Teacher Education and Professional Development Commons^™

Voices From The Field, Lina B. Soares

Georgia Educational Researcher

This research study sought to determine the impact from participation in a practicum field experience on teacher candidates’ perceived professional dispositions for effective teaching. A further intent was to describe what teacher candidates perceived to be the necessary professional dispositions for effective teaching as they reflected on their experiences in their particular preparation contexts. A mixed-methods sequential explanatory design was used to examine and understand the development of dispositions from pre-service teachers’ perspectives. The participants consisted of seventeen middle grade undergraduate students who completed over 200 hours of field experience while attending a mid-size university in the Southeastern region of …

Assessing Male Vs. Female Business Student Perceptions Of Plagiarism At A Southern Institution Of Higher Education, Daniel Adrian Doss, Russ Henley, Ursula Becker, David Mcelreath, Hilliard Lackey, Don Jones, Feng He, Mingyu Li, Shimin Lin

Georgia Educational Researcher

Plagiarism, cheating, and academic dishonesty affect institutions of higher education. This study examines student perceptions of plagiarism within a Southern, Division-II teaching institution. This study employed a five-point Likert-scale to examine differences of perceptions between male versus female business students. Two statistically significant outcomes were observed between males and females involving the notions that plagiarism is perceived as a necessary evil and that plagiarism is illegal. Respectively, the analyses of the means showed that both male and female respondents tended toward disagreement concerning whether plagiarism is a necessary evil and neutrality regarding whether plagiarism is illegal.

Is Cultural Responsiveness Part Of Effective Teaching?: Preservice Teacher Perspectives, Yasar Bodur

Georgia Educational Researcher

The purpose of this study was to investigate the extent to which preservice elementary teachers integrated culturally responsive pedagogy into their perspectives on effective teaching and being an effective teacher and if these perspectives changed over time. Data were collected from 53 preservice teachers in the form of a perspective paper written in two consecutive semesters at the end of field experience courses. Data were analyzed both quantitatively and qualitatively. Findings indicated that preservice teacher integrated issues of cultural and linguistic diversity into their perspectives minimally. Linguistic diversity was more integrated than cultural diversity. Their perspectives included less integration of …

Where The Rubber Meets The Road: Supporting Classroom Behavior Using The Pbis Three-Tiered Logic, Shauna F. King

National Youth Advocacy & Resilience Conference

This interactive workshop will connect the PBIS three tiered approach to managing and motivating student behavior in the classroom. Educators will recognize the importance of identifying the function of student behavior as well as role play hands on strategies for motivating student behavior, creating appropriate consequences and avoiding student power struggles.

Integrating Teaching Literature And Writing, John J. Hobe

National Youth Advocacy & Resilience Conference

Brief Description: Come and learn how we can better understand each other through reading and writing about literature. Participants will see demonstrated and participate in integrated literature and writing lessons for all age students. They will receive references and lessons for integrating literature and writing lessons. Participants will discuss teaching literature and writing in schools.

Building Resilience & Life Skills For At-Risk Military Youth Through A Science Mentoring Program, Kasey L. Bozeman

National Youth Advocacy & Resilience Conference

Since the events of Sept 11, 2001, military service members have experienced frequent war-zone deployments, causing issues of separation, anxiety, and stress in military youth. Using established learning models and curriculum development tools, learn how to plan, implement, and evaluate after-school programming for military youth, enabling them to build resiliency and develop life skills to deal with these challenges.

Powerful Partnerships: A Community Program For Low Income, High School Dropouts And A University, Katherine R. Robbins-Hunt Ph.D., Beth Hatt, George Flowers

National Youth Advocacy & Resilience Conference

This session provides community and university staff results of a study examining the partnership between a community development program targeting low income, high school dropouts and a teacher preparation program. Presenters will describe methods for maintaining partnerships and discuss outcomes of the program in the areas of GED preparation, job skills training, health and wellness programming, and community service opportunities.

