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Teacher Education and Professional Development

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2008

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Full-Text Articles in Education

Original Curriculum For Encouraging Meaningful Community Service In High School Students, Elizabeth H. Naylor Dec 2008

Original Curriculum For Encouraging Meaningful Community Service In High School Students, Elizabeth H. Naylor

Critical and Creative Thinking Capstones Collection

In this paper I have explored the importance of community service experiences and ultimately created a guide for implementing a high quality and meaningful community service program at the high school level. This paper begins with an initial discussion of my personal experiences in New Orleans after Hurricane Katrina, when I discovered firsthand the importance of personal reflection and sharing. I have defined community as a group of people with common place and common interest. Community service is an action within the community that betters the community in some way. The reader will find examples of communities coming together to …

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21st Century Teaching And Learning: An Assessment Of Student Website Evaluation Skills, Caroline Pinkham, Sarah E. Wintle, David L. Silvernail Dec 2008

21st Century Teaching And Learning: An Assessment Of Student Website Evaluation Skills, Caroline Pinkham, Sarah E. Wintle, David L. Silvernail

Maine Education Policy Research Institute

No abstract provided.

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Stakes Increase For End Of Course Exams In 2009-10, Sarah C. Mckenzie, Gary W. Ritter Dec 2008

Stakes Increase For End Of Course Exams In 2009-10, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

As of the 2009-10 academic year, high school students in Arkansas will be required to pass socalled “End of Course” (or “EOC”) examinations in Algebra I, Biology, Geometry, and English. Students who fail to meet the requisite passing standard will be required to retake the class or to pass “an appropriate alternative exit course in order to receive credit for the course on his or her transcript and in order to graduate.” In other words, these four EOC tests will become high school exit exams. Thus, as of 2009-10, Arkansas will join some 23 other states that have high school …

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'I Connected': Reflection And Biography In Teacher Learning Toward Inclusion, Susan Baglieri Dec 2008

'I Connected': Reflection And Biography In Teacher Learning Toward Inclusion, Susan Baglieri

Department of Teaching and Learning Scholarship and Creative Works

In this paper I examine the ways that prospective teachers studying in a university-based, graduate-level teacher education programme engage in reflection toward making meaning of disability. I focus on the background experiences, identities, and knowledge that teachers draw from to make meaning of social and cultural models of disability, and which relate to their developing ideas about inclusive teaching practices. Providing prospective teachers a forum to reflect and find connections between their experiences more often as persons who do not identify as disabled and persons with disabilities suggests one way that teacher educators can build curriculum that counters a perception …

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Understanding Self-Determination And Families Of Young Children With Disabilities In Home Environments, Mary Jane Brotherson, Christine C. Cook, Elizabeth Erwin, Cindy J. Weigel Dec 2008

Understanding Self-Determination And Families Of Young Children With Disabilities In Home Environments, Mary Jane Brotherson, Christine C. Cook, Elizabeth Erwin, Cindy J. Weigel

Department of Teaching and Learning Scholarship and Creative Works

This article is about emergent self-determination for young children with disabilities in their home environments. The purpose of this study was to better understand family and home characteristics and how they influence the ways in which families can support the development of self-determination for their children with disabilities. Thirty families of young children with disabilities were interviewed, and their homes were systematically observed. Using a grounded theory design, an emergent model was developed that examined family and home context and the influence of context on the strategies that families used to support self-determination. Future research and practice implications of this …

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The Time Is Now!: Talking With Black Youth About College, Stephanie Power Carter, James Damico, Kafi D. Kumasi Dec 2008

The Time Is Now!: Talking With Black Youth About College, Stephanie Power Carter, James Damico, Kafi D. Kumasi

School of Information Sciences Faculty Research Publications

This article explores the authors work with a group of African American youth in an after school community literacy program. The authors examine how these youth used a set of Internet-based technology tools to evaluate whether or not a group of colleges would affirm their cultural identity and help them succeed if they attended these institutions. From this work, the authors describe how they began to rethink the relationships between college exploration,access, cultural identity, and students potential academic success.

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Inside Unlv, Diane Russell, Michelle Mouton, Mamie Peers, Shane Bevell Dec 2008

Inside Unlv, Diane Russell, Michelle Mouton, Mamie Peers, Shane Bevell

Inside UNLV

No abstract provided.

