Teacher Education and Professional Development Commons^™

Integration Of Interactive Instructional Technology In The Teaching Credential Program: A Case Study, Elizabeth Truesdell, Rebecca Birch

Collected Faculty Scholarship

Teacher Education faculty present initial findings of a case study implementing interactive instructional technology in credential candidates’ course and fieldwork.

Call For Papers

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Collaboration: Talk. Trust. Write., Mark Letcher, Kristen Turner, Meredith Donovan, Leah Zuidema, Jim Fredricksen, Cathy Fleischer, Nicole Sieben, Laraine Wallowitz, Sarah Andrew-Vaughn

Teaching/Writing: The Journal of Writing Teacher Education

This essay describes the professional collaborative writing process and activities of several pairs of prominent authors in English education.

All Hands On Deck: Bringing Together High School Teachers And Adjunct Instructors For Professional Development In The Teaching Of Writing, Jennifer S. Cook, Becky L. Caouette

Teaching/Writing: The Journal of Writing Teacher Education

in June of 2012, two Writing Program Administrators (WPAs) at Rhode Island College collaborated on a one-day professional development opportunity for adjunct instructors of First Year Writing. One of the WPAs was Director of the Rhode Island Writing Project; the other was the Director of Writing. Each saw an opportunity to further the reach of their program and better the quality of instruction in the K-16 landscape of Rhode Island. And, each program was facing real challenges institutionally, politically, and financially. In this article, the two authors outline the exegesis that led to their collaboration and the outcome of that …

What Are Preservice Teachers Taught About The Teaching Of Writing?: A Survey Of Ohio’S Undergraduate Writing Methods Courses, Christine E. Tulley

Teaching/Writing: The Journal of Writing Teacher Education

Undergraduate “writing methods” courses, or courses training secondary teachers how to teach writing, have increased 42% over the past decade within college English departments. Whether in response to increasing accreditation standards or a reaction against alarmist rhetoric about the poor training of today’s secondary English teachers, the writing methods course is often categorized as a potential antidote to a lack of writing teacher training.

Though much has been written on the its graduate counterpart, the composition practicum, no similar in-depth studies have been conducted exploring the content of the undergraduate writing methods course, the credentials of those teaching the course, …

Positioning Preservice Teachers As Writers And Researchers, Jason H. Wirtz

Teaching/Writing: The Journal of Writing Teacher Education

This essay illustrates three theoretical concepts for the pre-service writing classroom learned from Wendy Bishop and Diane Holt-Reynolds: teachers of writing should be writers themselves; testimonials from writers should shape pre-service writing curricula; and content knowledge and the ability to teach content knowledge are discreet skill sets. Three practical assignments are presented to articulate these theoretical concepts in the pre-service writing classroom: Digital Poetry, Qualitative Interview Study, and Embedded Research.

Content-Area Teachers As Teachers Of Writing, Angela Kohnen

Teaching/Writing: The Journal of Writing Teacher Education

Drawing on work with high school science teachers as part of an NSF-funded grant, this article presents lessons learned for effectively incorporating writing across the curriculum. With many states preparing to implement the Common Core State Standards, teachers in all subject areas will be asked to require more writing in their classes. This article argues that most of these teachers are ill-prepared to assign writing beyond the most formulaic and superficial, yet with professional development training (including training that requires teachers to write themselves) and support tools, teachers can begin effectively using discipline-specific writing to achieve discipline-specific goals.

Becoming Peer Tutors Of Writing: Identity Development As A Mode Of Preparation, Alison Bright

Teaching/Writing: The Journal of Writing Teacher Education

Primary and secondary teachers of English are typically the subjects of research centered on writing teacher education. However, at the college level writing teacher education also includes individuals who instruct and support undergraduate writing instruction, and who do not always identify as writing teachers, such as graduate teaching assistants and peer writing tutors writing. Writing program administrators responsible for preparing TAs and tutors can benefit from the results of relevant research from the K-12 discourse community to improve their preparation programs. For example, research in primary and secondary teacher education programs indicates that when preparatory sessions highlight the concept of …

Gatekeepers And Guides: Preparing Future Writing Teachers To Negotiate Standard Language Ideology, Melinda J. Mcbee Orzulak

Teaching/Writing: The Journal of Writing Teacher Education

This study of pre-service English teachers suggests benefits for exploring standard language ideology with new teachers of writing, such as increased awareness of the dilemmic positions occupied by teachers of writing and better understanding of the relationship between oral and written language. Implications include the need for writing teacher education to focus on the relationship between ideologies and enactment of specific methods, as pre-service teachers may face dilemmas related to beliefs about standard language and their positions as gatekeepers. Exploring additional subject positions for writing teachers, such as guide or language user, may help support stances that promote equitable writing …

Opening Editorial, Jonathan Bush, Erinn Bentley

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Negotiating Expectations: Preserving Theoretical Research-Based Writing Pedagogy In The Field, Margaret Finders, Virginia Crank, Erika Kramer

Teaching/Writing: The Journal of Writing Teacher Education

A collaborative research project examining the challenges facing preservice teachers when placed in settings that may run counter to their notions of theoretical-research-based practices of teaching writing.

Cover And Table Of Contents, Jonathan Bush

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Teaching/Writing -- Winter/Spring 2013 (Full Issue), Jonathan Bush

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Best Practices & Resources For Teaching Esl Written Communication, Linda S. Bergmann, Vicki Kennell

Purdue Writing Lab/Purdue OWL Presentations

This presentation, given at the Center for Instructional Excellence (CIE) Series II: Expanding Your Teaching Toolkit, offers instructors information on understanding and accommodating the ESL writers in their classrooms. Material is presented on the language abilities of the writers, on the ways in which cultural differences may be manifested in the writing itself, and on the types of accommodations that can be made in writing assignments and assessments. The talk includes information on best practices in writing for all writers and a bibliography of resources about L2 writers.

Future Engineering Professors' Conceptions Of Learning And Teaching Engineering, Ana Teresa Torres Ayala

USF Tampa Graduate Theses and Dissertations

Conceptions of learning and teaching shape teaching practices and are, therefore, important to understanding how engineering professors learn to teach. There is abundant research about professors' conceptions of teaching; however, research on the conceptions of teaching of doctoral students, the future professors, is scarce. Furthermore, there is a need to understand not just future engineering professors' conceptions of teaching but also their conceptions of learning. The purpose of this study was to explore qualitative variations in future engineering professors' conceptions of learning and teaching as well as understanding how they came to these conceptions.

The research questions that guided this …

Oraib Mango Tssa Fall 2011, Oraib Mango

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Rueyling Chuang Tssa Winter 2011, Rueyling Chuang

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Kelly Campbell Tssa Winter 2013, Kelly Campbell

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Carolyn Mcallister Tssa Spring 2012, Carolyn Mcallister

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

4 Things To Know About Reading, Libby Duggan

Articles

Parents often ask me what they can do at home to support and encourage reading. I find myself repeating four main ideas, things that reading workshop teachers know that every parent, grandparent, babysitter, school volunteer, policymaker — well, everyone — should know, too.

A Faculty-Focused Course Design/Redesign Process, Pat Reid

Teaching and Learning Technologies Presentations

As a part of the IMPACT (Instruction Matters: Purdue Academic Course Transformation) project, faculty attend weekly developmental workshops. As these have become progressively more focused and interactive, we realized that many faculty members have little to no education in sound course design. As a result, we developed a faculty-focused, backward design process that offers a flexible, step-by-step model. The model provides both practical and theoretical background at each step, links to articles, videos, websites, and more for faculty who wish to delve deeper.

Mihaela Popescu Tssa Spring 2012, Mihaela Popescu

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Im:Pact: Supporting Faculty Innovation In Course Redesign, Pat Reid

Teaching and Learning Technologies Presentations

M:PACT is a centrally supported program that encourages faculty innovation in the redesign of large-enrollment courses at Purdue University. In two years, IM:PACT has seen the participation of 61 faculty, representing 49 courses and 11 colleges. FLC (faculty learning community) sessions lead faculty through the course redesign process, focusing on creating student-centered learning and leveraging instructional technology. Faculty work closely with design teams composed of staff from the academic technologies division of the central IT organization (ITaP), the Center of Instructional Excellence (CIE), and Libraries. Participants will explore how to begin a similar program at their own institutions.

A New Way To Assess Student Learning, Dr. Deborah Bracke

Education: Faculty Scholarship & Creative Works

This article describes an alternative to the traditional pre-test, post-test assessment of student learning.

Crossing The Educational Rubicon Without The Tah: Collaboration Among University And Secondary-Level History Educators, Gordon Andrews, Wilson J. Warren, Sarah Drake Brown

Peer Reviewed Articles

In April 2011, Congress slashed funding for a majority of programs tied to education. Several programs related to professional development for teachers did not survive. While cut severely—from $119 million in Fiscal Year 2010 to $46 million (a loss of $73 million or 61% of its funding)—Teaching American History (TAH) grants lived, albeit by their fingertips, another day. Yet, given the economic challenges the United States faces and what appear to be prevailing attitudes in regard to social services and teacher development, it has become clear that history educators cannot rely on federal funding to support efforts to improve the …

Why Did They Come Here? - The Influences And Expectations Of First-Year Students’ College Experience, Louis S. Nadelson, Carrie Semmelroth, Gregory Martinez, Matthew Featherstone, Casey Alexander Fuhriman, Andrew Sell

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Students’ expectations and experiences with university life are influenced by a number of variables. Many universities develop programs or promote aspects of existing programs to market the university’s image. This research was motivated by our desire to determine the relationships between first-year students’ college expectations and experiences, their awareness of the university’s programming and projected image, the influence of the programming and image on their decision to attend the institution, and the students’ personal characteristics. Our survey of 351 first-year students revealed positive perceptions of their university expectations and experiences, a mixture of influences on their decision to attend the …

Student Perceptions Of Effective Foreign Language Teachers: A Quantitative Investigation From A Korean University, Bruce D. Barnes, Graeme Lock

Australian Journal of Teacher Education

Abstract: The present study uses a questionnaire instrument to measure the importance that students from a Korean university place on a wide range of effective foreign language teacher attributes. Respondents to the present study placed high importance on rapport attributes such as friendliness, care, and patience; and delivery attributes which included the provision of clear explanations, error correction, and a participatory mode of instruction. Impartiality, target language knowledge, and good preparation were attributes also rated highly. The results also provided insights into student opinions about various instructional issues, such as the selective use of the students’ first language, explicit grammar …

Teacher Professional Learning: Learning To Walk And The Nsw Quality Teaching Framework, Steve Wilson, Sarah Powell

Australian Journal of Teacher Education

This paper reports on a research case study, conducted in a school in Western Sydney, Australia, in which teachers worked with researchers and students to create learning experiences that reflected both intellectual quality and significance – two dimensions of the NSW Quality Teaching Framework (QTF). Findings suggest that these dimensions of the QTF were not implemented in a balanced way and this reflected a lack of support for the professional learning of teachers which the researchers could have helped to address, but did not. The paper argues that teachers should be supported by ongoing professional learning in order to sustain …

Evaluating Views Of Teacher Trainees On Teacher Training Process In Turkey, Abdullah Oğuz Kıldan, Bilgin Ünal İbret, Murat Pektaş, Duran Aydınözü, Lütfi İncikabı, Ergün Recepoğlu

Australian Journal of Teacher Education

The views of the teacher trainees who have recently started the teaching profession on teacher training process are of great value because they are new graduates and they are in their first year in the profession. Since the teachers in their first year in the profession do not have any experience, they have to pursue the educational tasks based on the knowledge and skills they acquired in their faculties. The main purpose of the study is to evaluate the views of the teacher trainees on the process of teacher training in Turkey.Being qualitative in nature, the current research was a …

Does Involuntary Mental Time Travel Make Sense In Prospective Teachers’ Feelings And Behaviors During Lessons?, Altay Eren, Amanda Yesilbursa

Australian Journal of Teacher Education

This study examined the effects of involuntary mental time travel into the past and into the future on prospective teachers’ feelings and behaviors during the period of a class hour. A total of 110 prospective teachers participated voluntarily in the study. The results of the present study showed that (a) the involuntary mental time travel into the past and into the future occurred in the classrooms even during the period of a class hour; (b) both involuntary memories/future images were significantly discernible in terms of their characteristics; (c) the characteristics of the participants’ feelings and behavior following the involuntary memories/future …