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Articles 1 - 19 of 19
Full-Text Articles in Education
Influential Experiences: Practices Of Teaching And Learning Successes To Increase Pre-Service Teachers’ Self-Efficacy, Amanda L. Steiner, Jennifer Lemke
Influential Experiences: Practices Of Teaching And Learning Successes To Increase Pre-Service Teachers’ Self-Efficacy, Amanda L. Steiner, Jennifer Lemke
Journal of Curriculum, Teaching, Learning and Leadership in Education
Teaching is a complex yet rewarding career; still, 40% - 50% of teachers leave the field within the first five years of their career (Ingersoll & Strong, 2011). Teacher preparation programs are often criticized for the lack of connection between theory and practice. Pre-service teachers who have more pedagogical courses and field experiences built into their coursework display higher levels of self-efficacy in their first year of teaching (Boyd et al., 2009; Clark, 2016). Through the lens of Bandura’s four sources of self-efficacy, this case study examines what experiences are most influential in developing pre-service teachers’ self-efficacy.
Learning To Lead: Lessons Taken From The Wisest People We Know, Christine Kenney, Aviva Dorfman, Sapna V. Thwaite
Learning To Lead: Lessons Taken From The Wisest People We Know, Christine Kenney, Aviva Dorfman, Sapna V. Thwaite
Journal of Curriculum, Teaching, Learning and Leadership in Education
How we engage and interact with young children and what we know about supporting them as they grow into the best versions of themselves is a window into what we also know about adults as they grow into the best leaders they can be. How we support and teach children has informative parallels for what leaders in education might learn and draw upon in their interactions and engagements with the people with whom they work. The goal of this paper is to introduce four principles of early childhood education (emotions and feelings are important, relationships are vital, process orientation is …
Prevalence And Risk Factors Of Voice Disorder Symptoms In University Professors: A Pilot Study In Nebraska, Lucia Scheffel, Shari L. Deveney
Prevalence And Risk Factors Of Voice Disorder Symptoms In University Professors: A Pilot Study In Nebraska, Lucia Scheffel, Shari L. Deveney
Journal of Curriculum, Teaching, Learning and Leadership in Education
Although many studies note positive correlations between teaching professionals and voice disorder development, much of what is known is based on reports of elementary and secondary educators, not university professors. Few studies have sought to determine voice disorder prevalence and risk for university professors even though, as professional voice users, they are likely at high risk for voice disorder development. In the present study, 408 university professors responded to questions regarding general health, voice symptomology, and engagement in behaviors associated with voice quality and health. Almost 18% of respondents reported at least 1 consistent voice disorder symptom. Of these, hoarseness …
Cariño Pedagogy: A Framework Of Corazón, Ferial Pearson, Sandra Rodriguez-Arroyo, Gabriel Gutiérrez
Cariño Pedagogy: A Framework Of Corazón, Ferial Pearson, Sandra Rodriguez-Arroyo, Gabriel Gutiérrez
Journal of Curriculum, Teaching, Learning and Leadership in Education
Change in the world of education has never been new or unexpected. However, the pandemic that swept the world at the beginning of 2020 caused our world to spin off its axis and force its practitioners into quickly re-evaluating their praxis, their priorities, and their professional responsibilities. Through this reflection, three BIPOC (Black, Indigenous, and People of Color) colleagues in the Teacher Education Department at a midwestern state university examine twelve months of teaching during the pandemic and the strategies they turned to, to stay true to their pedagogical values to ensure their students were taken care of personally and …
The Covid-19 Impact On Induction Support, Christina L. Wilcoxen
The Covid-19 Impact On Induction Support, Christina L. Wilcoxen
Journal of Curriculum, Teaching, Learning and Leadership in Education