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Students’ Attitudes, Motivation And Anxiety Towards English Language Learning, Meenaz Shams Hashwani Dec 2008

Students’ Attitudes, Motivation And Anxiety Towards English Language Learning, Meenaz Shams Hashwani

Institute for Educational Development, Karachi

Motivational factors and experiences have the potential to influence students’ attitudes and anxiety levels towards English language learning. Recognizing the importance and multi-dimensional complexities of motivational attitudes and anxiety, this mini-research study attempts to investigate gender wise students’ attitudes, motivation and anxiety towards the learning of English as a second language in the multilingual context of Karachi, Pakistan. The study adapts a survey questionnaire from Gardner’s ‘Attitude Motivation Test Battery,’ to explore attitudes (English language and learning), motivations (intrinsic and extrinsic) and classroom anxiety of grade 8th students in a private secondary school. The survey findings of 77 students (40 …

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Understanding Children’S Play, Nilofar Vazir, Syeda Imrana Raza Dec 2008

Understanding Children’S Play, Nilofar Vazir, Syeda Imrana Raza

Institute for Educational Development, Karachi

No abstract provided.

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Exploring Patterns In Teachers’ Conceptions Of Citizenship And Political Participation: A Survey Of Secondary School Teachers In Karachi, Pakistan, Karim Panah Dec 2008

Exploring Patterns In Teachers’ Conceptions Of Citizenship And Political Participation: A Survey Of Secondary School Teachers In Karachi, Pakistan, Karim Panah

Institute for Educational Development, Karachi

This paper examines patterns in teachers’ understanding of conceptual and practical aspects of citizenship by analyzing survey data obtained from 320 teachers of public and private sector secondary schools in Karachi, Pakistan. The survey was conducted using a five-point-Likert scale ranging from ‘strongly disagree through ‘neutral’ to ‘strongly-agree’ and openended questions on citizen participation in politics. The survey questionnaire included 28 items that reflected various aspects of citizen rights and responsibilities. Principal Component Analysis (PCA)) showed several patterns in teacher’s conceptions of citizenship with reference to democratization. The analysis demonstrates that teachers’ conception of citizenship is shaped by confusions and …

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Value Of Traditional Games, Saima Khalid Dec 2008

Value Of Traditional Games, Saima Khalid

Institute for Educational Development, Karachi

No abstract provided.

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An Exploration Of The Effects Of A Practicum-Based Mathematics Methods Course On The Beliefs Of Elementary Preservice Teachers, Damon L. Bahr, Eula Ewing Monroe Nov 2008

An Exploration Of The Effects Of A Practicum-Based Mathematics Methods Course On The Beliefs Of Elementary Preservice Teachers, Damon L. Bahr, Eula Ewing Monroe

Faculty Publications

Effects of a practicum-based elementary mathematics methods course on the beliefs of preservice teachers regarding conceptual knowledge in school mathematics were explored using a pre-post design. The intensity of those beliefs was assessed before and after the methods course using the IMAP Web-Based Beliefs Survey, an instrument constructed by the "Integrating Mathematics and Pedagogy" (IMAP) research group at San Diego State University. IMAP Beliefs Survey assesses belief intensity by asking respondents to react to and analyze written and video cases (Ambrose, Clement, Philipp, & Chauvot, 2004; Philipp, Ambrose, Clement, Sowder, Schappelle, Sowder Chauvot, & Thanheiser, 2005). Its use with preservice …

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The State Of Balance Between Procedural Knowledge And Conceptual Understanding In Mathematics Teacher Education, Damon L. Bahr, Michael J. Bossé Nov 2008

The State Of Balance Between Procedural Knowledge And Conceptual Understanding In Mathematics Teacher Education, Damon L. Bahr, Michael J. Bossé

Faculty Publications

The NCTM Principles and Standards for School Mathematics calls for a balance between conceptual understanding and procedural knowledge. This study reports the results of a survey distributed to AMTE members in order to discover the opinions and practices of mathematics teacher educators regarding this balance. The authors conclude that there is wide disparity of views regarding the meaning of the terms "conceptual" and "procedural" as well as the meaning "balance" between the two, in terms of what constitutes mathematics, the learning and teaching of mathematics, and the assessment of mathematical proficiency.

