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Articles 1 - 15 of 15
Full-Text Articles in Education
We Are All In This Together: Teacher Preparation, Lesson Planning, And Aiding Classroom Teachers During An Emergency School Shutdown, Aaron Rife
The Advocate
This essay documents the attempt by a small group of student teachers in a secondary History/Government Education program to do something meaningful with their skills when buildings closed in early 2020 in a state of emergency and instruction was shifted to homes. Our solution was to create a digital classroom to share lessons and teaching materials for teachers to use as they grappled with distance learning.
Virtual Tools Show Promise For Moving The Needle On Culturally And Linguistically Diverse Family Engagement, Tamra Mitchell, Socorro Herrera
Virtual Tools Show Promise For Moving The Needle On Culturally And Linguistically Diverse Family Engagement, Tamra Mitchell, Socorro Herrera
The Advocate
The school building closures of spring 2020 fundamentally disrupted education in Kansas, but out of this disruption emerged the need and opportunity for schools and educators to be creative and innovative. At a time when every parent in our state was either employed as an essential worker and working longer hours, trying to work from home, or trying to navigate the loss of their job, they were also trying to support their children with continuous learning. This required Kansas schools to think differently and try new strategies for truly engaging families. One promising innovation that many schools piloted was to …
Learning Will Continue, Mischel Miller, Debbie K. Mercer
Learning Will Continue, Mischel Miller, Debbie K. Mercer
The Advocate
When Kansas school buildings were closed for the remainder of spring 2020, school leaders responded to ensure learning would continue for the P-12 500,000 students. Rapid change research provides a framework for looking at the response needed during this pandemic. The Kansas State Department of Education led efforts to pivot to remote learning. This article analyzes research data from all public and private schools related to challenges during this time. Access to technology, both devices and internet, remote delivery modes for teaching and learning, and use of paper packets are discussed as the State strengthens and moves forward.
Helping The Helpers: Tending To Kansas Educators’ Social-Emotional Needs And Self-Care During A Pandemic, Jessica J. Lane Dr., Leah Mckeeman Dr., Laura Bonella
Helping The Helpers: Tending To Kansas Educators’ Social-Emotional Needs And Self-Care During A Pandemic, Jessica J. Lane Dr., Leah Mckeeman Dr., Laura Bonella
The Advocate
On a typical day, pre-COVID 19, educators are pulled in many directions, making hundreds, if not thousands, of quick decisions. Today those dynamics are heightened with varied and additional competing needs. However, what has not changed is the essential role of an educator. Caring for students in a time of such uncertainty seems critical. However, while there is serious and necessary demand for caring for the students and families, one population that is gravely being overlooked are the helpers. The educators. Less emphasis is being placed on the wellness and self-care of those who are offering those needed social-emotional supports. …
Letter From Editors Fall Winter 2020
Letter From Editors Fall Winter 2020
The Advocate
Letter from Editors Fall Winter 2020
Editorial Information For The Advocate
Editorial Information For The Advocate
The Advocate
Editorial information regarding the advocate can be found here.
