Education Commons^™

Identification Of The Emergent Leaders Within A Cse Professional Development Program, Tracie Evans Reding, Brian Dorn, Neal Grandgenett, Harvey Siy, Jon Youn, Qiuming Zhu, Carol A. Engelmann

Computer Science Faculty Publications

The need for high quality, sustainable Computer Science Education (CSE) professional development (PD) at the grades K-12 level is essential to the success of the global CSE initiatives. This study investigates the use of Social Network Analysis (SNA) to identify emergent teacher leaders within a high quality CSE PD program. The CSE PD program was designed and implemented through collaboration between the computer science and teacher education units at a Midwestern metropolitan university in North America. A unique feature of this specific program is in the intentional development of a social network. This study discusses the importance of social networks, …

They’Re Lovin’It: How Preschool Children Mediated Their Funds Of Knowledge Into Dramatic Play, Anne E. Karabon

Teacher Education Faculty Publications

The funds of knowledge framework promotes connecting community contexts with curriculum aimed to activate children’s prior knowledge. Typically, teachers determine what knowledge sources harmonise best with their existing programming, potentially omitting particular resources that may not align. Young children, on the other hand, can act as agents when integrating knowledge for themselves into play. This article explores how children mediated their cultural knowledge into dramatic play and what factors were key to empowering children to naturally incorporate funds of knowledge across contexts. Grounded in critical sociocultural theory, findings reveal that children use mediation as a form of power and agency …

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.

Coming To Know About Sacrifice Zones And Eco-Activism: Teaching And Learning About Climate Change, Alexandra Panos, James Damico

Teacher Education Faculty Publications

This paper shares curricular tools to engage in inquiry around issues related to environmental justice for upper elementary and middle grades students. Focusing on developing background knowledge and critical reading practices, the unit offers approaches to fiction and non-fiction online sources that promote an inquiry stance based in empathy and exploration. In addition to developing critical stances and questions to explore sacrifice zones and eco-activism, this paper shares many resources (texts and scaffolded tools) for praxical application in classrooms.

Ne Stem 4u: An Out-Of-School Time Academic Program To Improve Achievement Of Socioeconomically Disadvantaged Youth In Stem Areas, Christine E. Cutucache, Jamie L. Luhr, Kari L. Nelson, Neal Grandgenett, William E. Tapprich

Biology Faculty Publications

Background

The Nebraska Science, Technology, Engineering, and Mathematics 4U (NE STEM 4U) program was initiated at the University of Nebraska at Omaha (UNO) in 2013. NE STEM 4U is a student-run, faculty-led program facilitating problem-based learning (PBL) sessions in science, technology, engineering, and mathematics (STEM) for socioeconomically disadvantaged kindergarten through grade 8 (K-8) students. PBL sessions are provided throughout the academic year in a twice-weekly, after-school, informal education program. The instructional material provided after school builds upon the curricula of the school day. Importantly, this program is a partnership between faculty members and administrators in higher education at UNO with …

Uno Website Coe Clinical Practice, Uno College Of Education

Student Support

The capstone experience for teacher candidates in the College of Education is clinical practice (student teaching). Clinical practice is a candidate's opportunity to apply their learning and demonstrate their readiness for the classroom.

Enhancing The Stem Ecosystem Through Teacher-Researcher Partnerships, William E. Tapprich, Neal Grandgenett, Heather Leas, Steven N. Rodie, Robert Duncan Shuster, Chris Schaben, Christine E. Cutucache

Biology Faculty Publications

STEM faculty at the University of Nebraska at Omaha (UNO) have partnered with teachers and administrators in the Omaha Public Schools (OPS) to implement a Teacher-Researcher Partnership Program. This program establishes resources and infrastructure that engage K-12 science teachers in scientific research experiences. In the first implementation of this program, eleven UNO faculty mentors, drawn from several STEM disciplines, were matched with eleven OPS teachers to conduct genuine research projects in support of their teaching.

Transforming Teacher-Family Relationships: Shifting Roles And Perceptions Of Home Visits Through The Funds Of Knowledge Approach, Kristin Whyte, Anne E. Karabon

Teacher Education Faculty Publications

Education has embraced the idea of an ‘asset approach’ to working with families and children, creating a focus on developing collaborative relationships with families by building on what they bring to the table. In this paper we explore what happened when early childhood teachers entered homes to learn from families and identify their Funds of Knowledge. The findings show how issues of power and perception surfaced when teachers attempted to shift their role from that of teacher to learner. In analyzing teachers’ experience before, during, and after ethnographic home visits we saw their general desire to adopt an asset-based mentality. …

Classroom Management With Voice-Movement-Task, Victoria Lentfer

Teacher Education Faculty Publications

Sometimes it's the simple things that are the solution to classroom management problems.

Consider the simple task of giving directions. As basic as they may be, directions are the infrastructure of a well-managed classroom. Clear directions give students a better understanding of behavior and academic expectations.

Instructional Coaching Implementation: Considerations For K-12 Administrators, Kelly Gomez Johnson

Teacher Education Faculty Publications

As school leaders, 21st century school administrators are in the spotlight for their role in promoting an environment of academic achievement. Along with organizing and planning for the fundamental workings of their staff, students, activities, and building, administrators are expected to encompass numerous roles. In fact, two primary, yet conflicting activities expected from school administrators are leading and managing (Hall & Simeral, 2008). At the intersection of these primary activities is the evaluation and development of teachers as a means to improve student learning. While the management of formal teacher evaluations and observations is important for ensuring teacher accountability and …