Teacher Education and Professional Development Commons^™

The Perceptions Of Elementary Principals About Their Role In The Establishment Of Collaborative Workplaces In Their School Buildings, Bradley Sullivan

Department of Educational Administration: Dissertations, Theses, and Student Research

The purpose of this case study was to develop an understanding of the elementary principal’s perceived role in creating and sustaining a collaborative workplace environment within their school. Collaboration among education professionals, when used effectively, is one strategy that has demonstrated improvement of instruction and student learning. As such, in this context the role of the principal becomes more complex and challenging. This study examined the perception of the elementary principal’s role regarding the establishment and perpetuation of a collaborative workplace environment for teachers that is focused on improving student learning within their buildings.

In-depth interviews were conducted with 12 …

Applying The Theory Of Variation In Teaching Reading, Siu Yin Annie Tong

Australian Journal of Teacher Education

This paper presents a model of collaborative and reflective professional development for teachers that focuses on student learning. The model comprises a cyclical series of lessons that were carried out in Hong Kong with three classes of Secondary Four (Grade 10) students (94 students. The lessons were designed to develop the reading skill of inferring characters’ traits from the events of a story—a skill that presents difficulties for many secondary school students of English as a second language. The learning activities incorporated in the research lessons were underpinned by the Theory of Variation proposed by Marton and Booth (1997), which …

Motivations Of Turkish Pre-Service Teachers To Choose Teaching As A Career, Ebru Ozturk Akar

Australian Journal of Teacher Education

This study was conducted to investigate the motivations of 974 Turkish pre-service teachers for choosing teaching as a career and to examine their perceptions about the teaching profession. Correlations, t test, ANCOVAs and MANCOVAs were used to explore the relationships among participants’ motivations and perceptions, and to make comparisons according to different characteristics such as gender, different specialism, number of times participants had entered the university entrance examination, and rank of their preference of teaching as a profession. The results showed that the social and personal utility value and prior teaching and learning experiences were the highly rated motivation factors. …

Dictating Or Facilitating: The Supervisory Process For Language Teachers, M. Naci Kayaoglu

Australian Journal of Teacher Education

This study is an attempt to explore the supervisory process from the standpoint of supervised English language teachers. The research which has been going on for three years, aims to weigh the results in terms of teachers to be benefited from the supervision. More specifically, the research answers whether teachers are really helped in improving their teaching and finding solutions to the problems as part of in-service training. In support for diary reports taken from teachers, the questionnaire which involved 72 items about supervisory process reveal that supervision appears to fail to live up to EFL teachers’ expectations with the …

Teacher Education Partnerships: An Australian Research-Based Perspective, David Lynch, Richard Smith

Australian Journal of Teacher Education

This article reviews literature about partnerships between teacher education faculties and schools that indicates not just heightened interest in recent years, but also significant progress. Despite interest and progress, conceptual and practical difficulties remain in establishing, developing, nurturing and implementing successful partnerships so that core interests of partners are satisfied. Against this background, the article examines the experiences of an Australian teacher education faculty that sought to enhance its arrangements with local schools by reorganizing and staging a teacher education program through a community of practice. Data drawn from a study of the emergent partnership confirm the trends in the …

“There’S No Big Book On How To Care”: Primary Pre-Service Teachers’ Experiences Of Caring, Hellen Kemp, Andrea Reupert

Australian Journal of Teacher Education

This study investigated primary, pre-service teachers' experiences regarding their caring role, and the barriers they face when caring for students. Thirteen Australian primary pre-service teachers were individually interviewed. Within a qualitative framework, transcripts were thematically analysed, alongside member checks. While results indicated highly individualised notions of care, common themes included difficulties in navigating the caring teacher role, the caring student-teacher relationship and gaps in training around notions of care. A continuum of care was identified, mediated by student and teacher factors as well as school location. This continuum provides a framework within which pre-service teachers might explore boundary issues.

Reflective Writing In Pre-Service Teachers' Teaching: What Does It Promote?, Etty Cohen-Sayag, Dita Fischl

Australian Journal of Teacher Education

In this study, we examined changes in levels of pre service teachers' reflective writing and tried to identify links between these changes and pre service teachers' success in teaching. Participants were two groups of pre-service special education teachers that taught in two different special education settings:learning difficulties classes and multiple and profound intellectual disabilities classes. Data collection was performed during two consecutive academic semesters, including a monthly structured journal about teaching events during field experience and summative grades, assessing pre service teachers' teaching activities for each semester. Journal analysis referred to three reflective levels of explanations, descriptive, comparative and critical. …

“I Didn’T Always Perceive Myself As A Science Person”: Examining Efficacy For Primary Science Teaching, Caroline F. Mansfield, Amanda Woods-Mcconney

Australian Journal of Teacher Education

Teacher efficacy has become an important field of research especially in subjects teachers may find challenging, such as science. This study investigates the sources of teachers’ efficacy for teaching science in primary schools in the context of authentic teaching situations with a view to better understanding sources of teachers’ efficacy beliefs. Twenty-four teachers participated in focus group interviews to enable in-depth exploration of the sources of efficacy for teaching science. Data was analysed using a content analysis approach guided by a conceptual framework for efficacy in science teaching. Findings show efficacy to be influenced by mastery experiences, vicarious experiences, physiological …

Changing Pre-Service Teachers’ Beliefs To Teach In Inclusive Classrooms In Victoria, Australia, Umesh Sharma

Australian Journal of Teacher Education

The purpose of this study was to determine the effect of completing a course in inclusive education on pre-service teachers’ beliefs and confidence to teach in inclusive classrooms. Twenty seven pre-service teachers completed a survey and concept maps. It was found that participants’ beliefs and confidence level to teach in inclusive classrooms had improved significantly by the end of the course. At the beginning of the course participants were concerned if “they would be able to teach in inclusive classrooms”. At the end of the program the majority believed that they were ready to teach in inclusive classrooms but they …

How Do Pre-Service Teachers Cope With A Literacy Intervention Program In A Remote Indigenous Community? The Community Action Support Program In The Northern Territory, Australia, Loshini Naidoo

Australian Journal of Teacher Education

This paper examines a new community education initiative, Community Action Support (CAS) that helps facilitate learning in Indigenous young people from Tennant Creek in the Northern Territory. CAS is an innovative partnership program between the Australian Literacy and Numeracy Foundation and the University of Western Sydney. The core aim of the program is to create and communicate a positive and observable culture surrounding the significance of literacy for young people, in particular, Indigenous young people. The program is located within the secondary teacher-education degree at UWS. Four pre-service teachers engaged the participating school students in literacy and curriculum based activities …

The Tower Builders: A Consideration Of Stem, Stse And Ethics In Science Education, Astrid Steele, Christine R. Brew, Brenda R. Beatty

Australian Journal of Teacher Education

The call for the integration of ethical considerations in the teaching of science is now firmly on the agenda. Taking as illustrative a science lesson in a pre-service teacher class, the authors consider the roles of STSE (science, technology, society and environment) and the increasingly influential heavily funded STEM (science, technology, engineering and mathematics) education initiatives. The origins and foci of both initiatives are discussed, as are their disparate ontological foundations. The use of Habermas’ knowledge theories in conjunction with ethical frameworks is posited as a way of considering both STSE and STEM perspectives and their implications for strengthening science …

Actores Secundarios En El Movimiento Estudiantil Chileno En 2011 Y 2012: Un Análisis Comparativo De La Asamblea Coordinadora De Estudiantes Secundarios Y La Coordinadora Nacional De Estudiantes Secundarios., Carly Brook

Independent Study Project (ISP) Collection

The Chilean student movement, intermittently present in Chile since the beginning of the 20th Through the conduction of personal interviews, utilization of student proposals for a new system of education, occupation of the concepts of social movements of Alain Touraine and concepts of student movements of Manuel Garretón, revision of current news sources, and participant observation, this investigation concludes the dynamic between the ACES and the CONES to be an antagonistic one characteristic of two social actors in competition over control of the definition of the same social resource, a new education system for Chile. It then identifies this antagonism …

