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Old Dominion University

Teaching & Learning Faculty Publications

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Full-Text Articles in Education

Removing Artificial Barriers To Licensure Could Ease The Teacher Shortage, Jori S. Beck Nov 2023

Removing Artificial Barriers To Licensure Could Ease The Teacher Shortage, Jori S. Beck

Teaching & Learning Faculty Publications

In this Backtalk opinion essay, I argue that current teacher shortages could be mediated by rethinking candidate licensure. I share various examples of how local, state, and federal policy have prevented talented candidates from earning teacher licensure. I unpack some of the requirements for licensure including costs, and I share actionable steps that could be taken by state and federal government agencies to support teacher licensure.

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How Are Teachers Leading Now? From Access To Activism: An Introduction To The Special Issue, Kaavonia Hinton, Jori S. Beck Aug 2023

How Are Teachers Leading Now? From Access To Activism: An Introduction To The Special Issue, Kaavonia Hinton, Jori S. Beck

Teaching & Learning Faculty Publications

In this introduction to a special issue on teacher leadership (TL), the editors argue that recent attacks against antiracist teaching have influenced TL. Thus, we offer an overview of several issues these collected authors explore related to TL, including access to TL for teachers of color; advancing equity through leadership teams; self-care for teacher advocates; and TL as advocacy, activism, and antiracist work.

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Supporting Multilingual Learners’ Reading Competence: A Multiple Case Study Of Teachers’ Instruction And Student Learning And Motivation, Melissa A. Gallagher, Jori S. Beck, Erin M. Ramirez, Ana Taboada Barber, Michelle M. Buehl Aug 2023

Supporting Multilingual Learners’ Reading Competence: A Multiple Case Study Of Teachers’ Instruction And Student Learning And Motivation, Melissa A. Gallagher, Jori S. Beck, Erin M. Ramirez, Ana Taboada Barber, Michelle M. Buehl

Teaching & Learning Faculty Publications

Supporting students’ reading competence (i.e., their comprehension and vocabulary) is complex, particularly when working with multilingual learners, and involves implementing instructional practices to support their behavioral engagement in reading as well as their reading motivation. The purpose of this mixed methods case study was to examine changes in multilingual learners’ reading comprehension, academic vocabulary, reading engagement, and reading motivation after participating in a 7-week intervention called United States History for Engaged Reading (USHER) and then examine qualitative data to explain why these changes may have occurred. We found changes in the reading comprehension of MLs across all four teachers’ classes, …

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Building Academic Language Proficiency For English Learners, Abha Gupta May 2023

Building Academic Language Proficiency For English Learners, Abha Gupta

Teaching & Learning Faculty Publications

Academic language proficiency is essential for success in school, especially for English Learners (ELs). However, it is a skill which receives little attention. Many ELs frequently exit from language assistance programs because they perform well on social language tests and sound proficient in language interchange, due to strong basic interpersonal communication skills. However, they may still struggle in content areas due to poor academic language proficiency. This article’s main goals are to illustrate the value of academic language comprehension and offer teaching techniques that will help ELs develop this skill. These strategies, which play to English Learners’ strengths, incorporate cognates …

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Artificial Intelligence In Higher Education: The State Of The Field, Helen Crompton, Diane Burke Apr 2023

Artificial Intelligence In Higher Education: The State Of The Field, Helen Crompton, Diane Burke

Teaching & Learning Faculty Publications

This systematic review provides unique findings with an up-to-date examination of artificial intelligence (AI) in higher education (HE) from 2016 to 2022. Using PRISMA principles and protocol, 138 articles were identified for a full examination. Using a priori, and grounded coding, the data from the 138 articles were extracted, analyzed, and coded. The findings of this study show that in 2021 and 2022, publications rose nearly two to three times the number of previous years. With this rapid rise in the number of AIEd HE publications, new trends have emerged. The findings show that research was conducted in six of …

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Open To All: Administrators’ And Teachers’ Perceptions Of Issues Of Equity And Diversity In Teacher Leadership, Jori S. Beck, Kaavonia Hinton, Brandon M. Butler, Peter D. Wiens Jan 2023

Open To All: Administrators’ And Teachers’ Perceptions Of Issues Of Equity And Diversity In Teacher Leadership, Jori S. Beck, Kaavonia Hinton, Brandon M. Butler, Peter D. Wiens

Teaching & Learning Faculty Publications

This study is a response to calls for more research on diversity in teacher leadership (TL), particularly in urban schools. Critical race theory illuminated the role race and racism can play in determining who gets access to TL positions and how that access is characterized using liberal discourse and ideology. We used a component mixed methods design to explore whether administrators and teachers perceived that teacher leadership positions were open to everyone. Beliefs that TL opportunities are “open to all” allow the field to accept the status quo, making it difficult to see (or do anything about) racial inequities.

