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Full-Text Articles in Education

Developing Horizontal Expertise With Professional Learning Communities In Social Studies Teacher Preparation, Charles Tocci, Ann Marie Ryan Jun 2023

Developing Horizontal Expertise With Professional Learning Communities In Social Studies Teacher Preparation, Charles Tocci, Ann Marie Ryan

The Councilor: A National Journal of the Social Studies

As teacher education programs become increasingly organized around accreditation and licensure standards, finding opportunities to be responsive to teacher candidates' needs and interests has become more difficult. This paper traces the evolution of a professional learning community for secondary social studies teacher candidates as a key feature of one teacher education program and analyzes the collaborative projects designed for the purpose of developing horizontal expertise. We find that professional learning communities can serve as dynamic spaces to co-construct learning experiences with candidates in ways that prepare them for future professional learning as practicing social studies teachers.

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Individualized Clinical Coaching With Bug-In-Ear: Enhancing Fidelity Of Implementation Of Behavior Specific Praise Among Novice Teachers Of Students With Developmental Disabilities In Rural Classrooms, Dennis P. Garland Ph. D. Oct 2022

Individualized Clinical Coaching With Bug-In-Ear: Enhancing Fidelity Of Implementation Of Behavior Specific Praise Among Novice Teachers Of Students With Developmental Disabilities In Rural Classrooms, Dennis P. Garland Ph. D.

Journal of Inquiry and Action in Education

Five novice special education teachers in rural classrooms received individualized clinical coaching (ICC) via the Internet to increase their use of behavior specific praise (BSP) with their students who had developmental disabilities (DD) during clinical supervision. Web cameras provided opportunities for the teachers to be observed during their regularly scheduled classroom teaching. The participants received brief coaching prompts through a wireless earpiece that they wore while teaching. A single subject multiple baseline across participants design was used to determine if a functional relation existed between the ICC and the rate of BSP use per minute for each of the participants. …

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Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin Jul 2022

Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin

Teaching/Writing: The Journal of Writing Teacher Education

This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views …

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Imagining The Possible: Reflections On Teaching A Writing Methods Course For Pre-Service Undergraduate Secondary English/Language Arts Teachers, Emily S. Meixner Jul 2022

Imagining The Possible: Reflections On Teaching A Writing Methods Course For Pre-Service Undergraduate Secondary English/Language Arts Teachers, Emily S. Meixner

Teaching/Writing: The Journal of Writing Teacher Education

What's possible in a teaching writing methods class? In this essay, the author provides a descriptive portrait of the undergraduate secondary writing methods course she teaches, focusing on five specific learning outcomes: teacher writing identities, knowledge of writer's craft, grammatical awareness and an understanding of linguistic justice/injustice, writing workshop methodology, and genre-based unit and lesson planning. Course readings, assignments, and work samples are included.

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Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein Jun 2022

Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

There has been considerable research that establishes the need to improve teachers’ knowledge of and ability to effectively implement response to intervention (RtI)/multi-tiered systems of support (MTSS), and there is a scarcity of research examining interventions addressing these concerns. In a mixed methods study, we examined the perceptions and knowledge of the RtI/MTSS frameworks of undergraduate preservice teaching candidates enrolled in a dual certification program at a small, private Catholic university in Kentucky, before and after participating in a semester-long, experiential learning project. The project involved monitoring both the reading and mathematics progress of struggling elementary or middle school-aged students …

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Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow Mar 2022

Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow

Teaching/Writing: The Journal of Writing Teacher Education

This study examines one online asynchronous course, Writing in Literature, devised by the researcher to determine the potential for building a student-centered course functioning as a learning community in spite of the limitations of the lack of shared space or time. The course was examined via student surveys that qualified experiences within the course as well as a review and coding of end-of-course student reflections. The survey and reflective commentary indicate that it is possible for an asynchronous course to effectively build a vibrant learning community. The learner to learner, learner to instructor, and learner to content framework recommended …

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Building Community Using Experiential Education With Elementary Preservice Teachers In A Social Studies Methodology Course, Stephanie Speicher Dec 2021

Building Community Using Experiential Education With Elementary Preservice Teachers In A Social Studies Methodology Course, Stephanie Speicher

Journal of Global Education and Research

There is urgency for teacher educators to instruct preservice teachers in the tenants of social justice education. This urgency is based upon the American demographic landscape and the responsibility of educators to teach for social justice. Preservice teachers report feeling inadequately prepared to educate for social justice when entering the classroom setting (citations from below). Feelings of incompetence in social justice teaching expressed among preservice teachers coupled with minimal examination in the literature of the effects of teacher education practices that aid in the readiness to teach for social justice provided the foundation for this study. This study examined experiential …

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Recognizing And Sustaining #Blackgirlmagic: Reimagining Justice-Oriented Approaches In Teacher Education, Tia C. Madkins Oct 2021

