Open Access. Powered by Scholars. Published by Universities.®
- Publication
- Publication Type
Articles 1 - 14 of 14
Full-Text Articles in Education
Enhancing Hbcu Teacher Education Experience Through Authentic University-School Partnerships, Valeisha Ellis, Patricia Jenkins, Tiffany D. Pogue
Enhancing Hbcu Teacher Education Experience Through Authentic University-School Partnerships, Valeisha Ellis, Patricia Jenkins, Tiffany D. Pogue
Georgia Educational Researcher
This mixed-methods study sought to examine teacher education candidates’ practice-based field experiences and relationships with a Historically Black College and University (HBCU) and an urban P-12 school. As informed by the Networked Improvement Community (NIC) and Plan-Do-Study-Act (PDSA) conceptual frameworks, the three phases of data collection indicated highly favorable results of desired objectives for an innovative, authentic field experience for local pre-service teacher candidates and P-12 partners. The study also evidences a positive effect on students’ achievement as a result of this field experience. Recommendations for future research, education preparation programs, and building partnerships with P-12 schools are discussed.
Promoting This We Believe And The Amle Standards With Teacher Candidates, Amanda Wall
Promoting This We Believe And The Amle Standards With Teacher Candidates, Amanda Wall
Current Issues in Middle Level Education
This article describes approaches to integrating This We Believe and the Association for Middle Level Education Standards into a middle grades course.
Supporting Middle Grades Teacher Candidates In Becoming Culturally Competent, Nathan Carnes
Supporting Middle Grades Teacher Candidates In Becoming Culturally Competent, Nathan Carnes
Current Issues in Middle Level Education
The author describes practices to support middle grades teacher candidates' becoming culturally competent.
Keynote. Motivation: Theory Into Practice, David Vawter
Keynote. Motivation: Theory Into Practice, David Vawter
Current Issues in Middle Level Education
This paper is based on Dr. Vawter's keynote address at the Southeast Professors of Middle Level Education Symposium.
Collaboration In The Middle: Middle Grades To Higher Education Promoting, Advocating, Igniting Support For Middle Schools, Bridget Coleman, Nancy B. Ruppert
Collaboration In The Middle: Middle Grades To Higher Education Promoting, Advocating, Igniting Support For Middle Schools, Bridget Coleman, Nancy B. Ruppert
Current Issues in Middle Level Education
The authors provide an overview of the Southeast Professors of Middle Level Education Symposium, which was held in Greenville, SC, May 17-18, 2018. This is the introduction to the proceedings from the Symposium.
Encouraging Teacher Candidates To Cultivate Habits Of Reflection, Amanda Wall
Encouraging Teacher Candidates To Cultivate Habits Of Reflection, Amanda Wall
Becoming: Journal of the Georgia Association for Middle Level Education
The conceptual framework for the College of Education at Georgia Southern University is: Reflective Practitioners for a Diverse World. Three of the five Middle Level Teacher Preparation Standards from the Association of Middle Level Education (AMLE, 2012) also specify reflection as a habit. Standard 5 on Middle Level Professional Roles, for example, states: “Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals.” In order for teacher candidates to become reflective, they need multiple opportunities to engage in reflection.
Voices From The Field, Lina B. Soares
Voices From The Field, Lina B. Soares
Georgia Educational Researcher
This research study sought to determine the impact from participation in a practicum field experience on teacher candidates’ perceived professional dispositions for effective teaching. A further intent was to describe what teacher candidates perceived to be the necessary professional dispositions for effective teaching as they reflected on their experiences in their particular preparation contexts. A mixed-methods sequential explanatory design was used to examine and understand the development of dispositions from pre-service teachers’ perspectives. The participants consisted of seventeen middle grade undergraduate students who completed over 200 hours of field experience while attending a mid-size university in the Southeastern region of …
Developing The Whole Teacher: A Phenomenological Case Study Of Student Teachers' Emotional Experiences In One Teacher Education Program, Kathleen M. Crawford
Developing The Whole Teacher: A Phenomenological Case Study Of Student Teachers' Emotional Experiences In One Teacher Education Program, Kathleen M. Crawford
Electronic Theses and Dissertations
Student teaching serves as the culminating field experience in the majority of teacher education programs, and studies have revealed the need to investigate the connection between pre-service teachers and the emotions they experience, express, and manage. Therefore, the overarching purpose of this phenomenological case study was to examine how one Early Childhood (PreK-5th) Education Program addressed and prepared teachers for the emotional dimensions of teaching, as well as to examine the emotional experiences of the student teachers. The results of this study revealed the need for teacher education programs to amend the ways in which they prepare pre-service …
Perceptions Of Preservice Teachers’ E-Portfolios For Hiring Decisions, Molly Zhou, Marilyn M. Helms
