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Full-Text Articles in Teacher Education and Professional Development

A Framework For The Strategic Leveraging Of Outside Resources To Enhance Ctl Effectiveness, Thomas M. Brinthaupt, Laura Cruz, Sheila Otto, Mike Pinter Jan 2019

A Framework For The Strategic Leveraging Of Outside Resources To Enhance Ctl Effectiveness, Thomas M. Brinthaupt, Laura Cruz, Sheila Otto, Mike Pinter

To Improve the Academy: A Journal of Educational Development

Many centers for teaching and learning (CTL) are challenged with developing new programs and services that are constrained by limited staff and resources. Tapping into on- and off-campus expertise is one way for CTL to expand their range of options for faculty development. In this paper, we present a framework that describes how CTL can assess the likely impact, value, and range of prospective leveraging opportunities when deciding whether to pursue on- and off- campus partnerships. We then discuss applying the framework as an analytical tool, developing leveraging strategies, and creating a strategic leveraging plan. Throughout this discussion, we provide …

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The Sotl Scaffold: Supporting Evidence-Based Teaching Practice In Educational Development, Laura Cruz, Kathryn Cunningham, Brian Smentkowski, Hillary Steiner Jan 2019

The Sotl Scaffold: Supporting Evidence-Based Teaching Practice In Educational Development, Laura Cruz, Kathryn Cunningham, Brian Smentkowski, Hillary Steiner

To Improve the Academy: A Journal of Educational Development

This article presents a scholarship of teaching and learning (SoTL) scaffold, a conceptual model designed for educational developers (and others) who support the values, practices, and production of the SoTL, both on their campuses and beyond. The SoTL scaffold explicates distinct support levels, ranging from spark to lead, each of which call for differentiated strategies and programs to be used by Centers for Teaching and Learning (CTLs) and similar units.

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The Fearless Teaching Framework: A Model To Synthesize Foundational Education Research For University Instructors, Alice E. Donlan, Sandra M. Loughlin, Virginia L. Byrne Jan 2019

The Fearless Teaching Framework: A Model To Synthesize Foundational Education Research For University Instructors, Alice E. Donlan, Sandra M. Loughlin, Virginia L. Byrne

To Improve the Academy: A Journal of Educational Development

There is often a disconnect between the unit of analysis in rigorous education research, and the types of recommendations that instructors find the most useful to improve their teaching. Research often focuses on narrow slices of the student experience, and university instructors often require broad recommendations. We present the Fearless Teaching Framework to address this gap between research and practice. In this framework, we define four pieces of effective teaching: classroom climate, course content, teaching practices, and assessment strategies. We argue that these are appropriate areas of focus for instructor growth, based on their relations to student engagement.

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Finding A Fulcrum: Positioning Ourselves To Leverage Change, Laurie L. Grupp, Deandra Little Jan 2019

Finding A Fulcrum: Positioning Ourselves To Leverage Change, Laurie L. Grupp, Deandra Little

To Improve the Academy: A Journal of Educational Development

Educational developers are called to serve as thought leaders, change agents, and advocates while also working to fulfill the teaching and learning mission of their centers. Research on change leadership informs our understanding of the work, yet may not go far enough to describe the complex roles, responsibilities, and positions of educational developers. In this study, we analyze survey and interview data to explore the meta-competencies that guide the work of developers as they navigate a shifting landscape and serve as “levers” for change.

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Impostor Phenomenon In Educational Developers, Kristin J. Rudenga, Emily O. Gravett Jan 2019

Impostor Phenomenon In Educational Developers, Kristin J. Rudenga, Emily O. Gravett

To Improve the Academy: A Journal of Educational Development

While impostor syndrome or impostor phenomenon (“IP”) is prevalent in higher education, with known negative effects, no study has yet investigated the experiences of IP among educational developers. After first reviewing prior research on the phenomenon, we use survey data to describe its frequency and manifestations within educational development. We identify factors and experiences that contribute to IP among educational developers, focusing on those that are distinct to the field. We conclude with suggestions for future research and broad recommendations for educational development as a field to tackle this problem.

