Education Commons^™

Multilingual Teaching And Digital Tools: The Intersections Of New Media Literacies And Language Learning, Victoria Pennington, Emily Howell, Rebecca Kaminski, Nicole Ferguson-Sams, Mihaela Gazioglu, Kavita Mittapalli, Amlan Banerjee, Mikel Cole

Publications

Purpose

Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.

Design/methodology/approach

This design-based research study examines 30 in-service teachers in South Carolina, a destination state for …

Equity In Engineering Education: The Experiences Of Non-Traditional Students In Introductory Engineering Courses With Peer Learning Support, Kimberly T. Luthi, Mohua Kar

Publications

This paper seeks to examine one aspect of the pilot research study entitled, “Engagement in Engineering Pathways: An Initiative to Retain Non-Traditional Students in Engineering” funded by the National Science Foundation Improving Undergraduate STEM Education grant program (Award No. 1712008). This three-year study examines the effect of the use of Peer-Led Team Learning (PLTL) on students’ academic performance, STEM experiences, and persistence in engineering programs [2]. The data collected is from May 2018- May 2020. The present study population is undergraduate engineering students at a multi-campus, federally designated Hispanic-serving, public, two-year college in the southeastern U.S. This paper will specifically …

Career Advancement Of Women In Engineering Disciplines At Two-Year Degree Institutions: Documenting Challenges And Potential Solutions To Raise Inclusivity, Kimberly Luthi

Publications

Institutions of higher education that offer two-year degrees have student-centered missions with support structures to address the unique needs of a diverse student body [14]. Many two-year degree institution types are open access and have institutional priorities focused on increasing diversity and inclusive practices among both the students and faculty [1]. Although the inclusion of women traditionally underrepresented in STEM disciplines in higher education settings is a national concern, the advancement of women at institutions that offer support networks and institutional practices such as two-year degree institutions contribute to women’s advancement and diversity in the talent pipeline. This research study …

Using Cliftonstrengthstm For Professional Development: Recommendations For Practice, Nancy A. Watkins, Cynthia Gautreau, Daryl V. Watkins

Publications

This article explores how a culture of strengths-based leadership can positively impact professional development for school site administrators. The strengths of school district administrators were measured through the administration of CliftonStrengths™ assessment. Themes that emerged were determined through the assessment and qualitative analysis of responses. A sample of convenience 50 principals and assistant principals from a public school district in Southern California participated in this research. The findings revealed that the common talent themes among school site administrators were relationship building, executing, influencer, and learner. This study supports future practices to enable human resources personnel to design targeted professional development …

Clemson University’S Teacher Learning Progression Program: Personalized Advanced Credentials For Teachers, Luke J. Rapa, Jeff C. Marshall, Stephanie M. Madison, Christopher Flathmann, Bart Knijnenburg, Nathan J. Mcneese

Publications

This chapter provides an overview of Clemson University's Teacher Learning Progression program, which offers participating middle school science, technology, engineering, and/or mathematics (STEM) teachers with personalized advanced credentials. In contrast to typical professional development (PD) approaches, this program identifies individualized pathways for PD based on teachers' unique interests and needs and offers PD options through the use of a “recommender system”—a system providing context-specific recommendations to guide teachers toward the identification of preferred PD pathways and content. In this chapter, the authors introduce the program and highlight (1) the data collection and instrumentation needed to make personalized PD recommendations, (2) …

Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?, Amanda L. Gonczi, Jennifer L. Maeng, Randy L. Bell, Brooke A. Whitworth

Publications

This mixed-methods study sought to identify professional development implementation variables that may influence participant (a) adoption of simulations, and (b) use for inquiry-based science instruction. Two groups (Cohort 1, N = 52; Cohort 2, N = 104) received different professional development. Cohort 1 was focused on Web site use mechanics. Cohort 2 was situated in nature and provided three additional elements: (a) modeling simulation use within inquiry-based instruction; (b) collaboration; and (c) provision of content-relevant lesson planning time. There was no difference in the extent of simulation use between cohorts, χ2(1) = 0.878, p = .349, φ = −0.075. Results …

Beyond The Author's Chair: Expanding Sharing Opportunities In Writing, Anna H. Hall

Publications

Providing children with opportunities to share their writing with others is a vital part of establishing a successful writing community. Although sharing is most often viewed as a beneficial experience for children, it is important to acknowledge that sharing can also be uncomfortable and intimidating for many young authors. This article provides tips for establishing a respectful writing community, including strategies for whole-group sharing, as well as alternative experiences for children who are reluctant to share.