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Diversity, Dignity, Equity, And Inclusion In The Age Of Division, Discord, And Disunion: Stereotyping, Sexist, Hegemony In Education, Abha Gupta Jan 2023

Diversity, Dignity, Equity, And Inclusion In The Age Of Division, Discord, And Disunion: Stereotyping, Sexist, Hegemony In Education, Abha Gupta

Teaching & Learning Faculty Publications

The article addresses diversity issues related to language, gender, and culture. Topics include fundamental areas of research essential to the discussion on language diversity in the context of education with respect to equity, poverty, stereotype threat, Pygmalion Effect, non-sexist language, and Matthews Effect. The discussion on diversity and equity creates a space to think about issues of access, opportunity, voice, and equal participation within society and educational settings. Diversity among humans requires thoughtful considerations, accommodations, and differentiations in educational treatment, yet providing equal opportunities for growth and learning for all.

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Not Just A Hashtag: Using Black Twitter To Engage In Critical Visual Pedagogy, Mia L. Knowles-Davis, Robert L. Moore, Susan Köseoğlu (Ed.), George Veletsianos (Ed.), Chris Rowell (Ed.) Jan 2023

Not Just A Hashtag: Using Black Twitter To Engage In Critical Visual Pedagogy, Mia L. Knowles-Davis, Robert L. Moore, Susan Köseoğlu (Ed.), George Veletsianos (Ed.), Chris Rowell (Ed.)

Teaching & Learning Faculty Publications

[First Paragraph] We live in a global society in which we are constantly exposed to new technologies, people, and situations that transform our perceptions and worldviews. As we are exposed to these new experiences, it is increasingly necessary to maintain a critical eye and question what we are seeing. It is not enough for higher education merely to teach material; instructors should also teach the responsibilities and ethics that coincide with it. Encouraging criticality in higher education helps learners to develop a deeper understanding of social justice, inequality, and oppressive systems, and it teaches learners how to combat those issues …

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Why Do Students Attend Stem Clubs, What Do They Get Out Of It, And Where Are They Heading?, Margaret R. Blanchard, Kristie S. Gutierrez, Kylie J. Swanson, Karen M. Collier Jan 2023

Why Do Students Attend Stem Clubs, What Do They Get Out Of It, And Where Are They Heading?, Margaret R. Blanchard, Kristie S. Gutierrez, Kylie J. Swanson, Karen M. Collier

Teaching & Learning Faculty Publications

This research investigated what motivated and sustained the involvement of 376 students in culturally relevant, afterschool STEM clubs at four rural, under-resourced schools. A longitudinal, convergent parallel mixed methods research design was used to investigate participants’ participation in and perceptions of the clubs, their motivations to attend, and their future goals, over three years. Situated Expectancy-Value Theory (SEVT) served as a guiding theoretical and analytical framework. Overall, students who attended the clubs were African American (55%), female (56%), and 6th graders (42%), attended approximately half of the clubs (43%), and agreed with quality measures on the STEM Club Survey (M …

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Pre-Service Elementary Teachers' Framing Of Mathematical Discussions After Problem-Solving Through Mursion™ Simulation, Sezai Kocabas, Melva Grant, Signe Kastberg, Hanan Alyami Jan 2023

Pre-Service Elementary Teachers' Framing Of Mathematical Discussions After Problem-Solving Through Mursion™ Simulation, Sezai Kocabas, Melva Grant, Signe Kastberg, Hanan Alyami

