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Full-Text Articles in Education
Lessons In A Different Language: Teaching Pre-Service Teachers To "Speak" Data, Christina Edmonds-Behrend, Stephanie Woodley, Frank Mullins
Lessons In A Different Language: Teaching Pre-Service Teachers To "Speak" Data, Christina Edmonds-Behrend, Stephanie Woodley, Frank Mullins
Journal of Human Services: Training, Research, and Practice
An undergraduate teacher education behavioral principles course focused on pre-service teachers’ accuracy of data collection using simple technology during a field-based experience is described. Pre-teachers, mostly special education majors, completed questionnaires at the beginning and end of the semester regarding whether simple technology (i.e., stopwatch, tally counter, interval timer) impacted data recording and perceived effectiveness. Interrater reliability was randomly assessed across two K-5 locations in which the pre-teachers tutored elementary-aged students in an after-school program. On-campus and on-site data collection interrater reliability results were promising, demonstrating pre-teacher ability to collect data accurately. Conclusions and recommendations for future practices are provided.
Igniting Your Teaching With Educational Technologies: A Resource For New Teachers Book Review, Mckelle Hamson Cox, Mindy Menn
Igniting Your Teaching With Educational Technologies: A Resource For New Teachers Book Review, Mckelle Hamson Cox, Mindy Menn
TxDLA Journal of Digital Learning
Igniting Your Teaching with Educational Technology: A Resource for New Teachers edited by Matt Rhoads and Bonni Stachowiak highlights six areas into which new teachers can incorporate technology within face-to-face, hybrid, and online classrooms. This review finds the book to be an ideal resource for new teachers and for current students in a college teaching program who are ready to start student teaching. Providing an overview of current educational technology tools, the book is certain to spark further exploration.
Understanding Equitable Assessment: How Preservice Teachers Make Meaning Of Disability, Melissa K. Driver
Understanding Equitable Assessment: How Preservice Teachers Make Meaning Of Disability, Melissa K. Driver
Journal of Multicultural Affairs
Disproportionality of historically marginalized populations in special education continues to be a critical concern. The identification of students with disabilities is reliant on valid and reliable assessment that is free of bias. The extent to which this is possible given measurement constraints and an increasingly diverse student population is unclear. How teachers are trained to design, select, administer, score, and interpret assessment data related to the identification of students with disabilities is vastly under-researched considering the significant implications of assessment practices. In this study, six special education preservice teachers engaged in an assessment methods course during their second semester of …
Professional Ethics, Decision-Making, And Interdisciplinary Collaboration: An Exploration Of Teacher Preparation Programs And Practice, Brittany Mccreary
Professional Ethics, Decision-Making, And Interdisciplinary Collaboration: An Exploration Of Teacher Preparation Programs And Practice, Brittany Mccreary
Electronic Theses and Dissertations
The first purpose of this research was to explore the prevalence, methods of instruction, and perceived value of professional ethics, ethical decision-making, and interdisciplinary collaboration in teacher preparation programs throughout the U.S. These factors were addressed using the Ethics Training and Curriculum Survey (ETCS). Participants for the ETCS included teacher educators (n = 977) from CAEP accredited preparation programs. Survey results suggest that professional ethics is widely addressed throughout CAEP accredited programs, but that instruction in ethical decision-making varies considerably. To connect these findings with practice, a second purpose of this study was to explore how educators make ethical …
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
Faculty Publications
Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices.