Teacher Education and Professional Development Commons^™

Perceptions Of Secondary And Post-Secondary Interdisciplinary Faculty On Cisip Professional Development: A Teacher Learning Community Designing Scientific Classroom Discourse Communities, Elizabeth B. Lewis, Dale R. Baker, Senay Yaşar-Purzer, Sibel Uysal

Department of Teaching, Learning, and Teacher Education: Presentations

This study summarizes semi-structured focus group exit interviews with Communication in Science Inquiry Project (CISIP) participants, experienced secondary and post-secondary science, English, and ELL faculty. CISIP is an NSF-funded initiative designed to meet the need for highly qualified teachers and science education reform. The main purpose of the larger study was to understand teachers’ application, in teams, of the CISIP model during the three-week summer institute. The focus group interviews helped to triangulate researchers’ observations with the participants’ perceptions. Participants expressed favorable attitudes toward their extended CISIP experience, at least one year’s participation before the summer institute. All acknowledged the …

Using A Creative Intervention To Increase Self-Disclosure Among Mandated Juveniles With Co-Occurring Disorders, Faith Drew, George W. Bitar, Robert Gee, Chad Graff, Paul R. Springer

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

Counselors providing treatment within the juvenile justice system encounter numerous challenges that are inherent in working with this population. One of the challenges includes providing treatment to adolescents who are entering the juvenile justice system with co-occurring mental health and substance use disorders. Given the challenges, creative interventions that enhance client motivation and the therapeutic relationship are especially needed. The purpose of this article is to propose a creative intervention that may enhance the therapeutic relationship, increase client investment in treatment. and facilitate client self-disclosure. A case illustration will be used to illustrate the intervention.

African Centered Schooling: Facilitating Holistic Excellence For Black Children, Tonia Renee Durden

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

During the early 1970s, scholars, parents, and educators began a campaign for schooling experiences that were culturally affirming for Black children. This community of concerned individuals vested their energy and support in schools that subscribed to a worldview and ideology of education that focused on enriching the holistic development of children. The product of these efforts is known as the African centered school movement. To capture how African centered schooling has striven to awaken and invoke the natural genius of Black students, I focus my discussion on the history as well as the ideology and pedagogy of the African centered …

A Reading Apprenticeship Model For Improving Literacy: A Pre-Service Teacher Case Study, Divonna M. Stebick, Diana J. Pool, Jonelle Pool

Education Faculty Publications

A major challenge of today's standards-based assessment movement targets the need to address and improve the achievement of struggling readers. As teacher education programs must prepare content teachers to address the challenges of teaching students who lack reading skills, we need to prepare out pre-service teachers to help students make meaning while reading any text. To accomplish such a goal, comprehension instruction must be explicit, direct, and effective. As VanDeWeghe (2004b) notes, even though students may still need development as readers at the secondary level, there may be confusion surrounding where reading instruction is addressed in the secondary curriculum. After …

Research Digest Edition 2007/1 : Writing To Learn, Marion Meiers, Pat Knight

Research Digest

This edition of the Research Digest summarises key research studies that provide evidence of the potential of writing-to-learn approaches in improving student learning in a range of subject areas. The research tells us that writing-to-learn strategies can be used by any teacher, in all subject areas, and at all levels of schooling. Throughout the digest there are descriptions of a range of writing-to-learn strategies that demonstrate possibilities for classroom practice. This research digest is based on searches of a number of databases and bibliographic resources, including the Australian Education Index, ERIC, Education Research Complete, British Education Index and Scopus. The …

Microteaching To Maximize Feedback, Peer Engagement, And Teaching Enhancement, Barbara J. Millis, Gosia Samojlowicz

Professional and Organizational Development Network in Higher Education: Archives

A proven, highly structured microteaching model that goes beyond mere presentation skills and “shooting-from-the-hip” group feedback has successfully prepared both faculty and graduate students for their teaching responsibilities. This approach uses a three-part process: (1) presentation; (2) one-on-one feedback from mentor while the group, using structured roles, prepares feedback; and (3) group feedback that is both constructive and consensus-based.

Everything You Always Wanted To Know About Student Writing (But Were Afraid To Ask), Michael Reder

Professional and Organizational Development Network in Higher Education: Archives

What should all faculty know about using and assigning writing inside and outside of the classroom? This essay offers ideas for faculty to use writing to help students learn material, strategies for designing and sequencing formal written assignment, and a well-tested (and time-saving) framework for offering students feedback on their writing.

Opening The Door: Faculty Leadership In Institutional Change, Rick Holmgren

Professional and Organizational Development Network in Higher Education: Archives

As faculty, we too often feel overwhelmed by an excessive workload, an unfriendly administration, and an unforgiving evaluation system. In this essay, we explore initiatives we can reasonably expect to implement to create an institutional environment in which we can develop and flourish as teachers.

An Augustinian Perspective On The Philosophy Of Mathematics, James Bradley

ACMS Journal 2007

From a Christian perspective, both modern and post-modern approaches to the philosophy of mathematics have significant shortcomings. This paper explores an alternative. It summarizes Augustine of Hippo’s views on the four classical themes of the philosophy of mathematics-the ontology of mathematical objects, their epistemology, the nature of truth in mathematics, and how we account for the effectiveness of mathematics in describing the natural world. It then traces what has happened to Augustine’s perspective in the roughly 1600 years since it was written concluding with a discussion of some spiritual and intellectual problems with the currently dominant secular perspective.

Audio-Assisted Reading With Digital Audiobooks For Upper Elementary Students With Reading Disabilities, Kelli J. Esteves

Scholarship and Professional Work – Education

Audio-assisted reading has been used as an effective instructional intervention for students with learning disabilities (Carbo, 1978; Gilbert, Williams, & McLaughlin, 1996) and with struggling readers (Chomsky, 1976; Hollingsworth, 1978; Hoskisson & Krohm, 1974; Koskinen, Blum, Bisson, Phillips, Creamer, & Baker, 2000; Rasinski, 1990). The strategy involves reading along while listening to an audio recording of a fluent model (Evans, 1997).

The goal of this study was to compare the efficacy o f audio-assisted reading with digital audiobooks against the traditional practice of sustained silent reading in terms of reading fluency rates and reading attitude scores with upper elementary students …

Book Review: Transforming Teacher Education: Reflections From The Field, Ryan Flessner

Scholarship and Professional Work – Education

Book review of: Transforming teacher education: Reflections from the field D. Carroll, H. Featherstone, J. Featherstone, S. Feiman‐Nemser and D. Roosevelt (Eds), 2007 Cambridge, MA: Harvard University Press 266 pp. ISBN 978‐1‐8917‐9233‐5

Tying It All Together: Implications For Classrooms, Schools, And Districts, Ryan Flessner, Kenneth Zeichner, Kalani Eggington

Scholarship and Professional Work – Education

Ryan Flessner, Kenneth Zeichner, and Kalani Eggington's contribution to "Creating Equitable Classrooms through Action Research"

Increasing Pre-Service Teacher Science Test Success With A Tutorial Cd, William Robertson, Brian Giza, Stephanie Kuehne

Departmental Papers (TE)

Pre-service teachers often perform poorly on high-stakes state certification exams. Noting that there were a few particular items and concepts that seemed to be the most problematical, the authors developed a n HTML and flash-based tutorial CD that contained supplementary video and reference materials designed to assist the prospective teacher in preparing for the exam. Research subjects were studied for their preparation for self-regulated learning, as well as language environment, content background, and other factors. Data from scores on the teacher certification exam was correlated with CD use and demographics to identify the effectiveness of the CD tool as an …

Improving Reading Acquisition In Elementary Boys, Rachel Ann Stork

All Graduate Projects

The purpose of this project was to develop a guide for teachers and parents to improve reading acquisition in elementary-aged boys. The project will summarize current research and a brochure gives practical solutions for education professionals and parents to help increase the interest and acquisition of elementary boys in reading. Current literature and research shows an alarming problem in elementary boys' reading acquisition. This project analyzes best practices, brain research, and parent involvement that lead to improved literacy acquisition in elementary-age boys.

Making Latin Concrete: Strategies For Teaching Latin Through Material Culture, Patrick Beasom, Lynne. Kvapil

Scholarship and Professional Work - LAS

We decided to address the issue of incorporating archaeology and material culture into classes devoted to Latin literature last spring, while Patrick was teaching Latin and Lynne was teaching Roman Civilization. Both of us were confronted with the danger of losing the interest of students who once had a burning desire to learn about the ancient world. Our aim is to offer up some suggestions for ways that, through collaboration between specialists in philology, history, and archaeology, we can keep the Classical world dynamic and relevant.