Recognizing And Sustaining #Blackgirlmagic: Reimagining Justice-Oriented Approaches In Teacher Education, Tia C. Madkins

Occasional Paper Series

As our global public health, race, and education crises continue to converge, PK-12 teachers must engage justice-oriented pedagogies. This historical moment highlights BIPOC children’s dehumanizing experiences, yet Black girls’ educational lives remain invisible. To address these issues within teacher education, scholars suggest teachers need to develop critical consciousness and reject deficit views of students, especially Black girls. Therefore, I discuss how we can support educators and teacher educators in recognizing and sustaining #BlackGirlMagic (i.e., Black girls’ and women’s universal awesomeness and brilliance). We can prepare educators to celebrate the diversity of Black girlhoods and disrupt monolithic views of who Black …

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Black Liberation In Teacher Education: (Re)Envisioning Educator Preparation To Defend Black Life And Possibility, Justin A. Coles, Darrius Stanley Sep 2021

Black Liberation In Teacher Education: (Re)Envisioning Educator Preparation To Defend Black Life And Possibility, Justin A. Coles, Darrius Stanley

Northwest Journal of Teacher Education

Current configurations of teacher education programs are insufficient in attracting and producing teachers equipped to teach through the permanence of antiblackness, instead still relying on race-neutral or color-evasive pedagogies that perpetuate the misrecognition of antiblackness. As evident by the sustained inequities experienced by Black children and the routine marginalization of Black (teacher) educators in the field, we recognize that teacher education programs, and subsequently P-12 classrooms, are not designed nor equipped to reduce the harm caused by persistent anti-Black racism. Despite the ways Blackness is derided and invisibilized in educator preparation, Black students, families, and communities have long countered anti-Black …

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Preservice Teachers' Attitudes And Knowledge Towards Assistive Technology: Exploring And In-Class Workshop Approach, Stacey Keown, Moriah Smothers, Tori Colson Jul 2021

Preservice Teachers' Attitudes And Knowledge Towards Assistive Technology: Exploring And In-Class Workshop Approach, Stacey Keown, Moriah Smothers, Tori Colson

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

The Individuals with Disabilities Education Improvement Act (2004) mandates that all students receiving special education services should be considered for assistive technology; therefore, it is imperative that teacher preparation programs prepare preservice teachers to select, implement, and evaluate assistive technology for their future students. This mixed-methods study explored the influence an in-class workshop had on preservice teachers’ feelings of preparedness to use assistive technology in their future classrooms. The participants were all enrolled in a 400-level special education methods course, and their perceptions were assessed by administering a pre- and post- survey. The workshop consisted of an independent online training …

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Predictive Measures Of Teacher Effectiveness During Student Teaching, Kristen M. Carlson Dec 2020

Predictive Measures Of Teacher Effectiveness During Student Teaching, Kristen M. Carlson

The Interactive Journal of Global Leadership and Learning

The student teaching semester of a teacher candidates career is performative in the need to impress a university supervisor, cooperating teacher, and pass any licensure required assessments. Two data collection points during this semester are from a required performance assessment (edTPA) and a perception survey (CM Exit). This article reviews the predictive validity of the two tools based on three years worth of data from one mid-sized, Midwestern teacher preparation program.

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Building Excitement For Reading And Building New Friendships: Using Book Bistro With Pre-Service Teachers And Middle School Students, Erinn Bentley Dec 2020

Building Excitement For Reading And Building New Friendships: Using Book Bistro With Pre-Service Teachers And Middle School Students, Erinn Bentley

Georgia Journal of Literacy

This article describes a collaborative Book Bistro event between middle school students and pre-service English educators. Book Bistro is a strategy that promotes independent reading by gathering students in a café-like setting to discuss texts and perceptions through casual conversations. The purpose of this collaborative Bistro was two-fold: 1) To spark middle school students’ interest in self-selecting texts and engaging in independent reading, and 2) To allow pre-service teachers the opportunity to practice this strategy within an actual classroom. Responses from both the students and pre-service teachers indicated that this event positively impacted their interest toward reading and their relationships …

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If I Knew Then What I Do Now: Fostering Pre-Service Teachers’ Capacity To Promote Expansive And Critical Conversations With Children’S Literature, Stephen Adam Crawley Nov 2020

If I Knew Then What I Do Now: Fostering Pre-Service Teachers’ Capacity To Promote Expansive And Critical Conversations With Children’S Literature, Stephen Adam Crawley

Occasional Paper Series

In this article, I reflect on my practices as a teacher educator and respond to the following questions: How do I foster the capacity of pre-service teachers to use children’s literature to promote expansive and critical conversations in the classroom? How do pre-service teachers report their stances and sense of preparedness when reflecting on the course? To address these questions, I share two strategies I employed in my undergraduate course for elementary education majors: 1) emphasizing children's literature as windows and mirrors and 2) considering stakeholder responses. For each strategy, I include preservice teachers’ (PTs’) statements that reflect how the …

