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Full-Text Articles in Education
Comparing Time Allocation For Teaching Science As Inquiry In Two Educator Preparation Science Methods Courses, Lori A. Dira
Comparing Time Allocation For Teaching Science As Inquiry In Two Educator Preparation Science Methods Courses, Lori A. Dira
Faculty Journal Articles
How much time an institution allocates to content can indicate its overall importance and intended value to the educator preparation program. For decades there have been calls to integrate more authentic science inquiry experiences into not only undergraduate elementary science courses, but into all elementary educator preparation courses. Many elementary educators do not receive training on effective methods for teaching science, they will not feel comfortable and will likely have low self-efficacy. This study investigated the amount of time allocated to teaching science as inquiry and the knowledge participants had prior to and after taking an elementary teaching science methods …
Trauma-Informed Practices: A Whole School Policy Framework, Nicole C. Reddig, Janet Vanlone
Trauma-Informed Practices: A Whole School Policy Framework, Nicole C. Reddig, Janet Vanlone
Faculty Journal Articles
State leaders should take action to ensure that teachers are prepared to address the needs of children who have experienced traumatic events.
Pre-Service Teacher Preparation In Trauma-Informed Pedagogy: A Review Of State Competencies, Nicole C. Reddig, Janet Vanlone
Pre-Service Teacher Preparation In Trauma-Informed Pedagogy: A Review Of State Competencies, Nicole C. Reddig, Janet Vanlone
Faculty Journal Articles
Trauma-informed pedagogy recognizes childhood trauma and its influence on students’ behavior, health, and ability to learn. By utilizing trauma- informed pedagogy, teachers can help children who have experienced trauma build resiliency. To determine if pre-service teachers are being trained in trauma-informed pedagogy, a systematic review of state-level teacher competency policies from all 50 states and Washington, D.C. was conducted. These teacher competencies were coded for the presence of elements of trauma-informed pedagogy. The review has shown that five states require teacher training in trauma-informed pedagogy and far more require training in individual elements, including social-emotional learning and cultural responsiveness.
Essay: "“Never The ‘Twain Shall Meet: Disorienting East And West In Teaching And Scholarship.", James Shields
Essay: "“Never The ‘Twain Shall Meet: Disorienting East And West In Teaching And Scholarship.", James Shields
Other Faculty Research and Publications
No abstract provided.