Building Successful Academic And Behavioral Programs For At-Risk Youth: Low And No Cost Options, Jeannette Hallam

National Youth Advocacy & Resilience Conference

In order to effectively educate all students and make progress in closing the achievement gap, we must look at two areas for school improvement: positive relationships, and school policies and procedures. Participants in this group will walk away with strategies for building positive relationships, reducing the drop-out rate, and assisting students in meeting their goals. Participants will also learn how to evaluate current policies and procedures that may be restricting student growth or achievement through data awareness.

Relationship-Based School & Classroom Management, Ryan Lucas, Matt Teegarden

National Youth Advocacy & Resilience Conference

Participants will learn about the four roles of relationship-based classroom and school management in working with students of all ages. Additionally, participants will have the opportunity to reflect on previous interactions with students (some that went well and some that didn't go so well), learn which role is their strength ("go-to" role), and identify the role with which they need peer support. This presentation is given lecture style with encouraged audience participation and includes plenty of laughter, practical applications, and"just-in-time" ideas to implement the very next day.

Systems Of Care For Addressing The Traumatic Impact Of Violence Exposure On Student Well-Being, Laurie A. Garo, Nakeshia Williams, Tiffany Hollis

National Youth Advocacy & Resilience Conference

Our presentation addresses mental health needs of youth from concentrated poverty and exposure to violence. We describe the Systems of Care model and recommend a framework for implementation within school, family and community based settings. Topics include mental health, environmental trauma, poverty, and youth cultural violence. Target Audience: educators, school- and community-based counselors & support staff, social workers, and educational researchers.

Making Your Traditional Text Work: Input, Scaffolding And Communication, Andrew J. Demil

The Coastal Review

Second Language Acquisition (SLA) studies provide evidence that comprehension activities that involve meaningful language production and communication promote language acquisition more effectively than mechanical drills. Recent studies review the state of foreign language textbooks and demonstrate that the majority of foreign language textbooks do not follow SLA research. This article provides ways that a second language instructor can use a traditional text to help lead to meaningful language instruction.

Developing The Whole Teacher: A Phenomenological Case Study Of Student Teachers' Emotional Experiences In One Teacher Education Program, Kathleen M. Crawford

College of Graduate Studies: Theses & Dissertations

Student teaching serves as the culminating field experience in the majority of teacher education programs, and studies have revealed the need to investigate the connection between pre-service teachers and the emotions they experience, express, and manage. Therefore, the overarching purpose of this phenomenological case study was to examine how one Early Childhood (PreK-5^th) Education Program addressed and prepared teachers for the emotional dimensions of teaching, as well as to examine the emotional experiences of the student teachers. The results of this study revealed the need for teacher education programs to amend the ways in which they prepare pre-service …

Curriculum Studies Summer Collaborative Program [2016], Curriculum Studies Summer Collaborative

Curriculum Studies Summer Collaborative (2011-2025)

Not available.

Integrating Reading Into Mathematics Instruction, Meredith Eby

Honors College Theses

Reading is not often thought of as a topic that affects mathematics, but it is a reality for low-level reader students. The purpose of this qualitative study was to explore how teachers describe the relationship between mathematics and literacy skills, and to explore specific methods mathematics teachers used to accommodate low-level readers in their mathematics instruction. Participants were six teachers from a rural elementary school. Data was collected through recorded interviews and supplemental email questions that were coded. The data gathered showed that teachers use literacy in mathematics classrooms through word problems and mathematics stories. The most common accommodation was …

The Influence Of Middle School Teacher-Student Relationships On Future Academic Decisions Of African American Males, Andrea R. Williams-Baugh

College of Graduate Studies: Theses & Dissertations

The purpose of this study was to investigate the possible effects of middle school teacher-student relationships on students’ future academic decisions after dropping out of high school. With a national dropout rate of 30% and in some urban areas of 50%, among poor black minority youths, it is crucial that educators strongly consider the possibility that teacher-student relationships may play a vital role in the future decision-making or planning of middle school students (Kafele, 2012). Middle school research suggests that indicators of student disengagement can be traced back as early as elementary school when student reading and math scores begin …

The Continuing Professional Development Of School Psychologists In Georgia: A Comparison To National Practices And Preferences, P. Dawn Tysinger, Jeffrey A. Tysinger, Terry D. Diamanduros, Rebecca Smith

Georgia Educational Researcher

The current study investigated Georgia school psychologists’ continuing professional development (CPD) practices and preferences for comparison to a national study of school psychology professional development by Armistead, Castillo, Curtis, Chappel, and Cunningham (2013). Utilizing the same instrument as Armistead et al., a survey was emailed to 442 members of the Georgia Association of School Psychologists (GASP). Ninety-five surveys were completed at a 21.5% response rate. Both Georgia school psychologists and national school psychologists reported receiving a median of approximately 40 hours of professional development in the previous year. Georgia school psychologists differed from the national sample with a higher percentage …

Perceptions Of Preservice Teachers’ E-Portfolios For Hiring Decisions, Molly Zhou, Marilyn M. Helms

Georgia Educational Researcher

Preservice teachers often build E-portfolios of their work prior to graduation, but their use beyond the college classroom is not clear. To identify if E-portfolios are used during the teacher hiring process, 170 administrators from 84 (K-12) schools in eight North Georgia districts were surveyed regarding their use of E-portfolio materials. Based on the mixed methods used, E-portfolios were not strongly favored for use in decision-making. To increase their usefulness, preservice teachers should actively provide access to artifacts valued by potential employers including certification documents, classroom management plans, evidence of work with Individualized Educational Plan (IEP) students, ability to work …

Arts-Integration In A Middle Grades Social Studies Classroom, Stephanie J. Dorminey

Honors College Theses

Many middle grades students are not engaged in their Social Studies classrooms, and history teachers are faced with the task of finding an effective way to engage students and help them remember the required content. The purpose of this study was to investigate how integrating the arts in a middle grades history classroom influences student learning and student satisfaction in social studies. The study is mixed-methods; therefore, data collected are both quantitative and qualitative. Participants are two classes of middle grades students at a rural school in the Southeastern United States. This study will benefit educators who are interested in …

Rubrics For Easily And Accurately Assessing Speaking And Listening Proficiency From Novice Through Distinguished, Catherine T. Johnson

South East Coastal Conference on Languages & Literatures (SECCLL)

Accurately assessing student performance helps instructors develop more effective classroom materials to increase proficiency in the target language. In order to facilitate this process in my classroom, I have developed rubrics for Speaking and Listening that are based on ACTFL guidelines, and that can be easily modified to suit the specific needs of any language at all levels from Novice through Distinguished. Thus, these rubrics can be very useful not only for the individual instructor, but also for language departments that wish to use a common rubric for assessing student performance.

At the end of the session, participants will be …

Table Talk: Empowering Alive Conversations, Jeanine Judd, Beverly Anne Richardson

National Youth Advocacy & Resilience Conference

Are the skills of conversation becoming lost in today's fast-paced and technology-enhanced world? Table Talk is an instructional framework created to teach elementary students how to communicate and collaborate effectively. Just as technology's ubiquitousness and society's rapidness have sustained, Table Talk seeks to empower students to overcome barriers to successful and productive adult lives.

Character, Discipline, And 7 Smart Things Parents Do To Help Their Children Succeed In School., Michael H. Popkin

National Youth Advocacy & Resilience Conference

Does your parenting education program teach parents concrete skills for building character, positive behavior, AND academic achievement in their children? Learn how to integrate these three vital areas into what you are currently doing, or how to find or create a program from the beginning. This session will combine brief video vignettes, discussion, and experiential activity to demonstrate how current best practices in parent education can make a difference in multiple areas at once.

When All Hope Is Gone, Trust Then Believe: “At Risk” Or “At Potential"?, Erica C. Pooler, Barbara Kirby-Bentley Dr.