For beginning teachers, Fall 2020 provided an unforgettable first year. The previous spring had brought abrupt and unexpected changes to teaching. Schools closed without notice, student teaching experiences stopped midway through, and teachers were thrown into situations they had never been trained to address. This led to difficult decisions and new obstacles as the world fought to manage COVID-19 and the associated fallout. Teacher candidates graduated with incomplete student teaching experiences and gaps in understanding. Induction programs support beginning teachers as they transition into their own classroom and provide guidance in meeting performance standards. As a result, seven local school …
Adapting To Covid-19: Exploring The Relationship Between Integrating Microteaches During Field Experiences And Pre-Service Teachers' Self-Efficacy, Paula M. Jakopovic, Jennifer L. Lemke, Tracie Reding, Sheryl Mcglamery
Adapting To Covid-19: Exploring The Relationship Between Integrating Microteaches During Field Experiences And Pre-Service Teachers' Self-Efficacy, Paula M. Jakopovic, Jennifer L. Lemke, Tracie Reding, Sheryl Mcglamery
Journal of Curriculum, Teaching, Learning and Leadership in Education
The COVID-19 pandemic has had major impacts on PK-16 education in the United States. In- person teaching and learning opportunities have been disrupted and as a result, schools and institutions of higher education (IHE) have resorted to creative solutions to adjust and adapt to remote learning and social distancing. In particular, teacher preparation programs have wrestled with the limitations put in place by IHE as well as PK-12 school districts while trying to maintain high quality field experiences for pre-service teachers. In this action research report, we examine the implementation of a hybrid field experience model in a teacher preparation …
Learning From The History Of Language Oppression: Educators As Agents Of Language Justice, Sandra Rodriguez-Arroyo, Ferial Pearson
Learning From The History Of Language Oppression: Educators As Agents Of Language Justice, Sandra Rodriguez-Arroyo, Ferial Pearson
Journal of Curriculum, Teaching, Learning and Leadership in Education
There is a long history in this country of language oppression that has led to policies currently in place that affect the way educators are asked to teach. Therefore, educators must understand national and local language policy to know how it affects their students and how they can perform their duties as educators. Even though the U.S. does not have an official language, states have enacted language policies through court decisions and legislation. These policies have led to students being denied access to English as a Second Language (ESL) and bilingual education programs, resources, and accommodations, all of which lead …
Politicizing Early Childhood Education And Care In Ontario: Race, Identity And Belonging, Zuhra E. Abawi, Rachel Berman Dr.
Politicizing Early Childhood Education And Care In Ontario: Race, Identity And Belonging, Zuhra E. Abawi, Rachel Berman Dr.
Journal of Curriculum, Teaching, Learning and Leadership in Education
The Early Childhood Education and Care (ECEC) landscape, much like the K-12 education system in Ontario, is largely encompassed by bias-free, neutral and colourblind narratives of identity and social location (Author 1, 2018). These discursive practices portray young children and early learning settings as raceless and equal spaces that engage children in interactions and discussions of race and identity are inappropriate. Education in Ontario and Canada as an entity is marked by myth of the Canadian nation-state (Thobani, 2007) through celebratory, themed, recognition-based initiatives that mark differences, while leaving the status quo of whiteness unchallenged and intact (DiAngelo, 2018). The …
Keeping Teachers Of Color: Recruitment Is Not The Problem, Ferial Pearson, Monica Fuglei
Keeping Teachers Of Color: Recruitment Is Not The Problem, Ferial Pearson, Monica Fuglei
Journal of Curriculum, Teaching, Learning and Leadership in Education
This article reviews some of the recent literature on teacher recruitment and retention published in the United States. It describes the merits of having a diverse teaching force, and explains that the issue of a lack of representation of teachers of color in American schools is not a result of recruitment; rather, it is the retention of these teachers that is the problem at hand. The article uncovers the reasons teachers of color leave the profession, and makes suggestions about changes that would make it possible for these teachers to stay.
