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Articles 1 - 30 of 34
Full-Text Articles in Education
Addressing Student Engagement During Covid-19: Secondary Stem Teachers Attend To The Affective Dimension Of Learner Needs, Tiffany Roman, Laurie Brantley-Dias, Michael Dias, Belinda Edwards
Addressing Student Engagement During Covid-19: Secondary Stem Teachers Attend To The Affective Dimension Of Learner Needs, Tiffany Roman, Laurie Brantley-Dias, Michael Dias, Belinda Edwards
Faculty and Research Publications
This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers’ attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement …
Everyone Matters: Eliminating Dehumanizing Practices In Physical Education, Brian Culp
Everyone Matters: Eliminating Dehumanizing Practices In Physical Education, Brian Culp
Faculty and Research Publications
Recently, discussions regarding how to create a positive school climate where all can be successful has come to the forefront. Healthy schools support student learning, well-being, time, space to be active, and opportunities for social and emotional growth. However, a host of numerous trends suggest that the school climate is becoming increasingly hostile towards students who are from immigrant, LBGTQ, and ethnic minority groups. What is often seen as disrespectful behavior toward these students is in fact actions that can be more accurately defined as dehumanization. This article overviews the practice of dehumanization, the implications for learning, and introduces proactive …
A Sociological View On Designing A Sustainable Online Community For K–12 Teachers: A Systematic Review, Dabae Lee, Jiyoon Jung, Suhkyung Shin, Anne Otternbreit-Leftwich, Krista Glazewski
A Sociological View On Designing A Sustainable Online Community For K–12 Teachers: A Systematic Review, Dabae Lee, Jiyoon Jung, Suhkyung Shin, Anne Otternbreit-Leftwich, Krista Glazewski
Faculty and Research Publications
As a way to support teachers’ professional development activities and build communities of practice for teachers, education researchers and practitioners have put considerable effort into building an online learning community for K–12 teachers to create a venue to facilitate teachers’ joint knowledge construction. However, a substantial number of such online communities have failed due to lack of participation of members. Therefore, it is critical to understand how to design a sustainable community that fulfills members’ needs and elicits active participation of members. In this literature review, we adopted a sociological framework to investigate how to create a sustainable online community. …
Performance Feedback In Teacher Preparation: Improving Preservice Teachers’ Use Of High Leverage Practices Through Mixed-Reality Simulation, Kate Zimmer, Melissa Driver, Patricia Alvarez Mchatton
Performance Feedback In Teacher Preparation: Improving Preservice Teachers’ Use Of High Leverage Practices Through Mixed-Reality Simulation, Kate Zimmer, Melissa Driver, Patricia Alvarez Mchatton
Faculty and Research Publications
Challenging classroom behaviors are a leading cause of beginning teachers’ stress and attrition. It has been a longstanding criticism that teacher preparation programs are not adequately providing preservice teachers with the proper strategies to help them deal with behavior problems effectively. This study examines the effects of performance feedback and deliberate practice using a mixed-reality simulation on preservice teachers’ use of high leverage practices. Simulators are well suited for training preservice teachers in high leverage practices because it allows for repeated practice and opportunities for performance feedback. Findings are presented from research on the use of performance feedback and deliberate …
Developing Kinesthetic Classrooms To Promote Active Learning, Brian Culp
Developing Kinesthetic Classrooms To Promote Active Learning, Brian Culp
Faculty and Research Publications
The use of kinesthetic movement in the classroom toward improving health and educational outcomes among youth has been a topic of discourse in recent years. School initiatives that have infused movement as part of the curriculum have shown to increase efficiency in learning, while decreasing stress and contributing to a positive classroom climate. One question that is worthy of exploration pertains to how future professionals in the fields of physical education and health can promote kinesthetic movement in schools and communities. This article discusses how a university kinesthetic classroom prepares future professionals to be advocates for school health using active …
Drawing On Metaphors Of Teaching To Elicit Reflexive Thinking, Harriett Bessette, Nita A. Paris
Drawing On Metaphors Of Teaching To Elicit Reflexive Thinking, Harriett Bessette, Nita A. Paris
Faculty and Research Publications
