Teacher Education and Professional Development Commons^™

The Effects Of Instructor Self-Disclosure On Students’ Cognitive Learning: A Live Lecture Experiment, Stephen Michael Kromka

Graduate Theses, Dissertations, and Problem Reports (ETD)

The purpose of this dissertation was to examine the causal influences of relevant (and irrelevant) instructor self-disclosure on student affect and cognitive learning. Relevant self-disclosure involves the instructor directly relating personal disclosures to important lesson content, whereas irrelevant self-disclosure involves the instructor’s personal disclosures straying from the lesson topic. Given previous correlational self-disclosure research, the researcher predicted that relevant (compared to irrelevant) instructor self-disclosure would lead to increased reports of affect toward the instructor. The researcher also predicted that instructor self-disclosure relevance (compared to irrelevance) would enhance lesson coherence, and in turn, foster students’ cognitive learning. The researcher conducted a …

Arthur C. Y. Yao (1906–2004): A Pioneer Chinese Professor At St. Mary’S University School Of Law, Robert H. Hu

St. Mary's Law Journal

Abstract forthcoming

Teacher Biography: Solo Analysis Of Preservice Teachers’ Reflections Of Their Experiences In Physical Education, John E. Haynes, Frances Quinn, Judith A. Miller

Australian Journal of Teacher Education

Teacher biography, as a reflective practice, was implemented in the context of Physical Education in a primary teacher education course at a regional Australian university. Second year students were asked to provide descriptions of a critical incident they experienced at the primary or secondary level in a Physical Education or sporting context (N=214). Their responses comprised the data for this study and the Structure of Observed Learning Outcomes (SOLO) Model was used to determine the levels of complexity of the responses to ‘alternatives for action’ associated with these incidents. More responses were multistructural (48%), than relational (24%), and unistructural (23%), …

“I Actually Felt More Confident”: An Online Resource For Enhancing Pre-Service Teacher Resilience During Professional Experience, Caroline F. Mansfield, Susan Beltman, Noelene L. Weatherby-Fell

Australian Journal of Teacher Education

One responsibility of teacher education is to provide opportunities for pre-service teachers to build skills and strategies to develop confidence for overcoming challenges and build their professional resilience, yet how students learn these skills is not clearly understood. This study examines how engaging with online modules influenced participants’ efficacy and resilience during their final professional experience practicum. Interviews with 13 Australian pre-service teachers revealed that the module content and design reactivated existing knowledge, taught new emotional regulation and coping strategies, encouraged self-awareness and reflection, and built confidence. While further research is needed, participants used their new found knowledge during their …

Problem-Seeking In Teacher Education: Empowering Students To Grapple With The Complexities Of The Profession, Julie Ballantyne, Libby Flynn, Tammie Olm-Madden

Australian Journal of Teacher Education

Preparing teachers for the realities of the profession is an ongoing concern for teacher education providers. In a climate where the future of teaching is largely unknown and the issues to be faced by teachers throughout their career largely imagined, the ability to identify and solve problems becomes increasingly important. This paper documents an evaluation of a pilot approach to preparing pre-service teachers for the realities of their profession. This approach, which centred on students utilising mobile technologies to problem-seek, was evaluated in terms of students’ perceived preparedness for the profession and their development of problem-solving skills and strategies. Results …

Preservice Teachers As Document Detectives, Lorna Quinnell, Radha Iyer, Bronwyn Ewing

Australian Journal of Teacher Education

Literacy today relies on a readers’ ability to analyse text critically. This case study investigated preservice teachers’ critical analysis of media text containing visuals and representations. In particular, the analysis focused on mathematical factors that impact on readers’ interpretation of diverse visuals.

Data was gathered from the 23 preservice teachers, enrolled in the Graduate Diploma program at one Australian university. They participated in a series of mathematics learning sessions focused on the critical analysis of a selection of media items.

The paper argues that the ability to critically analyse graphs and visuals relies on mathematical knowledge and that the ability …

Entangling Our Thinking And Practice: A Model For Collaboration In Teacher Education, Peta White, Jo Raphael, Shelley Hannigan, John Cripps Clark

Australian Journal of Teacher Education

Collaboration is a key component of our practice as teachers and teacher educators and there is a need to develop generative models for collaboration among teacher educators. We have created and tested a model of collaboration. Data were drawn from: recordings of monthly group meetings; discussion threads and documents on our leaning management site; individual interviews with all members of the group conducted three times across the project; and reflections on these interview transcripts by individual annotation and group discussions. The model includes a collaborative overarching research project and, nested under this mantle, a series of focused research projects conducted …

Responding To Policies That Involve Aboriginal And Torres Strait Islander Students And Content: An International Pre-Service Teacher's Experience, Roxana Aguilar Alonso