National Youth Advocacy & Resilience Conference

The Cards of Life, when all hope is gone; trust then believe forces educators to view students differently. The notion that we can’t teach students until we truly begin to know them and they begin to trust us is challenged. The fact that our actions have to align with our words and meaningful conversations and relationships must be established in the classroom. At Risk or At Potential? Every school across the nation have students that struggle, academically, socially or behaviorally. There are a variety of reasons as to why? We can no longer ignore these students and pad the numbers …

Mentor Partnerships Between Colleges And K-12 Schools: Perspectives From College Students Who Mentor, Tammy J. Graham, Ra'shaud Graham, Traceel Andrews, James Mcmanus, Matthew Harris

National Youth Advocacy & Resilience Conference

This interactive presentation will focus on ideas for building mentor partnerships between colleges and K-12 schools. Additionally, college students who serve as mentors will present tips for establishing positive rapport, serving as constructive role models, and fostering trusting relationships with mentees. Target audience members include K-12 faculty members, college students, and college faculty members.

Parents And Teens Training Together: A Powerful Force For Risk-Prevention, Michael H. Popkin

National Youth Advocacy & Resilience Conference

This poster session will focus on research demonstrating how a program combining parent education and teen life skills training can make a significant difference in preparing middle school teens to face the challenges of drugs, sexuality, and violence they will likely encounter as they continue to mature.

Modifying Science Texts To Accommodate The Needs Of Struggling Readers And English Language Learners, Regina Suriel, Crystal Randolph

National Youth Advocacy & Resilience Conference

Students with learning differences, including English language learners, experience difficulties with reading classroom textbooks. This presentation, intended for educators and parents, will discuss and provide practice in the identification of readability levels of science texts discuss the importance of integration of visual stimuli in science texts, and explain culturally-relevant approaches to science curricula.

Count Yourself In:Encouraging Students To Take The 180-Day Challenge, Takeysha Ray, Curlandra Lightfoot-Smith

National Youth Advocacy & Resilience Conference

In this presentation, participants will focus on the importance of a holistic approach addressing chronic absenteeism in schools. Participants are provided with tools to take to their district and community helping bring awareness to regular, punctual school attendance. We will provide exciting, hands-on, interactive experiences on initiatives and creative strategies addressing truancy.

Reading And Math Strategies For Struggling Students, Tonya Hiers, Arlene Berry, Kim Trepanier

National Youth Advocacy & Resilience Conference

This presentation will provide Common Core based strategies for teachers to use with students at risk of failure. Participants will engage in tasks that will allow them to experience Close reading, constructed response, and math problem solving. These cross curricular strategies will address literary, informational, and problem solving standards.

Supporting The Needs Of At-Risk Beginning Teachers, Adam Myers Dr.

National Youth Advocacy & Resilience Conference

This session is designed to provide teachers, teacher leaders, principals, and support staff relevant research and best practices for incorporating induction support to novice teachers who have been placed in low-performing schools. This interactive session will include participant discussion on the characteristics of beginning teachers, and how mentoring and coaching can significantly impact their retention and effectiveness.

Engaging In Lesson Study At Georgia College, Angel R. Abney, Brandon Samples, Doris Santarone

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

A lesson study cycle is a professional development process that integrates research and reflection through collaboration. The cycle allows a group to refine a lesson based on these collaboration efforts such as interaction with students and the post-lesson discussion. Secondary pre-service teachers in a mathematics methods course engaged in a lesson study cycle through collaboration between in-service teachers, Georgia College professors, and students in a local high school classroom. We systematically investigated this process to determine that through preparing, enacting and reflecting on their practice, Pre-service Teachers (PST) developed insight, reasoning, and understanding of the mathematics that they taught.

Using Ti-Nspire To Engage Preservice Mathematics Teachers In An Exploratory Geometry Module, Alesia D. Mickle, Pier A. Junor Clarke

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

In the mathematics classroom, most preservice mathematics teachers possess basic skills to use technology as an instructional strategy in communicating content standards. However, today’s demands for preservice teachers to engage in a variety of “best teaching practices” in their preservice teaching and edTPA requirements can oftentimes place the acquisition of technical skills and integration of new technology in content curriculum far from the forefront of their minds. Ertmer, Conklin, Lewandowski, Osika, Selo, and Wignall (2003) acknowledged preservice teachers’ desires to gain the adequate technical skills necessary to use technology in teachers’ daily tasks of facilitating and managing their classrooms. They …