Teacher Education and Professional Development Commons^™

Book Reviews: On The Topic Of Reading, Christina Belcher

International Christian Community of Teacher Educators Journal

No abstract provided.

A Glimpse Into The Multilingual Experience: A Phenomenological Study On How Nonnative English-Speaking Students Leverage Personal And Academic Support In Completing The Doctoral Journey, John Pervez

Dissertations

Purpose: The purpose of this phenomenological study is to use Activity Theory to identify and describe the personal and academic supports of multilingual doctoral alumni at a private, non-profit university in California.

Methodology: This study was a phenomenological study that identified and described the lived experiences of 15 multilingual alumni that completed a doctorate program at a private, non-profit university. Participants were selected using criterion sampling. Data was collected, analyzed, and triangulated between interview data and artifacts. Data was then coded, themed, and organized with reference to Activity Theory.

Findings: Examination of the data found that multilingual …

Online Adjunct Faculty Perceptions Of Professional Development To Support Personal And Professional Academic Growth During Covid-19, Cheryl Burleigh, Patricia B. Steele, Grace Gwitira

Higher Learning Research Communications

Objective: The purpose of this study was to understand what online adjunct faculty value as support services, specifically professional development opportunities, provided by their respective higher education institutions.

Method: This qualitative narrative inquiry study centered on exploring perceptions and experiences of online adjunct faculty members from higher education institutions and their experiences and expectations of professional development (PD), prior to and during COVID-19.

Results: The study resulted in the identification of possible improvements and enhancements to existing PD content that would further support faculty personal development, mental health, wellbeing, and academic growth.

Conclusions: This study reminds us that there are …

Supporting Students With An Autism Spectrum Disorder In Engineering: K-12 And Beyond, Jennifer L. Kouo, Alexis Hahn, Sarah Morton, Jay Gregorio

Journal of Science Education for Students with Disabilities

Individuals with disabilities, including individuals with an autism spectrum disorder (ASD), are underrepresented in science, technology, engineering, and mathematics (STEM) fields. With the importance of STEM skills in future employment and other disciplines, effective instructional strategies must be identified to enhance early and sustained access to STEM for students with ASD. However, the literature identifying effective STEM-specific supports and practices for this population of students is sparse and regarding engineering, there are no empirical studies that focus on teaching engineering skills to students with ASD. Therefore, the article aims to provide an overview of the available literature on the perspectives …

The North Carolina Teaching Fellows Program: A Case Study Of The Use Of Forgivable Loans In Recruiting Future Stem Teachers, Katie N. Smith

Journal of Student Financial Aid

In 2018-2019, North Carolina implemented a loan forgiveness program to recruit talented postsecondary students into teaching majors in needed subject areas. This qualitative case study analyzes the influence of the North Carolina Teaching Fellows Program (NCTFP) on 10 student participants’ college, major, and career plans in STEM education to understand how loan incentives shaped student interest in teaching careers in STEM subjects. Findings reveal that forgivable loan funding influenced college choice among those choosing institutions at the time of NCTFP acceptance. While the NCTFP was most appealing to participants who already planned to become STEM educators, there is also evidence …

Triangulating Research That Focuses On Decolonizing And Race-Based Educational Theories, Beth Dotan

The Nebraska Educator: A Student-Led Journal

The normalization of white cultural and societal educational standards often produce uniform consumers of knowledge. In an effort to seek modification from conventional educational belief systems, this literature review looks at a collection of critical, race-based, and anti-/ de-colonial epistemologies and challenges traditions of inquiry. The research: 1) articulates how national culture perpetuates divisiveness through race and racism in colonized American society and institutions, 2) contemplates the amalgamation of Jewishness and whiteness, and 3) considers utilizing critical theory and social justice views to decolonize educational methodologies as a path to implement change. Historical context and the diverse array of scholarship …

Sjsu Erfa Board Minutes October 4, 2021, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

October 4, 2021

Factors Associated With The Underrepresentation Of Female Head Coaches In Intercollegiate Athletics, Steve Chen, Lauren Smith, Chloe Whitlock

Faculty Research at Morehead State University

The purpose of this study was to examine the perceived barriers, stereotypes, and workplace challenges that contributed to the underrepresentation of female head coaches in intercollegiate athletics. One-hundred-twenty-four current collegiate coaches affiliated with three NCAA conferences completed their responses through an online survey. A 26-item self-created survey was implemented to identify perceived attributes and barriers which impact the females’ involvement in the coaching profession. The results yielded four constructs of attributes and three types of barriers that affected female coaches’ success for job obtainment and career advancement. Unlike the older experienced coaches, young and less experienced coaches tended to value …

What Really Matters For Instructors Implementing Equitable And Inclusive Teaching Approaches, Tracie Marcella Addy, Philip M. Reeves, Derek Dube, Khadijah A. Mitchell

To Improve the Academy: A Journal of Educational Development

Supporting instructor implementation of equitable and inclusive teaching approaches is a critical area of focus in educational development. However, there is limited empirical evidence on factors that either support or hinder instructors’ implementation of inclusive teaching. The results of this national survey study reveal several predictors of instructors’ utilization of inclusive teaching approaches and reported obstacles faced. For this sample, knowledge of inclusive teaching was a statistically significant predictor of implementation, as was being from a non-STEM discipline. Responses highlighted promising approaches, several of which can inform the efforts of educational developers.

Longitudinal Impact Of Faculty Participation In A Course Design Institute (Cdi): Faculty Motivation And Perception Of Expectancy, Value, And Cost, Cara Meixner, Melissa Altman, Megan Good, Elizabeth Ben Ward

To Improve the Academy: A Journal of Educational Development

Course design institutes (CDIs), which systematically guide faculty through the (re)design of courses, often transpire in an intensive residency or learning community format. Little is known, to date, of the long-term impact of such initiatives, particularly in the context of faculty motivation. This longitudinal study explores changes in faculty attitudes toward teaching, offering insight into the multifaceted gains and limiting factors influencing motivation as conceptualized by the expectancy-value-cost model (Barron and Hulleman, 2015). Findings reveal that CDI engagement bolsters the value placed on teaching, but arrives at a noteworthy cost to faculty. Implications for CTLs and instructional faculty are explored.

Place-Based Educational Development: What Center For Teaching And Learning Spaces Look Like (And Why That Matters), Laura Cruz, Karen Huxtable-Jester, Brian Smentkowski, Martin Springborg

To Improve the Academy: A Journal of Educational Development

This study seeks to explore the physical spaces centers for teaching and learning (CTLs) occupy; with an emphasis on gaining a better picture of what CTL spaces look like; where they are located; how they developed: and what these spaces represent. We gathered visual, empirical, and qualitative data to take the first steps towards developing a shared vision of not only of our physical spaces, but also as a jumping off point for further analysis of the CTL as a meaningful place.

Cultivating An Institutional Culture That Values Teaching: Developing A Repository Of Effective Practices, Lindsay Shaw, Jill Grose, Erika Kustra, Lori Goff, Donna Ellis, Paola Borin

To Improve the Academy: A Journal of Educational Development

Educational researchers developed an online repository of effective practices contributing to or enhancing the teaching culture at multiple higher education institutions as part of a larger project exploring institutional teaching culture. The repository was designed to be a companion document to the Institutional Teaching Culture Perception Surveys (ITCPS), a resource for administrators, educational developers, and Centers for Teaching and Learning (CTL) striving to cultivate institutional cultures that support the development of teaching and learning. This paper outlines the methods for developing this repository, summarizes findings, identifies some of the practices included and highlights areas for future development.

Preparing The Next Generation Of Institutional Leaders: Strategic Supports For Mid-Career Faculty, Vicki Baker, Caroline Manning

To Improve the Academy: A Journal of Educational Development

Calls for leadership development and associated supports for faculty members are growing in prominence in higher education. Yet, traditional leadership development efforts in higher education fail to account for both individual and institutional needs as critical to fostering a leadership pipeline with multiple entry points. This manuscript offers succession management and onboarding as important and necessary steps to facilitating a more deliberate, strategic approach to supporting the next generation of institutional leaders – mid-career faculty members.

Supporting Faculty As Writers And Teachers: An Integrative Approach To Educational Development, Jennifer Ahern-Dodson, Monique Dufour

To Improve the Academy: A Journal of Educational Development

In this article, we explore how supporting faculty writers can also help them to become more effective teachers of writing in their disciplines. Based on over ten years of facilitating and studying faculty at our writing retreats, we demonstrate how understanding and improving their own writing experiences can spark insight into their students as writers. Furthermore, we suggest that helping faculty make this “turn to teaching” exemplifies the potential for an integrative model of educational development, one that leverages connections across faculty roles and responsibilities.