Writing To Learn: Benefits And Limitations, Sara Winstead Fry, Amanda Villagomez

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Writing to learn (WTL) is the act of making a subject or topic clear to oneself by reasoning through it in writing; it is a pedagogical approach that uses writing to facilitate learning (Zinsser 1988). Some researchers have reported favorable results associated with the approach (Balgopal and Wallace 2009; Bullock 2006; Hand, Hand, Gunel, and Ulu 2009). However, others have indicated that studies supporting WTL pedagogy tend to lack comparison groups, pre/posttest data, or the rich description that contributes to a rigorous qualitative study (Hübner, Nückles, and Renkl 2010; Kieft, Rijlaarsdam, and van den Bergh 2006; Klein 1999). Thus, existing …

“I’M Teaching What?!”: Preparing University Faculty For Online Instruction, Susan Ohara, Robert Pritchard

Journal of Educational Research and Practice

The percentage of higher education students enrolled in online courses has increased from 9.6 percent in fall 2002 to 33 percent in fall 2010. Due to the increased importance of online courses and programs on university campuses there is a need to better prepare novice technology faculty for the delivery of these courses. This article provides a description of the process through which a group of faculty with low to high technology skills prepared to deliver an online masters program. Minutes of meetings, documents produced, online discussion transcripts, and informal conversations were all used as data to analyze outcomes of …

Mickey Ricans? The Recent Puerto Rican Diaspora To Florida, Jorge Duany Phd

Hispanic Heritage of Florida Conference 2012

No abstract provided.

A Review Of Teaching As A Moral Practice: Defining, Developing, And Assessing Professional Dispositions In Teacher Education, Barbara S. Stengel

Democracy & Education

A review of the book Teaching as a Moral Practice: Defining, Developing, and Assessing Professional Dispositions in Teacher Education, by Peter C. Murrell Jr., Mary Diez, Sharon Feiman-Nemser, and Deborah L. Schussler (Harvard University Press, 2010).

The Knowledge Base As An Extension Of Distance Learning Reference Service, Anne Marie Casey

Staff Works - Hunt Library

This study explores knowledge bases as extension of reference services for distance learners. Through a survey and follow-up interviews with distance learning librarians, this paper discusses their interest in creating and maintaining a knowledge base as a resource for reference services to distance learners. It also investigates their perceptions about the feasibility and practicality of a reference knowledge base. Primary findings indicate that the majority of participants view a knowledge base as an extension of distance learning reference services positively but see issues related to workload and quality control, in particular, which might hinder the development and maintenance of this …

The Old World In The New: Florida Discovers The Arts Of Spain. 1885-1930, Richard Kagan Phd

Hispanic Heritage of Florida Conference 2012

No abstract provided.

Passions, Affections, Dollars: A Sentimental Political Economy Of Cuba And Florida, Damian Fernández Phd

Hispanic Heritage of Florida Conference 2012

No abstract provided.

How Cubans Transformed Florida Politic And Leveraged Local For National Influence, Susan Eckstein Phd

Hispanic Heritage of Florida Conference 2012

No abstract provided.

Until The Land Was Understood - Spaniards Confront La Florida, 1500-1600, Paul E. Hoffman Phd

Hispanic Heritage of Florida Conference 2012

No abstract provided.

Su Liang Cd Summer 2011, Su Liang

Innovative Course Redesign Grant Reports

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.

Assessing A Young Writer’S Story, Julie Patterson

Articles

Now that's a story! Find out what this 1st grader is doing well and what our writer-in-residence would teach next.

Lesson 5: “İhuelga!” (Strike!), Bárbara C. Cruz

Hispanic Heritage of Florida Conference 2012

Labor unions, workers’ rights, strikes, and boycotts all figure prominently Ybor City’s cigar manufacturing history. The strike of 1920-1921 serves as the focus of this lesson, shedding light on this important industry to Florida’s economy.