Toward Diversity In Texts: Using Global Literature To Cultivate Critical Perspectives, Rick Marlatt
Toward Diversity In Texts: Using Global Literature To Cultivate Critical Perspectives, Rick Marlatt
Journal of Curriculum, Teaching, Learning and Leadership in Education
Abstract Literature study in the 21st Century should be characterized by the inclusion of global texts that afford diverse students the opportunity to engage in their literacy development through and alongside authors, characters, and storylines that represent their own linguistic and cultural traditions. In this narrative analysis, I reflect on the importance of equity-driven literature study from my perspective as a teacher educator at a Hispanic-Serving Institution in the Southwestern United States. Following an introduction to the political and institutional contexts surrounding text selection in schools and a brief review of the literature, I situate myself and my students as …
Developing Stragic Competence In The Service Of Inquiry Teaching: Assisting Pre-Service Elementary Teachers To Use Inquiry To Achieve Strategic Competence In Science Learning, Sheryl Mcglamery, Victoria Lentfer
Developing Stragic Competence In The Service Of Inquiry Teaching: Assisting Pre-Service Elementary Teachers To Use Inquiry To Achieve Strategic Competence In Science Learning, Sheryl Mcglamery, Victoria Lentfer
Journal of Curriculum, Teaching, Learning and Leadership in Education
Abstract: This paper describes the efforts of researchers to examine the understandings of pre-service elementary teachers regarding the role and use of inquiry and strategic competence in science teaching and learning. The pre-service elementary teachers were given multiple exposures to inquiry activities, and field teaching opportunities using inquiry with opportunities to pursue strategic competence in experimentation and problem solving. The findings support the use of inquiry labs and shows how field experience is valuable in helping build an understanding of inquiry and strategic competence.
Learning To Assess Student Understanding Through Formative And Summative Assessment, Sheryl Mcglamery, Saundra Shillingstad
Learning To Assess Student Understanding Through Formative And Summative Assessment, Sheryl Mcglamery, Saundra Shillingstad
Journal of Curriculum, Teaching, Learning and Leadership in Education
Abstract: Following extensive discourse and observation (2015-2016) of pre-service teacher candidates’ engagement in academic field experiences in math, science, and social studies methods courses, two undergraduate methods professors noted that many of the teacher candidates struggled in the area of assessing student learning. We noted that pre-service teacher candidates struggled to differentiate between formative and summative assessment practices, struggled with knowing when and how to assess students during instruction, and lastly how to identify if student learning had occurred. This action research study reports the impact that modeling, teaching experience, and demonstrations of formative and summative assessment measures had on …
Listening To The Voice In The Field: Cooperating Teacher, Candidate And Supervisor Perspectives On Creating Collaborative Environments, Christina L. Wilcoxen
Listening To The Voice In The Field: Cooperating Teacher, Candidate And Supervisor Perspectives On Creating Collaborative Environments, Christina L. Wilcoxen
Journal of Curriculum, Teaching, Learning and Leadership in Education
Abstract: The researcher surveyed teacher candidates, cooperating teachers and university supervisors in a teacher preparation program at a 4-year, public university. This article focuses on a four semester study surveying the perceptions of pre-service teachers, cooperating teachers and university supervisors as to the necessary elements for a collaborative framework in a co-teaching environment.
