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Articles 1 - 30 of 2008
Full-Text Articles in Education
Elementary Science Teacher Self-Efficacy In The Context Of Ngss-Aligned Curriculum Enactment: An Explanatory Sequential Mixed Methods Study, Wesley P. Sliger
Elementary Science Teacher Self-Efficacy In The Context Of Ngss-Aligned Curriculum Enactment: An Explanatory Sequential Mixed Methods Study, Wesley P. Sliger
Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–
A confluence of circumstances in educational policy and teacher preparation have placed a low priority on elementary science teacher preparation. Historically, a lack of elementary science teachers’ subject matter knowledge and pedagogical knowledge has negatively impacted science teaching self-efficacy, which is linked to many teacher and student outcomes. Meanwhile, the past decade has ushered in the Next Generation Science Standards (NGSS) and the modern era of reform-based science teaching. The emergence of self-proclaimed NGSS-aligned resources has outpaced academic examination regarding professional development (PD), curriculum implementation, and curriculum enactment. The purpose of this study was to use social cognitive theory to …
Leavers And Movers: Turnover Of Music Teachers In Nebraska, Christian G. Schuerman
Leavers And Movers: Turnover Of Music Teachers In Nebraska, Christian G. Schuerman
Glenn Korff School of Music: Dissertations, Theses, Student Creative Work, and Performance
The purpose of this study was to determine if the rates of music teachers leaving the teaching profession and changing schools were significantly different than those of teachers of other content areas in the state of Nebraska. This study used data from the previous nine years of the Nebraska Department of Education’s Education Directory in order to find results for the entire population. Results indicated that music teachers leave the profession at similar rates as teachers of other content areas, but move schools at significantly higher rates.
Advisor: Robert H. Woody
Influence Of The Work Environment On Workplace Learning Of Undergraduate Engineering Interns, Yashin Brijmohan
Influence Of The Work Environment On Workplace Learning Of Undergraduate Engineering Interns, Yashin Brijmohan
Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–
Internships are an impactful form of workplace learning that helps undergraduate engineering students acquire and enhance competencies to improve their employability. However, the nuances about what makes an internship successful are not well understood. Furthermore, learning during engineering internships has not been thoroughly researched. Previous literature has mostly focused on internship outcomes, and there is little discussion on how to improve internship experiences to achieve the expected outcomes. Thus, this qualitative study explored the workplace learning environment of internships and how engineering undergraduate students engaged with workplace learning. The study has produced a comprehensive framework that illustrates important factors in …
Computable Species Descriptions And Nanopublications: Applying Ontology-Based Technologies To Dung Beetles (Coleoptera, Scarabaeinae), Giulio Montanaro, James P. Balhoff, Jennifer C. Girón, Max Söderholm, Sergei Tarasov
Computable Species Descriptions And Nanopublications: Applying Ontology-Based Technologies To Dung Beetles (Coleoptera, Scarabaeinae), Giulio Montanaro, James P. Balhoff, Jennifer C. Girón, Max Söderholm, Sergei Tarasov
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
Taxonomy has long struggled with analysing vast amounts of phenotypic data due to computational and accessibility challenges. Ontology-based technologies provide a framework for modelling semantic phenotypes that are understandable by computers and compliant with FAIR principles. In this paper, we explore the use of Phenoscript, an emerging language designed for creating semantic phenotypes, to produce computable species descriptions. Our case study centers on the application of this approach to dung beetles (Coleoptera, Scarabaeinae).
Plas 439: Organic Farming And Food Systems Faculty-Led Inquiry Into Reflective Scholarly Teaching Benchmark Portfolio, Christian Stephenson
Plas 439: Organic Farming And Food Systems Faculty-Led Inquiry Into Reflective Scholarly Teaching Benchmark Portfolio, Christian Stephenson
UNL Faculty Course Portfolios
Organic Farming and Food Systems is a senior and graduate level course for students in the Department of Agronomy and Horticulture. This course was previously offered but has been significantly modified as I have taken on responsibility for the course. Goals for the course include student comprehension of the methods of organic and regenerative farming and the impacts of those methods on economic, environmental, and social sustainability. An additional goal is to build student competency in the evaluation of primary, secondary, and tertiary information resources and critical thinking surrounding issues in food production. Assessment for the course was through diverse …
A Peer Review Benchmark Portfolio For Architectural Design Studio: Situate, Matthew Miller
A Peer Review Benchmark Portfolio For Architectural Design Studio: Situate, Matthew Miller
UNL Faculty Course Portfolios
This portfolio examines a third-year architectural design studio that emphasizes the development of designs that consider site and context. As part of a four-year sequence to gaining a Bachelor of Science in Design, this studio takes on a critical discourse of the impact designs may have on the environments they inhabit, the community of people that they interact with, and the cultures and practices followed within a region. This research examined how different modes of teaching could help with building narratives and identifying the measurable impact a design would have on its environment, community, and culture through repetition of verbal …
Vmed 531: Introduction To Animal Welfare A Faculty-Led Inquiry Into Reflective Scholarly Teaching Benchmark Portfolio, Amy Walton
UNL Faculty Course Portfolios
This benchmark portfolio documents course design, student learning, and reflection of teaching methods for VMED 531 Introduction to Animal Welfare. This one credit hour course provides an overview of animal welfare topics and assessment through a veterinary medical lens. Participants are first year veterinary students that have been accepted into Professional Program of Veterinary Medicine (PPVM). This course creates a foundational knowledge base regarding animal welfare topics and fosters critical thinking with how veterinary treatments, surgeries, and animal-use practices influence animal welfare. The ability to utilize critical thinking skills and science-based evidence to create a sound solution is essential regarding …
Coarse-Work: An Investigation Into The Impact Of Materiality In The Interior Educational Setting, Isabel G. Robb
Coarse-Work: An Investigation Into The Impact Of Materiality In The Interior Educational Setting, Isabel G. Robb
Honors Theses
Education design in modern suburban America curates learning environments that are cold and impersonal, being used more as a place to keep youth during the day than as a place where they can truly learn about and understand the world around them. This learning environment does not suit all students, especially those with learning disabilities, and it leaves little room for flexibility in classroom usage.
Focusing on creating a learning environment where all students feel welcome and are able to effectively learn, this projective design research project aims to provide a comprehensive intervention through the built environment and interior design, …
A Little Loud And A Little Alone: A Phenomenology Of Leadership Identity Construction Among Women In Higher Education Technology, Amy Barry
Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research
This qualitative study is an exploration of how women in higher education information technology (IT) positions navigate constructing their leadership identities. This includes the messy, personal, internal identity work that occurs prior to claiming their leadership identities on the public stage, followed by an examination of what the experience of attempting to claim and negotiate a leadership identity is like in the social context of their organizations. This educational and sociological study employs an Interpretative Phenomenological Analysis approach with a series of three interviews per participant that allowed the researcher to deeply explore the personal identity experiences of participants. Findings …
Undergraduate Instruction In Plant Pathology: In-Class Group Activities Improve Teamwork Skills In Semester-Long Projects, Teddy Garcia-Aroca
Undergraduate Instruction In Plant Pathology: In-Class Group Activities Improve Teamwork Skills In Semester-Long Projects, Teddy Garcia-Aroca
UNL Faculty Course Portfolios
PLPT 210: Plant Pathogens and Disease is an introductory-level undergraduate course offered by the Department of Plant Pathology at University of Nebraska-Lincoln. The course covers the basic principles of plant pathology, fundamental aspects of pathogen biology, and common management strategies. The course is offered every spring, and the enrollment is ~40 students per semester. Most students enrolled in the course are sophomores, juniors, to a lesser extent seniors from the Agronomy and Horticulture majors, Plant and Landscapes Systems, and Environmental Sciences. The course consists of lectures and in-class activities, and students are evaluated through quizzes, individual and in-group homework assignments, …
Integrated Stem Professional Development: Utilizing Best Practices In An Online Format, Sarah Haines, Sumreen Asim, Jeanna R. Wieselmann, Deepika Menon