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Broaching Threshold Concepts: The Trouble With “Skills” Language In Defining Student Learning Goals, Angela J. Zito Jan 2019

Broaching Threshold Concepts: The Trouble With “Skills” Language In Defining Student Learning Goals, Angela J. Zito

To Improve the Academy: A Journal of Educational Development

This essay argues that description of student learning goals as various “skills” presents a conceptual threshold lying between and connecting routinely dichotomized characterizations of student learning—most notably, “concrete” versus “abstract.” Qualitative analysis of instructor interviews shows that “skills” language tends to conceal abstract (that is, affective) learning goals behind more concrete (that is, cognitive) ones. Ultimately, this essay proposes that cognitive and affective student learning goals might be more clearly articulated using threshold concepts within and across disciplines, and that the recognition of “skills” as both affective and cognitive is itself a threshold concept in educational development.

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Wiser Together: Sustaining Teaching Excellence With A Self-Study/Critical Friend, Tracy W. Smith, Leslie U. Bradbury Jan 2019

Wiser Together: Sustaining Teaching Excellence With A Self-Study/Critical Friend, Tracy W. Smith, Leslie U. Bradbury

To Improve the Academy: A Journal of Educational Development

This article examines the development of a self-study/critical friend (SSCF) model of educational development. The SSCF model provides benefits for the self-study teacher in the form of personalized, sustained support. The critical friend in the pairing described here also serves as an educational development fellow, so this study provided an experiential development opportunity for her to try a potential model of response, documentation, feedback, and support for a single faculty member. This article describes the rationale, process, and outcomes of a SSCF investigation, a promising model for providing support that is significant, sustained, and individualized to higher education teaching faculty.

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Creating Connection Through Intercultural Dialogue Partners, Tasha Souza Jan 2019

Creating Connection Through Intercultural Dialogue Partners, Tasha Souza

CTL Teaching Gallery

The Intercultural Dialogue Partner (IDP) program has been a part of my Intercultural Communication course at two institutions across the last 8 years. While the program has evolved over time, the current version at a college campus in the western United States will be described. The IDP program is the service-learning component of an undergraduate course for about 30 mostly Communication majors. The primary goal of the course is for students to gain an appreciation of intercultural communication and to be able to engage in mindful dialogue across difference. My hope is that the class gives students the skills, knowledge, …

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The Development And Implications Of Social Studies And History Curricula In Ghana, Razak Kwame Dwomoh Jan 2019

The Development And Implications Of Social Studies And History Curricula In Ghana, Razak Kwame Dwomoh

Masters Theses

Current research shows the social studies taught at lower grade levels in Ghana incorporates minimal historical content, and Ghana's history in the curricula may fade away without careful considerations. This study examined the development of the social studies subject within the curricula within Ghana, the quantity and quality of historical content prevalent in the middle and high-level schools' curricula. The study was an extrapolation of the U.S. curricula, and juxtaposed with Ghana. Qualitatively, data were collected through Face-Time interviews of participants. Participants comprised 41 social studies and history teachers and administrators at the middle and high schools in the Akuapem …

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Ela And Esl Educators’ Lived Experiences In Urban, Middle Level, Mainstream Classrooms, Georgia Danos Jan 2019

Ela And Esl Educators’ Lived Experiences In Urban, Middle Level, Mainstream Classrooms, Georgia Danos

Masters Theses

This ethnographic qualitative study explores best practices for English Language Learning (ELL) students by analyzing one particular co-taught 8th grade English Language Arts (ELA) classroom where students received instruction from both a trained ELA teacher and one certified in English as a Second Language (ESL). The results suggest that the ELA mainstream teacher, Mr. Scott, was disengaged in class; disinterested in his students; unaware of his students’ backgrounds and needs; unaware of professional development offered; resistant and resentful towards new pedagogical approaches; tentatively interested in but unaware of best practices; displayed unprofessionalism; and indifferent about students' academic success. The ESL …

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The Impact Of Content Mastery On Sequential Standards, Michael Newman, Michael Newman Jan 2019

The Impact Of Content Mastery On Sequential Standards, Michael Newman, Michael Newman

