Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- East Tennessee State University (4)
- University of Nebraska - Lincoln (4)
- University of Nebraska at Omaha (3)
- Old Dominion University (2)
- Boise State University (1)
-
- California State University, San Bernardino (1)
- City University of New York (CUNY) (1)
- Georgia State University (1)
- Illinois Wesleyan University (1)
- Liberty University (1)
- Marquette University (1)
- Montclair State University (1)
- Stephen F. Austin State University (1)
- Texas A&M University-San Antonio (1)
- University of Connecticut (1)
- University of Mary Washington (1)
- University of South Florida (1)
- Publication Year
- Publication
-
- ETSU Faculty Works (4)
- Teacher Education Faculty Publications (2)
- College of Education Faculty Research and Publications (1)
- Curriculum and Instruction Faculty Publications (1)
- Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (1)
-
- Department of Teaching and Learning Scholarship and Creative Works (1)
- Department of Teaching, Learning, and Teacher Education: Faculty Publications (1)
- Doctoral Dissertations and Projects (1)
- Education Faculty Articles (1)
- Educational Leadership and Policy Studies Faculty Publications (1)
- Faculty Publications (1)
- Honors Scholar Theses (1)
- Human Movement Sciences & Special Education Faculty Publications (1)
- Middle-Secondary Education and Instructional Technology Faculty Publications (1)
- Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications (1)
- Publications and Research (1)
- Q2S Enhancing Pedagogy (1)
- Scholarly Publications (1)
- Teacher Education Faculty Proceedings & Presentations (1)
- Teaching & Learning Faculty Publications (1)
- The Nebraska Educator: A Student-Led Journal (1)
- UNL Faculty Course Portfolios (1)
Articles 1 - 26 of 26
Full-Text Articles in Education
High-/Low-/No-Tech: Toward A Simplified, Practitioner-Centered Framework For Virtual Learning And Beyond, Janine S. Davis, Christy Irish, Melissa Wells, Kristina A. Peck, Courtney Clayton
High-/Low-/No-Tech: Toward A Simplified, Practitioner-Centered Framework For Virtual Learning And Beyond, Janine S. Davis, Christy Irish, Melissa Wells, Kristina A. Peck, Courtney Clayton
Education Faculty Articles
This qualitative study explored the use of the terms high-, low-, and no-tech among pre-service teachers during a sudden shift to virtual instruction. Focus areas included how pre-service teachers and mentor teachers described the role and purpose of these varied levels of technology for their teaching in a virtual setting. The findings show that choices related to levels of technology use are nuanced and complicated and include a need for consideration of the context. We include a simplified framework to guide future instructional decisions for the integration of technology at various levels.
Learning Assistantships In College Mathematics: Value For Preservice Teacher Development, Kelly Gomez Johnson, Paula Jakopovic, Janice Rech, Angie Hodge-Zickerman
Learning Assistantships In College Mathematics: Value For Preservice Teacher Development, Kelly Gomez Johnson, Paula Jakopovic, Janice Rech, Angie Hodge-Zickerman
Teacher Education Faculty Publications
Increasing the participation and achievement of students in Science, Technology, Engineering, and Mathematics (STEM) from early grades to college coursework continues to be at the forefront of educational transformations and research. Faculty members at Institutions of Higher Education (IHE) plan, implement, and investigate how program structures might aid in the development, retention, and overall success of undergraduate students in STEM. Active learning classrooms, especially in mathematics, are one way IHE are reforming student learning experiences, and these environments also provide a unique opportunity to engage undergraduate learning assistants with faculty to support near - peer students and deepen their own …
'It's Better Than Going Into It Blind': Reflections By People With Visual Impairments Regarding The Use Of Simulation For Pedagogical Purposes, Anthony J. Maher, Justin A. Haegele, Andrew C. Sparkes
'It's Better Than Going Into It Blind': Reflections By People With Visual Impairments Regarding The Use Of Simulation For Pedagogical Purposes, Anthony J. Maher, Justin A. Haegele, Andrew C. Sparkes
Human Movement Sciences & Special Education Faculty Publications
Disability simulations have been advocated as a tool to facilitate pedagogical learning among prospective physical education (PE) teachers. However, much of the research currently available neglect the views of people with disabilities about the development and use of such simulations. To address this omission, this study used vignettes and telephone interviews to elicit the views of nine people with visual impairments (VI) regarding the value (or not) of simulating this impairment with prospective PE teachers. Data were analysed thematically and the following themes were constructed in the process: (1) Involving people with VI in simulations; (2) Diversity and complexity of …
Concepts To Remember For Preservice Teachers When Working With English Learners Students During Caltpa Cycle 1, Jacqueline Romano
Concepts To Remember For Preservice Teachers When Working With English Learners Students During Caltpa Cycle 1, Jacqueline Romano
Q2S Enhancing Pedagogy
The Community of Practice Q2S Enhancing Pedagogy where I participated focused on “Supporting and Mentoring Teacher Candidates during Teaching Performance Assessment”. This CP discussed and shared information on best pedagogical practices for teaching, supporting, and mentoring preservice teachers as they engage in identifying students with specific academic needs before planning, delivering, assessing and reflecting on tasks required by the state-mandated assessment (CalTPA). This test is required for certification. My contributions to this CP resulted in this reflection/handout. The most salient topics were Implementing Effective Instruction, which means being able to know and apply Standards-based Instruction, SDAIE methods, Lesson Planning, …
5th/6th Graders And Preservice Teachers Explore Engineering And Coding In A Combined After-School Technology Club/Educational Technology Course, Jennifer Kidd, Sam Sacks, Krishnanand Kaipa, Kelly Rippard
5th/6th Graders And Preservice Teachers Explore Engineering And Coding In A Combined After-School Technology Club/Educational Technology Course, Jennifer Kidd, Sam Sacks, Krishnanand Kaipa, Kelly Rippard
Teaching & Learning Faculty Publications
Elementary schools are increasingly encouraged to adopt STEM education efforts that include engineering and programming, yet pre-service teachers (PSTs) are not traditionally prepared to teach these subjects. This pilot study describes an innovative preparation experience designed to help PSTs gain experience and confidence in these areas. As part of an undergraduate educational technology course, PSTs led an after-school technology club at a local public school. PSTs enrolled in the course worked alongside fifth and sixth grade students on a series of collaborative design challenges that culminated in the creation of animal-inspired robots. The “WoW Club”, as it came to be …
Creating A Virtual World For Mathematics, Young Rae Kim, Mi Sun Park
Creating A Virtual World For Mathematics, Young Rae Kim, Mi Sun Park
Curriculum and Instruction Faculty Publications
A virtual world was created using the popular sandbox game Minecraft to support the development of preservice teachers’ knowledge for teaching mathematics. Preservice teachers explored the virtual world for a geometry activity involving area and volume problems. They then discussed how this integration of technology could support students’ effective learning of mathematics in a meaningful way. The findings of the study demonstrated that to a certain extent the Minecraft activity supported the transfer of knowledge from preservice teachers’ mathematics content knowledge to their mathematics pedagogical and instructional practice knowledge. Preservice teachers appreciated the usefulness and effectiveness of the Minecraft activity …
Preservice Teachers' Referral Of Students For Special Education, Annie Maclachlan
Preservice Teachers' Referral Of Students For Special Education, Annie Maclachlan
Honors Scholar Theses
The purpose of this study was to understand which students teachers nominate for special education services, and what student qualities influence the nomination. Specifically, in this study, we investigated whether a student’s ethnicity and classroom behavior influence his or her nomination for special education. We created six profiles in which we varied ethnic names and classroom behaviors, and asked juniors and seniors in a selected teacher preparation program to evaluate the profile they were given. They were then asked to indicate whether or not they would refer their given hypothetical student for special education services, and to provide justification for …
Elementary Preservice Teachers’ Attitudes And Pedagogical Strategies Toward Hypothetical Shy, Exuberant, And Average Children, Qizhen Deng, Guy Trainin, Kathleen Moritz Rudasill, Irina Kalutskaya, Stephanie Wessels, Julia C. Torquati, Robert J. Coplan
Elementary Preservice Teachers’ Attitudes And Pedagogical Strategies Toward Hypothetical Shy, Exuberant, And Average Children, Qizhen Deng, Guy Trainin, Kathleen Moritz Rudasill, Irina Kalutskaya, Stephanie Wessels, Julia C. Torquati, Robert J. Coplan
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
Children’s learning and development are directly and indirectly influenced by teachers’ beliefs and pedagogical strategies toward child behaviors. This cross-sectional study explored elementary preservice teachers’ attitudes and pedagogical strategies for working with hypothetical children demonstrating temperament-based shy, exuberant, and average behaviors in the classroom. A secondary goal was to compare attitudes and pedagogical strategies at the beginning and end of teacher training program. A total of 354 participants responded to three vignettes describing children frequently displaying these behaviors. Results indicated preservice teachers were more likely to use social-learning strategies with shy children and high-powered strategies with exuberant children. Participants were …
Teac 308: Teaching Mathematics In The Elementary School–A Peer Review Of Teaching Project Benchmark Portfolio, Amanda Thomas
Teac 308: Teaching Mathematics In The Elementary School–A Peer Review Of Teaching Project Benchmark Portfolio, Amanda Thomas
UNL Faculty Course Portfolios
This portfolio outlines four aspects of the peer review of teaching project, which focused on TEAC 308: Teaching Mathematics in the Elementary School. The first aspect was the explicit articulation of student learning objectives drawn from the National Council of Teachers of Mathematics Principles to Actions: Ensuring Mathematical Success for All (2014). During this project, the nine objectives were aligned with instructional opportunities and assignments with those objectives. In addition to defining these objectives, the portfolio describes analysis of three components: student progress toward developing and demonstrating productive beliefs about aspects of teaching and learning mathematics, student progress across three …
Impact Of Collaborative Teaching On K-12 Mathematics And Science Learning, Tonya D. Jeffery, Cherie A. Mccollough, Kim Moore
Impact Of Collaborative Teaching On K-12 Mathematics And Science Learning, Tonya D. Jeffery, Cherie A. Mccollough, Kim Moore
Faculty Publications
A national effort is underway to transform teacher education program practices and produce effective and highly qualified teachers for 21st century classrooms. This effort prescribes providing preservice teachers (PSTs) with authentic field-based experiences that connects what is taught in teacher preparation programs with what they do in the K-12 classroom. Bridging the gap between theory and practice requires that teacher education programs collaborate with schools districts, redesigning teacher training to better serve prospective teachers and their students (NCATE, 2010). This paper describes a mixed-methods study examining the impact of a STEM site-based professional development program (TEX) on the math and …
Caricature And Hyperbole In Preservice Teacher Professional Development, Mica Pollock, Candice Bocala, Sherry L. Deckman, Shari Dickstein-Staub
Caricature And Hyperbole In Preservice Teacher Professional Development, Mica Pollock, Candice Bocala, Sherry L. Deckman, Shari Dickstein-Staub
Publications and Research
Professional development (PD) “for diversity” aims to prepare teachers to support students from varying backgrounds to succeed, often in underresourced contexts. Although many teachers invite such inquiry as part of learning to teach, others resist “diversity” inquiry as extra to teaching, saying they cannot “do it all.” In this article, we discuss how preservice teachers at times caricature the requests of PD for diversity, hearing the task as a call to undertake superhuman tasks and to be people other than who they are. We argue that these caricatures require direct acknowledgment by both preservice teachers and teacher educators working in …
Reflective Journaling: Fostering Dispositional Development In Preservice Teachers, Jeffrey Labelle, Gabrielle Belknap
Reflective Journaling: Fostering Dispositional Development In Preservice Teachers, Jeffrey Labelle, Gabrielle Belknap
College of Education Faculty Research and Publications
This study investigated the self-identified dispositions of 183 preservice teachers enrolled in a required philosophy of education course. The researchers coded their reflective journaling for the two essential NCATE (National Council for Accreditation of Teacher Education) dispositions of fairness and the belief that all students can learn, as well as for other recurring, self-identified dispositions. These preservice teachers self-identified fairness much more frequently than the belief that all students can learn. The results point to additional recurring dispositional themes for consideration: critical thinking, caring, openness, moral education, and individual freedom. Further examination of the data revealed great variation in the …
The Demonstration Of Effective Pedagogy To Secondary Education Candidates In An Early Field Experience, Kelly Welsh, Connie L. Schaffer Dr
The Demonstration Of Effective Pedagogy To Secondary Education Candidates In An Early Field Experience, Kelly Welsh, Connie L. Schaffer Dr
Teacher Education Faculty Publications
This research examined an early field experience model supported by instructional coaching that was implemented within an undergraduate educator preparation program for secondary language arts and social sciences candidates. A mixed methods design examined candidates’ stages of concern based on the Fuller (1969) stages of concern theory in relationship to Marzano’s (2003) teacher-level factors of effective schools. While teacher candidates were able to demonstrate each component of effective classroom pedagogy, their level of success varied. At the beginning of the experience, self-concerns were high and characterized by candidates’ identities as students and ego-driven considerations. As the experience progressed, candidates focused …