The Educational Achievement Gap As A Social Justice Issue For Teacher Educators, Rachel M. B. Collopy, Connie L. Bowman, David A. Taylor

Teacher Education Faculty Publications

The educational achievement gap is a critical social justice issue. Catholic and Marianist conceptions of social justice in particular call people to work with others in their spheres of life to transform institutions in order to further human rights while promoting the common good. Drawing on key elements of Catholic teaching on social justice, we argue that the achievement gap constitutes a social injustice. We then offer a case illustrating collaboration between university-based teacher educators and school faculty to address the achievement gap through transforming the institutions of school and of teacher preparation. The Dayton Early College Academy (DECA), founded …

Enhancing Instruction For English Learners In Response To Intervention Systems: The Pluss Model, Amanda K. Sanford, Julie Esparza Brown, Maranda Turner

Education Faculty Publications and Presentations

This paper proposes a model of effective instruction and intervention for English Learners (ELs) within a Response to Intervention (RTI) framework. First, we review literature on effective instruction for ELs and how RTI can address the needs of these students. Then, we describe the PLUSS model, which integrates research on effective instruction for ELs, tiered models of support, and teacher practices. The model includes the following elements: Pre-teaching critical vocabulary; Language modeling and opportunities to use academic language; Using visuals and graphic organizers; Systematic and explicit instruction; and Strategic use of native language and teaching for transfer. Finally, we provide …

Faculty Curriculum Styles: Do Style Preferences Influence The Preparation Of Aspiring Teachers?, Ralph Jasparro, Felice D. Billups

Higher Education

This study explored university education faculty perceptions of their curriculum styles and their influence on the preparation of aspiring teachers. Using Miller’s (2011) curriculum inventory, a sequential explanatory mixed methods design included (N =11) graduate education faculty who self-identified with one of four schools of curriculum design: linear, holistic, laissez-faire, critical theorist. A follow-up focus group was conducted with N = 7 participants, where their views and theories of curriculum were shared regarding effective design and implementation of curriculum, and the transmission of personal theories to aspiring teachers. Results may be valuable to those who prepare aspiring teachers and develop …

Women Empowerment Through Higher Education In Gilgit-Baltistan, Khush Funer Murtaza

Professional Development Centre, Gilgit

The growing social awareness across the globe has brought a number of issues to the fore among which gender equality and empowerment of women are very significant. Discrimination against women in the form of male-female differentiation constitutes the core of the gender-biased system. Education is the biggest liberating force and rise in the levels of education, which nourishes progressive outlook, and the advent of industrialization and moderanization have effected a sea change in the attitudes and thinking pattern of the people. The empowerment is not essentially political, in the fact, political empowerment will not succeed in the absence of economic …

Technology-Enhanced Multimedia Instruction In Foreign Language Classrooms: A Mixed Methods Study, Olha Ketsman

Department of Educational Administration: Dissertations, Theses, and Student Research

Technology-enhanced multimedia instruction in grades 6 through 12 foreign language classrooms was the focus of this study. The study’s findings fill a gap in the literature through the report of how technology-enhanced multimedia instruction was successfully implemented in foreign language classrooms.

Convergent parallel mixed methods study was used to produce well-substantiated conclusions about the topic. Quantitative and qualitative data were collected concurrently but separately and were equally weighted.

Foreign language teachers identified as those who extensively used technology-enhanced multimedia instruction participated in the study. Participation in the study involved completion of an online survey and a qualitative interview. Both the …

Tpack Development In Teacher Education: A Longitudinal Study Of Preservice Teachers In A Secondary M.A.Ed. Program, Mark Hoffer, Neal Grandgenett

Teacher Education Faculty Publications

How does preservice teachers’ knowledge for technology integration develop during their teacher preparation program? Which areas of their knowledge develop most naturally, and which areas require more scaffolding? In this mixed-methods, descriptive study of preservice teachers enrolled in an 11-month M.A.Ed. program, we sought to trace the development of participants’ technological pedagogical content knowledge (TPACK) over time. Comparisons of self-report surveys, structured reflections, and instructional plans at multiple data points spanning the three-semester program revealed significant development of the participants’ technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK).