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Articles 1 - 17 of 17
Full-Text Articles in Education
Outcome-Reporting Bias In Education Research, Terri D. Pigott, Joshua R. Polanin, Jeffery C. Valentine, Ryan T. Williams, Dericka D. Canada
Outcome-Reporting Bias In Education Research, Terri D. Pigott, Joshua R. Polanin, Jeffery C. Valentine, Ryan T. Williams, Dericka D. Canada
Education: School of Education Faculty Publications and Other Works
Outcome reporting bias occurs when primary studies do not include information about all outcomes measured in a study. When studies omit findings on important measures, efforts to synthesize the research using systematic review techniques will be biased and interpretations of individual studies will be incomplete. Outcome reporting bias has been well-documented in medicine, and has been shown to lead to inaccurate assessments of the effects of medical treatments and, in some cases, to omission of reports of harms. This study examines outcome reporting bias in educational research by comparing the reports of educational interventions from dissertations to their published versions. …
Teach For America And English Language Learners: Shortcomings Of The Organization’S Training Model, Megan Hopkins, Amy J. Heineke
Teach For America And English Language Learners: Shortcomings Of The Organization’S Training Model, Megan Hopkins, Amy J. Heineke
Education: School of Education Faculty Publications and Other Works
Teach For America (TFA) places novice teachers, referred to as corps members, in several regions across the United States that have among the highest English language learner (ELL) populations in the nation. In this paper, we present a policy and program analysis of TFA’s training related to ELLs, arguing that the organization inadequately prepares teachers to work with this student population even though it places corps members in regions with high ELL populations. First, we describe the current Elementary and Secondary Education Act amendment that allows TFA corps members to be considered highly qualified without ELL-related training. Next, we analyze …
Are Teach For America Corps Members Highly Qualified To Teach English Learners?: An Analysis Of Teacher Preparation For Culturally And Linguistically Diverse Populations, Amy J. Heineke, Megan Hopkins
Are Teach For America Corps Members Highly Qualified To Teach English Learners?: An Analysis Of Teacher Preparation For Culturally And Linguistically Diverse Populations, Amy J. Heineke, Megan Hopkins
Education: School of Education Faculty Publications and Other Works
Teach For America (TFA) places novice teachers, referred to as corps members, in several regions across the United States that have among the highest English learner populations in the nation. In light of this fact, we offer an examination of federal policy and recommend programmatic strategies to better prepare TFA corps members to serve English learners. First, we describe the current Elementary and Secondary Education Act amendment that allows TFA corps members to be considered highly qualified without adequate training to work with culturally and linguistically diverse students. Next, we analyze the organizational curriculum and teacher preparation approach specific to …
Beyond Tiger Mom Anxiety: Ethnic, Gender And Generational Differences In Asian American College Access And Choices, Oiyan Poon, Ajani Byrd
Beyond Tiger Mom Anxiety: Ethnic, Gender And Generational Differences In Asian American College Access And Choices, Oiyan Poon, Ajani Byrd
Education: School of Education Faculty Publications and Other Works
No abstract provided.
Preparing Early Childhood Professionals For The Culturally And Linguistically Diverse Classrooms And Communities Of Illinois, Amy J. Heineke, Adam S. Kennedy, Anna Lees
Preparing Early Childhood Professionals For The Culturally And Linguistically Diverse Classrooms And Communities Of Illinois, Amy J. Heineke, Adam S. Kennedy, Anna Lees
Education: School of Education Faculty Publications and Other Works
Recent Illinois state policies call for mandatory preparation of early childhood educators to address the needs of the large and growing population of young English language learners. University-based early childhood teacher preparation programs across Illinois have responded by integrating content related to cultural and linguistic diversity into existing programs. The authors discuss research and professional literature in support of teacher preparation programs that emphasize field-based experience, particularly clinical experience in culturally and linguistically diverse schools and community organizations. They describe the comprehensive field-based teacher education program at Loyola University of Chicago that was redesigned to address current Illinois policies related …
Youth As Community Science Experts In Green Energy Technologies, Angela Calabrese Barton, Daniel Birmingham, Takumi Sato, Edna Tan, Scott Calabrese Barton
Youth As Community Science Experts In Green Energy Technologies, Angela Calabrese Barton, Daniel Birmingham, Takumi Sato, Edna Tan, Scott Calabrese Barton
Education: School of Education Faculty Publications and Other Works
No abstract provided.
Integrating Graduate Coursework To Prepare Alternatively Certified Teachers, Amy J. Heineke, Deborah Preach
Integrating Graduate Coursework To Prepare Alternatively Certified Teachers, Amy J. Heineke, Deborah Preach
Education: School of Education Faculty Publications and Other Works
In this article, we describe our innovative work as teacher educators to integrate coursework for alternatively certified teachers. Rather than maintain boundaries among individual courses for new elementary teachers, explicit connections support first-year teachers' professional learning and aid in the immediate application to classroom practice. Ccurse integration included backward planning with shared goals, the combination of key topics and content, and the inccrporation of common assignments and related classroom tasks. The innovation reflects the function of collaboration in higher education, where teacher educators work together to improve the professional learning and performance cf classroom teachers.
Integration Of Dynamic Assessment And Instructional Conversations To Promote Development And Improve Assessment In The Language Classroom, Kristin Davin
Education: School of Education Faculty Publications and Other Works
This article explores how a primary school teacher utilized the frameworks of dynamic assessment (DA) and the instructional conversation (IC) within a Spanish as a foreign language classroom. DA was used to construct zones of proximal development with individuals in the classroom context. A menu of pre-scripted assisting prompts, used to respond to predictable lexical and grammatical errors, permitted the teacher to assess students while also promoting development. ICs were used to co-construct a group zone of proximal development (ZPD) in response to less predictable student errors or inquiries. The flexible mediation provided by the teacher in these instances allowed …
Teaching, Learning And Leading With Schools And Communities: Preparing Sophisticated, Reflective, And Resilient Elementary Stem Educators, Lara K. Smetana, Elizabeth R. Coleman, Ann Marie Ryan, Charles Tocci
Teaching, Learning And Leading With Schools And Communities: Preparing Sophisticated, Reflective, And Resilient Elementary Stem Educators, Lara K. Smetana, Elizabeth R. Coleman, Ann Marie Ryan, Charles Tocci
Education: School of Education Faculty Publications and Other Works
Loyola University Chicago’s Teaching, Learning and Leading with Schools and Communities (TLLSC) program is an ambitious break from traditional, university-based teacher preparation models. This clinically-based initial teacher preparation program, fully embedded in local schools and community organizations, takes an ecological perspective on the development of sophisticated, reflective, and resilient elementary science educators who are able to prepare and inspire students and act as agents of change in their schools. This paper describes how TLLSC leverages time for science across elementary teacher candidates’ entire program through an emphasis on practitioner inquiry and integrated (inter- and trans-disciplinary) teaching and learning. TLLSC’s innovative …
Teacher Preparation And Language Policy Appropriation: A Qualitative Investigation Of Teach For America Teacher In Arizona, Amy J. Heineke, Quanna Cameron
Teacher Preparation And Language Policy Appropriation: A Qualitative Investigation Of Teach For America Teacher In Arizona, Amy J. Heineke, Quanna Cameron
Education: School of Education Faculty Publications and Other Works
In this qualitative study, we examined teachers’ language policy appropriation in the English-only state of Arizona. Specifically, we investigated teachers who received their professional placement and preparation through the Teach For America organization. We conducted the research in 2010 and 2011, a period when Arizona state language policy required that English learners be placed in English language development classrooms, separated from mainstream classrooms, to receive four hours of daily skill-based language instruction in language-specific content only, including grammar, vocabulary, reading, writing, and conversation. Through analysis of interview data from seven current corps members and eight alumni teachers, we investigated whether …
Adult Outcomes For Children And Adolescents With Ebd: Understanding Parents’ Perspectives, Martha Ellen Wynne, Ashley E. Ausikaitis, Mary Satchwell
Adult Outcomes For Children And Adolescents With Ebd: Understanding Parents’ Perspectives, Martha Ellen Wynne, Ashley E. Ausikaitis, Mary Satchwell
Education: School of Education Faculty Publications and Other Works
Little is known about the adult outcomes for children with an emotional/behavioral disorder (EBD). The present study examines the perspectives of 34 parents regarding the adult outcomes for their children who experienced emotional and behavioral problems in their youth. Participants completed an online survey containing questions about their child’s behavioral characteristics, educational experiences, and adjustment to adulthood as well as questions about the stress they experienced as a parent of a child with EBD. Both quantitative and qualitative measures were used to assess parents’ perceptions of factors affecting their child’s successful or unsuccessful adult outcomes. Remaining in school was related …
Student Collaboration And Teacher‐Directed Classroom Dynamic Assessment: A Complementary Pairing, Kristin Davin, Richard Donato
Student Collaboration And Teacher‐Directed Classroom Dynamic Assessment: A Complementary Pairing, Kristin Davin, Richard Donato
Education: School of Education Faculty Publications and Other Works
This article examines collaboration during small‐group tasks with young language learners studying Spanish. After five days of classroom dynamic assessment (DA) targeting WH‐question formation, students worked in small groups on a collaborative writing task. This research sought to determine whether learners were able to mediate their peers during this task and if so, whether this mediation might be traced back to participation in classroom DA. Findings revealed that students drew upon collective knowledge to complete the task. While the learners did not appropriate forms of mediation used during DA, characteristics such as repetition and first language usage appeared in peer …
National Catholic School Standards: Focus On Governance And Leadership, Lorraine Ozar, Patricia Weitzel-O'Neill
National Catholic School Standards: Focus On Governance And Leadership, Lorraine Ozar, Patricia Weitzel-O'Neill
Education: School of Education Faculty Publications and Other Works
The recently published National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools (NSBECS) (Ozar & Weitzel-O’Neill, 2012) provides Catholic school educators and stakeholders with research-based criteria for operating a mission-driven, program-effective, well-managed, responsibly governed Catholic school. The standards serve as the framework within which discussion of Catholic school governance and leadership must now take place.
Teacher Role Breadth And Its Relationship To Student-Reported Teacher Support, Kate L. Phillippo, Susan Stone
Teacher Role Breadth And Its Relationship To Student-Reported Teacher Support, Kate L. Phillippo, Susan Stone
Education: School of Education Faculty Publications and Other Works
This study capitalizes on a unique, nested data set comprised of students ("n" = 531) and teachers ("n" = 45) in three high schools that explicitly incorporated student support roles into teachers' job descriptions. Drawing from research on student-teacher relationships, teacher effects on student outcomes, and role theory, this study explored correlates of teachers' role definition. In particular, it considered role breadth, or the degree to which teachers defined their roles to include the provision of various forms of social and emotional support to students. We hypothesized that teachers' role breadth would relate to student perceptions of teacher support and …
College Student Pathways To The Stem Disciplines, Mark Engberg, Gregory C. Wolniak
College Student Pathways To The Stem Disciplines, Mark Engberg, Gregory C. Wolniak
Education: School of Education Faculty Publications and Other Works
Background/Context: As concerns mount about the shortage of students entering science, technology, engineering, and math (STEM) careers, policy makers throughout the United States are contemplating strategies to maintain and enhance our nation's economic vitality and international competitiveness. Within this policy and program environment, researchers have focused considerable attention on improving STEM education at different stages of the educational pipeline, yet we lack evidence on how resources from one educational setting may influence outcomes in a successive educational setting. Purpose/Objective/Research Question/Focus: The purpose of the study is to examine individual- and school-level factors that influence students' pathways to the STEM fields …
Critical Literacy, Common Core, And “Close Reading”, Aimee Ellis
Critical Literacy, Common Core, And “Close Reading”, Aimee Ellis
Education: School of Education Faculty Publications and Other Works
In the time of implementation of the Common Core State Standards (CCSS) across the country, teachers are confronting new content and instructional shifts in their classrooms. One of these shifts is providing time for students to do "close reading" of complex texts in order to reach the expectations of CCSS. "Close reading" can be defined in multiple ways, and different approaches can be taken in the classroom to help students learn to read closely. In this paper, I suggest a critical literacy approach to texts that not only supports CCSS expectations for close, analytical reading, but extends even deeper to …
Implementing Schoolwide Positive Behavior Support In High School Settings: Analysis Of Eight High Schools, K. Brigid Flannery, Jennifer L. Frank, Mimi Mcgrath Cato, Bonnie Doren, Pamela Fenning
Implementing Schoolwide Positive Behavior Support In High School Settings: Analysis Of Eight High Schools, K. Brigid Flannery, Jennifer L. Frank, Mimi Mcgrath Cato, Bonnie Doren, Pamela Fenning
Education: School of Education Faculty Publications and Other Works
Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence. A growing body of research documents that SWPBS reduces problem behavior and improves academics (e.g., McIntosh, Chard, Boland, & Horner, 2006), yet documentation of the feasibility of implementing SWPBS in high school settings is lacking. The current study examines implementation of universal SWPBS components in eight high schools serving over 15,525 students across a three-year period. Our findings were that improvements in implementation were evident between baseline and the end of year one, yet the implementation of SWPBS practices …