Integrated Stem Professional Development: Utilizing Best Practices In An Online Format, Sarah Haines, Sumreen Asim, Jeanna R. Wieselmann, Deepika Menon
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Online professional development (PD) can reach teachers from widespread areas. Here, we describe PD activities that are part of a project focused on integrated science, technology, engineering, and mathematics (iSTEM) teaching self-efficacy and effectiveness among early-career elementary teachers. Toward our objective of building a community of elementary teachers focused on improving their iSTEM teaching, we are conducting online PD institutes over four summers. These PD institutes are designed using Desimone’s five critical features of effective PD: content focus, active learning, coherence, duration, and collective participation. Our institutes engage teachers in an initial synchronous online session, which is followed by independent …
Integrated Stem Professional Development: Utilizing Best Practices In An Online Format, Sarah Haines, Sumreen Asim, Deepika Menon, Jeanna Wieselmann
Integrated Stem Professional Development: Utilizing Best Practices In An Online Format, Sarah Haines, Sumreen Asim, Deepika Menon, Jeanna Wieselmann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Summary
• STEM Career focus
o Children’s literature integration
o Resources shared on Canvas Site
o Vicarious experiences--classroom video
• Engineering o Modeling of integrated STEM lessons with participants
o Observe STEM lessons with STEM OP debrief
• Lessonplandesignandfeedback
Course Portfolio For Biochemistry 1: Structure And Metabolism (Bioc431), Didier Mena
Course Portfolio For Biochemistry 1: Structure And Metabolism (Bioc431), Didier Mena
UNL Faculty Course Portfolios
This benchmark portfolio encapsulates a comprehensive exploration aimed at enhancing the educational landscape of the BIOC431 course, a part of the general biochemistry course series (431 and 432). These courses are designed to offer a general introduction to the structure and function of cells in the body, along with their chemical reactions. Specifically, BIOC431 focuses on the structure, function, and metabolism of proteins, lipids, carbohydrates, and other major metabolic pathways. The three primary objectives addressed in this portfolio were the reevaluation of learning objectives, reassessment of assessment methods, and documentation of effective classroom strategies. Through background design, the learning objectives …
Converting Mass And Energy Balance Chemical Engineering Concepts Into Fundamentals Of Environmental Engineering (Enve 210), Kaycie Lane
UNL Faculty Course Portfolios
This evaluation of teaching examined the Fall 2023 semester of ENVE 210: Fundamentals of Environmental Engineering. The purpose of this study was to change the format of the class from a lecture-based to a flipped classroom approach through the use of pre-lectures, in-class problem sets and group work activities. In addition, this study aimed to better adapt chemical engineering textbook content related to mass and energy balances to environmental engineering by creating new environmental engineering specific and sustainable development problems. The study learning outcomes proved difficult to implement and evaluate in a hybrid distance learning class and will require future …
A Meta-Synthesis Of The Literature On Science And Engineering Teaching Self-Efficacy: Current Gaps And Future Research Directions, Deepika Menon, Jeanna R. Wieselmann, Sarah Haines, Sumreen Asim
A Meta-Synthesis Of The Literature On Science And Engineering Teaching Self-Efficacy: Current Gaps And Future Research Directions, Deepika Menon, Jeanna R. Wieselmann, Sarah Haines, Sumreen Asim
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Self-efficacy is a topic of great interest in elementary preservice and inservice teacher education given that elementary teachers often have low self-efficacy for STEM teaching. In this article, we synthesize the existing literature on science and engineering teaching self-efficacy to (1) explore trends in science and engineering teaching self-efficacy research, (2) identify current gaps that exist in the literature, and (3) propose a visual model to provide future direction in research. Utilizing a qualitative meta-synthesis, we analyzed 88 articles focused on science and engineering teaching self-efficacy. Of these articles, 66 studied preservice teachers, 21 studied inservice teachers, and one included …
That’S Not In My Position Description: A Discourse Analysis Of Sbae Migratory Context, Becky Haddad, Jonathan Velez, Josh Stewart, Haden Botkin
That’S Not In My Position Description: A Discourse Analysis Of Sbae Migratory Context, Becky Haddad, Jonathan Velez, Josh Stewart, Haden Botkin
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
While the choice to move to a new school is personal, many play a role in justifying that choice for the mobile teacher. These justifiers—or influencers—make up the socializing network for teachers (in this case, SBAE teachers) in new settings. Our study outlined how mobile SBAE teachers rationalize the choice to change schools and validate career moves. We used a positioning theory approach to discourse to give migrators (teachers who change schools) and influencers a voice. Positioning theory allowed us to situate migrators as they reflected on their choice to change school districts, and influencers as they recounted their …
Measuring Mobility: A Quantitative Description Of Sbae Teacher Mobility In Minnesota, Becky Haddad, Lavyne L. Rada, Amy R. Smith
Measuring Mobility: A Quantitative Description Of Sbae Teacher Mobility In Minnesota, Becky Haddad, Lavyne L. Rada, Amy R. Smith
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