Teaching & Learning Faculty Publications

Research on pre-service teachers' discussion practices has focused on decompositions of practice into subskills, while acknowledging the importance of the role of context, identity, and relationships between interactive moves. We focused on 66 elementary preservice teachers' (PSTs') framing-launching moves in discussions after problem-solving in a MursionTM custom simulation. PSTs used five moves: gathering information about student processes, focusing on problem features, task and non-task oriented social interactions, and partner talk. Empirical findings of PSTs' intentions and tacit actions coupled with study findings of the diversity in PSTs' framing moves, highlight the complexity of teacher decision making involved in discussion subsills …

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A Mixed Methods Investigation Of Administrators’ And Teachers’ Perceptions Of Teacher Leadership, Jori S. Beck, Kaavonia Hinton, Peter D. Wiens, Brandon Butler Jan 2023

A Mixed Methods Investigation Of Administrators’ And Teachers’ Perceptions Of Teacher Leadership, Jori S. Beck, Kaavonia Hinton, Peter D. Wiens, Brandon Butler

Teaching & Learning Faculty Publications

Teacher leadership has received attention for empirical and practical reasons. However, despite the evolution of the concept over the last several decades, there is still dissonance regarding the concept of teacher leadership. This study was grounded in the theory of professional identity to understand how administrators and teachers conceptualize teacher leadership. We studied the perceptions of administrators and teachers about teacher leadership using a survey and interviews. While there was some overlap in how administrators and teachers perceived teacher leadership, administrators viewed teacher leadership as occurring outside of the classroom while teachers located it inside of the classroom. Teachers also …

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A Glimmer Of Hope For Tomorrow: Conversations With The 2022 Social Justice Literature Award Winners, Judith M. Dunkerly, Char Moffit Jan 2023

A Glimmer Of Hope For Tomorrow: Conversations With The 2022 Social Justice Literature Award Winners, Judith M. Dunkerly, Char Moffit

Teaching & Learning Faculty Publications

Against a backdrop of legislation aimed at classroom book bannings and efforts to whitewash curriculum, this article draws from interviews with the winners of the 2022 International Literacy Association's Social Justice Literature Award winners to offer hope and inspiration for literacy teachers, researchers, and most importantly, young readers. Utilizing a World Cafe approach, the authors of this article talk with the award winners about their personal stories, the origins of these social justice books, and their message for students, teachers, and caregivers in these tumultuous times. It concludes with a discussion of the use of social justice texts in the …

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Evidence Of The Iste Standards For Educators Leading To Learning Gains, Helen Crompton Jan 2023

Evidence Of The Iste Standards For Educators Leading To Learning Gains, Helen Crompton

Teaching & Learning Faculty Publications

The International Society for Technology in Education (ISTE) empirically designed and published educator standards to provide a roadmap for educators on effective technology integration. The purpose of this further study was to determine what empirical evidence demonstrates that the educator practices have a positive impact on student learning. Using a scoping review methodology, a transparent protocol was used for searching, identifying, and selecting articles that map to the practices within the ISTE Standards. The findings of this study reveal that all the practices in ISTE educator standards led to learning gains. This study is important for researchers, practitioners, funders, and …

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Preparing Undergraduates For The Post-Pandemic Workplace: Teams Of Education And Engineering Students Teach Engineering Virtually, Kristie S. Gutierrez, Jennifer Kidd, Min J. Lee, Krishnanand Kaipa, Orlando Ayala Jan 2023

Preparing Undergraduates For The Post-Pandemic Workplace: Teams Of Education And Engineering Students Teach Engineering Virtually, Kristie S. Gutierrez, Jennifer Kidd, Min J. Lee, Krishnanand Kaipa, Orlando Ayala

Teaching & Learning Faculty Publications

When schools and universities across the world transitioned online due to the COVID-19 pandemic, Ed+gineering, a National Science Foundation (NSF) project that partners engineering and education undergraduates to design and deliver engineering lessons to elementary students, also had to shift its hands-on lessons to a virtual format. Through the lens of social cognitive theory (SCT), this study investigates engineering and education students’ experiences during the shift to online instruction to understand how they perceived its influence on their learning. As a result of modifying their lessons for online delivery, students reported learning professional skills, including skills for teaching online and …