Cultivating A Justice Orientation Toward Citizenship In Preservice Elementary Teachers, Sara W. Fry, Jason O'Brien
Cultivating A Justice Orientation Toward Citizenship In Preservice Elementary Teachers, Sara W. Fry, Jason O'Brien
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Teacher educators have an obligation to prepare preservice teachers with the skills and dispositions necessary to promote a socially just world. Yet the results of this study uncovered that the majority of elementary preservice teachers in a national sample (N = 846) have a simplistic perception of good citizenship consistent with what Westheimer and Kahne called a “personally responsible” model of citizenship. Follow-up interviews with 21 participants revealed a problematic trend among 14 participants: inadequate content knowledge and minimal support or even resistance to socially just action. As this trend is antithetical to a democratic government and the very …
Beyond Problem-Based Learning: How A Residency Model Improves The Education Of Pre-Service Teachers, Ryan Andrew Nivens, Renée Rice Moran
Beyond Problem-Based Learning: How A Residency Model Improves The Education Of Pre-Service Teachers, Ryan Andrew Nivens, Renée Rice Moran
ETSU Faculty Works
Excerpt: In 2010, the state of Tennessee embraced the call to overhaul teacher education and required programs to adopt a residency model within K‐12 schools.
Bringing Space Science Down To Earth For Preservice Elementary Teachers, Toni A. Ivey, Nicole M. Colston, Julie A. Thomas
Bringing Space Science Down To Earth For Preservice Elementary Teachers, Toni A. Ivey, Nicole M. Colston, Julie A. Thomas
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This article reports on a collaborative enterprise between Oklahoma State University’s (OSU) NASA Education Projects and OSU’s College of Education preservice elementary teachers (PSTs) to engage approximately 400 middle school students for a 20-minute live downlink with Commander Kevin Ford from the International Space Station (ISS). NASA supports this opportunity through a competitive proposal process (National Aeronautics and Space Administration, 2014). The project’s theme, Pioneers in Space: STEM Careers on the Space Frontier, engaged both PSTs and middle school students in discussing the benefits of space research, while drawing on themes relevant to students’ regional history. PSTs prepared Pioneers in …
A Residency Model: Shifting From Traditional To On-Site Education, Ryan Andrew Nivens
A Residency Model: Shifting From Traditional To On-Site Education, Ryan Andrew Nivens
ETSU Faculty Works
I report how methods course assignments shifted from simulation to actual participation in remediation, assessment, and co-teaching in a K- 6 methods course in a state where policies dictate a residency model in place of traditional courses followed by student teaching
Finding The Connections Between Art And Teaching: A Case Study, Tareq Daher, Stephanie A Baer
Finding The Connections Between Art And Teaching: A Case Study, Tareq Daher, Stephanie A Baer
The Nebraska Educator: A Student-Led Journal
Finding the connection between art and teaching can be a difficult task for pre-service teachers who do not have a background in the arts. This qualitative case study explores the journey of a group of pre-service elementary teachers in an art methods course considering what it means to teach and to be an artist. The way in which these students defined the arts and teaching changed over the course of the semester and found connective threads, productively tying together the work of teaching and the creative process. Findings from pre-service teacher course work indicated three important themes: connections between art …
We The People: Elementary Pre-Service Teachers And Constitutional Readability, Lori T. Meier, Karin Keith, Edward J. Dwyer
We The People: Elementary Pre-Service Teachers And Constitutional Readability, Lori T. Meier, Karin Keith, Edward J. Dwyer
ETSU Faculty Works
In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
ETSU Faculty Works
Analysis is typically the first of the higher functions listed in taxonomies of higher order thinking. Academics consider these upper categories extremely worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is being criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K‐12 education, Race to the Top and Common Core requirements are placing new demands on K‐12 teacher preparation, which include evaluation of the analysis skills of pre‐service teachers. But professors do not …
Can Preservice Teachers Be Taught To Become Reflective Thinkers During Their First Internship Experience?, Stephanie Weber
Can Preservice Teachers Be Taught To Become Reflective Thinkers During Their First Internship Experience?, Stephanie Weber
Doctoral Dissertations and Projects