This paper describes the findings of a study that involved the generation of metaphors by practicing educators to promote reflexive thought, recognized today as one of the most viable and vigorous tools for troubling and influencing P-12 educational practice (Bolton, 2010). A total of 23 educators enrolled in an advanced graduate teacher education program beyond the masters level were first asked to construct a written (verbal) metaphor to depict their lived experiences as teachers and/or learners. Participants were then asked to create an original drawing to approximate their espoused metaphor. Educators’ drawings were analyzed for apparent features and traits as …
Collaborative Literacy Work In A High School: Enhancing Teacher Capacity For English Learner Instruction In The Mainstream, Felice Atesoglu Russell
Collaborative Literacy Work In A High School: Enhancing Teacher Capacity For English Learner Instruction In The Mainstream, Felice Atesoglu Russell
Faculty and Research Publications
As more English learners (ELs) are included in mainstream content classrooms at the secondary level, the need to understand how teachers collaborate to meet the particular instructional needs of ELs is essential. This paper presents findings from a qualitative case study that investigated the collaborative work that engaged a group of literacy teachers over the course of a school year in one culturally and linguistically diverse high school. The ongoing collaboration of the mainstream language arts teachers and English-as-a-second-language (ESL) teachers is examined, including the role of an EL facilitator/ESL teacher in supporting teacher professional learning and inclusion. The contributions …
Exploring Mathematics Methods Courses And Impacts For Prospective Teachers, Signe Kastberg, Wendy B. Sanchez, Andrew Tyminski, Alyson Lischka, Woong Lim
Exploring Mathematics Methods Courses And Impacts For Prospective Teachers, Signe Kastberg, Wendy B. Sanchez, Andrew Tyminski, Alyson Lischka, Woong Lim
Faculty and Research Publications
This working group continues to develop a research program and scholarly inquiry focused on the study of mathematics teacher educators' (MTEs') practices and their impacts on preservice teachers (PSTs). The research agenda contains two strands of inquiry exploring (1) empirical links between PSTs’ development and MTEs’ practices and (2) variation in MTEs’ practices and the evolution of methods course activities over time. Participants will discuss and dissect (a) existing literature illuminating the impact of methods activities on PSTs’ development, (b) methods of documenting and exploring MTEs’ practices and (c) the next steps to be taken in the development of the …
Are Your S'S In Effect? Ensuring Culturally Responsive Physical Education Environments, Brian Culp
Are Your S'S In Effect? Ensuring Culturally Responsive Physical Education Environments, Brian Culp
Faculty and Research Publications
Schools have rapidly becoming a kaleidoscope of ethnicities and cultures represented by demographic changes that have affected America’s schools. As educators in this era of change, a unique opportunity exists to ensure quality physical education for all students. Culturally responsive practices in the classroom can assist in minimizing students' alienation as they attempt to adjust to the different "worlds" often represented in school.
What Is The Content Of Methods? Building An Understanding Of Frameworks For Mathematics Methods Courses, Signe Kastberg, Wendy B. Sanchez, Kelly Edenfield, Andrew Tyminski, Sheryl Stump
What Is The Content Of Methods? Building An Understanding Of Frameworks For Mathematics Methods Courses, Signe Kastberg, Wendy B. Sanchez, Kelly Edenfield, Andrew Tyminski, Sheryl Stump
Faculty and Research Publications
This discussion group will focus on exploring the use of conceptual frameworks in building mathematics methods courses for prospective mathematics teachers. Participants will consider (a) frameworks, (b) activities, (c) relationships between frameworks and activities, (d) the residue of activities and how they contribute to learning to teach, (e) research literature and attempts to explore these questions, and (e) development of a research agenda. Dialogues and collaboration among working group members will be encouraged by the development of teams to address facets of the emerging research agenda.
Implementation Of Professional Learning Standards In Georgia Schools: An Examination Of The Current Reality, Mary M. Chandler, Tak Cheung Chan
Implementation Of Professional Learning Standards In Georgia Schools: An Examination Of The Current Reality, Mary M. Chandler, Tak Cheung Chan
Faculty and Research Publications
Professional learning is considered important for improving teacher quality and for development of organizational capacity to boost school improvement for student learning. This mixed methodology study examines the implementation of the National Staff Development Council Standards (NSDC) in professional learning in Georgia schools through the NSDC Standards Assessment Instrument and six open-ended follow-up questions. The findings suggest that teachers in Georgia did not perceive that professional learning holds a high priority by their school leaders, state legislators, and key policy makers. However, they rated their effort toward context and content areas of professional learning to be above average.