Australian Journal of Teacher Education

Using auto-ethnography, I write my story as Mexican international student in the role of pre-service teacher in Australia. I focus on exploring my socio-political status and its relationship to assuming a position to respond to education policies about working with students from Aboriginal and Torres Strait Islander backgrounds, and teaching Aboriginal and Torres Strait Islander content. I argue that assuming a position to respond to these policies as international pre-service teacher is overlapped with a multi-layered process in which epistemological deliberation occur as a consequence of being in a state of constant position shifting. Anzaldúa’s Coyolxauqui imperative and Martin’s Relatedness …

“In Lantite, No One Can Hear You Scream!” Student Voices Of High-Stakes Testing In Teacher Education., Alison L. Hilton, Rebecca Saunders, Caroline Mansfield

Australian Journal of Teacher Education

This article investigates pre-service teachers’ experiences of undertaking LANTITE, a high-stakes literacy and numeracy test for initial teacher education students. In this mixed methods study, 189 initial teacher education students from 28 Australian universities participated in an online questionnaire, with 27 students going on to take part in semi-structured telephone interviews. Indicative findings give voice to those most impacted by the implementation of LANTITE in 2017, revealing student concerns about the processing and return of results, and test anxiety. This study provides a unique insight into the experiences of completing this high-stakes test.

Teachers And Research Practices: Perspectives From English Language Educators In A Philippine University, Veronico N. Tarrayo, Philippe Jose S. Hernandez, Judith Ma. Angelica S. Claustro

Australian Journal of Teacher Education

Given the paucity of studies regarding research practices of teachers, particularly English language teaching (ELT) practitioners in the ASEAN region and in the Philippines, this study explores the research practices of English language teachers in the Philippines. Using purposive-convenience sampling, a total of 49 teachers of English from a Philippine university were asked to answer a survey. To validate the data, pertinent public university documents were examined, and interviews with the university research heads were conducted. Findings suggest that the teachers were cognizant of the link between teaching and their own and their schools’ research practices. This research also reports …

Supporting Undergraduate University Students Through Instrumental Mentoring, Cindy A. Smith, Susan Beltman, Judith Dinham, Toni J. Dobinson, Jenny Jay

Australian Journal of Teacher Education

Student engagement and retention is a noted concern for universities and may be impacted by many different student factors such as difficulty transitioning to a university setting, inadequate skills or a sense of isolation. This study evaluated an instrumental mentoring program conducted at an Australian University in a program for pre service teachers. Twenty four undergraduate students were engaged as volunteer research assistants and worked with seven academic staff in meaningful writing and research tasks. Qualitative data was collected through focus groups, student journals, and follow up interviews. The data was analysed thematically. Results indicated that through their participation, students …

Factors Predictive Of Self-Efficacy In First Year Teachers, Jessica Leigh Hamelin

UNF Graduate Theses and Dissertations

Research demonstrates that there are increased teacher burnout rates within the first 5 years of entering the field (Darling-Hammond, 2003; Skaalvik & Skaalvik, 2010; Yost, 2006). Consistent with those findings is that teacher preparation matters when conversing about recruitment and retention (Brown, Lee, & Collins, 2014). As more research is conducted in the area of teacher preparation it has become clear that teacher effectiveness is directly related to preparation (Darling-Hammond, 2010). As teachers enter their first-year teaching, philosophical stances can change, inflated beliefs about the teaching profession can be altered, and self-efficacy is influenced. Drawing from Hoy and Spero’s (2005) …

College And Career Preparation Activities And Their Influence On Post-High School Education And Work Attainment, Xue Xing, Margarita Huerta, Tiberio Garza

Teaching and Learning Faculty Research

This study examined students’ participation in college and career preparation activities in high school, and the relationship between participation in these activities and students’ education and work attainment within one year of high school graduation. This study used the High School Longitudinal Study of 2009 (HSLS:2009) dataset and participants included 12,217 public school students with 6,046 (49.49%) boys and 6,171 (50.51%) girls. Data analysis included descriptive statistics and multinomial logistic regression. Results indicate that socioeconomic status was the only significant predictor across all post-high school education and work outcomes. Significant predictors of post-high school education/work attainment were found but differed …

How Students Learn And Instructors Can, Too: Effective College Teaching According To Eyler (2018), Karin Dejonge-Kannan

Journal on Empowering Teaching Excellence

Book Review

Eyler, J. R. (2018). How Humans Learn: The Science and Stories behind Effective College Teaching. West Virginia University Press.