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Speculative Futures On Chatgpt And Generative Artificial Intelligence (Ai): A Collective Reflection From The Educational Landscape, Aras Bozkurt, Junhong Xiao, Sarah Lambert, Angelica Pazurek, Helen Crompton, Suzan Koseoglu, Robert Farrow, Melissa Bond, Chrissi Nerantzi, Sarah Honeychurch, Maha Bali, Jon Dron, Kamran Mir, Bonnie Stewart, Eamon Costello, Jon Mason, Christian M. Stracke, Enilda Romero-Hall, Apostolos Koutropoulos, Cathy Mae Toquero, Lenandlar Singh, Ahmed Tlili, Kyungmee Lee, Mark Nichols, Ebba Ossiannilsson, Mark Brown, Valerie Irvine, Juliana Elisa Raffaghelli, Gema Santos-Hermosa, Orna Farrell, Taskeen Adam, Ying Li Thong, Sunagul Sani-Bozkurt, Ramesh C. Sharma, Stefan Hrastinski, Petar Jandrić Jan 2023

Speculative Futures On Chatgpt And Generative Artificial Intelligence (Ai): A Collective Reflection From The Educational Landscape, Aras Bozkurt, Junhong Xiao, Sarah Lambert, Angelica Pazurek, Helen Crompton, Suzan Koseoglu, Robert Farrow, Melissa Bond, Chrissi Nerantzi, Sarah Honeychurch, Maha Bali, Jon Dron, Kamran Mir, Bonnie Stewart, Eamon Costello, Jon Mason, Christian M. Stracke, Enilda Romero-Hall, Apostolos Koutropoulos, Cathy Mae Toquero, Lenandlar Singh, Ahmed Tlili, Kyungmee Lee, Mark Nichols, Ebba Ossiannilsson, Mark Brown, Valerie Irvine, Juliana Elisa Raffaghelli, Gema Santos-Hermosa, Orna Farrell, Taskeen Adam, Ying Li Thong, Sunagul Sani-Bozkurt, Ramesh C. Sharma, Stefan Hrastinski, Petar Jandrić

Teaching & Learning Faculty Publications

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define …

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Preservice Secondary Science Teachers' Reflections In Using Modeling & Simulation Applications As Instructional Tools For Learning, Mary C. Enderson, Elizabeth Langran (Ed.), Paula Christensen (Ed.), Jarrod Sanson (Ed.) Jan 2023

Preservice Secondary Science Teachers' Reflections In Using Modeling & Simulation Applications As Instructional Tools For Learning, Mary C. Enderson, Elizabeth Langran (Ed.), Paula Christensen (Ed.), Jarrod Sanson (Ed.)

Teaching & Learning Faculty Publications

Preparing preservice teachers to construct learning environments integrating technological tools is a challenge that higher education continues to tackle. One way to address this challenge is to have preservice teachers integrate modeling & simulation (M&S) tools while teaching, reflect on the experience, and attempt to identify ways to make improvements in instructional practices. This case study of five preservice secondary science teachers, enrolled in a course along with student teaching, was designed to study M&S tools integrated into instruction and how preservice teachers thought about the experience. Participants taught at least one lesson integrating M&S tools where they were to …

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Undergraduate Engineering And Education Students Reflect On Their Interdisciplinary Teamwork Experiences Following Transition To Virtual Instruction Caused By Covid-19, Kristie S. Gutierrez, Jennifer J. Kidd, Min Jung Lee, Pilar Pazos, Krishnanand Kaipa, Stacie I. Ringleb, Orlando Ayala Sep 2022

Undergraduate Engineering And Education Students Reflect On Their Interdisciplinary Teamwork Experiences Following Transition To Virtual Instruction Caused By Covid-19, Kristie S. Gutierrez, Jennifer J. Kidd, Min Jung Lee, Pilar Pazos, Krishnanand Kaipa, Stacie I. Ringleb, Orlando Ayala

Teaching & Learning Faculty Publications

This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning and instruction from a face-to-face to a virtual format. In this qualitative study, students’ reflections and focus groups from three interdisciplinary collaborations were analyzed using the lens of Social Cognitive Theory. COVID-19 created a dramatic change in the environment such that the most immediate and direct impact on students’ experiences was on the environmental aspects of Bandura’s triadic reciprocal determinism model, which then triggered behavioral and personal responses to adapt to the new environment. Subsequent evidence of reciprocal effects between …

