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Articles 1 - 10 of 10
Full-Text Articles in Education
Cooperating Teachers' Perceived Preparedness To Support Science Teacher Candidates For Culturally Sustaining Science Teaching, Keelan Purcell Lofaro
Cooperating Teachers' Perceived Preparedness To Support Science Teacher Candidates For Culturally Sustaining Science Teaching, Keelan Purcell Lofaro
Dissertations and Theses
In the United States, many communities face challenges that require science, technology, engineering, and math (STEM) solutions. Those communities most affected by these challenges often lack opportunities in school to use their funds of knowledge as they develop STEM literacies that would equip them to address these challenges. With new national science standards and increasingly diverse student demographics in classrooms across the United States, teacher educators must utilize strategies that prepare science teacher candidates, who are predominantly White, with pedagogies that can support diverse learners in expanding their STEM literacies from their funds of knowledge. The problem of practice guiding …
Using Virtual Reality And Web Conferencing Technologies: Exploring Alternatives For Microteaching In A Rural Region, Raymond A. Dixon, Cassidy Hall, Farjahan Shawon
Using Virtual Reality And Web Conferencing Technologies: Exploring Alternatives For Microteaching In A Rural Region, Raymond A. Dixon, Cassidy Hall, Farjahan Shawon
Northwest Journal of Teacher Education
Preservice teachers’ views of two types of technologies which provided realistic environments in which to practice microteaching are described: (1) TLE TeachLivE™ Lab, a virtual reality environment that employs avatars as students in a virtual classroom, and (2) web conferencing technology to synchronously teach students in remotely located classrooms. Preservice teachers opined that each technology offers a relatively realistic environment that allows them to interact with virtual and real students. Microteaching through these technologies increases their self-confidence and provided a safe, non-threatening environment for them to reflect on their practice. We concluded these emerging technologies can provide viable alternatives to …
Preparing Teacher Candidates To Collaborate With Families And Communities: Standards, Research, And Practice, Karen S. Buchanan, Thomas D. Buchanan
Preparing Teacher Candidates To Collaborate With Families And Communities: Standards, Research, And Practice, Karen S. Buchanan, Thomas D. Buchanan
Northwest Journal of Teacher Education
Preparing teacher candidates to engage with family and community in ways that align with the reality of today’s classroom is a critically important aspect of fostering student academic success and well-being. This paper examines how a set of professional preparation standards, the teacher preparation literature, and a qualitative inquiry into the practices and challenges of kindergarten teachers working with family and community converge to inform the work of teacher educators. Implications of these three sources of expert knowledge are instructive for teacher educator practice. Implications for the preparation of teacher candidates around family/community engagement include: the shaping of teacher candidate …
The Relationship Between A University-Based Mentorship Program And First-Year Teachers’ Performance, Alicia C. Stapp, Laura F. Prior, Catherine Harmon
The Relationship Between A University-Based Mentorship Program And First-Year Teachers’ Performance, Alicia C. Stapp, Laura F. Prior, Catherine Harmon
Northwest Journal of Teacher Education
Teacher attrition affects both the stability and quality of schools. Nearly 24% of teachers leave after one year, 33% leave after three years, and 40-50% leave within their first five years (Geiger & Pivovarova, 2018). Effective mentorship programs can effectively assist teachers in overcoming the challenges that lead to resignation. This study implemented a teacher mentorship program where the mentor was a teacher educator who had worked with the mentees in their undergraduate program. Utilizing a qualitative approach, the study examined first-year teachers’ performance through monthly field observations, interviews, and self-reflections. Themes emerged that are critical to a first-year teacher’s …
The Impact Of Attending An Equity-Based Conference On One Teacher Educator: Five Pedagogical Changes Of Practice, Rebecca Smith
The Impact Of Attending An Equity-Based Conference On One Teacher Educator: Five Pedagogical Changes Of Practice, Rebecca Smith
Northwest Journal of Teacher Education
This article is a reflective overview of five pedagogical practice changes that one teacher educator made after attending a multicultural education conference. The article integrates current research to highlight the educational benefits of innovative, equity-based instructional strategies. The pedagogical changes are explored through the theoretical lens of culturally relevant pedagogy (Ladson-Billings, 1995; Gay, 2010) and culturally sustaining pedagogy (Paris & Alim, 2017) and include: diversifying curriculum, engaging with community partners, collaborating with K-12 practitioners, innovative technology, and self-reflection.