• 293 pages
• Available in hardback, paperback, and digital format
• Price $85 (hc), $22 (pb), $17 (ebook)
• Keywords: learning, teaching, college students, classroom practice

Reviewer:

Karin deJonge-Kannan, Principal Lecturer

Department of Languages, Philosophy, and Communication Studies

Utah State University

[email protected]

Reflective Practice: The Impact Of Self-Identified Learning Gaps On Professional Development, Joanna C. Weaver, Matthew Ryan Lavery, Sarah Heineken

Journal on Empowering Teaching Excellence

The ebb and flow of education creates unique challenges within educational programming. Universities are charged with the directive to offer more diverse field experiences within their course requirements. As a result of the directive, not every topic nor instructional scenario can be addressed in the program coursework, challenging the programs to bridge the pedagogical learning gaps of their candidates. The purpose of the professional development (PD) being studied was to connect pedagogical methods to candidates’ own learning by providing self-selected PD with instructional tools that candidates could directly put into practice. The self-selected PD based on self-reflection of knowledge had …

Assessing Community-Engaged Learning Impacts Using Ripple Effects Mapping, Benjamin J. Muhlestein, Roslynn Mccann

Journal on Empowering Teaching Excellence

Communicating Sustainability, an upper level undergraduate service-learning live broadcast course was created at Utah State University to help students gain critical skills in communicating and participating in local sustainability efforts. Community-Engaged Learning was a key component applied in gaining and using these skills. This study sought to capture the impacts of this course on both its students and the community partners who worked with those students using Ripple Effects Mapping. Key findings include: powerful impacts on student learning, growth and ability to engage in local movements; as well as clearly defined benefits for community partners. Included in this study …

“Does Increased Online Interaction Between Instructors And Students Positively Affect A Student’S Perception Of Quality For An Online Course?”, Jennifer Hunter Dr, Brayden Ross

Journal on Empowering Teaching Excellence

Online education is increasing as a solution to manage increasing enrollment numbers at higher education institutions. Intentionally and thoughtfully constructed courses allow students to improve performance through practice and self-assessment and instructors benefit from improving consistency in providing content and assessing process, performance, and progress.

The purpose of this study was to examine the effect of student to instructor interaction on the student’s perception of quality for an online course. “Does increased online interaction between instructors and students positively affect a student’s perception of quality for an online course?”

The study included over 1200 courses over a three year time …

Enhanced Teaching Requirements: A Case Study Of Instructional Growth On Student Academic Performance And Satisfaction In An Online Classroom, Mingzhen Bao, Adam L. Selhorst, Teresa Taylor Moore, Andrea Dilworth

Journal on Empowering Teaching Excellence

Online and brick-and-mortar universities are continually looking for a model that maximizes the student experience with the goal of enhancing retention and graduation rates among all student populations. Online education with its asynchronous nature and adult student populations need to hold faculty accountable for student performance in the classroom. This case study examined the effect of enhanced faculty requirements developed for online teaching on student academic performance and satisfaction. The enhanced requirements focused on increased faculty communication, subject-matter expertise, discipline mentoring, immediate assistance, and relationship building. Researchers compared student performance and satisfaction in courses taught under regular requirements with those …

About This Issue

Journal on Empowering Teaching Excellence

The Fall 2019 issue of the Journal on Empowering Teaching Excellence presents studies that identify specific factors impacting the quality of the learning experience. Areas of study include the impact of enhanced teaching requirements on student performance in online classes, the effect of increased student-to-teacher interaction on students' perception of online course quality, assessment of community-engaged learning impacts, and the impact of self-identified learning gaps on professional development. The journal concludes with a book review of Josh Eyler's book, "How Humans Learn: The Science and Stories behind Effective College Teaching."

Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 2

Journal on Empowering Teaching Excellence

The full Spring 2019 issue (Volume 3, Issue 2) of the Journal on Empowering Teaching Excellence.

Informal Learning About Teaching Among Novice University Professors, Laia Encinar-Prat, Joaquín Gairín Sallán

The Qualitative Report

In this article, we present results of a study on informal learning about teaching among novice university professors at one university in Spain. The study identified teaching competencies developed through informal learning, strategies of informal learning used, and organizational factors that might foster or hinder the acquisition of teaching competencies. We gathered data through 18 individual interviews with novice university faculty, two focus groups with university professors, a document analysis and a focus group of experts. We conducted content analysis of the transcripts of the interviews and focus groups, as well as the documents obtained. The results showed that the …

Welcoming Deaf Or Hard Of Hearing English Language Learners: A Guidebook For English Educators, Sarah Chang

Master's Projects and Capstones

Research in the Deaf or Hard of Hearing (DHH) English Language (EL) Education has shown that there is a significant lack of published research and resources within the past ten years.