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Developing Teacher Candidates’ Multicultural Lenses Through Disciplinary Writing Assignments, Kristie Gutierrez, Jori S. Beck, Kaavonia Hinton, Kelly Rippard, Yonghee Suh May 2022

Developing Teacher Candidates’ Multicultural Lenses Through Disciplinary Writing Assignments, Kristie Gutierrez, Jori S. Beck, Kaavonia Hinton, Kelly Rippard, Yonghee Suh

Teaching & Learning Faculty Publications

The purpose of this study was to explore the effectiveness of providing scaffolded disciplinary writing assignments to develop teacher candidates’ multicultural lenses. This study was set in a secondary education program at one mid-Atlantic university. Faculty in this program focused on five dimensions of multicultural education (ME) to better serve teacher candidates within their program through the development of ME-focused disciplinary writing assignments. In required courses within the program, teacher candidates (TCs) completed assignments such as a student shadow experience, infographic, journal, community mapping activity, and practitioner journal article. Qualitative data were collected to explore TCs’ understanding of the ME …

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Reflecting Back To Forge The Path Forward, Robert M. Capraro, Mary Margaret Capraro, Chance Lewis, Melva R. Grant, Marlon James, Eduardo Mosqueda, Jamaal Young, Jemimah Young, Ali Bicer, Tarcia Hubert, Alesia Mickle Moldavan, Susan Ophelia Cannon, Michael S. Rugh, Miriam Sanders, Jonas Chang May 2022

Reflecting Back To Forge The Path Forward, Robert M. Capraro, Mary Margaret Capraro, Chance Lewis, Melva R. Grant, Marlon James, Eduardo Mosqueda, Jamaal Young, Jemimah Young, Ali Bicer, Tarcia Hubert, Alesia Mickle Moldavan, Susan Ophelia Cannon, Michael S. Rugh, Miriam Sanders, Jonas Chang

Teaching & Learning Faculty Publications

The JUME editorial team provides an update of the journal's health and progress during the 2021 calendar year and discusses coming changes and opportunities for growth.

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Building Community Through Asset Mapping In An Alternate Route To Licensure Program, Jori S. Beck, Christina J. Lunsmann, Dan Moore Feb 2022

Building Community Through Asset Mapping In An Alternate Route To Licensure Program, Jori S. Beck, Christina J. Lunsmann, Dan Moore

Teaching & Learning Faculty Publications

Teacher preparation programs in the U.S. have adopted social justice approaches in their work. However, it is necessary to investigate how teacher preparation programs foster an asset orientation in teacher candidates—particularly as Alternative Routes to Licensure have increased in popularity. The current investigation was an interview study of teacher candidates’ experiences after completing an asset mapping activity as part of their field experiences. Participants consistently described how the activity helped them to foster relationships with their students through (a) making connections, (b) humanizing students, and (c) community scaffolding. We explore the implications of these findings for teacher preparation research and …

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Leading Through Partnership: An Examination Of Longitudinal Trends In A School-University Partnership, Kala Burrell-Craft, Patrick Doyle, Mary Gregory, Jori S. Beck, Peter D. Wiens Jan 2022

Leading Through Partnership: An Examination Of Longitudinal Trends In A School-University Partnership, Kala Burrell-Craft, Patrick Doyle, Mary Gregory, Jori S. Beck, Peter D. Wiens

Teaching & Learning Faculty Publications

The purpose of this manuscript is to detail pre- and post- changes that occurred after a principal, Dr. D, was moved from one middle school to another. Dr. D brought an established partnership with him to his new school including a teacher residency program, UTeach replication program, and an on-site course. The results of ANOVAs are presented regarding the school climate according to student and teacher perspectives. Significant results were found on a number of variables including student belonging, bullying, and teacher autonomy. This manuscript addresses the National Association for Professional Development Schools Essential #5: Research and Results.

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Lessons Learned From Two Teacher Educators: What Covid-19 Can Teach Us About Preparing Elementary Preservice Teachers To Teach The Next Generation Of Students, Min Jung Lee, Jennifer Kidd, Kristie Gutierrez, Elizabeth Langran (Ed.) Jan 2022

Lessons Learned From Two Teacher Educators: What Covid-19 Can Teach Us About Preparing Elementary Preservice Teachers To Teach The Next Generation Of Students, Min Jung Lee, Jennifer Kidd, Kristie Gutierrez, Elizabeth Langran (Ed.)

Teaching & Learning Faculty Publications

Over the last two years, the COVID-19 pandemic has required teacher educators to teach their classes online. Teacher educators now need to reflect on the learning opportunities that the COVID-19 induced shift to online learning has provided. This study shares two teacher educators’ experiences of teaching and supporting preservice teachers (PSTs) as they taught engineering online to elementary students. The two teacher educators noticed (a) positive changes in PSTs’ attitudes and beliefs about technology integration, (b) PSTs’ tendency to select and use of educational technologies, (c) PSTs’ recognition of the importance of online interaction and feedback from K-12 students, (d) …

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But Are They Good Teachers? Examining Who Takes Up Teacher Leadership And How Their Instruction Differs From Their Peers, Peter D. Wiens, Jori S. Beck Jan 2022

But Are They Good Teachers? Examining Who Takes Up Teacher Leadership And How Their Instruction Differs From Their Peers, Peter D. Wiens, Jori S. Beck

Teaching & Learning Faculty Publications

Teacher leaders function in many roles in supporting school success including instructional leadership and supporting colleagues. This study draws upon the Status of the Social Studies Survey (Fitchett & Vanfossen, 2013) to examine the responses of 6,702 US-based middle and high school social studies teachers to understand the antecedents of teacher leadership and the instructional practices of these individuals compared to their peers. Survey responses indicate that the vast majority of social studies teachers report participating in some aspect of teacher leadership. Teacher leaders tend to be less experienced and have less educational attainment while employing more research-based instructional techniques.

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Women's Empowerment Through The Use Of Technology, Wolayat Tabasum Niroo, Helen Crompton Jan 2022

Women's Empowerment Through The Use Of Technology, Wolayat Tabasum Niroo, Helen Crompton

Teaching & Learning Faculty Publications

Technology has shaped people’s lifestyles globally. Today, the majority of the world’s population seeks help through technology as a portal to learning with the wide variety of learning materials available. Women in both developed and developing countries can access learning through technology, yet the scholarly community do not have an up-to-date collective view of how technology is being used to provide learning materials to empower women around the world. Therefore, this systematic review included an aggregated and qualitative synthesis to investigate extant empirical work over five years, 2017-2021. Following a rigorous PRISMA selection process, 40 articles were included in the …

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Philosophical Underpinnings Of Mathematics Teacher Educator's Work, Elizabeth Suazo-Flores, Signe E. Kastberg, Melva R. Grant, Olive Chapman Jan 2022

Philosophical Underpinnings Of Mathematics Teacher Educator's Work, Elizabeth Suazo-Flores, Signe E. Kastberg, Melva R. Grant, Olive Chapman

Teaching & Learning Faculty Publications

Mathematics teacher educators (MTEs) are turning research lens on themselves to explore their knowledge and practices and with that contribute knowledge to the field of mathematics teacher education. In this working group we build from our exploration of MTEs' work. MTEs will describe their work and their views of knowledge and being in their work as MTEs. We invite MTEs to join our working group and assert that MTEs' discussions of their work will provide opportunities for professional learning that reveals how their knowledge and identity inform their practice.

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Making A Difference Through Sustained In-Service Teacher Training, Abha Gupta, Guang Lea Lee Jan 2022

Making A Difference Through Sustained In-Service Teacher Training, Abha Gupta, Guang Lea Lee

Teaching & Learning Faculty Publications

This study is based on collaboration between a school and a university on professional development training of 4th and 5th grade elementary school teachers in a southeastern state in the USA. The study was three-pronged and focused on teacher knowledge, pedagogy, and student achievement. We examined how the building of teacher capacity affected the performance of underachieving students in math and literacy. Underachieving students were targeted with specific strategies, projects, problems solving stories, self-reflection, and higher-level thinking questions. Student performance was measured for literacy achievement, with quantitative and qualitative measures used for data collection purposes. Students showed progress over previous …