Murray State Theses and Dissertations

Mastery of P-12 academic standards is based on a learning process that is sequential and that can be broken into key components for varying students. Key ideas need to be learned before others can be mastered and it is important to know which key ideas are needed before others can be presented. The common problem for students in mathematics is that the content scaffolds and for the teacher, it can be a difficult decision of when to proceed and when not to. Yet, high stakes testing mandates a fast pace of instruction which leaves many students chronically behind. The purpose …

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The Effect Of Stem And Non-Stem Education On Student Mathematics Ability In Third Grade, Elke Hyacinth Jan 2019

The Effect Of Stem And Non-Stem Education On Student Mathematics Ability In Third Grade, Elke Hyacinth

Walden Dissertations and Doctoral Studies

Although early mathematics instruction is predictive of future mathematics achievement, the effects of STEM-based mathematics instruction on mathematics gains in elementary school have been largely unexplored. The purpose of this quantitative study was to determine whether mathematics scores from third grade student state-mandated standardized mathematics test differ between students who were enrolled in STEM schools and students who were enrolled in non-STEM schools in the largest school district located in a Southwestern state in the United States. Polya's problem-solving heuristics formed the theoretical framework because of their relevance to concepts on the third grade mathematics test. Two research questions focused …

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Instructional Reading Practices For Third Grade African American Males, Kimberly Dawn Whaley Jan 2019

Instructional Reading Practices For Third Grade African American Males, Kimberly Dawn Whaley

Walden Dissertations and Doctoral Studies

African American males often struggle to read on grade level. However, 3 East Texas Title I schools demonstrated exceptionally high levels of reading proficiency with this population. This study addressed the knowledge gap of understanding the instructional practices linked to high reading achievement of third grade African American males in Title I schools in East Texas. Guided by Ladson-Billings's theory of culturally relevant pedagogy, which builds upon academic success, cultural competence, and development of critical consciousness, and supported by Vygotsky's theory of social and cognitive constructivism, the reading instructional practices of the 3 schools were investigated. Research questions focused on …

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Transforming The Teacher Development Trajectory, Bank Street College Of Education Jan 2019

Transforming The Teacher Development Trajectory, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Teacher preparation programs that work for everyone—preparation providers, districts, and aspiring teachers—rely on strong partnerships. Residency programs bring districts and providers together to support sustained clinical practice for candidates and create aligned goals throughout the program, linking teacher preparation to success in the classroom.

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Money Matters, Bank Street College Of Education, Prepared To Teach, Bank Street College Jan 2019

Money Matters, Bank Street College Of Education, Prepared To Teach, Bank Street College

All Faculty and Staff Papers and Presentations

This short document summarizes the research supporting a unified P-20 system and how teacher residencies can bring us closer to achieving that goal.

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Prepared To Teach National Network, Bank Street College Jan 2019

Prepared To Teach National Network, Bank Street College

All Faculty and Staff Papers and Presentations

A two page summary of the Prepared To Teach National Network of teacher residencies.

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Professional Preparation, Bank Street College Of Education Jan 2019

Professional Preparation, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Part of being a professional is completing quality preparation. But teachers don't necessarily receive rigorous, extended practice as other professions do—and notably, they don't get paid for their work when they do.

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The Prepared To Teach Paradigm Shift, Bank Street College Of Education Jan 2019

The Prepared To Teach Paradigm Shift, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Prepared To Teach exists to help districts, states, and teacher preparation programs find ways to develop sustainable streams of public funding to support high-quality teacher preparation.

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Simplifying Improvement, Bank Street College Of Education Jan 2019

Simplifying Improvement, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Initiatives, projects, and structural changes in service of school reform can become overwhelming and complicated. Teacher residencies are a streamlined way of untangling priorities for improvement and creating a unified strategy.

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New York State Root Causes, Bank Street College Of Education Jan 2019

New York State Root Causes, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

When teachers quit, education fails. Teacher residencies can reduce turnover, diversify the teaching profession, and support student learning. New York State has an opportunity to transform teacher preparation.

