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Full-Text Articles in Education
Table Of Contents And Introductory Materials For Vol. 23, No. 4, 2017, Bruce Quantic
Table Of Contents And Introductory Materials For Vol. 23, No. 4, 2017, Bruce Quantic
The Advocate
This content includes the table of contents and editorial information for vol. 23, issue 04 (Spring - Summer 2017)
Growth Not Gotcha: The Power Of Feedback For Future-Readiness Of Teacher Candidates, Kelly Gillespie, Sue Jenkins, Vickie Schweinler
Growth Not Gotcha: The Power Of Feedback For Future-Readiness Of Teacher Candidates, Kelly Gillespie, Sue Jenkins, Vickie Schweinler
The Advocate
Feedback is powerful. Everybody needs feedback. The need for feedback includes teachers. It’s time to transform delivery of instruction and teacher-education with a powerful, 2-step observation-feedback process. Clarity of expectations set the stage for observation. Feedback is delivered instantaneously and regularly. Actionable feedback gets results including growth from self-reflection, collaborative conversation, and differentiated professional learning. Self-efficacy of teacher candidates soars and retention in the profession finally has a fighting chance. Feedback, the breakfast of champions (Blanchard, 2015) gives teachers dollops (Marzano, 2007). Feedback, the missing piece in continuous improvement (Feldman, 2016) and preparation of future-ready teacher candidates.
Facilitating Applied Learning In An Introductory Course On Exceptionalities Through A Student Choice Project, Heidi R. Cornell, Jennifer P. Stone
Facilitating Applied Learning In An Introductory Course On Exceptionalities Through A Student Choice Project, Heidi R. Cornell, Jennifer P. Stone
The Advocate
Many beginning teachers feel unprepared to teach students in their inclusive classrooms. Preservice teachers may need applied learning experiences, intentionally focused on understanding of individuals with disabilities as human rather than as their disability or label. This paper shares an applied learning project couched in the principles of Universal Design for learning completed by students in a course about disabilities. Two Student Choice Project examples are shared to demonstrate the process for completion and to provide preliminary evidence of how this project facilitated transformation of student perceptions, built awareness, and improved openness and objectivity in understanding individuals with disabilities.
Keeping Community Stakeholders Informed About The Rationale For Program Changes, Kirsten Limpert, John Morton
Keeping Community Stakeholders Informed About The Rationale For Program Changes, Kirsten Limpert, John Morton
The Advocate
Communication is the key element in much of education. Gathering input and utilizing the information to help educators understand community perceptions is a vehicle that has long been underutilized in schools. This article will examine the historical perspectives of involvement and communication and provide concrete suggestions for keeping all stakeholders informed about the continually changing landscape of education. The authors use communication about Common Core State Standards as an example for keeping stakeholders informed about school change.
From Perception To Practice: Improving Literacy Pedagogy Through Field-Based Inquiry, Sarah E. Broman
From Perception To Practice: Improving Literacy Pedagogy Through Field-Based Inquiry, Sarah E. Broman
The Advocate
For over a century, approaches to reading instruction have been a volatile issue in education. The controversy regarding instructional approaches is evidenced in the context of educators’ beliefs regarding developmentally appropriate practice in the classroom. Much has been done in the way of research regarding the relationship between a teacher’s theoretical beliefs and practice in the classroom. However, there is a lack of research surrounding early field experience and the possible influence on preservice teachers’ philosophical viewpoints. The purpose of this study is to explore preservice teachers’ theoretical orientations and how they inform their practices during early field experiences.
The Kansas Teacher Education Advocate, Where We Have Been And Where We Could Go, Stu Ervay
The Kansas Teacher Education Advocate, Where We Have Been And Where We Could Go, Stu Ervay
The Advocate
Editorial. ORIGINS: The Advocate was begun in the 1970s by ATE-K Executive Director and past President Stu Ervay, who initially intended it to be similar to the Phi Delta Kappan in terms of format and content. The Kappan included articles that stimulated innovative thinking and possible action in America’s schools. The Advocate was meant to do the same thing for Kansas’ teacher education.
School Board Leadership: Best Practices, Brian T. Sims
School Board Leadership: Best Practices, Brian T. Sims
The Advocate
The purpose of this article is to identify school board best practices in K-12 education. Research suggests that school boards must continue to be actively involved in the governance of local policies and practices regardless of the size of the school district. In addition to monitoring progress and taking corrective action when school goals are not met, school boards must work collaboratively to create a vision, remain committed to the goals they set, and continue to use data to make educational decisions.