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The Impact Of A Year-Long Professional Development On Teacher Self-Efficacy In Personal Writing And The Teaching Of Writing, Guang-Lea Lee, Terri Brodeur, Cherng-Jyh Yen, Tian Luo, Pauline Salim Muljana Jan 2022

The Impact Of A Year-Long Professional Development On Teacher Self-Efficacy In Personal Writing And The Teaching Of Writing, Guang-Lea Lee, Terri Brodeur, Cherng-Jyh Yen, Tian Luo, Pauline Salim Muljana

Teaching & Learning Faculty Publications

Long-term professional development (PD) initiatives are scant in the extant literature. This study examines the impact of a year-long, face-to-face teacher PD provided for teachers from a high-need elementary school to improve their personal writing and writing instruction. A mixed-methods approach was used to collect and analyze data primarily from pre- and post-surveys and interviews. Statistical analyses suggest that teachers’ self-efficacy toward writing instruction was improved, but not self-efficacy toward their personal writing. Various means of how the year-long teacher PD influenced their self-efficacy were demonstrated through qualitative analysis. Implications of conducting teacher PD on writing instruction were discussed.

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Middle Level Teacher Recruitment: Challenging Deficit Narratives, Christina Lunsmann, Jori S. Beck, Kaavonia Hinton, Bettie F. Perry Nov 2021

Middle Level Teacher Recruitment: Challenging Deficit Narratives, Christina Lunsmann, Jori S. Beck, Kaavonia Hinton, Bettie F. Perry

Teaching & Learning Faculty Publications

Perceptions of middle level learners vary, and unfortunately, some are deficit-oriented, labeling young adolescents as “hormonal” and “erratic” without a deep understanding of their emotional and physical development or the knowledge and skills that they bring to a classroom. In this paper, we provide empirical evidence for this deficit narrative—including the marginalization of middle level learners—from interviews conducted with teacher candidates in elementary, middle, secondary, and K-12 programs in two different states. Three themes around perceptions of teaching middle grades students are shared: adult needs and interests, resistance to student agency, and challenging the deficit narrative. We posit that developing …

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The End Or Beginning? Either Way, The Credits Are Not Rolling Yet!, Robert M. Capraro, Mary Margaret Capraro, Jacqueline Leonard, Chance Lewis, Melva R. Grant, Marlon James, Eduardo Mosqueda, Jamaal Young, Ali Bicer, Tarcia Hubert, Alesia Mickle Moldavan, Susan Ophelia Cannon, Hyunkyung Kwon, Michael S. Rugh, Jonas L. Chang May 2021

The End Or Beginning? Either Way, The Credits Are Not Rolling Yet!, Robert M. Capraro, Mary Margaret Capraro, Jacqueline Leonard, Chance Lewis, Melva R. Grant, Marlon James, Eduardo Mosqueda, Jamaal Young, Ali Bicer, Tarcia Hubert, Alesia Mickle Moldavan, Susan Ophelia Cannon, Hyunkyung Kwon, Michael S. Rugh, Jonas L. Chang

Teaching & Learning Faculty Publications

(First paragraph) Thank you to all our reviewers, editorial board members, authors, and those who chose the Journal of Urban Mathematics Education (JUME) as their outlet of choice this past year. JUME has had many recent successes, and we in the editorial team plan to release the salient performance data for the journal. For JUME to advance its mission, we believe that accountability and transparency are essential. To this end, our readers will from now on receive an annual progress report about JUME in our first issue of each year.

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The Potential Of Artificial Intelligence In Higher Education, Helen Crompton, Donggil Song Jan 2021

The Potential Of Artificial Intelligence In Higher Education, Helen Crompton, Donggil Song

Teaching & Learning Faculty Publications

Artificial Intelligence (AI) is seeping into many aspects of our everyday lives, with common internet applications, smartphones and even household appliances. Within education, AI is a rapidly emerging field and there is a strong potential for AI to greatly extend and enhance teaching and learning in higher education (Crompton et al., 2020). AI is defined as “computing systems that are able to engage in human-like processes such as learning, adapting, synthesizing, self-correction and use of data for complex processing tasks” (Popenici & Kerr, 2017). In the Horizon Report 2020 report (Brown et al., 2020), AI is listed as one of …

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