Field-Based Science Education With A Community Service Learning Focus, William Robertson

Departmental Papers (TE)

Field-based program of studies for future teachers provides opportunities for powerful learning through a dialectical union of reflection and action. Methods courses in academic disciplines are linked with seminars and coursework on community partnerships, critical pedagogy and culturally responsive education. This article illustrates the processes of planning, implementation and evaluation of this approach, highlighting the impacts of community service learning on parents, families, students, and schools with a focus on validating native language literacy, increasing parental involvement and providing conceptually correct science education. The project indicates that two-way dual language programs with a strong parent engagement component can help improve …

El Uso De Preguntas Y Descubrimiento En El Contexto De Química, William Robertson

Departmental Papers (TE)

This article, written in Spanish, describes the impacts of an effort to increase the teaching abilities of a group of Chemistry Peer Leaders working with undergraduates in fundamental Chemistry classes. The provided abstracts, in Spanish and English, describe the overall approach and the results obtained from the study done in the fall of 2005. A partnership between the College of Education and the College of Science at the University of Texas at El Paso (UTEP) which was developed in order to strengthen the pedagogical methods within the context of chemistry content for student Peer Leaders. The goal was to enhance …

“I Was Bitten By A Scorpion”: Reading In And Out Of School In A Refugee’S Life, Loukia K. Sarroub, Todd Pernicek, Tracy Sweeney

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

A refugee student’s literacy practices are examined. Discrepancies between his in-school and out-of-school literacies highlight the tension he and his teachers experience.

The purpose of this study is to examine a high school boy’s experiences in an ELL language acquisition program, at home, and in the work place. Within these contexts, we explore Hayder’s participation in literacy events in light of his identity as a Yezidi Kurdish refugee in and out of school.

Our study indicates that reading instruction works for students such as Hayder when certain support structures are in place. Teaching “styles” matter, as does the content of …

Evaluation Of Pre-Service Teachers’ Images Of Science Teaching In Turkey, Hulya Yilmaz, Hakan Turkmen, Jon E. Pedersen, Pinar Huyuguzel Cavas

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

The purpose of this study is to investigate elementary pre-service teachers’ image of science teaching, analyze the gender differences in image of science teaching, and evaluate restructured 2004 education reform by using a Draw-A-Science-Teacher-Test Checklist (DASTT-C). Two hundred thirteen (213) pre-service elementary teachers from three different western universities participated in the data collection for this study. The results of study showed that Turkish elementary pre-service teachers’ perspective of science teaching style is 20% student-centered, 41% teacher-centered, and 39% between student-centered and teacher-centered. These results give some vital concerns regarding the preparation of future elementary teachers and the in-service development of …

Exploring Turkish Pre-Service Science Education Teachers’ Understanding Of Educational Technology And Use, Hakan Türkmen, Jon E. Pedersen, Robbie Mccarty

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

Helping prospective teachers become more knowledgeable and skilled in the use of technology in education is an important goal of today’s teacher preparation programs. This article reports the results of a survey, ‘Pre-service Teacher Technology Survey: technology usage and needs of science educators’, that determined pre-service science education teachers’ perceptions of their preparation vis-à-vis technology and the pre-service teachers’ knowledge and desired knowledge of technology. More specifically, the focus was to address the understandings of Turkish pre-service teachers regarding their current and desired knowledge of educational technology. The findings of this study show that Turkish pre-service science education teachers are …

Using Analogies To Improve The Teaching Performance Of Preservice Teachers, Mark C. James, Lawrence C. Scharmann

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

Abstract: Prior research in both education and cognitive science has identified analogy making as a powerful tool for explanation as well as a fundamental mechanism for facilitating an individual’s construction of knowledge. While a considerable body of research exists focusing on the role analogy plays in learning science concepts, relatively little is known about how instruction in the use of analogies might influence the teaching performance of preservice teachers. The primary objective of this study was to investigate the relationship between pedagogical analogy use and pedagogical reasoning ability in a sample of preservice elementary teachers (PTs), a group that …

Introduction, Volume 25 (2007), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Introduction to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.

It All Started In The Sixties: Movements For Change Across The Decades—A Personal Journey, R. Eugene Rice

To Improve the Academy: A Journal of Educational Development

A combination of memoir and social commentary, this chapter explores changes in higher education throughout five decades—1960s: utopian quest for learning communities; 1970s: faculty development movement; 1980s: focus on the academic workplace; 1990s: broadening the understanding of scholarship; and 2000s: new pathways and the engaged campus. This chapter provides a context for the careers and work of faculty, academic administrators, and faculty development specialists (both new and experienced) as well as for the Professional and Organizational Development Network in Higher Education (POD).

Living Engagement, Bell Hooks, Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

In this “talking chapter” bell hooks reveals, through dialogue about her thoughts and experiences related to college teaching and learning, a profound and robust perspective on what could be called “deep” faculty development. Topics include engaged pedagogy, therapeutic conversations, spiritual practice, difference, conflict, and love.

Surviving To Tenure, James M. Lang

To Improve the Academy: A Journal of Educational Development

For most new faculty, anxiousness about the tenure application begins from the first day on the job. Surviving the six intervening years on the tenure track requires a range of time- and career-management skills that new faculty may only learn piecemeal along the way. New faculty need help in five specific areas in order to survive their path down the tenure track: 1) developing teaching strategies that will fit their personalities and reach as many students as possible, 2) managing their time to allow for research and publication, 3) determining what and how many service commitments to make, 4) existing …

The Abcs Of Fractal Thinking In Higher Education, Edward Nuhfer

To Improve the Academy: A Journal of Educational Development

All learning establishes and often stabilizes neural networks in the brain. These carry both cognitive and affective attributes and have fractal form. Fractal networks produce many actions and products that exhibit fractal qualities. Awareness of such qualities provides a unifying key to understanding and applying educational knowledge. It represents a marked shift in perception that differs from thinking customarily employed in considering information as a specialist. This alternate perspective helps professionals in higher education draw on diverse information from specialty research and apply it more effectively.

Toward A Scholarship Of Teaching And Learning In Educational Development, Peter Felten, Alan Kalish, Allison Pingree, Kathryn M. Plank

To Improve the Academy: A Journal of Educational Development

Educational development traditionally has been a practice-based field. We propose that as a profession we adopt the methods of the scholarship of teaching and learning (SoTL), so often shared with our clients, in order to look through a scholarly lens at the outcomes of our own practice. Using SoTL approaches in our work would deepen the research literature in our field and improve the effectiveness of decisions we make about where to spend limited time and resources. In this chapter, we explore what it might mean for individual developers, and for our professional community, to apply SoTL methods to our …

Action Research For Instructional Improvement: Using Data To Enhance Student Learning At Your Institution, Constance E. Cook, Mary Wright, Christopher O'Neal

To Improve the Academy: A Journal of Educational Development

Action research is a powerful tool that can be used by teaching centers to improve teaching and learning. This chapter describes an action research project conducted at the Center for Research on Learning and Teaching at the University of Michigan. The project concerns retention and attrition in science gateway courses, with particular attention given to the role of the teaching assistant. This chapter concludes with a discussion of six principles for teaching center staff who wish to conduct their own action research projects.

Moving From The Scholarship Of Teaching And Learning To Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, Karl A. Smith

To Improve the Academy: A Journal of Educational Development

In The Advancement of Learning , Huber and Hutchings (2005) state that the “scholarship of teaching and learning . . . is about producing knowledge that is available for others to use and build on” (p. 27). Can viewing the scholarship of teaching and learning (SoTL) as an educational research activity help make SoTL findings more available and easier to build on? This chapter describes a program that prepared engineering faculty to conduct rigorous research in engineering education. Project evaluation revealed that engineering faculty had difficulty making some of the paradigm shifts that were presented in the project.

Structuring Complex Cooperative Learning Activities In 50–Minute Classes, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

Given the power of learning-centered teaching, faculty can be coached to structure cooperative activities wisely and well, even within 50-minute class periods where there is a perception that complex group work is difficult. In addition to giving some basic advice on team formation and classroom management, this chapter provides examples of five complex cooperative learning structures—Jigsaw, Send-a-Problem, Cooperative Debates, Guided Reciprocal Peer Questioning, and Bingo—that can be conducted within 50-minute classes. The specific literature-based examples are complemented by examples in a variety of other disciplines, making them seem doable to more faculty.