Advancing The Dialogue On Multicultural Instructional Approaches, Franklin Titus Thompson
Advancing The Dialogue On Multicultural Instructional Approaches, Franklin Titus Thompson
Journal of Curriculum, Teaching, Learning and Leadership in Education
Most teacher preparation programs and the state governments they answer to agree that education majors should receive training in multicultural education before being granted certification to teach. Agreement begins to break down, however, over the details of that instruction Results of this study show that teachers of tomorrow want multicultural education that is more sophisticated than the typical “blame-game” or “feel-good” paradigms of yesteryear’s efforts. It also shows that students are not fragile and prefer an eclectic instructional approach that has a critical pedagogy piece as its flagship. While all six proposed theoretical instructional approaches were accepted by respondents (N=368) …
The Impact Of Increased Hours And Supervision In Field Experience Practicums, Saundra Shillingstad, Sheryl Mcglamery
The Impact Of Increased Hours And Supervision In Field Experience Practicums, Saundra Shillingstad, Sheryl Mcglamery
Journal of Curriculum, Teaching, Learning and Leadership in Education
In recent years much has been written regarding the preparation and effects of the field experience involvement for pre-service teachers. In 2013 the Teacher Education Department (TED) faculty and Office of Field Placements at the University of Nebraska at Omaha (UNO) began an in depth review and examination of our pre-service teachers’ engagement during their field practicums in urban and suburban schools throughout the Omaha Metro area. The roundtable presentation will discuss the revisions that the TED has undergone in the last three years to improve courses that have a field practicum component, as well as the benefits and challenges …
Walking Through Apprehension: Beginning The Journey To Cultural Understanding, Connie L. Schaffer, Sarah Edwards, Nancy A. Edick
Walking Through Apprehension: Beginning The Journey To Cultural Understanding, Connie L. Schaffer, Sarah Edwards, Nancy A. Edick
Journal of Curriculum, Teaching, Learning and Leadership in Education
Within urban universities, programs often require students to complete experiences via partnerships with P-12 schools, community centers, or social service agencies located in urban centers. These experiences provide rich opportunities for students to apply, in real-world settings, what they study on campus. These experiences also provide opportunities for students to confront their perceptions of the urban neighborhoods in which the experiences occur. However, when students' perceptions are based primarily on stereotypes or negative media portrayals, they may enter into the experiences with apprehension, even fear. This manuscript describes one attempt of a large teacher preparation program to address this issue …
Coaching Teacher Candidates: What Does It Look Like? What Does It Sound Like?, Abigail J. Burke
Coaching Teacher Candidates: What Does It Look Like? What Does It Sound Like?, Abigail J. Burke
Journal of Curriculum, Teaching, Learning and Leadership in Education
Instructional coaching for reflection has traditionally not been part of teacher preparation. In addition, there is limited understanding of developmental coaching relationships within the context of field experience in teacher preparation programs. Reflection has increasingly been recognized as a central element of professional growth during teacher preparation. The purpose of this qualitative study was to explore the essence of instructional coaching between teacher candidates and an instructional coach as it relates to reflection of practice. Teacher educators would benefit by knowing more about the learning that occurs within the directed conversations between the instructional coach and teacher candidate. This study …
The Road To Hybrid Courses: Challenging Yet Rewarding, Phyllis K. Adcock
The Road To Hybrid Courses: Challenging Yet Rewarding, Phyllis K. Adcock
Journal of Curriculum, Teaching, Learning and Leadership in Education
Faculty who have good technology skills and are searching for a way to adapt a course into some form of a distance education course have a number of options. Faculty who have the support of a technology specialist who can share many opportunities such as collaboration technologies and digital media, enable more flexibility in how courses are delivered. The ability to reach beyond the four walls of a classroom has helped developed an attitude that faculty are looking for innovative methodology, using technology in the classroom. Online programs, hybrid courses, audio-video conferencing, and virtual office hours have the power to …
The Impact Of Collaboration On Clinical Practice In Teacher Education: A Pilot Study, Christina L. Wilcoxen
The Impact Of Collaboration On Clinical Practice In Teacher Education: A Pilot Study, Christina L. Wilcoxen
Journal of Curriculum, Teaching, Learning and Leadership in Education
This article shares one university’s work with two metropolitan districts to support preservice teachers during clinical practice through the use of a common language. The pilot merged the concept of co-teaching and coaching to the clinical practice experience. The study was completed over a year’s time and connected preservice teachers’ last methods class placement to their clinical practice placement. Preservice teachers participating in this pilot were paired with a cooperating teacher for an entire year as opposed to a semester experience. Preliminary findings yielded a positive outcome.