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Davida Fischman Tssa Spring 2008, Davida Fischman Nov 2008

Davida Fischman Tssa Spring 2008, Davida Fischman

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

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Navigating From The Local To The Cosmopolitan: Expanding The Scholarship Of Teaching And Learning Commons, Paul Savory, Amy M. Goodburn Nov 2008

Navigating From The Local To The Cosmopolitan: Expanding The Scholarship Of Teaching And Learning Commons, Paul Savory, Amy M. Goodburn

Department of Industrial and Management Systems Engineering: Faculty Publications

This collaborative poster highlights how "Expanding‐the‐SOTL‐Commons" is composed of nine collaborating institutions from the US and Canada. Situated within the Carnegie Academy for Scholarship of Teaching and Learning’s Intuitional Leadership Program, our initiative seeks innovative ways to sustain and advance the teaching commons both on our own campuses and across the broader ISSOTL community. Our diverse group of institutions of higher education acknowledges the multiple dimensions of work that communities and individuals contribute to the scholarship of teaching and learning and recognizes that common interest reside in how individuals and institutions enter into this area of scholarship, and how they …

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A Pilot Study Of The Feasibility And Efficacy Of The Strategies To Enhance Positive Parenting (Stepp) Program For Single Mothers Of Children With Adhd, Anil Chacko, Brian T. Wymbs, Lizette M. Flammer-Rivera, William E. Pelham, Kathryn S. Walker, Fran W. Arnold, Hema Visweswaraiah, Michelle Swanger-Gagne, Erin L. Girio, Lauma L. Pirvics, Laura Herbst Nov 2008

A Pilot Study Of The Feasibility And Efficacy Of The Strategies To Enhance Positive Parenting (Stepp) Program For Single Mothers Of Children With Adhd, Anil Chacko, Brian T. Wymbs, Lizette M. Flammer-Rivera, William E. Pelham, Kathryn S. Walker, Fran W. Arnold, Hema Visweswaraiah, Michelle Swanger-Gagne, Erin L. Girio, Lauma L. Pirvics, Laura Herbst

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

Objective: The Strategies to Enhance Positive Parenting (STEPP) program was developed to address putative factors related to poor engagement in and outcomes following traditional behavioral parent training (BPT) for single mothers of children diagnosed with ADHD.
Method: Twelve single mothers of children with ADHD were enrolled in an initial investigation of the feasibility and preliminary efficacy of the 9-week STEPP program.
Results: Results indicated that the STEPP program was effective in reducing problematic child behavior and improving parental stress and psychopathology at posttreatment. The STEPP program resulted in high rates of treatment attendance and completion and consumer satisfaction with the …

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Perceptions Of Home Notes: Parental Involvement In Teaching Social Skills, Ryan H. Shatzer, Sue A. Womack, Paul Caldarella, Michael Adams Nov 2008

Perceptions Of Home Notes: Parental Involvement In Teaching Social Skills, Ryan H. Shatzer, Sue A. Womack, Paul Caldarella, Michael Adams

Faculty Publications

The purpose of this research was to evaluate the use of a Home Note program as a way to involve parents in teaching and reinforcing social skills as a universal level positive behavior support intervention, and to examine stakeholder perceptions of a Home Note program.

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Increasing The Social Involvement Of Withdrawn Adolescents: Effects Of Peer Praise Notes, Julie Nelson, Paul Caldarella, K. Richard Young Nov 2008

Increasing The Social Involvement Of Withdrawn Adolescents: Effects Of Peer Praise Notes, Julie Nelson, Paul Caldarella, K. Richard Young

Faculty Publications

Research has shown that those students who are socially withdrawn or isolated have difficulty learning appropriate social conduct which places them at risk for difficulties later in life(Oden, 1980; Patterson, Reid, & Dishion,1992).

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Can School-Wide Positive Behavior Support Be An Evidence-Based Practice?, K. Richard Young, Paul Caldarella, Lynnette Christensen, Tyler Renshaw Nov 2008

Can School-Wide Positive Behavior Support Be An Evidence-Based Practice?, K. Richard Young, Paul Caldarella, Lynnette Christensen, Tyler Renshaw

Faculty Publications

Our Conclusions: School-Wide Positive Behavior Support is not yet an Evidence-Based Practice; School-Wide Positive Behavior Support can be reconceptualized (outside of the Evidence-Based Practice paradigm) as a “student-support framework”; As a framework, it can employ the Evidence-Based Practice paradigm; This reconceptualization may have real-life implications: setbacks and benefits.