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The 3 R'S Of Sustainably Funded Residencies, Bank Street College Of Education Jan 2019

The 3 R'S Of Sustainably Funded Residencies, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Deep partnerships between universities and districts are essential to the success of locally-grown teacher residencies, in part because of the funding opportunities these relationships unlock. Across the country, partnerships have identified funding strategies that can sustain and scale residencies, including dedicated financial support for aspiring teachers completing their clinical practice placements. Districts rethink staffing to free up dollars and programs find ways to reduce costs. When residencies design and recruit in ways that meet P-12 needs, districts also frequently dedicate additional dollars to the partnership. Together, these approaches offer “3 R’s” for sustainable residency funding.

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La Historia De La Educación Y La Enseñanza Postsecundaria En Los Estados Unidos, 1840-1910, Karl M. Lorenz Jan 2019

La Historia De La Educación Y La Enseñanza Postsecundaria En Los Estados Unidos, 1840-1910, Karl M. Lorenz

Education Faculty Publications

La historia de la educación fué uno de los temas mas populares en los Estados Unidos en los siglos XIX y XX. Este documento examina el contenido y contexto de esta materia en los cursos de formación de docentes en las escuelas normales y las instituciones superiores y analiza su transformación a través dele tiempo. Informa sobre el desarrollo de esta materia en los Estados Unidos desde 1840, el año que marca su surgimiento como disciplina docente profesional, hasta 1910, el año en que sus contenidos tenían una orientación mas objetiva. Las fechas delimitan un período en que la Historia …

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The Mañana Complex: A Revelatory Narrative Of Teachers’ White Innocence And Racial Disgust Toward Mexican–American Children, Amanda Morales, Elvira Abrica, Socorro Herrera Jan 2019

The Mañana Complex: A Revelatory Narrative Of Teachers’ White Innocence And Racial Disgust Toward Mexican–American Children, Amanda Morales, Elvira Abrica, Socorro Herrera

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This paper presents selected findings from an ethnographic case study of at a public junior high school. Analysis of White teachers’ discourse implicated a perspective of Mexican–American children that we describe as a mañana complex, a perceived association between Mexican–Americans and the term “mañana” (Spanish: “tomorrow”). We outline how this mañana complex among White teachers is indicative of historical racial tropes of Mexicans in the United States while also reflecting current anti-Mexican discourse emboldened and made more fervent by the current US presidential administration. Ultimately, the mañana complex is an example of both racial disgust toward Mexican–American children (Matias and …

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Promoting Learner Engagement Through Interactive Digital Tools, Xianquan Liu, Aleidine J. Moeller Jan 2019

Promoting Learner Engagement Through Interactive Digital Tools, Xianquan Liu, Aleidine J. Moeller

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Interactive digital tools and virtual learning spaces can be effective in engaging learners with language, content, and culture that promote language proficiency. However, the mere utilization of technology tools does not guarantee learner growth in language proficiency without careful attention to research-informed learning strategies and standards-based instructional design. Learning objectives and language functions drive instruction, and digital learning tools can provide differentiated learning opportunities and learner support that scaffold the learning process. The authors provide a review of the literature on technology integration in world language education as well as examples of popular digital tools designed to facilitate meaningful, interactive …

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Building Momentum By Starting Small, Cassandra R. Seiboldt,, Lorraine Males, Joshua R. Males Jan 2019

Building Momentum By Starting Small, Cassandra R. Seiboldt,, Lorraine Males, Joshua R. Males

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Beginning a teaching career and working to prepare and support beginning teachers is a roller-coaster of successes and puzzling moments. In this article, author Cassandra (Cassie) Seiboldt shares how she learned to manage her first years of teaching by purposefully planning through anticipating student thinking and solutions, and the positive impact this had on her instruction. Lorraine Males, Cassie’s university mathematics teacher educator, and Joshua Males, Cassie’s mathematics department chair, reflect on how various assignments and structures may have supported her in the lesson-planning process.

