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Teacher Education and Professional Development Commons™
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Articles 31 - 60 of 135
Full-Text Articles in Teacher Education and Professional Development
What Really Matters For Instructors Implementing Equitable And Inclusive Teaching Approaches, Tracie Marcella Addy, Philip M. Reeves, Derek Dube, Khadijah A. Mitchell
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
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.
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
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.
Preparing The Next Generation Of Institutional Leaders: Strategic Supports For Mid-Career Faculty, Vicki Baker, Caroline Manning
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.
#Iteachmsu: Centering An Educator Learning Community (Elc), Erik Skogsberg, Makena Neal, Melissa Mcdaniels, Madeline Shellgren, Patricia Stewart
#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).
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
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.
An Artificial Intelligence Tool For Accessible Science Education, Jacob D. Watters, April Hill Dr., Melissa Weinrich Dr., Cary Supalo, Feng Jiang Dr.
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
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.
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 …
A Mixed Methods Analysis Of The Relationship Between Independent Study Teachers’ Emotional Intelligence And At-Risk Students Academic Success, Stephanie Niemeyer
A Mixed Methods Analysis Of The Relationship Between Independent Study Teachers’ Emotional Intelligence And At-Risk Students Academic Success, Stephanie Niemeyer
Dissertations
Purpose: The purpose of this sequential explanatory mixed methods study was to determine the relationship between independent study charter schoolteachers’ emotional intelligence (EQ) scores, as measured by the Schutte Self-Report Emotional Intelligence Test (SSEIT), and the number of credits earned in a learning period by their students. An additional purpose was to describe how independent study high school teachers perceive their ability to model the EQ attributes of self-awareness, self-regulation, internal motivation, empathy, and social skill (Goleman, 2006) influences student credit completion.
Methodology: This study used a mixed methods approach to collect quantitative and qualitative data from highly qualified independent …
Acting With Inscriptions: Expanding Perspectives Of Writing, Learning, And Becoming, Kevin R. Roozen
Acting With Inscriptions: Expanding Perspectives Of Writing, Learning, And Becoming, Kevin R. Roozen
The Journal of the Assembly for Expanded Perspectives on Learning
This article argues for increased attention to people’s engagements with inscriptions and inscriptional practices and the long-term implications they have for the ongoing production of persons, practices, and social worlds across heterogeneous times, places, and activities. Based on a multi-year case study, this analysis examines one microbiology major’s production and use of inscriptions at the intersections of his participation in both disciplinary science and religious worship and traces the long-term consequences those uses have for his becoming as a scientist of faith. If, as Paul Prior asserts, “ literate activity is not located in acts of reading and writing but …
Contemplative Correspondence And The Muscle Of Metaphor: An Interview With Rev. Karen Hering, Christopher Basgier
Contemplative Correspondence And The Muscle Of Metaphor: An Interview With Rev. Karen Hering, Christopher Basgier
The Journal of the Assembly for Expanded Perspectives on Learning
Karen Hering, a Unitarian Universalist minister serving Unity Church-Unitarian in St. Paul, Minnesota, is author of Writing to Wake the Soul: Opening the Sacred Conversation Within. In her book, Rev. Hering leads readers through the practice of contemplative correspondence, which she describes as “a spiritual practice of writing rooted in theology and story; drawn to the surface by questions, prompts, and ellipses; and most fully experienced when its words are accepted as invitations into conversations and relationships with others” (xx). A committed Unitarian Universalist myself, I first learned about Rev. Hering and her book from my own minister, Rev. Chris …
Responding Together And The Roots Of Resilience, Christy Wenger
Responding Together And The Roots Of Resilience, Christy Wenger
The Journal of the Assembly for Expanded Perspectives on Learning
Responding Together and the Roots of Resilience
Collaborative Writing For Publication In Undergraduate Literature Seminars, Ellen Scheible
Collaborative Writing For Publication In Undergraduate Literature Seminars, Ellen Scheible
The Journal of the Assembly for Expanded Perspectives on Learning
Collaborative Writing for Publication in Undergraduate Literature Seminars
Contributors, Wendy Ryden
Contributors, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Contributors
Back Matter, Wendy Ryden
Back Matter, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Back Matter
Winning Hearts, Not Arguments: An Interview With Father Greg Boyle, Christopher S. Harris, Jorge Ribeiro
Winning Hearts, Not Arguments: An Interview With Father Greg Boyle, Christopher S. Harris, Jorge Ribeiro
The Journal of the Assembly for Expanded Perspectives on Learning
Winning Hearts, Not Arguments: An Interview with Father Greg Boyle
Memes As Means: Using Popular Culture To Enhance The Study Of Literature, Pamela Hartman, Jessica Berg, Hannah R. Fulton, Brandon Schuler
Memes As Means: Using Popular Culture To Enhance The Study Of Literature, Pamela Hartman, Jessica Berg, Hannah R. Fulton, Brandon Schuler
The Journal of the Assembly for Expanded Perspectives on Learning
Artistic response is the process by which readers create concrete representations of their transactions with a text through artistic means, including visual arts (e.g. drawing, sculpture, and painting), drama, and music. Research has shown that artistic response helps students form meaningful relationships with texts, as it is a tool that encourages students to enter, explore, make connections, and enjoy stories and characters. In this article we describe an artistic response strategy that we developed and implemented. Recognizing that today’s students often know and interact with the world through social media and memes, we draw on this cultural tool to leverage …
Fostering Ethical Engagement Across Religious Difference In The Context Of Rhetorical Education, Michael-John Depalma
Fostering Ethical Engagement Across Religious Difference In The Context Of Rhetorical Education, Michael-John Depalma
The Journal of the Assembly for Expanded Perspectives on Learning
At a moment in which religious diversity is ever-increasing in the United States and more than three-quarters of the world’s population identifies with a religious tradition, it is important for writing teachers to consider how to best cultivate writers who are equipped to build identifications across religious difference. This essay traces my efforts to engage this exigence in my advanced undergraduate writing course at Baylor University entitled Religious Rhetorics and Spiritual Writing (RRSW). In what follows, I outline my pedagogical goals, course design, and approach to teaching RRSW. I then share the results of a qualitative pilot study that used …
Ferris, Emil. My Favorite Thing Is Monsters, Fantagraphics, 2017, 416 Pages. Sousanis, Nick. Unflattening, Harvard Up, 2015, 208 Pages., Wilma Romatz
The Journal of the Assembly for Expanded Perspectives on Learning
Ferris, Emil. My Favorite Thing Is Monsters, Fantagraphics, 2017, 416 pages. Sousanis, Nick. Unflattening, Harvard UP, 2015, 208 pages.
(Emily 479) And Tra/Versing The Year, Naomi C. Gades, Paul Puccio
(Emily 479) And Tra/Versing The Year, Naomi C. Gades, Paul Puccio
The Journal of the Assembly for Expanded Perspectives on Learning
(Emily 479) and tra/versing the year - Poetry
Inserting Oneself In The Story: Queer Literacy, Comics, And An Admonition To Move, Irene Papoulis, Nicholas P. Marino
Inserting Oneself In The Story: Queer Literacy, Comics, And An Admonition To Move, Irene Papoulis, Nicholas P. Marino
The Journal of the Assembly for Expanded Perspectives on Learning
Inserting Oneself in the Story: Queer Literacy, Comics, and an Admonition to Move
Tharp, Twyla. Keep It Moving: Lessons For The Rest Of Your Life. Simon And Schuster, 2019, 190 Pages., Helen Papoulis
Tharp, Twyla. Keep It Moving: Lessons For The Rest Of Your Life. Simon And Schuster, 2019, 190 Pages., Helen Papoulis
The Journal of the Assembly for Expanded Perspectives on Learning
Tharp, Twyla. Keep It Moving: Lessons for the Rest of Your Life. Simon and Schuster, 2019, 190 pages.
Reflections From A Working Class, First- Generation Almost-Graduate, Sarah Heidebrink-Bruno
Reflections From A Working Class, First- Generation Almost-Graduate, Sarah Heidebrink-Bruno
The Journal of the Assembly for Expanded Perspectives on Learning
Reflections from a Working Class, First- Generation Almost-Graduate
Introduction To Jaepl Volume 26, Wendy Ryden
Introduction To Jaepl Volume 26, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Introduction to JAEPL Volume 26
Volume 26 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden
Volume 26 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
The Assembly for Expanded Perspectives on Learning (AEPL), an official assembly of the National Council of Teachers of English, is open to all those interested in extending the frontiers of teaching and learning beyond the traditional disciplines and methodologies. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals.
Front Matter - Jaepl Volume 26, Wendy Ryden
Front Matter - Jaepl Volume 26, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Front Matter - JAEPL Volume 26
“The Hidden Door That Leads To Several Moments More”: Finding Context For The Literacy Narrative In First Year Writing, Denise Goldman
“The Hidden Door That Leads To Several Moments More”: Finding Context For The Literacy Narrative In First Year Writing, Denise Goldman
The Journal of the Assembly for Expanded Perspectives on Learning
The literacy narrative has emerged as a useful genre in composition pedagogy because of the perceived bridge it provides between personal narrative and academic literacy. Although there remains disagreement among practitioners with regard to its purpose and efficacy, it continues to be a staple in the writing classroom because it has the potential to help students learn analytical skills while fostering investment through the features of a personal narrative. Recent efforts in the field, especially with regard to questions of transfer of writing, have focused on the benefits of genre and community discourse analysis as a means to help students …
A Student Conduct Administrator’S Journey To Wellness, Corie Amanda Marie Mccallum
A Student Conduct Administrator’S Journey To Wellness, Corie Amanda Marie Mccallum
Dissertations, Theses, and Capstone Projects
This dissertation research chronicles my experiences with emotions and learning as a student conduct administrator throughout the arduous process of investigating, becoming, and transforming by engaging sociocultural theory. Grounded in Authentic Inquiry (Tobin, 2006), this research centers my lived-experience and nuances the role of emotions in student affairs and especially student conduct practices. Throughout this dissertation I address themes surrounding reflexivity (Bourdieu, 1992), emotions (Turner, 2002) (Collins, 2004), and self-care. Each chapter is interpretive and impressionistic and represents my thinking as a researcher and conduct administrator. Throughout the chapters I narrate salient events and experiences in my student conduct practice …
Bridging The Educational Technology Gap: Issues Of Equity And Access In New York City Teacher Preparation, Christina Basias
Bridging The Educational Technology Gap: Issues Of Equity And Access In New York City Teacher Preparation, Christina Basias
Dissertations, Theses, and Capstone Projects
This dissertation employs the use of primary research, oral history, and narrative and auto-ethnography of my own experiences as a hybrid educator across both systems, and the extant gaps in educational technology, or ed tech, implementation across two of the largest urban public education institutions in the country: the New York City Department of Education (NYCDOE) and the City University of New York (CUNY).
This research unveils the complex web of barriers that hindered the ability for teachers to learn and adopt technologies and the gaps within and between the NYCDOE and CUNY’s teacher preparation priorities regarding ed tech prior …