Developing Mathematical Content Knowledge For Teaching Elementary School Mathematics, Eva Thanheiser, Christine A. Browning, Meg Moss, Tad Watanabe, Gina Garza-Kling
Developing Mathematical Content Knowledge For Teaching Elementary School Mathematics, Eva Thanheiser, Christine A. Browning, Meg Moss, Tad Watanabe, Gina Garza-Kling
Faculty and Research Publications
In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other types of knowledge. The authors share results of individual research projects and teaching approaches focusing on helping preservice elementary teachers develop such knowledge. Specific examples from different content areas (whole number, fractions, angle, and area) are discussed.
Pre-Service Physics Teachers And Physics Education Research, David Rosengrant
Pre-Service Physics Teachers And Physics Education Research, David Rosengrant
Faculty and Research Publications
Training pre-service teachers requires, among other things, content knowledge, pedagogical skills and pedagogical content knowledge. Teacher preparation programs have little, if any spare time to add more courses/activities to their program. However, I argue in this paper that we, as educators, must enhance the amount of physics education research in our pre-service physics teacher training programs. In this study, I analyze the results of two different types of exposure to physics education research (PER) from two different groups of pre-service physics teachers in our masters of arts and teaching program. The preliminary results show, for example that the PER helped …
The Use Of Audience Response Systems In Nursing Education: Best Practice Guidelines, Nicole Mareno, Marie Bremner, Christie Emerson
The Use Of Audience Response Systems In Nursing Education: Best Practice Guidelines, Nicole Mareno, Marie Bremner, Christie Emerson
Faculty and Research Publications
The use of Audience Response Systems (ARS) or 'clickers' as an active learning strategy in nursing education has been steadily on the rise. ARS technology allows the dynamic engagement of students in the classroom by providing immediate two-way communication between faculty and students. ARS can be used to explore knowledge and common misconceptions, act as a springboard for classroom discussions, and can be used for testing or evaluation. The aim of this paper is to present best practice guidelines for both novice and experienced ARS technology users. A summary of the state of the research in this area will be …
Creative Exercises In General Chemistry: A Student-Centered Assessment, Scott E. Lewis, Janet L. Shaw, Kathryn A. Freeman
Creative Exercises In General Chemistry: A Student-Centered Assessment, Scott E. Lewis, Janet L. Shaw, Kathryn A. Freeman
Faculty and Research Publications
Creative exercises (CEs) are a form of assessment in which students are given a prompt and asked to write down as many distinct, correct, and relevant facts about the prompt as they can. Students receive credit for each fact that they include that is related to the prompt and distinct from the other facts they list. With CEs, students have an opportunity to demonstrate their knowledge and the opportunity to select the information that they believe is related to the prompt. In addition, CEs encourage students to connect concepts because any relevant information presented can assist them in completing the …
"What Was Really Accomplished Today?" Mathematics Content Specialists Observe A Class For Prospective K-8 Teachers, Andrew M. Tyminski, Sarah D. Ledford, Dennis Hembree
"What Was Really Accomplished Today?" Mathematics Content Specialists Observe A Class For Prospective K-8 Teachers, Andrew M. Tyminski, Sarah D. Ledford, Dennis Hembree
Faculty and Research Publications
One of the important activities mathematics teacher educators engage in is the development of teachers at both the in-service and pre-service levels. Also of importance is the professional development of these professional developers. In the summer of 2004, a summer institute was held that allowed mathematics teacher educators watch the teaching of a mathematics content course for prospective K-8 teachers. This paper examines the manner in which a specific group of mathematics content specialists experienced this professional development.