#Iteachmsu: Centering An Educator Learning Community (Elc), Erik Skogsberg, Makena Neal, Melissa Mcdaniels, Madeline Shellgren, Patricia Stewart

To Improve the Academy: A Journal of Educational Development

Many scholars recommend preparing faculty for educator roles. Faculty Learning Communities, The Scholarship of Teaching and Learning (SoTL), and teaching centers represent common preparatory approaches. But faculty and teaching assistants report time, disciplinary disconnects, and lack of incentives as ongoing barriers. Inspired by K-12’s professional learning networks and “hashtag activism,” the authors’ university launched #iteachmsu. #iteachmsu combines practices of social networking with a digital and in-person teaching “commons.” Through #iteachmsu, the authors hope to further shift campus cultures in the age of COVID-19, centering teaching and learning as a valuable and ongoing focus for an educator learning community (ELC).

Where Are The Students In Efforts For Inclusive Excellence? Two Approaches To Positioning Students As Critical Partners For Inclusive Pedagogical Practices, Alison Cook-Sather, Tracie Marcella Addy, Anna Devault, Nicole Livitskiy

To Improve the Academy: A Journal of Educational Development

Most educational development for inclusive excellence does not draw directly on the experiences and perspectives of students. This article presents two different approaches to positioning undergraduate students as critical partners in developing inclusive pedagogical practices. Co-authored by the directors of and student partners who participated in each approach, the article defines inclusive excellence and inclusive teaching and provides selected examples of partnership work that strives for equity and inclusion. It then describes our different approaches, discusses potential benefits of launching student-faculty partnership work through these approaches, and offers recommendations for developing pedagogical partnership efforts for inclusive excellence at other institutions.

Book Review: Developing Inviting Schools, Sean Schat

International Christian Community of Teacher Educators Journal

No abstract provided.

Unlearn: Preparing Preservice Teachers As Antiracist Educators, April Eddie

Northwest Journal of Teacher Education

This paper explores a Teacher Education faculty member’s approach in providing preservice teachers a holistic, antiracist preparation that includes prioritizing the hiring of Black and Brown faculty, teaching critical pedagogies, and providing diverse experiences to enhance their theoretical and classroom learning. Although research that explores the impact of race and education exists, more is needed if we are to deconstruct the impact of antiblackness in Teacher Education programs.

Career Preparedness: Perspectives From C&Cj Alumni At An Scu, Tracey Woodard, Courtney Mcdonald

Teacher-Scholar: The Journal of the State Comprehensive University

State comprehensive universities (SCUs) feature degree programs designed to help graduates achieve their career aspirations. Criminology and Criminal Justice (C&CJ) programs have become popular at SCUs, in part because students are inspired by media portrayals of law enforcement to work in the criminal justice field. Yet little is known about how C&CJ alumni of SCUs perceive their educational experiences. For this exploratory study, an online survey was distributed to alumni of a Southern SCU C&CJ program. Alumni were asked about their perceptions of their own career preparedness following graduation and their satisfaction with the C&CJ program. Overall, alumni were satisfied …

An Artificial Intelligence Tool For Accessible Science Education, Jacob D. Watters, April Hill Dr., Melissa Weinrich Dr., Cary Supalo, Feng Jiang Dr.

Journal of Science Education for Students with Disabilities

One of the most important issues in accessible science education is creating a laboratory workspace accessible to blind students or students with visual impairments (VI). Although these students are often provided access to the science lectures, they are usually denied full participation in hands-on laboratory work. Current solutions to this problem focus on providing special accommodations such as asking sighted lab partners to complete the hands-on work. Although the accessibility of laboratory devices in modern science education has been improved in recent years, students with VI often remain passive learners. In this work, we developed a new artificial intelligence tool, …

Making Scientific And Technical Materials Pervasively Accessible, Jason J.G. White

Journal of Science Education for Students with Disabilities

In this paper, the question is explored of what policies, standards and practices are desirable to ensure that hardware, software and publications in the sciences and associated disciplines are created from the outset to be accessible to people with disabilities. Insight into this question can be obtained by considering the unique accessibility challenges that these materials pose, including complexities of notation, language, and graphical representation.

Having analyzed what sets this problem apart from broader issues of accessibility, the advantages and limitations of current international standards are reviewed, and contemporary developments in standards and policies are considered from a strategic perspective. …

The Perceptions Of Teachers Of Students With Visual Impairments On Students With Visual Impairments And Graphing: How To Teach, Ashley N. Nashleanas Ph.D.