Considerations around teacher attrition, supply and demand, and retention are incomplete without including teacher mobility. The problem, as it currently stands, finds SBAE ill-equipped, at the professional level, to support mobile teachers. Providing support, however, starts with understanding the population; in this case, mobile teachers. The purpose of our study was to quantitatively describe teacher mobility in [State] over the last 20 years (1999-2021). To describe SBAE teacher mobility in our state, we utilized teacher retention data compiled from state teacher directories over the last 20 years (1999-2021). We corroborated previous findings noting heightened attrition after year one in a …
English 890: Advanced Research Methods, A First Benchmark Portfolio, Janel Simons
English 890: Advanced Research Methods, A First Benchmark Portfolio, Janel Simons
UNL Faculty Course Portfolios
In this benchmark portfolio, I reflect on course design and student learning in a course I teach for incoming Master's students in the English department, ENGL 890: Advanced Research Methods. ENGL 890 is a mini-session course intended to introduce students to various aspects of managing graduate-level research within the discipline of English studies. In this portfolio, I discuss the learning outcomes and goals for the course, highlight some of the assessments I use, reflect on student learning throughout the course, and articulate changes that might improve student learning in future iterations of the course. Given the overarching goals of this …
Methodologizing Transnationality: Relational Writing As Collective Inquiry, Sun Young Lee, Minhye Son, Taeyeon Kim, Jin Kyeong Jung, Soo Bin Jang
Methodologizing Transnationality: Relational Writing As Collective Inquiry, Sun Young Lee, Minhye Son, Taeyeon Kim, Jin Kyeong Jung, Soo Bin Jang
Department of Educational Administration: Faculty Publications
How can we take transnationality as a space of in-betweenness to generate new possibilities, moving beyond geographically bounded spans between countries? This article presents five authors’ collective inquiry on transnational positionalities, which we practiced through the relational, transformative, and reflective writing of the self in a community space. We staged the collaborative writing into two processes: the emergent process of thematic writing and the relay writing. Interweaving “I” and “we” voices that cannot be captured through categorical thinking, our collaborative quest resists normative identity politics, proposing writing as a method of collective inquiry for the nuanced understanding of the transnationality …
Investigating Preservice Secondary Teachers’ Understanding And Enactment Of The Standards‑Based Practices During Microteaching, Deepika Menon, Diana S. Chang, Rosetta W. Ngugi
Investigating Preservice Secondary Teachers’ Understanding And Enactment Of The Standards‑Based Practices During Microteaching, Deepika Menon, Diana S. Chang, Rosetta W. Ngugi
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Reform efforts in K–12 science education have been gaining pace ever since the introduction of the Next Generation Science Standards (NGSS). The new vision calls for reconsidering teacher preparation programs to prepare future teachers who are confident and competent in delivering NGSS-based instruction. This study investigated the development of 27 preservice secondary science and mathematics teachers’ (PSTs’) knowledge and skills as they understand, interpret, and implement the NGSS, particularly science and engineering practices (SEPs), within the context of microteaching during a STEM methods course. Primary data sources include 12 videos of 40-minute-long microteaching lessons, self-reflections, semistructured and focus-group interviews, and …
A Science Teacher’S Experiences When Fostering Intercultural Competence Among Students In Multilingual Classrooms: A Narrative Study, Uma Ganesan, Amanda R. Morales
A Science Teacher’S Experiences When Fostering Intercultural Competence Among Students In Multilingual Classrooms: A Narrative Study, Uma Ganesan, Amanda R. Morales
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Increased globalization of the world economy, growth in human migration, and rapid devel-opments in science and technology have required people to develop intercultural commu-nication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering collaborative discourse among students with diverse cultural and linguistic repertoires and building in-tercultural competence among students is a common blind spot in Science, Technology, Engineering, and Mathematics teacher praxis. This can inhibit efforts to cultivate safe and supportive learning environments for all students and can ultimately threaten multilingual student success. As part of a larger …
Navigating Emotional Discomfort In Developing Equity-Driven School Leaders: A Conceptual-Pedagogical Framework, Taeyeon Kim, James Wright
Navigating Emotional Discomfort In Developing Equity-Driven School Leaders: A Conceptual-Pedagogical Framework, Taeyeon Kim, James Wright
Department of Educational Administration: Faculty Publications
Abstract
Background: Given that K–12 schools necessitate leaders who can advance equity and justice, preparation programs in higher education institutions have prioritized the development of eq-uity-oriented school leaders. However, there has been relatively limited exploration of peda-gogical approaches that equip educational leaders to navigate adverse emotional responses and utilize their discomforting emotions as a source of transformation toward equity-oriented principles. When negative emotions are suppressed and/or unexplored within leadership de-velopment programs, adult learners will likely miss crucial opportunities for personal growth and transformative change.