The Assessment Cyberguide For Learning Goals And Outcomes, Thomas Pusateri, Jane S. Halonen, Bill Hill, Maureen Mccarthy
The Assessment Cyberguide For Learning Goals And Outcomes, Thomas Pusateri, Jane S. Halonen, Bill Hill, Maureen Mccarthy
Faculty and Research Publications
The CyberGuide serves as a companion resource for implementing the APA Guidelines for the Undergraduate Major in Psychology. These resources should aid psychology departments and their faculty to design the most appropriate and effective assessment plans. We have organized this Cyberguide into four parts that will assist departments in developing assessment plans: I. Understanding Assessment: Departmental, Institutional, Educational, and Societal Perspectives II. Designing Viable Assessment Plans III. Sustaining an Assessment Culture IV. Applying Assessment Strategies in Psychology
Educational Leadership Preparation: What Supervisors, Candidates, And Mentors Said, J. Eric Tubbs, H. Earl Holliday
Educational Leadership Preparation: What Supervisors, Candidates, And Mentors Said, J. Eric Tubbs, H. Earl Holliday
Faculty and Research Publications
The findings of this study identified practicum areas that meet the educational demands of candidates while highlighting practicum areas that need improvement. The study contributes to the knowledge base of the field by drawing upon feedback from university supervisors, school mentors and program candidates to evaluate and improve the practicum experience in the educational leadership program. Program candidates are in the best position to discuss their recent experiences of exposure to the real world. Supervisors and mentors can witness from their first hand experience how effective practicum activities work. Responses from supervisors, mentors and candidates regarding leadership practicum experiences are …
Adding Value For Students And Faculty With A Master's Degree In Professional Writing, Susan M. Hunter, Elizabeth Giddens, Margaret B. Walters
Adding Value For Students And Faculty With A Master's Degree In Professional Writing, Susan M. Hunter, Elizabeth Giddens, Margaret B. Walters
Faculty and Research Publications
This article describes an interdisciplinary professional writing program and its benefits for students (in terms of knowledge, habits of mind, and developing careers). The authors present qualitative research findings about habits of mind and knowledge domains of successful students, which may prove valuable for faculty teaching in similar programs as they consider curriculum design, or for faculty pondering issues of career development for master's degree graduates.
Fourth And Fifth Grade Departmentalization: A Transition To Middle School, Tak C. Chan, Daniel Terry, Harriet J. Bessette
Fourth And Fifth Grade Departmentalization: A Transition To Middle School, Tak C. Chan, Daniel Terry, Harriet J. Bessette
Faculty and Research Publications
The difficulties involved in the transition for students leaving elementary school, where there typically exists little departmentalization, to the middle school, where departmentalization is the primary structure, have often been noted by scholars. While some studies cited in this work indicated a decrease in student achievement with the implementation of departmentalization, this approach should not be categorically rejected. In this regard, this study examines how elementary students can begin to be better prepared in fourth and fifth grades to enter the departmentalization system.
Shark Teeth Classification, Tom Brown, Sally Creel, Velda Lee
Shark Teeth Classification, Tom Brown, Sally Creel, Velda Lee
Faculty and Research Publications
On a recent autumn afternoon at Harmony Leland Elementary in Mableton, Georgia, students in a fifth-grade science class investigated the essential process of classification--the act of putting things into groups according to some common characteristics or attributes. While they may have honed these skills earlier in the week by grouping their own shoes or school supplies, this class provided the unique opportunity to classify objects that are inherently fascinating to students--shark teeth fossils! This article describes how by using the teeth to estimate the length of ancient sharks, students got a classification activity they could really sink their teeth into.
Wikipedia: Friend, Not Foe, Darren Crovitz, W. Scott Smoot
Wikipedia: Friend, Not Foe, Darren Crovitz, W. Scott Smoot
Faculty and Research Publications
Seen in a different light, Wikipedia provides a unique opportunity to get students involved in ongoing conversations about writing for a real audience, meeting genre expectations, establishing credibility, revising for clarity and purpose, and entering public discussions about the nature of truth, accuracy, and neutrality.
From Traditional Delivery To Distance Learning: Developing The Model, Marie F. Holbein
From Traditional Delivery To Distance Learning: Developing The Model, Marie F. Holbein
Faculty and Research Publications
Today’s classrooms are no longer bound by geography. Distance learning has provided an attractive and increasingly highly regarded alternative to traditional face-to-face instruction. However, effective implementation requires a shift in thinking for both students and instructors. The purpose of this article is to describe a model for applying a traditional campus-based graduate course to a distance format.