Journal of Science Education for Students with Disabilities

Many gaps exist in what is known around teaching students with visual impairments (SVI) about how to use graphs (Rosenblum et al., 2018; Rosenblum & Herzberg, 2015; Zebehazy & Wilton, 2014a;2014b;2014c). When teachers first experience a student with a visual impairment, some of the questions that come to mind are: How can I be sure this student understands what I am saying about these graphs I show on the board? Will this student be able to keep up? The study herein, based on findings from Author (2018), serves as a guide for teachers to consider in the case that SVI …

The Eddington Ratio-Dependent ‘Changing Look’ Events In Ngc2992, Dirk Grupe

Faculty Research at Morehead State University

We present an analysis of historical multi-wavelength emission of the Changing Look (CL) Active Galactic Nucleus (AGN) in NGC 2992, covering epochs ranging from 1978 to 2021, as well as new X-ray and optical spectra. The galaxy presents multiple Seyfert type transitions from type 2 to intermediate-type, losing and regaining its H𝛼 BEL recurrently. In X-rays, the source shows intrinsic variability with the absorption corrected luminosity varying by a factor of 40. We rule-out tidal disruption events or variable obscuration as causes of the type transitions, and show that the presence and the flux of the broad H𝛼 emission line …

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 …

Building Capacities To Conduct Respirator Fit Testing For Pesticide Applicators, Michael R. Wierda, Janet R. Hygnstrom, Natalie Hoidal, Thia Walker, Jessica Wilburn, Robin Tutor Marcom, Dean Herzfeld, Kay Sargent, Kerry Richards, Rachel Maccini, Candace Bartholomew

Journal of Extension

The 2015 revision of the Worker Protection Standard (WPS) mandates requirements for medical evaluation, fit testing, and respirator training when the pesticide label requires a respirator. An ad-hoc group of Extension pesticide safety educators came together to address a lack of training and infrastructure for respirator compliance. In the ensuing years, programs of varied audiences and formats were hosted. Errors and shortcomings were realized, knowledge was gained, and lessons were learned. Those lessons are summarized here with links, resources, and suggestions for the implementation of similar efforts by Extension professionals.

If You Are Not Ready, Then Step Aside: Intentionally Centering The Black Male Body In Teacher Education, Cherrel Miller Dyce, Julius Davis

Northwest Journal of Teacher Education

The conditions of Black male students in K-12 schools have been well-documented by scholars and clearly illustrate institutionalized anti-Black maleness that continues to go unaddressed or, in some cases, never addressed in most educator preparation programs and school systems in the U.S. We call for the centering of Black male bodies in teacher education and offer Afrocentric Assessment Mattering Pathways (AAMP) for guidance for intentionally centering the Black male body in teacher education: 1) critical anti-black self-reflection, 2) Afrocentric curricular change using Black history, and 3) engaging in off-campus Afrocentric environments.

Sjsu Erfa Board Minutes, September 13, 2021, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

September 13, 2021

Black Women Leaders Professional And Social Experiences In Higher Education: A Review Of The Research Literature, Marian E. Truehill

Journal of Research Initiatives

The purpose of this review of the research literature was to offer a critical take on the current body of research focusing on the aspect of how Black women are affected by their experiences in higher education. Some of the themes discussed in this review include discrimination, social conditions, and lack of advancement in academic institutions. Implications for these issues is discussed and delineated.

Social Capital: Increasing Pedagogy In Higher Education Institutions, Jeanne Hager Burth, Melissa J. Marks

Journal of Research Initiatives

The paper utilizes the fundamental components of social capital theory. It assesses a hypothesis that higher levels of social capital result in benefits for professional development of pedagogy in higher education institutions' faculty. A year-long study was conducted that offered faculty training in increasing critical thinking skills in teaching. The research explored the benefits to faculty when learning alongside colleagues in the higher education institute. Qualitative methods were used to analyze pre-and post-surveys, focus groups, descriptions of lesson plans, and real-time observations. Findings focused on the power of collegial collaboration and peer reviews, the lack of pedagogical knowledge, and the …

Leading Leaders In Rethinking Grading: A Case Study Of Implementation Of Standards-Based Grading In Educational Leadership, Erin E. Lehmann

Journal of Research Initiatives

The purpose of this paper is to share the process of how one university instructor worked toward a shift to standards-based grading (SBG) in a graduate Educational Leadership program. Educational leadership programs use standards to guide coursework and instruction in an accountability era, but grading practices remain as subjective as they were 50 years ago. Educators of future leaders must address this need. In addition, instructors need to effectively communicate essential learning to students to understand their learning progression clearly; standards-based grading is designed to do this. The author shares best practices in grading as well as the challenges of …