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Representation Of Unaccompanied Migrant Children From Central America In The United States: Media Vs. Migrant Perspectives, Theresa Catalano, Jessica Mitchell-Mccollough Jan 2019

Representation Of Unaccompanied Migrant Children From Central America In The United States: Media Vs. Migrant Perspectives, Theresa Catalano, Jessica Mitchell-Mccollough

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This chapter examines the representation of unaccompanied minors fleeing Central America (namely Honduras, Guatemala and El Salvador) in U.S. online national news sources over a one-year period and compares this to the way these children talk about their own perceptions of migration and their motivation for moving. Data collection consisted of online news reports on unaccompanied minors from Central America in the United States as well as interviews with children collected from the United Nations Refugee Agency (UNHCR) and other humanitarian organizations. Multimodal critical discourse analysis reveals a qualitative difference in discourse (e.g., use of metaphor, metonymy, deixis and visual …

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How Leaders Create The Conditions For Equity, Charli Kinard, Tieshia Pickett, Anastasiya Shchetynska Jan 2019

How Leaders Create The Conditions For Equity, Charli Kinard, Tieshia Pickett, Anastasiya Shchetynska

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

Equity is a complex topic that encompasses many facets of leadership, education reform, and socio-economic issues. This module offers district and school leaders an introduction to equity and the conditions that create equitable school environments. The module provides educational leaders with strategies based on equity frameworks and research-based high-leverage equitable practices to implement in order to begin equity work at their sites and help teachers meet the needs of all of their diverse students. See the additional resources section at the end of this module for links to tools for assessing equity, creating action plans, and seeking support for improving …

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Planning With Curriculum Materials: Interactions Between Prospective Secondary Mathematics Teachers’ Attention, Interpretations And Responses, Lorraine Males, Ariel Setniker Jan 2019

Planning With Curriculum Materials: Interactions Between Prospective Secondary Mathematics Teachers’ Attention, Interpretations And Responses, Lorraine Males, Ariel Setniker

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This paper reports a study of four prospective secondary mathematics teachers’ (PSTs) attention to different sets of curriculum materials when planning lessons. Specifically, it addresses how this attention interacted with their interpretations of and responses to the materials and how the curriculum elements and format of each set of materials influenced the interaction. Attention, interpretations, and responses were analyzed by capturing quantitative data from eye tracking glasses the PSTs wore and qualitative data from coding the transcripts from two staged planning interviews. Results indicate that PSTs’ interpretations and responses were initiated by their attention and that the curriculum elements and …

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Developing A Complex Portrait Of Content Teaching For Multilingual Learners Via Nonlinear Theoretical Understandings, Kara Viesca, Kathryn Strom, Svenja Hammer, Jessica E. Masterson, Cindy H. Linzell, Jessica Mitchell-Mccollough, Naomi Flynn Jan 2019

Developing A Complex Portrait Of Content Teaching For Multilingual Learners Via Nonlinear Theoretical Understandings, Kara Viesca, Kathryn Strom, Svenja Hammer, Jessica E. Masterson, Cindy H. Linzell, Jessica Mitchell-Mccollough, Naomi Flynn

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for multilingual learners that are complex and intricately connected: context, orientations, and pedagogy. This chapter explores the results of our literature analysis and argues for improving content teaching for multilingual students through improved theoretically grounded research that embraces, explores, and accounts for the expansive complexities inherent in teacher learning and practice.

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“It’S Ok. She Doesn’T Even Speak English”: Narratives Of Language, Culture, And Identity Negotiation By Immigrant High School Students, Lydiah Kananu Kiramba, James Alan Oloo Jan 2019

“It’S Ok. She Doesn’T Even Speak English”: Narratives Of Language, Culture, And Identity Negotiation By Immigrant High School Students, Lydiah Kananu Kiramba, James Alan Oloo

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This study employs narrative inquiry to explore the experiences of two female, first-generation immigrant- and refugee-background students from West Africa. Using interview as conversation for guiding open-ended research questions and Yosso’s community cultural wealth (CCW) framework, we present participant narratives that speak to both similar and divergent experiences, which demonstrate a deep understanding of complex social issues presenting both tensions and opportunities for African immigrant and refugee student educational success in the United States. The study draws implications for rephrasing normative thinking about emerging multilingual students of African descent and developing a culturally responsive pedagogy for all students.

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