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Civility In Schools: An Emerging Paradigm For Behavioral Problems And School Violence, Keely Wilkins, Paul Caldarella, K. Richard Young Nov 2008

Civility In Schools: An Emerging Paradigm For Behavioral Problems And School Violence, Keely Wilkins, Paul Caldarella, K. Richard Young

Faculty Publications

What is Civility? Modern: courtesy, politeness, consideration, decorum (Hinckley, 2000; Peck, 2002, Ferriss, 2002). Historical: ability to work as a citizen, a sense of membership in a community with its attendant rights and responsibilities (Shulman & Carey, 1984; Boyd, 2006).

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New Knowledge Through New Skills, Sultana Ali Norozi Oct 2008

New Knowledge Through New Skills, Sultana Ali Norozi

Institute for Educational Development, Karachi

No abstract provided.

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Measuring College Student Satisfaction: A Multi-Year Study Of The Factors Leading To Persistence, Felice D. Billups Oct 2008

Measuring College Student Satisfaction: A Multi-Year Study Of The Factors Leading To Persistence, Felice D. Billups

NERA Conference Proceedings 2008

Using Tinto's (1987) social integration theory as a framework, this study measured student satisfaction in six transformative areas: educational experience, skills development, faculty interaction, personal growth, sense of community, and overall expectations. Emerging as a strategic planning process priority, this project sought to identify those areas where students succeeded or were at risk. Employing a three-phase mixed methods approach, this descriptive, longitudinal study was conducted from 1990-2004 at a highly selective specialized college and assisted college administrators in developing or modifying programs that would enhance student satisfaction to ensure degree completion.

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Rigorous Curriculum And Sat, Feifei Li, Thanos Patelis, Robert Lissitz Oct 2008

Rigorous Curriculum And Sat, Feifei Li, Thanos Patelis, Robert Lissitz

NERA Conference Proceedings 2008

The main purposes of this study are to investigate the relation between course-taking pattern and the SAT score, and examine the invariance of this relation across subgroups. In addition, we are also going to verify the accuracy of self-reported information from the SAT Questionnaire by examining the actual high school transcripts, and build the link between SAT and the achievement by correlating SAT scores with state assessment scores. If the SAT score is a function of high school course-taking behaviors regardless of students' gender, socioeconomic status (SES) and ethnicity, every student should be provided with equal opportunity for rigorous curriculum.

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Family Myths, Beliefs, And Customs As A Research/Educational Tool To Explore Identity Formation, William E. Herman Oct 2008

Family Myths, Beliefs, And Customs As A Research/Educational Tool To Explore Identity Formation, William E. Herman

NERA Conference Proceedings 2008

This paper outlines a qualitative research tool designed to explore personal identity formation as described by Erik Erikson and offers self-reflective and anonymous evaluative comments made by college students after completing this task. Subjects compiled a list of 200 myths, customs, fables, rituals, and beliefs from their family of origin and then reflected upon the relevance and meaning of such items. The research and instructional tool described in the paper should be of considerable interest to teachers who work to promote self-reflection amongst adolescents as well as case study researchers and therapists who wish to study identity formation and values.

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Preservice, Secondary Social Studies Teachers' Perceptions Of Gender Equity, Margaret M. Monaghan Oct 2008

Preservice, Secondary Social Studies Teachers' Perceptions Of Gender Equity, Margaret M. Monaghan

NERA Conference Proceedings 2008

This study examines preservice, social studies teachers’ perceptions of gender equity. The assumption that preservice teachers recognize gender as an important issue and are willing and able to take the initiative to remedy inequities in their classroom structures and content is considered. Six participants were interviewed using Seidman’s (2006) three-round, interview protocol. A focused life history was compiled to situate participants’ perceptions within their personal and professional experiences. Findings suggest a disconnect between preservice teachers' intentions and their practice in regards to gender equity. More explicit attention to gender equity in teacher education programs is recommended.