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The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck Oct 2020

The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck

Teaching/Writing: The Journal of Writing Teacher Education

The purpose of this grounded theory case study was to explore the perceptions among ten K-12 teachers who teach writing and also write themselves. What are the key essentials for teachers to sustain a writing life? What habits of mind or attitudes are necessary for teachers to sustain a writing life? Interviews served as the primary data source along with writing artifacts from the participants’ own writing life. Findings indicate that teacher-writers committed to a writing life do so for the purpose of 1) discovering meaning, 2) connections to others 3) commitment to learning and 4) well-being, with an overall …

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What Covid-19 Is Teaching Me About Writing, Rebekah J. Buchanan Jul 2020

What Covid-19 Is Teaching Me About Writing, Rebekah J. Buchanan

Teaching/Writing: The Journal of Writing Teacher Education

This is a narrative piece for the special edition, Writing Teacher Education in Extraordinary Times. It addresses my work with English Education candidates, student teachers, and first-year writing students.

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Keeping Things Going: Reflections On Teaching “Teaching Writing” Online, Emily S. Meixner Jul 2020

Keeping Things Going: Reflections On Teaching “Teaching Writing” Online, Emily S. Meixner

Teaching/Writing: The Journal of Writing Teacher Education

What does it mean to “keep things going online” in an undergraduate teacher education course on teaching writing? In this article, a teacher educator describes how, in consultation with her students, she adapted a secondary English methods course on teaching writing to teach it online. While highlighting and celebrating what worked, she also reflects on lessons learned and teaching questions that continue to persist.

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Using Visual Journals As A Reflective Worldview Window Into Educator Identity, Christina Belcher, Terry Loerts Mar 2020

Using Visual Journals As A Reflective Worldview Window Into Educator Identity, Christina Belcher, Terry Loerts

International Christian Community of Teacher Educators Journal

This ethnographic case study research and content analysis presents the conclusion of a three-year study involving 37 teacher candidate participants across a three-year study within a two year (2 semester program) Bachelor of Education program at a university in Ontario, Canada. Each academic year participants were intentionally given time over two semesters of literacy courses to engage in literacy practices and knowledge of self through the use of multimodal visual journals. Candidates reflect on their conceptions of literacy, teaching, identity and worldview within an institution grounded in the Christian faith. Findings, philosophical ponderings and content analysis suggest that the identity …

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Lessons From The Field: A Collection Of Findings From Teacher Candidate Field Experiences, Tony Durr Feb 2020

Lessons From The Field: A Collection Of Findings From Teacher Candidate Field Experiences, Tony Durr

Empowering Research for Educators

No abstract provided.

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High-Needs Schools: Preparing Teachers For Today's World Apr 2019

High-Needs Schools: Preparing Teachers For Today's World

Occasional Paper Series

In the second decade of the 21st century, some schools are in trouble and some schools are not. The subject of this Occasional Paper is the preparation of teachers for schools that--lacking sufficient resources, effective leadership, or vocal advocates--are failing to educate their students by any reasonable measures. The teachers and teacher educator contributors to this volume offer a more variegated set of responses grounded in a diversity of local experiences. Their approaches to researching and understanding the immediacy of becoming a teacher are based on decades of working in hard-pressed urban schools and the institutions that supply them with …

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Constructivists Online: Reimagining Progressive Practice Apr 2019

Constructivists Online: Reimagining Progressive Practice

Occasional Paper Series

No abstract provided.

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The Role Of The Clinical Educator In Teacher Preparation: An Exploratory Study Of Perceptions Of Preparedness, Kristen M. Driskill Nov 2018

The Role Of The Clinical Educator In Teacher Preparation: An Exploratory Study Of Perceptions Of Preparedness, Kristen M. Driskill

Excelsior: Leadership in Teaching and Learning

As the demands on P-12 teachers increase, so do the demands on teacher preparation programs. In higher education institutions across the country, coursework is regularly updated to reflect changing academic standards, increasing diversity in classrooms, rigorous certification exams, etc. In addition, accreditation standards have been updated to reflect the need for P-12 partnerships in best preparing teacher candidates. As a result, clinical practice has come under focus. Yet the role of the clinical educator remains unclear. There is a gap in the literature regarding the preparedness and support of clinical educators, particularly addressing their role in developing teacher candidates along …

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Clinical Field Experiences Of Nontraditional Pre-Service Teachers: Issues And Beliefs, Melanie Diloreto Oct 2018

Clinical Field Experiences Of Nontraditional Pre-Service Teachers: Issues And Beliefs, Melanie Diloreto