Administrators' Insights Into The Preparation And Performance Of New Teachers, Sarah J. Kaka, Jennifer A. Tygret
Administrators' Insights Into The Preparation And Performance Of New Teachers, Sarah J. Kaka, Jennifer A. Tygret
Northwest Journal of Teacher Education
There are few studies that focus on the perceptions and experiences of school administrators toward new teachers; however, understanding of both are required for accreditation. Furthermore, the school administrators’ perceptions of the training, as well as teachers’ performance and impact on student learning during their first years of teaching is vital to determine how new teachers are performing in the classroom. This case study explored these perceptions and three main themes emerged: Indicators of New Teacher Effectiveness, Evidence of Impact on Student Learning, and Identified Areas for Growth. Insight for understanding ways to improve teacher preparation are included.
Field Experiences In Literacy Teacher Preparation: A Snapshot Of Current Practices, Laurie A. Sharp, Rebekah Piper, Roberta D. Raymond
Field Experiences In Literacy Teacher Preparation: A Snapshot Of Current Practices, Laurie A. Sharp, Rebekah Piper, Roberta D. Raymond
Northwest Journal of Teacher Education
This qualitative study used social constructivism as a theoretical lens to examine ways in which literacy teacher educators incorporate field experiences during literacy coursework. A cross-sectional survey was distributed among literacy teacher educators affiliated with teacher preparation programs located in a single Southern state. Responses related to field experiences were retrieved from 42 surveys and analyzed with two cycles of coding. Findings indicated that preservice teachers completed a range of field experiences prior to student teaching that involved observing literacy instruction and leading literacy instruction with individual students and small groups of students. Incongruences between reported field experiences and recommendations …
Supporting Clinical Practice Through Rehearsals, Lubna Javeed
Supporting Clinical Practice Through Rehearsals, Lubna Javeed
Northwest Journal of Teacher Education
Rehearsing is a form of pedagogy in teacher education to prepare pre-service teachers with instructional practices before live enactments in a classroom. This qualitative study used grounded theory to explore how rehearsals impacted five elementary literacy courses in a university teacher education program. Data comprised of prolonged observations, video recordings of rehearsals, and surveys. The process of coding and re-coding resulted in findings that reflect rehearsing provided Teacher Candidates with confidence with lesson presentation, improved understanding of literacy content, and understand how to make in-the-moment instructional decisions.
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
Northwest Journal of Teacher Education
Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices.
Pre-Service Educators' Understanding And Perceptions Of Asd Before And After Reading Asd Narrative Fiction, Brenda L. Barrio, Jane E. Kelley, Teresa Cardon
Pre-Service Educators' Understanding And Perceptions Of Asd Before And After Reading Asd Narrative Fiction, Brenda L. Barrio, Jane E. Kelley, Teresa Cardon
Northwest Journal of Teacher Education
Pre-service teachers and other educators are expected to understand and teach students from diverse backgrounds and varying abilities. One group that is growing in all classrooms across the U.S. are students with autism spectrum disorder (ASD). As such, it is essential that teacher preparation programs prepare pre-service teachers and educators to teach students with ASD. The purpose of the research was to examine the effects of pre-service teachers understanding and perceptions about ASD before and after reading young adult literature about characters with ASD. Results of parallel mixed-method research showed an increase of positive attitudes of pre-service teachers and educators' …