Purpose: This theoretical article aims to enhance and expand existing scholarship on the ped-agogies …
Researching Teacher Self-Efficacy: Linking Self-Efficacy To Teacher Effectiveness, Persistence And Retention, Sarah Haines, Deepika Menon, Jeanna R. Wieselmann, Sumreen Asim
Researching Teacher Self-Efficacy: Linking Self-Efficacy To Teacher Effectiveness, Persistence And Retention, Sarah Haines, Deepika Menon, Jeanna R. Wieselmann, Sumreen Asim
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Introduction
Self-efficacy is an important construct in teacher education. Applied to teacher education, self-efficacy is a key variable that influences preservice teachers’ beliefs within teacher preparation programs, which further influences teacher effectiveness, persistence, and retention in the field. In this poster, we propose a model, guided by the prior literature, with the goal of generating a set of recommendations and guidelines for researchers working in the field of self-efficacy.
Science Teachers’ Initial Use Of Ngss Science Practices In Diverse Classrooms, Amy Tankersley, Elizabeth Hasseler, Elizabeth B. Lewis, Lyrica Lucas, Brandon Helding
Science Teachers’ Initial Use Of Ngss Science Practices In Diverse Classrooms, Amy Tankersley, Elizabeth Hasseler, Elizabeth B. Lewis, Lyrica Lucas, Brandon Helding
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In the landscape of U.S. education, the widespread adoption of the Next Generation Science Standards (NGSS) offers a unique vantage point for researchers to better understand teacher-, school- and classroom-level factors that advance reform initiatives in science classrooms. Addressing a gap in current knowledge, our study probes how secondary science teachers implement one dimension of NGSS - the science practices (SPs). Our data collection encompasses teacher interviews and meticulous observations of science lessons, coded for NGSS science practices (SPs) and inquiry-based teaching. Embracing a methodologically rich approach, our study employs both qualitative and quantitative data collection and analysis. Quantitatively, we …
Mentoring Student Teachers For Ambitious And Inclusive Science Teaching, Elizabeth B. Lewis, Elizabeth Hasseler, Karen Covil, Amy Tankersley, Susan Frack
Mentoring Student Teachers For Ambitious And Inclusive Science Teaching, Elizabeth B. Lewis, Elizabeth Hasseler, Karen Covil, Amy Tankersley, Susan Frack
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Introduction: TPP Problem of Practice
Preparing Science Teachers for Teaching in Culturally Diverse Schools ● National average of 70% higher science teacher turnover in Title I versus non-Title I schools (Carver-Thomas & Darling-Hammond, 2017). ● Mismatch between teacher and student demographics; national teacher workforce is overwhelmingly white (and female) and a student population that has become increasingly racially and ethnically diverse. ● Longer, supervised teacher preparation internships have been linked to higher retention rates of new teachers (Carver-Thomas & Darling-Hammond, 2017), but… with more science teachers retiring, there are also fewer master science teachers to mentor preservice teachers.
Context: Our …
Initial Growth Of Inclusive Knowledge And Leadership Practices By Science Education Teacher-Leaders, Elizabeth B. Lewis, Elizabeth Hasseler, Rachel Benzoni, Gina S. Matkin
Initial Growth Of Inclusive Knowledge And Leadership Practices By Science Education Teacher-Leaders, Elizabeth B. Lewis, Elizabeth Hasseler, Rachel Benzoni, Gina S. Matkin
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Introduction & Rationale for Study
● Science teachers are integral to the success of science education reform. ● Science education needs leaders from all parts of the field and system. ● However, science teachers have not been well-positioned for leadership.