Perceptions Of Preservice Teachers’ E-Portfolios For Hiring Decisions, Molly Zhou, Marilyn M. Helms
Georgia Educational Researcher
Preservice teachers often build E-portfolios of their work prior to graduation, but their use beyond the college classroom is not clear. To identify if E-portfolios are used during the teacher hiring process, 170 administrators from 84 (K-12) schools in eight North Georgia districts were surveyed regarding their use of E-portfolio materials. Based on the mixed methods used, E-portfolios were not strongly favored for use in decision-making. To increase their usefulness, preservice teachers should actively provide access to artifacts valued by potential employers including certification documents, classroom management plans, evidence of work with Individualized Educational Plan (IEP) students, ability to work …
Special Educators Describe The Critical Mass Of Co-Teaching, Cynthia T. Shamberger, Kendra W. Henriques
Special Educators Describe The Critical Mass Of Co-Teaching, Cynthia T. Shamberger, Kendra W. Henriques
Georgia Educational Research Association Conference
Co-teaching is an instructional approach usually initiated by school administrators to help general and special education teachers who share a single classroom to ensure students with disabilities have access to the general curriculum. Although research regarding co-teaching is still in need of further development in some areas such as student achievement, co-teaching has increasingly grown in popularity as an option for addressing the multiple needs of diverse learners, including students with disabilities. Some school professionals and researchers who are proponents of this instructional delivery model believe that, "At the core of co-teaching is determining what instructional techniques will be most …
Paper 4: Do You See What I See? Deepening Teachers’ Understanding Of Linear Equations Through Student Interviews, Tamara Pearson, Kelli Nipper, Catherine Matos
Paper 4: Do You See What I See? Deepening Teachers’ Understanding Of Linear Equations Through Student Interviews, Tamara Pearson, Kelli Nipper, Catherine Matos
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
Many teachers have trouble transitioning their students between natural recursive thinking about the data and algebraic notation for representing linear functions (Zazkis & Liljedahl, 2002).
In this study, we interviewed eighteen middle school students to see how they used prior instruction to think about a geometric pattern and construct its corresponding linear equation. All students
were given the same task to complete and were questioned about their thinking during the interview.
We found that the recording of pattern recognition plays a substantial part in helping students recognize and write explicit patterns. By having students decompose the total perimeter into how …
Do You See What I See? Deepening Teachers’ Understanding Of Linear Equations Through Student Interviews, Tamara Pearson, Kelli L. Nipper, Catherine Matos
Do You See What I See? Deepening Teachers’ Understanding Of Linear Equations Through Student Interviews, Tamara Pearson, Kelli L. Nipper, Catherine Matos
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Many teachers have trouble transitioning their students between natural recursive thinking about the data and algebraic notation for representing linear functions (Zazkis & Liljedahl, 2002).
In this study, we interviewed eighteen middle school students to see how they used prior instruction to think about a geometric pattern and construct its corresponding linear equation. All students
were given the same task to complete and were questioned about their thinking during the interview.
We found that the recording of pattern recognition plays a substantial part in helping students recognize and write explicit patterns. By having students decompose the total perimeter into how …
The Need To Teach Civility In Ece Classrooms, Michael Borders, Donna Borders
The Need To Teach Civility In Ece Classrooms, Michael Borders, Donna Borders
Interdisciplinary STEM Teaching & Learning Conference (2012-2019)
Methods for the teaching of civility to teacher education candidates—the why, what and how—are premised on the current societal need to emphasize altruistic behaviors. Survey results from 120 teacher candidates and 120 clinical supervisors within an eight- county Georgia area will be exhibited along with research literature reviews, lesson plans, and pre- and post-test data analyses.
Paper 2: The Mathematical Preparation Of Secondary School Teachers, Kelly W. Edenfield
Paper 2: The Mathematical Preparation Of Secondary School Teachers, Kelly W. Edenfield
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
In the summer of 2007, a group of doctoral students at the University of Georgia gathered to discuss the mathematical preparation of secondary teachers. The group used Mathematics for High School Teachers: An Advanced Perspective by Usiskin, Peressini, Marchisotto, and Stanley (2003) as the catalyst for the discussion. Participants agreed that future teachers need opportunities to examine high school and college mathematics differently from the way they had as students, with specific emphasis on connections, representations, and history. Features of this text that were highlighted in the discussions were the attention topics with commonly held misconceptions, the historical rationales and …