Reflective thinking is a developmental process that progresses over time from a technical, routine level to a critical, self-evaluating level. Preservice teachers, who tend to stay in the technical, routine level of critical thinking without guidance, need to be taught how to become reflective thinkers so that they are able to identify and analyze their own personal teaching practices, connect theory with practice, and understand why they are teaching. By learning to be more critically reflective in their thinking, preservice teachers will become more effective teachers, thus having a positive impact on student achievement. This dissertation research study quantitatively evaluated …
Social Studies Preservice Teachers’ Citizenship Knowledge And Perceptions Of The U.S. Naturalization Test, Frans H. Doppen, Joseph R. Feinberg, Carolyn O'Mahony, Ashley G. Lucas, Chara Haeussler Bohan, George Lipscomb, Masato Ogawa
Social Studies Preservice Teachers’ Citizenship Knowledge And Perceptions Of The U.S. Naturalization Test, Frans H. Doppen, Joseph R. Feinberg, Carolyn O'Mahony, Ashley G. Lucas, Chara Haeussler Bohan, George Lipscomb, Masato Ogawa
Middle-Secondary Education and Instructional Technology Faculty Publications
Teacher educators from six states invited their social studies methodology students to complete an abbreviated version of the U.S. Citizenship and Immigration Services (USCIS) Naturalization Test. The preservice teachers were also asked to share their conceptions of citizenship and evaluate the naturalization test. The findings from this study indicated that although this sample of preservice teachers had limited conceptions of citizenship, most were able to get a satisfactory score on the test. The authors discuss the implications of these results and suggest ways to broaden citizenship education in teacher preparation programs.
Through The Eyes Of Student Teachers: Successes And Challenges In Field Teaching Experiences, Tyler Ferber, Leah Nillas
Through The Eyes Of Student Teachers: Successes And Challenges In Field Teaching Experiences, Tyler Ferber, Leah Nillas
Scholarly Publications
“The most important aspect in the learning to teach process is the field experience, i.e., the opportunity to stand face to face with the challenges and demands of the teaching profession” (Caires & Almeida, 2007). This study presents the successes and challenges encountered by preservice teachers while conducting a semester long student teaching experience. This is a qualitative study with data collected using anonymous questionnaires and case-study interviews involving elementary and secondary preservice teachers. Challenges regarding classroom management, cooperating teacher interactions, and university demands emerged from the questionnaire and interview data. The interview data revealed a more in-depth perspective of …
Who Are Latino/A Prospective Teachers And What Do They Bring To U.S. Schools?, Mary L. Gomez, Terri L. Rodriguez, Vonzell Agosto
Who Are Latino/A Prospective Teachers And What Do They Bring To U.S. Schools?, Mary L. Gomez, Terri L. Rodriguez, Vonzell Agosto
Educational Leadership and Policy Studies Faculty Publications
In this article, the authors draw on life-history methods to investigate the family, school, university, and teacher education experiences of three Latino teacher candidates in a large, midwestern, research-oriented university in the United States. They show how in university social experiences and in teacher education classes and field experiences, these young men often felt misinterpreted in interactions with white females in particular. Also evident is their strong desire to make personal connections with youth and families they teach. The authors offer suggestions for how teacher educators can be more responsive to prospective male elementary teachers and teacher candidates of color.
Helping Elementary Education Majors Brush Up On Mathematical Modeling: Insights From A Field Test Of A New Online Learning Prototype, Neal Grandgenett, Arthur I. Zygielbaum, Elliott Ostler, Steve Hamersky, Bob Pawloski
Helping Elementary Education Majors Brush Up On Mathematical Modeling: Insights From A Field Test Of A New Online Learning Prototype, Neal Grandgenett, Arthur I. Zygielbaum, Elliott Ostler, Steve Hamersky, Bob Pawloski
Teacher Education Faculty Proceedings & Presentations
This paper describes insights related to the potential use of on-line training modules with elementary education pre-service teachers for enhancing their experience and background in mathematical modeling. These insights resulted from a field test of a new online learning prototype developed within a National Science Foundation Proof-of-Concept project. The insights listed in the paper are further supported by two URL addresses that link to detailed notes, background documents, and various demonstration pieces.
Institutional Support For Diversity In Preservice Teacher Education, Jeremy Price, Linda Valli
Institutional Support For Diversity In Preservice Teacher Education, Jeremy Price, Linda Valli
Department of Teaching and Learning Scholarship and Creative Works
No abstract provided.