The purpose of this project is to fill the gap between what is available and what is needed to give EL educators in public universities in the United States a resource and a guide to help them when working with DHH English Language Learners (ELL). Useful information, suggestions, and practices are provided within this guidebook and separated into three different chapters. The goal is to help DHH ELLs feel …

Distributed Leadership: Theorizing A Mindful Engagement Component, Arij Rached, Simone Elias

Journal of Research Initiatives

The distributive leader cannot influence organizational performance without taking into consideration the capabilities of team members to achieve a common goal (McIntyre, 2003; Harris, 2003). To leverage the capabilities of teams, distributive leaders need to be mindfully attentive in establishing a collective interpretation of the current organizational situation. However, establishing a collective interpretation may not be effective if distributive leaders do not initially consider the importance of creating group learning environments to engage diverse group members (Ashford & DeRue, 2012). The purpose of this integrative literature review is to explore theoretical and empirical research examining the potential of mindful engagement …

“Where Are You From?”: Using Critical Race Theory To Analyze Graphic Novel Counter-Stories Of The Racial Microaggressions Experienced By Two Angry Asian Girls, Talitha Angelica Acaylar Trazo, Woohee Kim

Intersections: Critical Issues in Education

This article uses critical race theory (CRT) to analyze two stories about racial microaggressions from Where Are You From?: Short stories about being Asian in America, the graphic novel written and illustrated by Talitha Angelica Acaylar Trazo in fulfillment of her undergraduate honors thesis. Where Are You From? visually historicizes the counter-stories of 48 Asian and Asian American students at a predominantly-white undergraduate institution. In this article, we examine these microaggressions in relation to institutional and structural racism and the intersections of race, gender, and power dynamics between white faculty and Asian female students. Furthermore, we propose …

Sjsu Erfa Board Minutes, December 2, 2019, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

December 2, 2019

Preservice Teachers Knowledge Of Adolescent Suicide, Annette N. Johnson

Electronic Theses and Dissertations

Teacher preparation programs have a responsibility to prepare future teachers to teach

and mentor students through their academic years. With the rise of suicide in school age children, responsibility has fallen to teachers to better recognize and understand students who may be suicidal. This study sought to answer the question: to what degree does teaching certification, teaching experience, and suicide awareness embedded coursework predict preservice teachers’ knowledge of suicide awareness and prevention? Data from the Adolescent Suicide Behavior Questionnaire and a demographic survey which asked about participants’ preservice training was sent to universities and colleges in Texas with an undergraduate …

A Phenomenological Study Of Leadership Outcomes In Short-Term Study Abroad, Jeanette Milius

Department of Agricultural Leadership, Education, and Communication: Dissertations, Theses, and Student Research

The impact of global citizenship is far-reaching and encompasses skills and outcomes beyond simple economic and business success. Enhancing all students’ knowledge and ability to navigate a global community is not just of interest to governmental units, policymakers, and global organizations, but also to universities who wish to adhere to accreditation standards. The purpose of this phenomenological study is to identify characteristics related to an individuals’ motivation to complete a short-term study abroad (one to three weeks in duration) and the impact that experience had on their personal and leadership growth. Eighteen self-identified leaders enrolled in a college degree or …

Perceptions Of Higher Education Faculty Of The Quality, Benefits, And Consequences Of Dual Enrollment Participation, John Philip Mcelveen

Theses and Dissertations

In this qualitative study, the researcher sought to address a gap in the literature related to identifying and understanding perceptions of collegiate faculty of the quality, benefits, and consequences of dual enrollment participation upon students, their higher educational organization, and their own career paths. Study participants included 36 collegiate faculty and administrators with faculty standing employed full-time by Columbus State University who have taught dual enrollment students in college settings, high school settings, or in both settings. The sequential qualitative design identified perceptions of the participants through application of a survey instrument. The initial phase of data collection was followed …

Escapando Las Trampas: Teacher Preparation For Mexicanas, Monica Medrano

Capstone Projects and Master's Theses

Developing Maestras face and overcome linguistic, academic and cultural forms of gatekeeping while trying to navigate through our current education system. For this Capstone Project, the impact that gatekeeping has on developing Maestras and how it affects their academic and professional aspirations was investigated. This is an important issue for developing Maestras, the University of Gringolandia as well as for the education system of Nepantla county. The success of developing Maestras Mexicanas closes the racial gap and directly impacts the student success rate within Nepantla county. The literature and data results analysis indicate that the gatekeeping practices that keep Mexicanas …

Creating A Meaningful Experience: On Service Learning And Teacher Preparedness, Nhat-Dzu T. Bui, Telia M. Krown

Capstone Projects and Master's Theses

The focus of this Capstone project is on the effectiveness of service learning and its role in teacher preparedness. This is an important issue for Liberal Studies students, professors, and the community because in the Integrated Teacher Education Program, service learning is treated as preparation for teaching, and it can be seen that way for Traditional Pathway students as well. It is argued that while service learning works towards an admirable goal, there are obstacles and design decisions that keep it from being fully effective in preparing Liberal Studies students in becoming teachers. The three primary stakeholder perspectives chosen were …