Context Matters: Concepts Of School Engagement In The Context Of Geographic Isolation, Gary Andersen, Linda E. Feldstein
Context Matters: Concepts Of School Engagement In The Context Of Geographic Isolation, Gary Andersen, Linda E. Feldstein
The Advocate
This case study research represents an attempt to gain a better understanding of conceptions of school engagement in a rural, isolated, agricultural mid-western community. Local school administrators, in collaboration with a regional university, chose to make student engagement the focus of deep inquiry in order to better address student concerns, improve teaching, and student outcomes (Association of Teacher Educators, 2007). Researchers interviewed students, teachers, and parents in a local high school, using an interview protocol specifically designed for each constituency. The study results point to a mostly behavioral, or compliance driven concept of engagement among all groups interviewed, but further …
Why Kansas Can Not Get Over The Learning Styles Myth: A Document Analysis, Alan English
Why Kansas Can Not Get Over The Learning Styles Myth: A Document Analysis, Alan English
The Advocate
The term “learning styles theory” refers to a belief that students have individualized modes of learning which, once determined, will lead to improved classroom performance if material is presented in that specified mode. Despite a lack of empirical evidence, it is one of the most enduring and wide-spread beliefs in public education, leading many researchers to refer to it as a “myth”. This study consists of a document analysis of the Kansas State Department of Education’s website, KSDE.org, to determine the degree of influence that learning styles theory has on Kansas’s educational system. It is hoped that doing so will …
Renovating Science Professional Development To Meet Teachers’ Needs, Julie Thiele, Ollie Bogdon
Renovating Science Professional Development To Meet Teachers’ Needs, Julie Thiele, Ollie Bogdon
The Advocate
In order to meet the needs of elementary in-service teachers, renovated professional learning, including the components of the Effective Science Professional Development Model is vital. Increasing teachers’ pedagogical content knowledge, engaging teachers in investigations, school-year coaching with the underlying theme of collaboration are encompassed in the four key components of the renovated model. Experiences shared in the article, the successes and challenges of implementing professional development with the focus of shifting science education to hands-on investigations in doing science, provide leaders in science education the opportunity to explore effective professional development opportunities and utilize this model in their schools to …
Rural Field Experiences: Promising Practices, Janet K. Stramel, Paul Adams
Rural Field Experiences: Promising Practices, Janet K. Stramel, Paul Adams
The Advocate
A Rural Field Experience, in which pre-service teachers are totally immersed in the rural school setting and rural life, has been successful in attracting and retaining mathematics and science teachers in rural schools. The week-long Rural Field Experience is having a lasting effect on recruiting and retaining teachers. Responses from teacher education candidates indicate that successful strategies for building partnerships support this program and approach. Funded by an NSF Robert Noyce Scholarship grant, this program includes unique courses focused on issues related to teaching in a rural community.
A Message From The Editors
The Advocate
A message from Dr. Gary Andersen and Dr. Laurie Curtis, editors of The Advocate
The Advocate
The Advocate
See this document for information regarding membership in ATE-K and submission of manuscripts to The Advocate.
Collaborative Autonomy: Exploring The Professional Freedom Of Three Science Teachers, Michael Ralph, Darian Robbins, Stephen Young, Laurence Woodruff
Collaborative Autonomy: Exploring The Professional Freedom Of Three Science Teachers, Michael Ralph, Darian Robbins, Stephen Young, Laurence Woodruff
Educational Considerations
Education reform efforts must support and protect professional autonomy for classroom teachers. When policymakers attempt to make systemic change in ways that reduce the professional autonomy of educators, student learning suffers. Teachers need the freedom to identify their professional goals, seek resources and collaboration opportunities in pursuit of those goals, and act on feedback regarding their progress in meeting those goals. We present three stories from teachers who share a department engaged in collaborative autonomy. These accounts provide guidance for how professional autonomy can be defended by those pursuing systemic change.
Making The Case For An English Academy: Reflections On An Ongoing Endeavor, Geoff Bender
Making The Case For An English Academy: Reflections On An Ongoing Endeavor, Geoff Bender
Educational Considerations
This article makes a case for the academy as a site for meaningful school-university dialogue in order to strengthen rapport across stakeholders in the teacher education process while generating crucial data for a teacher education program’s continuous improvement. Similar in some ways to its cousins, including the leadership academy and the professional development school, the academy model described here is distinguished from these related structures in its diverging purposes. While invested in bringing new professionals into the field, the English Academy keeps its linked teacher education program abreast of trends in public education that help shape that program’s work in …
Our Moonshot: Dighton Public Schools, Kelly Arnberger
Our Moonshot: Dighton Public Schools, Kelly Arnberger
Educational Considerations
“Through redesign you have the opportunity do whatever you choose to do to make your school reflect the needs and desires of your community. I believe our public-school teachers can do the great things we keep hearing private and charter schools do if we would just let them.” Randy Watson said something to that effect at Dighton in January, 2017. We would now have permission to make our school reflect the true mission, vision, and values of our community without constraint. Sounds great! At least many of us in attendance listening to Dr. Watson that day thought so. We chose …