Creating A Space For Yal With Lgbt Content In Our Personal Reading: Creating A Place For Lgbt Students In Our Classrooms, Katherine Mason
Creating A Space For Yal With Lgbt Content In Our Personal Reading: Creating A Place For Lgbt Students In Our Classrooms, Katherine Mason
Faculty and Research Publications
No abstract provided.
Working With Beginning Teachers: What Effective Strategies Do Principals Use?, Binbin Jiang, Tak Cheung Chan
Working With Beginning Teachers: What Effective Strategies Do Principals Use?, Binbin Jiang, Tak Cheung Chan
Faculty and Research Publications
The purpose of this study was to examine principals’ perception on what beginning teachers can do to ensure success in schools and what principals can do to assist them. Principals claimed that they assisted beginning teachers in mentoring, supervision, and performance evaluation. They advised beginning teachers for successful practices in effective teaching strategies, working with diverse learners, interacting with parents and guardians, handling disciplinary issues, confidentiality of student information, and continuing professional development.
Strongly And Weakly Directed Approaches To Teaching Multiple Representation Use In Physics, Patrick B. Kohl, David Rosengrant, Noah D. Finkelstein
Strongly And Weakly Directed Approaches To Teaching Multiple Representation Use In Physics, Patrick B. Kohl, David Rosengrant, Noah D. Finkelstein
Faculty and Research Publications
Good use of multiple representations is considered key to learning physics, and so there is considerable motivation both to learn how students use multiple representations when solving problems and to learn how best to teach problem solving using multiple representations. In this study of two large-lecture algebra-based physics courses at the University of Colorado (CU) and Rutgers, the State University of New Jersey, we address both issues. Students in each of the two courses solved five common electrostatics problems of varying difficulty, and we examine their solutions to clarify the relationship between multiple representation use and performance on problems involving …
Bias And The Teachable Moment: Revisiting A Teacher Narrative, Darren Crovitz
Bias And The Teachable Moment: Revisiting A Teacher Narrative, Darren Crovitz
Faculty and Research Publications
Such responsibility may be vital for English teachers, especially, as we strive to establish communities of writers and spaces for critical thinking and conversation. When I sat down to write about this experience, I saw it as an opportunity to discuss a taboo situation and its positive aftermath, with the aim of demonstrating how it might be possible to use such events as points of departure in creating engaging writing assignments.
Including Ethics In The Study Of Educational Leadership, Charles Bowen, Harriet Bessette, T. C. Chan
Including Ethics In The Study Of Educational Leadership, Charles Bowen, Harriet Bessette, T. C. Chan
Faculty and Research Publications
This article offers reasons why ethics should be included within leadership preparation and suggestions for infusing it in leadership education classes. The authors argue that a framework of making ethical decisions, overviews of codes of conduct, and examinations of case studies of ethical and unethical behaviors become intentional components of leadership education curricula.
Under Pressure: Controlling Factors Faced By Classroom Literacy Teachers As They Work Through A Professional Development Program, Faith H. Wallace
Under Pressure: Controlling Factors Faced By Classroom Literacy Teachers As They Work Through A Professional Development Program, Faith H. Wallace
Faculty and Research Publications
This critical constructivist inquiry was designed to understand controlling factors faced by classroom literacy teachers involved in a professional development program. Two guiding questions framed this critical inquiry: (1) how can I describe controlling factors faced by teachers in their respective school cultures and (2) what is the resultant impact of these controlling factors on the teachers' classroom instruction. Findings indicated that participants felt pressure to conform to a particular school philosophy, but empowered themselves by solidifying their own philosophies of instruction.
Faculty Attitudes Toward International Education: A Campus Experience, Susan Carley, Sutham Cheurprakobkit, Daniel Paracka
Faculty Attitudes Toward International Education: A Campus Experience, Susan Carley, Sutham Cheurprakobkit, Daniel Paracka
Faculty and Research Publications
Because of the important role of the faculty in the areas of teaching, scholarship, and curriculum development, a crucial component in internationalizing the campus is the internationalization of the faculty itself. Despite the important role played by faculty, little is known about their current support for and interest in internationalization, and available information is largely qualitative and anecdotal. To learn more about faculty views, the authors conducted an empirical study on faculty attitudes about international learning, perceptions of institutional support, perceived benefits of international learning, and the impact of demographic factors and prior international experience on faculty perceptions. Policy implications …