Grant-funded Project & Study Focus
Project Phases, Objectives, & Timeline
Conceptual Framework
ACESSE Framework for Equitable Science Learning
Literature Review
Methodology: Approach, Research Question, & Participants, Data Sources & Analytic Methods
Noyce MTFs’ Science Teaching Experience & Certifications
MTFs’ School and District Demographics
Summary of MTFs’ Most Common Leadership Activities
Research Instrument and Analytic Lens
Cohort 1 & 2 Baseline …
Collaborative Aesthetic Experiences And Teacher Learners: Arts-Practice Research In A Teacher Education Classroom, Theresa A. Catalano, Inoussa Malgoubri, Jennifer Bockerman, Hector Palala Martínez, Mackayla Kelsey, Leonardo Brandolini, Ilia Shcherbakov
Collaborative Aesthetic Experiences And Teacher Learners: Arts-Practice Research In A Teacher Education Classroom, Theresa A. Catalano, Inoussa Malgoubri, Jennifer Bockerman, Hector Palala Martínez, Mackayla Kelsey, Leonardo Brandolini, Ilia Shcherbakov
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This paper explores the experiences of six teacher learners and one teacher educator in a graduate course on aesthetic education at a Midwestern university in the U.S. Using collective autoethnography and arts-practice research, the researcher/participants examine how aesthetic experiences were activated in the learning environment and how this activation supported the development of transformational rethinking that led to the changing of formed habits of teaching. Findings reveal how aesthetic teacher education can be therapeutic, aid in building connections between the teacher and students (and among students), inspire wonder and discovery, facilitate the valuing and including of cultural and linguistic backgrounds …
Currere As Contemporary Art: Weaving Creative Research, Purposeful Vulnerability, And Poetic Expression To Nurture Teacher Self-Knowledge, Kimberley D'Adamo
Currere As Contemporary Art: Weaving Creative Research, Purposeful Vulnerability, And Poetic Expression To Nurture Teacher Self-Knowledge, Kimberley D'Adamo
Kimberley D'Adamo: Publications, Art, and Other Scholarly Works
Statement, first paragraph:
Pinar’s currere process offers educators supports for engaging in honest self-reflection to develop liberatory practices and tools to facilitate purposeful vulnerability. Currere scaffolds a transformative journey, enabling educators to explore their educational past, interpret it in their current context, and use those personal and pedagogical insights to envision alternative educational futures. In many ways, currere is about identifying and developing one’s own authentic voice, which appeals to me as both an educator and artist.
Exploring Teacher Leadership’S Effect On Teacher Burnout: Does School Rurality Make A Difference?, Jiangang Xia, Sam Butler
Exploring Teacher Leadership’S Effect On Teacher Burnout: Does School Rurality Make A Difference?, Jiangang Xia, Sam Butler
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In literature, both teacher leadership and teacher burnout have been heavily studied. However, it is unknown to what extent teacher leadership makes a difference in teacher burnout, and whether school rurality makes a difference in between. This study fills the research gaps by conceptualising teacher leadership from both instructional and non-instructional dimensions and applying a quantitative method to large-scale national data. Findings revealed that (a) rural teachers presented higher levels of teacher leadership practices; (b) rural and non-rural teachers presented the same levels of burnout; and (c) both instructional and noninstructional dimensions of teacher leadership practices helped reduce teacher burnout …
Understanding The Impact Of Pedagogical Changes In An Honors Activism Course: A Case Study, Aaron Peeksmease
Understanding The Impact Of Pedagogical Changes In An Honors Activism Course: A Case Study, Aaron Peeksmease
UNL Faculty Course Portfolios
The purpose of this portfolio is to document learning outcomes after initiating three pedagogical changes in an Honors Sociology of Activism course taught at UNL in both the Fall of 2022 and Fall of 2023. The first change was to provide students with prior student work of an assignment to see if student performance on the assignment improved. Findings indicated that providing examples of previous student work did not raise grades on the overall assignment, but did result in stronger projects for that one aspect of the overall assignment. The second change examined the impact of introducing reading quizzes and …