Journal of Practitioner Research

According to the American Association for Colleges of Teacher Education (AACTE, 2010), effective teaching practices and good clinical experiences share a mutually beneficial relationship. Additionally, according to research reported by AACTE (2010), an important link exists between future P–12 student-achievement and effective clinical practices experienced by pre-service teachers. This case study sought to determine experiences deemed effective or important by nontraditional pre-service teachers while engaged in fieldwork completed in an elementary and/or middle school classroom setting. Four themes were derived from the qualitative data obtained through semi-structured interviews of four junior or senior teacher education students engaged in clinical field …

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Experiential Learning In Teacher Education: Increasing Awareness Of Diversity Through The Immersion Experience, Nadine Dolby, Jubin Rahatzad Jun 2018

Experiential Learning In Teacher Education: Increasing Awareness Of Diversity Through The Immersion Experience, Nadine Dolby, Jubin Rahatzad

Experiential Learning & Teaching in Higher Education

Sixty-four years after the landmark Brown vs. Board of Education decision, schools, neighborhoods, and communities in the United States remain largely segregated by race and class. As a result, many incoming students arrive on college and university campuses with limited exposure to people from a wide array of backgrounds and identities. In this article, we examine how students enrolled in an undergraduate teacher education course, Multiculturalism and Education, learned from and reflected on an experiential learning assignment. The assignment, called “Immersion Experience,” required them to have a brief experience in a cultural context that is different from their own. Through …

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Tinkering With Logo In An Elementary Mathematics Methods Course, Keri Duncan Valentine May 2018

Tinkering With Logo In An Elementary Mathematics Methods Course, Keri Duncan Valentine

Interdisciplinary Journal of Problem-Based Learning

With an increased push to integrate coding and computational literacy in K–12 learning environments, teacher educators will need to consider ways they might support preservice teachers (PSTs). This paper details a tinkering approach used to engage PSTs in thinking computationally as they worked with geometric concepts they will be expected to teach in K–5. Experiences programming in Logo to construct authentic artifacts in the form of two-dimensional geometric graphics not only supported PSTs’ understanding of core geometric and spatial concepts, but also helped them to make connections between mathematics and computational literacy. Artifacts and discourse are discussed as they relate …

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An Alternative Pathway To Elementary Teaching, Lotta Larson, Tom Vontz May 2018

An Alternative Pathway To Elementary Teaching, Lotta Larson, Tom Vontz

Educational Considerations

This article describes an alternative pathway to elementary teaching through the MAT online program at Kansas State University.

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The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco Feb 2018

The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco

Interdisciplinary Journal of Problem-Based Learning

Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics. The URL …

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Early Career Teachers’ Knowledge And Practice In Spelling Instruction: Insights For Teacher Educators, Grace Oakley Jan 2018

Early Career Teachers’ Knowledge And Practice In Spelling Instruction: Insights For Teacher Educators, Grace Oakley

Australian Journal of Teacher Education

Children who cannot spell fluently are likely to encounter difficulty in writing texts across the curriculum. Furthermore, spelling is often a component in high stakes tests, the results of which have significant implications for students and schools. In the context of debates on teacher quality, it is pertinent to examine the views of early career teachers on their preparedness to teach spelling. This article reports on a small scale study on the views, knowledge and practices of early career teachers in relation to the teaching of spelling, and their views on their pre-service teacher preparation. Participants were early career teachers …

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Issues Arising From The Use Of University Ilectures: A Case Study Of One Australian Campus, Toni J. Dobinson, Tatiana Bogachenko Jan 2018

Issues Arising From The Use Of University Ilectures: A Case Study Of One Australian Campus, Toni J. Dobinson, Tatiana Bogachenko

Australian Journal of Teacher Education

Australian universities have moved towards greater reliance on technology as a learning tool. The use of podcasts or recorded lectures (sometimes called ilectures) is now common practice in both on-campus and online modes. Using a qualitative approach to data collection which included recorded interviews, an online survey of open-ended questions and the researcher’s own reflections on using ilectures, this study investigated 1) the impact of ilectures on the teaching and learning practices of both academics and students 2) student attendance in recorded lectures and 3) the responses of lecturers and students to being recorded. Findings highlighted a mix of reactions …

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Normalizing The Need For Help: What All Teachers Need, Nancy Gropper Oct 2017

Normalizing The Need For Help: What All Teachers Need, Nancy Gropper

Occasional Paper Series

Gropper recalls her need for support when she first joined the graduate faculty at Bank Street College as a Supervised Fieldwork advisor. She explores the connections between her own most recent experiences as a newcomer and what all new teachers need in order to succeed - teacher support. This article describes critical components of a teacher support program, referencing the methods of the New Educators Support Team (NEST).

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Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr Jun 2017

Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr

Interdisciplinary Journal of Problem-Based Learning

Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through Problem-Based Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a …

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