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Learning To Lead: Examining The Moderator Role In Debrief Conversations Among Professional Developers, Heather K. Harkins Oct 2008

Learning To Lead: Examining The Moderator Role In Debrief Conversations Among Professional Developers, Heather K. Harkins

NERA Conference Proceedings 2008

This paper reports on a study wherein the author examined her own practice when moderating debrief conversations. The analysis applied a multifaceted theoretical framework from professional learning. The findings suggest that the moderator's role as it was implemented primarily arranged organizing circumstances (Spear and Mocker, 1984) provoked by her own basic psychological needs (Deci and Ryan, 2000), her mental models (Seel, 2001), and her perception of these individual attributes in others. The implications for her future practice as a moderator are discussed.

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Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant Oct 2008

Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant

NERA Conference Proceedings 2008

Understanding heat, energy and temperature can be difficult. Misconceptions about heat transfer have been found to persist, even after instruction. New instructional methods are needed to address them. This pilot study examined whether researcher-developed, inquiry-based activities could increase conceptual understanding of heat transfer. Twenty-two undergraduate chemical engineering students were assessed before and after instruction with inquiry-based activities. Participants had significantly higher scores on the post-test. An examination of assessment questions revealed substantial improvement on questions closely related to activities. However, participants had difficulty applying concepts in new and related contexts. Educational implications and suggestions for future research will be discussed.

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Attitudes Of University Students Toward Individuals With Exceptionalities And Inclusive Practices: A Baseline Analysis Of Students Enrolled In The Introductory Course, Maureen Walsh, Sheila Dove Jones, James Krause, Emeka Obiozor, Angela Pang, Deborah Stryker, Barbara Wert, Barbara Wilson, Walter Zilz, Eileen Astor-Stetson Oct 2008

Attitudes Of University Students Toward Individuals With Exceptionalities And Inclusive Practices: A Baseline Analysis Of Students Enrolled In The Introductory Course, Maureen Walsh, Sheila Dove Jones, James Krause, Emeka Obiozor, Angela Pang, Deborah Stryker, Barbara Wert, Barbara Wilson, Walter Zilz, Eileen Astor-Stetson

NERA Conference Proceedings 2008

This research is investigating Bloomsburg University students’ attitudes toward individuals with exceptionalities and inclusive practices. Members of the “Introduction Course Teaching Team” are collaboratively conducting a mixed methodological study using pre and post-survey data from the Sentiments, Attitudes and Concerns about Inclusive Education Scale (quantitative data) and content analysis data of students’ essays entitled Personal Belief Statements on Inclusive Practices (qualitative data) in order to determine the variables that influence attitudes. Since the Introductory Course at Bloomsburg University includes a large number of students from various academic backgrounds, this large, diversified sample may be reflective of attitudes of the general …

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Professional Development Initiatives That Bridge, Develop And Support Learning Environments For Culturally And Linguistically Diverse School Communities In The Us And Guatemala, Miriam Pepper-Sanello, Adrienne Andi Sosin, Michelle Zucaro, Cynthia Rainbow Oct 2008

Professional Development Initiatives That Bridge, Develop And Support Learning Environments For Culturally And Linguistically Diverse School Communities In The Us And Guatemala, Miriam Pepper-Sanello, Adrienne Andi Sosin, Michelle Zucaro, Cynthia Rainbow

NERA Conference Proceedings 2008

This paper describes action research initiated by members of the Alpha Upsilon Alpha Literacy Honor Society of the International Reading Association at Adelphi University. In an ongoing service project sponsored by the Nassau Reading Council (NRC) and sanctioned by the Minister of Education in Guatemala, the participants are teacher educators and teacher-researchers studying their own professional learning as they provide literacy pedagogical techniques for colleagues in the US, as well as observing the effects of the NRC professional development initiative in literacy for Guatemalan teachers. Educational insights will resonate in improved literacy practices in the US and Guatemala.

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An Activity Theoretical Approach To Designing Curriculum And Instruction That Shift The Means And Ends Of History Education, Thomas H. Levine Oct 2008

An Activity Theoretical Approach To Designing Curriculum And Instruction That Shift The Means And Ends Of History Education, Thomas H. Levine

NERA Conference Proceedings 2008

Reformers want history education to help students learn to engage in historical inquiry, read critically across conflicting sources, and engage in civil discussion of controversial issues. How can we help teachers and students shift the roles, norms, and activity in history classrooms to achieve these aims? An activity-theoretical framework suggests the value of explicitly attending to multiple aspects of human activity when designing and presenting reform-oriented pedagogies or curricula. Such attention increases the odds that teachers who implement new approaches or curriculum will achieve significant shifts in the means and ends of history education.

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