Curriculum and Instruction Commons^™

Unidad Didáctica, Prescolar, Citlali González, Diana Rocha

Fall Workshop November 2020

Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 113.11, 113.12 113.13,113.14, 113.5,113.6

Objetivos de la lección: 1. Los alumnos serán capaces de comparar y contrastar las figuras de los dirigentes locales con personalidades mencionadas en los libros de texto, como por ejemplo Martin Luther King frente a la figura de Alonso Perales. 2. Establecer conexiones entre líderes de antecedentes étnicos distintos

Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: El docente ajustará la configuración de la actividad y dividirá a los alumnos en grupos para que se ayuden entre sí.

Unidad Didáctica, Ciencias Sociales, Segundo, Erika Faubion, Rebecca Gutiérrez, Ruby Martínez, Marisol Salinas

Fall Workshop November 2020

Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 2.4 Comprender cómo las figuras históricas, los patriotas, y la buena ciudadanía contribuyeron a dar forma a la comunidad, el estado y la nación. 2.20 Usar habilidades de resolución de problemas y de toma de decisiones, trabajar de manera independiente y en grupo, en una variedad de entornos. El alumno debe: (B) usar el proceso de resolución de problemas para identificar una situación que requiera una solución, recopilar información, generar opciones viables, predecir resultados, implementar decisiones, y medir la efectividad de esa decisión.

Objetivos de la …

La Fundación De Lulac Y El Valle Del Bajo Río Grande (Powerpoint), Cynthia E. Orozco

Fall Workshop November 2020

No abstract provided.

Aurora E. Estrada: Inmigrante Mexicana En Mercedes, Texas, Dirigente De Su Comunidad Y Docente En La Localidad De Cuero, Texas (Powerpoint), Cynthia E. Orozco

Fall Workshop November 2020

No abstract provided.

Adela Sloss Vento: Intelectual, Feminista Y Activista De Los Derechos Civiles (Powerpoint), Cynthia E. Orozco

Fall Workshop November 2020

No abstract provided.

Students’ With Blindness And Visual Impairments Level Of Engagement In Science And Engineering Practices, Tiffany A. Wild, Natalie Shaheen, Danene K. Fast, Julia Averill, Karen Koehler, Kathleen Farrand

Journal of Science Education for Students with Disabilities

There is a lack of research on science-process skills and abilities of students with blindness and visual impairments to apply those skills (Jones, Forrester, Robertson, Gardner, & Taylor, 2012). This study aims to provide additional information on how students with blindness and visual impairment are engaged in science and engineering practices in order for teachers to gain a better understanding of how students with visual impairments can learn engineering practices. The Student Inquiry Review (Hilson & Wild, 2015) that examines the scientific and engineering practices as defined in the Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas …

Topics And Challenges In Teaching Computer Science For Gifted And Talented Students, Tom Meyer, Namrata Pandya

Faculty Publications & Research

No abstract provided.

Facilitating Conversations On Difficult Topics In The Classroom: Teachers’ Stories Of Opening Spaces Using Children’S Literature

Occasional Paper Series

For this edition of the Bank Street Occasional Paper Series, we invited educators to share stories from their practice: times when they utilized children’s literature and conversations to address real life; the difficult topics that children experience through the mirror of their own experiences or the windows of their peers, communities, or world.

Conversations About Death That Are Provoked By Literature, Cara E. Furman

Occasional Paper Series

How do teachers have conversations about death with young children? In this paper, I focus specifically on how teachers might support unplanned conversations that were provoked by children’s literature. In analyzing a series of events in which such conversations occurred, I argue that to do so required going against three conventions in literacy education: close reading, staying on task, and appropriate school talk. I then speak to how teacher educators might prepare teachers for these unexpected but important digressions.

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 …

Discussing Race, Policing, And Privilege In A High School Classroom, Arianna Banack

Occasional Paper Series

This article describes a unit implemented in a ninth-grade English classroom using the young adult novel, All American Boys (Reynolds & Keily, 2015) to explore issues of police brutality, privilege, and racism. Pedagogical activities are offered alongside a critical reflection of the unit as the author explores difficult moments while teaching. Implications for English educators and currently practicing ELA teachers are provided with suggestions on how to revise the unit to center on exploring the systematic oppression of people of color.

Shattering, Healing And Dreaming: Lessons From Middle-Grade Literacies And Lives, Carla España

Occasional Paper Series

In the summer of 2018, I had the opportunity to read the words of Renée Watson, Jewell Parker-Rhodes, Jacqueline Woodson and Nikki Grimes alongside seventh and eighth graders. Our conversations were grounded in the students’ lives and in stories and poems crafted by Black women. I had the responsibility and honor to select the texts, develop the curriculum and co-create a space with students. The authors’ words helped students process not only the authors’ craft but also how students navigated issues from microaggressions to tensions in friendships, from the oppression experienced at the intersections of their identities to the role …

Choosing Difficult, Choosing Important In Fifth-Grade Read-Aloud, Chiara Dilello

Occasional Paper Series

In this essay, I share my critical reflections and pedagogical choices (some more successful than others) while using a whole-class chapter book read-aloud to engage my students in conversation about complex topics, including racism and gender, which we might not have discussed otherwise. It is my hope to model one small way I as a White teacher have tried to disrupt Whiteness in my classroom as part of a larger commitment to anti-racist teaching, and help teachers feel more prepared to undertake similar work in their own settings.

What Do You Do When You Don't Know How To Respond? Supporting Pre-Service Teachers To Use Picture Books To Facilitate Difficult Conversations, Kathryn Struthers Ahmed, Nida Ali

Occasional Paper Series

In this paper, the authors – a preservice teacher (PST) and a teacher educator – consider how teacher education might better prepare PSTs to use picture books to facilitate difficult conversations in elementary classrooms. They share missed opportunities from their own experiences in a fourth-grade fieldwork classroom and in a graduate-level elementary literacy methods course where they felt unprepared to respond to students’ comments about “controversial” topics. They reimagine how these experiences might have been transformed to be more educative for PSTs, first by considering how they could have responded more thoughtfully in the moment and then by thinking about …

Gender-Inclusive Children’S Literature As A Preventative Measure: Moving Beyond A Reactive Approach To Lgbtq+ Topics In The Classroom, Shelby Brody

Occasional Paper Series

This article addresses the common perception of gender non-conforming and gender-expansive identities as difficult classroom topics. The lack of gender-inclusive curricula in American schools results in a reactive approach to teaching about queerness, specifically about people who identify as transgender and/or gender non-conforming. Teachers need to adopt a proactive approach to teaching about queerness in order to prevent gender-based discrimination, harassment, and violence in schools and in the world. Trans-inclusive children’s literature has become more available in recent years. However, teachers need to be conscious of popular narratives that offer a limited perspective on people who identify as transgender and …

We Are All Learning About Climate Change: Teaching With Picture Books To Engage Teachers And Students, Ysaaca D. Axelrod, Denise Ives, Rachel Weaver

Occasional Paper Series

The topic of climate change and climate justice is politically charged, doesn’t sit neatly within a single subject or content area, and raises concerns of not being ‘age appropriate’ for young children. In this paper we describe how teacher educators in an elementary education program support a student teacher who took up the topic of climate change and climate justice in her 1st grade teaching placement. She designed a unit around a picture book that focuses on the words and work of Greta Thunberg, and used a diverse set of texts to support students’ understanding of the complexity of climate …

Taking A Journey To The Land Of All: Using Children’S Literature To Explore Gender Identity And Expression With Young Children, Kerry Elson, Kindel Nash

Occasional Paper Series

Children’s literature is a powerful tool that helps shape young children’s understandings of themselves and the world. As such, children’s literature can help young children develop deeper and more nuanced understandings about gender, gender identity, and gender expression. This article shares how teacher Kerry Elson planned and implemented a curriculum with first-grade students that focused on gender identity and expression. In this curriculum, she carefully selected children’s literature to explore gender identity and expression with young children.

Storytime Is A Sunrise: Employing Children’S Literature To Mediate Socio-Emotional Challenges In The Life Of A Young Child, Carolina Soto Bonds

Occasional Paper Series

This piece explores the trials and victories of a teacher's literary therapy for Will* a student faced with the ravages of mental health struggles and instability in his home life. The purpose here is to divulge the vulnerabilities of a personal story in the hopes of generating support for other educators who might be battling similar conflicts. Along the way, as varying children's books like My Happy Sad Mummy, by Michelle Vasiliu, and The Colour Monster by Anna Llenas, play integral parts in emotional healing, the teacher confronts her own internal unrests as Will's obstacles inch too close to home. …

Introduction: Facilitating Conversations On Difficult Topics In The Classroom: Teachers’ Stories Of Opening Spaces Using Children’S Literature, Mollie Welsh Kruger, Susie Rolander, Susan Stires

Occasional Paper Series

For this edition of the Bank Street Occasional Paper Series, we invited educators to share stories from their practice: times when they utilized children’s literature and conversations to address real life; the difficult topics that children experience through the mirror of their own experiences or the windows of their peers, communities, or world.

Perceptions Of K-12 Teachers On The Cognitive, Affective, And Conative Functionalities Of Gifted Students Engaged In Design Thinking, Krista M. Stith, Mistie L. Potts, Lisa Davia Rubenstein, Kathryn L. Shively, Robyn Spoon

Journal of STEM Teacher Education

Gifted students are our nation’s natural resource of technological inventors and innovators, but oftentimes do not receive differentiated instruction in technology/engineering design learning environments. This is not negligence or lack of care by the instructor, but a national issue of not sufficiently providing pre- and in-service teachers with formal training opportunities in gifted education. The purpose of this study was to understand the perceptions of K-12 teachers, trained in gifted education pedagogy and the Design Thinking Model (DTM), after their gifted students engaged in design thinking activities. Fifteen K-12 educators of different content areas reflected in focus groups upon how …

Nature Of Problem-Solving Skills For 21st Century Stem Learners: What Teachers Need To Know, Paul Nnanyereugo Iwuanyanwu

Journal of STEM Teacher Education

Since the emergence of the fourth industrial revolution which calls for a new model of learning for the twenty-first century learners, it has been argued that the nature of problems that learners must solve in science, technology, engineering and mathematics (STEM) must also be transformed to enable new forms of learning skills that are needed to tackle complex global challenges. However, the question of how best to teach these skills purposefully and explicitly is largely overlooked. STEM education reformers recognize that the lecture method or traditional method of teaching is highly ineffective for teaching twenty-first century competencies and skills that …

Facilitating A Path To New Teacher Certification Amid The Covid-19 Pandemic: Unpacking States’ Unchanged-New Flex” Guidelines, Laura E. Slay, Jacqueline Riley, Karyn E. Miller

Faculty Publications

In the United States, amid the COVID-19 pandemic, schools and testing centers were forced to close on-site locations. With teacher candidates no longer able to complete clinical teaching or take certification exams in person, states created new recommendations for facilitating a pathway to teacher certification. Specifically, 19 states provided guidelines that allowed educator preparation programs (EPPs) flexibility in how teacher candidates completed existing certification requirements. By analyzing summaries of these states’ guidelines, themes of time, technology, flexibility/nonflexibility, and EPPs emerged. Using a comprehensive lens, this brief examines the role and implications of each of these themes in teacher certification during …

The Grace To Grow Deeper: A Case Study Of Environmentalism In A Canadian Christian School, Allyson Jule, Adrienne R. Castellon

International Christian Community of Teacher Educators Journal

Successful environmental pedagogy in faith-based schools has not been well explored even while most Christian schools in Canada are governed by provincial curricula and provincial teacher standards that require commitments to environmentalism. Conflicts within mainline Christianity in regards to the importance of environmental justice may be why some Christian schools do not engage in environmental pedagogy (Mann & Schleifer, 2020). This study draws on data from one Christian school in the province of Ontario, Canada. The methodology used is case study approached through an Appreciative Inquiry lens – a methodology that is particularly useful in school-based research (Stavros, et al. …

How California's Teacher Residencies Are Helping To Solve Teacher Shortages And Strengthen Schools, Karen Demoss, Cathy Yun

Prepared to Teach

With significant state investment teacher residencies are spreading throughout California. These vignettes highlight two California teacher residencies and how they are helping to address shortages and support both students and teachers. These examples also spotlight creative funding strategies that can help California’s investments in teacher residencies become sustainable over time.

Sustainable Strategies For Funding Teacher Residencies: Lessons From California, Karen Demoss, Cathy Yun

Prepared to Teach

With significant state investment, teacher residencies are spreading throughout California To sustain these efforts after the initial state investment programs are using creative funding strategies. To learn about how teacher residencies across the state are funding their work, the Learning Policy Institute and Prepared To Teach at Bank Street College of Education partnered to examine the current state of practice around residency sustainability. The report highlights California teacher residencies with known financial sustainability efforts in which partners are leveraging local resources to support residents and mentor teachers. These concrete examples of creative residency funding strategies are meant to help California’s …

Identifying Student Perceptions Of Different Instantiations Of Open Pedagogy, John Hilton, Bryson Hilton, Tarah K. Ikahihifo, Reta Chaffee, Jennifer Darrow, Joann Guilmett, David Wiley

Entrepreneurship Faculty Research

As the adoption of open educational resources (OER) continues to increase, instructors have started using these resources for more than simply delivering content. Open pedagogy is a term used to describe a range of instructional practices that often incorporate OER into the learning process. This study examined student perceptions of two approaches to open pedagogy—student creation of multiple-choice questions and student creation of the syllabus and corresponding course assignments. The sample included responses from 84 students at two colleges in the United States. Results showed that students who created the syllabus and assignments had a more positive experience and were …

Engaging Students In The Virtual Classroom: A Mixed-Methods Study Of Teacher Leaders Creating Connections Through Virtual Learning Communities, Michaine Suzanne Ashley

Electronic Theses and Dissertations

The core problem that drove this study was high attrition rates and low student academic growth in virtual students when compared to their brick and mortar peers. To investigate this issue, the study focused on one issue related to the core problem: student engagement. The purpose of the study was to determine what pedagogical practices and instructional strategies were utilized by teachers in their virtual learning communities (VCLs) in order to engage students in the virtual classroom. This explanatory-sequential, mixed methods, single case study was conducted through the collection of archival data and through a teacher questionnaire and follow up …

Multi-Tiered Systems Of Support And School Leadership In High-Achieving Pennsylvania Schoolwide Title 1 Elementary Schools, Malinda Jane Mikesell

Electronic Theses and Dissertations

Abstract

This explanatory case study illustrates how some Pennsylvania Schoolwide Title 1 elementary schools are thriving on state assessments while others are unable to achieve this success. The study was limited to this population of elementary schools to focus on how and why some schools with high percentages of students who receive free and reduced lunch are achieving excellent student achievement. First, the differences between Schoolwide Title 1 schools’ achievement on the Pennsylvania state assessments were categorized. Then Schoolwide Title 1 elementary schools with the highest percentages of students with low socioeconomic status (SES), who still achieved proficient school performance …

An Evaluative Study Of The Rural Elementary Teachers’ Perspective On The Partnership Between Rural Public Elementary Schools And Nebraska Extension, Tammera Mittelstet

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

Science education reform is a new reality for Elementary Teachers who have found themselves in a paradigm shift as Nebraska implements its NCCRS-S standards. This reform and implementation process might benefit from the support of Nebraska Extension. The purpose of this evaluative study was twofold: (a) determine elementary teachers' awareness, current use, and future recommendations regarding extension resources in Nebraska’s rural elementary schools and (b) inform guidelines for future development of community partnerships and distribution of Nebraska Extension resources for elementary science instruction.

Data for this study was gathered using Qualtrics and was analyzed with SPSS version 27 software. The …

Standards For Technological And Engineering Literacy: Addressing Trends And Issues Facing Technology And Engineering Education, Johnny J. Moye, Philip A. Reed

STEMPS Faculty Publications

The article offers information on addressing trends and issues facing technology and engineering education. It mentions future challenges, students need to "have a broad conceptual understanding of technology and its place in society, enabling them to be active participants in the technological world and careful creators and users of technology.