State University

2019

Articles 1 - 12 of 12

Full-Text Articles in Education

Modeling Potential Energy Of The Gaussian Gun, Leslie Atkins Elliott, André Bolliou, Hanna Irving, Douglas Jackson Nov 2019

Modeling Potential Energy Of The Gaussian Gun, Leslie Atkins Elliott, André Bolliou, Hanna Irving, Douglas Jackson

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

The Gaussian gun is an arrangement of magnets and ball bearings (pictured in Fig. 1) such that—when the leftmost ball is released—the rightmost ball is ejected at high speeds. The device has been described in several articles on energy education. The sudden appearance of kinetic energy offers a productive context for considering a range of challenging ideas: the often-counterintuitive relationship between force and potential energy, the escape velocity for attractive forces, why energy is required to break bonds, and why energy is released when bonds form. Beyond these ideas, it is also useful for motivating the representation of a potential …

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Designing Teacher Preparation Courses: Integrating Mobile Technology, Program Standards, And Course Outcomes, Serena Hicks, Devshikha Bose Nov 2019

Designing Teacher Preparation Courses: Integrating Mobile Technology, Program Standards, And Course Outcomes, Serena Hicks, Devshikha Bose

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

This discussion paper demonstrates the need for applying backwards design principles to already-existing course syllabi in order to embed technology alongside pedagogy in teacher preparation programs. The problem is first addressed as a need to integrate technology in one secondary course based on lack of proficiency demonstrated on multiple measures. A design framework that was implemented is then explained, including a step-by-step process for aligning mobile technology applications to course standards and outcomes. Challenges to the process are explored, as well as supports available for duplicating this work in other contexts. The paper concludes with steps the instructor is now …

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Elementary School Student Development Of Stem Attitudes And Perceived Learning In A Stem Integrated Robotics Curriculum, Yu-Hui Ching, Dazhi Yang, Sasha Wang, Youngkyun Baek, Steve Swanson, Bhaskar Chittoori Sep 2019

Elementary School Student Development Of Stem Attitudes And Perceived Learning In A Stem Integrated Robotics Curriculum, Yu-Hui Ching, Dazhi Yang, Sasha Wang, Youngkyun Baek, Steve Swanson, Bhaskar Chittoori

Educational Technology Faculty Publications and Presentations

Robotics has been advocated as an emerging approach to engaging K-12 students in learning science, technology, engineering, and mathematics (STEM). This study examined the impacts of a project-based STEM integrated robotics curriculum on elementary school students’ attitudes toward STEM and perceived learning in an afterschool setting. Three elementary school teachers and 18 fourth to sixth graders participated in an eight-week-long program. Quantitative and qualitative data were collected and analyzed, and showed students’ attitudes toward math improved significantly at the end of the robotics curriculum. Three specific areas of learning were identified, including STEM content learning and connection, engagement and perseverance, …

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An Exploration Of Supports For Increasing Classroom Physical Activity Within Elementary Schools, Hannah G. Calvert, Julianne A. Wenner, Lindsey Turner Sep 2019

An Exploration Of Supports For Increasing Classroom Physical Activity Within Elementary Schools, Hannah G. Calvert, Julianne A. Wenner, Lindsey Turner

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Classroom-based physical activity (CBPA) can significantly benefit students’ health and educational outcomes, but many teachers do not utilize CBPA. This study examined teachers’ perceptions about the value and impact of several approaches to support CBPA implementation, and teachers’ weekly self-reported CBPA use. Interviews were conducted with 35 classroom teachers (including those using and not using CBPA) at two public elementary schools, and CBPA tracking logs were collected on a weekly basis. Interview transcripts were interpreted through key domains within implementation science. On average, teachers reported using one activity every other day. Interview data revealed that utilizing professional collaboration time for …

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Engineering Design In Scientific Inquiry, Leslie Atkins Elliott Jun 2019

Engineering Design In Scientific Inquiry, Leslie Atkins Elliott

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

The Engineering Design in Scientific Inquiry (EDISIn) Project addresses the engineering preparation of secondary science teachers by embedding engineering design into a science course for single-subject STEM education majors (future secondary teachers), and developing a sequence of lesson plans and annotated video for faculty who seek to embed engineering design in their science courses. While undergraduate laboratories are rich with designed experimental apparatus, it is rare that students themselves play a role in designing and producing artifacts in the service of scientific inquiry. Our expectation is that (1) existing science courses offer opportunities for students to engage meaningfully with engineering …

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Developing An Explicit Instruction Special Education Teacher Observation Rubric, Evelyn S. Johnson, Yuzhu Zheng, Angela R. Crawford, Laura A. Moylan May 2019

Developing An Explicit Instruction Special Education Teacher Observation Rubric, Evelyn S. Johnson, Yuzhu Zheng, Angela R. Crawford, Laura A. Moylan

Early and Special Education Faculty Publications and Presentations

In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction, and tested its psychometric properties using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected. External raters (n = 15) were trained to observe and evaluate instruction using the rubric, and assigned scores of ‘implemented’, ‘partially implemented’ or ‘not implemented’ for each of the items. Analyses showed that the item, teacher, lesson and rater facets achieved high psychometric quality for the instrument. Implications for research and practice are discussed.

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Scaling Professional Development For Mathematics Teacher Educators, Michele B. Carney, Jonathan L. Brendefur, Gwyneth Hughes, Keith Thiede, Angela R. Crawford, Dan Jesse, Brandie Ward Smith Apr 2019

Scaling Professional Development For Mathematics Teacher Educators, Michele B. Carney, Jonathan L. Brendefur, Gwyneth Hughes, Keith Thiede, Angela R. Crawford, Dan Jesse, Brandie Ward Smith

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

There have been multiple calls (Adler, Ball, Krainer, Lin, & Novotna, 2005; Conference Board of the Mathematical Sciences, 2012; Kilpatrick, Swafford, & Findell, 2001) and extensive evidence (Hiebert, 2003; Lemke et al., 2004; National Math Panel, 2008; OECD, 2010) regarding the need to change K-12 mathematics education from procedural and memorization-driven to more conceptual and application-based. Professional development is viewed as an important mechanism to influence these changes in instructional practices (Fennema et al., 1996; Franke, Carpenter, Levi, & Fennema, 2001; Swafford, Jones, & Thornton, 1997) and student outcomes (Jacobs, Franke, Carpenter, Levi, & Battey, 2007). However, professional development is …

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Finding Our Place In The Third Space: The Authority Of Not Knowing As Becoming In School-University Partnership Work, Hannah Carter, Jennifer Snow, Sara Digrazia, Sherry Dismuke Jan 2019

Finding Our Place In The Third Space: The Authority Of Not Knowing As Becoming In School-University Partnership Work, Hannah Carter, Jennifer Snow, Sara Digrazia, Sherry Dismuke

Literacy, Language, and Culture Faculty Publications and Presentations

School-university partnerships have been a space for simultaneous renewal and teacher development for decades (Darling-Hammond, 1994; Goodlad, 1994; Teitel, 2003). As a case in point, this article takes a deeper look at how school- and university-based teacher educators experience professional growth and negotiation of partnership contexts, roles, and responsibilities. Recognizing the complexity of teacher development across the professional lifespan, and the tensions of school-university partnership work, we explore the diverse roles and positions from which we come to the work of clinical supervision and school partnership work. To highlight the varied levels of development and professional growth in these hybrid …

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Building Capacity In Teacher Preparation With Practitioner Inquiry: A Self-Study Of Teacher Educators’ Clinical Feedback Practices, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner Jan 2019

Building Capacity In Teacher Preparation With Practitioner Inquiry: A Self-Study Of Teacher Educators’ Clinical Feedback Practices, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

This collaborative self-study of teacher educators’ feedback practices argues for an intentional process for teacher educators to develop an inquiry stance toward our own teaching. Data sources include formative observation forms, evaluations, observation notes, debriefings, surveys, researcher journals, and layered memos. Findings define influences and shared patterns of practice. Our professional learning from this self-study built our capacity as teacher educators by informing our development of an inquiry feedback cycle rooted in representations, approximations, and decomposition of practice (Grossman et al., 2009) to intentionally model and scaffold the development of an inquiry stance toward practice in our teacher candidates.

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Gi: The Guided Inquiry, Regina (Gina) F. Frey, Susan E. Shadle Jan 2019

Gi: The Guided Inquiry, Regina (Gina) F. Frey, Susan E. Shadle

CTL Teaching Gallery

As described in chapter 1, the POGIL pedagogy is an integrated combination of intentionally designed guided-inquiry activities and a focus on process skills involving the active engagement of student teams that are facilitated by an instructor. POGIL activities are structured according to the learning cycle (described in Chapter 1). The activities of a POGIL classroom frame the thinking that students will do during class. The students in constructing ideas and mastering material (Bodner, 1986; Driver, Asoko, Leach, Scott, & Mortimer, 1994). Because this approach is different from the kind of classroom that most teachers experienced as students, many do not …

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Creating Connection Through Intercultural Dialogue Partners, Tasha Souza Jan 2019

Creating Connection Through Intercultural Dialogue Partners, Tasha Souza

CTL Teaching Gallery

The Intercultural Dialogue Partner (IDP) program has been a part of my Intercultural Communication course at two institutions across the last 8 years. While the program has evolved over time, the current version at a college campus in the western United States will be described. The IDP program is the service-learning component of an undergraduate course for about 30 mostly Communication majors. The primary goal of the course is for students to gain an appreciation of intercultural communication and to be able to engage in mindful dialogue across difference. My hope is that the class gives students the skills, knowledge, …

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Comparison Of Two Approaches To Interpretive Use Arguments, Michele Carney, Angela Crawford, Carl Siebert, Rich Osguthorpe, Keith Thiede Jan 2019

Comparison Of Two Approaches To Interpretive Use Arguments, Michele Carney, Angela Crawford, Carl Siebert, Rich Osguthorpe, Keith Thiede

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

The Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014) recommend an argument-based approach to validation that involves a clear statement of the intended interpretation and use of test scores, the identification of the underlying assumptions and inferences in that statement—termed the interpretation/use argument, and gathering of evidence to support or refute the assumptions and inferences. We present two approaches to articulating the assumptions and inferences that underlie a score interpretation and use statement, also termed the interpretation/use argument (Kane, 2016). One approach uses the five sources of validity evidence in the Standards for Educational and Psychological Testing …

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