Teacher Education and Professional Development Commons^™

21st Century Internships: Engaging Academically And Experientially Prepared First And Second Year College Students, Cynthia Simon, Mary C. Black

CAS Internship Office Faculty Presentations

In this age of technology and early career planning, high school students are increasingly engaged in academically rigorous internships. However, they often must wait several years before being allowed to participate in college internships. This PowerPoint presentation highlights the secondary internship best practice credentials, challenges the high school to college internship gap, and concludes with ideas to help stakeholders troubleshoot, design, pitch, and implement 200-level credit-bearing internship programs for first and second year college students.

Sjsu Erfa Board Minutes, October 5, 2015, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

October 5, 2015

The Role Of Perception, Interpretation, And Decision Making In The Development Of Beginning Teachers’ Competence, Rossella Santagata, Cathery Yeh

Education Faculty Articles and Research

This study investigates beginning US elementary teachers’ competence for teaching mathematics and its development during teacher preparation and into the first 2 years of full-time teaching. Data are drawn from three longitudinal case studies and include the classroom video analysis survey, classroom observations and interviews about teachers’ instructional decisions, and whole-day shadowing. A multi-case study design was used to examine the processes of perception, interpretation, and decision making in participants’ comments on video clips of teaching episodes and in reflections about their own teaching. Findings support the central role of these processes in teacher competence and the generative power of …

First-Generation Students And Advising, Kimberly A. Murphy

Center for Faculty Enrichment

First-Generation Students and Advising – Friday 10/2 8:30-9:30am in Wilson Center

For first-generation students, going to college is uncharted territory. Many first-generation college students turn to their academic advisors for the support needed to succeed in college. In this session, we will share foundational information about first-generation students and an overview of common challenges facing these students. In addition, we will develop strategies and tools that can be used in your advising work with first-generation students.

How Do We Know A Good Teacher (1948), Barbara Biber, Agnes Snyder

Bank Street Thinkers

In engagingly simple language, the authors illustrate the many facets of personality and knowledge that make up good teachers and good teaching. They also detail the many reasons why evaluating good teaching is so difficult.

The Bank Street Program: Child Growth And Learning In Social Studies Experiences (1952), Charlotte B. Winsor

Bank Street Thinkers

"The teachers and psychologists who are the Bank Street group lay no claim to the discovery of any new axioms in educational practice. They have invented no method, no device, no gadget that opens magic doors to learning. What they have done is to establish principles based upon the needs and purposes of children, related to the world in which they live..." This article illustrates a program at City and Country School in which class jobs, such as running the school post office, supply store, and printing shop form the base for social studies experiences. Applying a philosophy similar to …

The Bank Street Thinkers: Foundational Knowledge To Support Our Roots And Wings, Bank Street College Of Education

Bank Street Thinkers

A series of papers and lectures that explore Bank Street history, the concepts of teaching and teacher preparation, our long history of social studies teaching and curriculum development, the role of language and play in young children's growth, and a look at the meaning of competence in schools.

What Is Bank Street? (1973), Barbara Biber

Bank Street Thinkers

Biber provides an overview of the Bank Street philosophy. She covers the following areas: the School for Children; the Graduate School's preparation of teachers; Bank Street College's broader role in the world of education through its programs for change; and its educational perspective.

Supervising The Beginning Teacher (1959), Claudia Lewis, Charlotte B. Winsor

Bank Street Thinkers

Presents an experimental training program initiated at Bank Street in 1955. Although Bank Street had been preparing college graduates for teaching in an intensive one-year program, faculty questioned whether they could put more teachers into elementary classrooms sooner, for they felt the societal pressures of a growing teacher shortage and questioning of the need for teacher education at all. What follows is a description of the experimental training program in which novice students without teaching experience enter Bank Street in the fall semester, and emerge in the spring carrying full teaching responsibility. The key component? Advisement.

How Are Teachers Using Primary Sources To Meet Common Core Literacy Standards In English/Language Arts, Social Studies, And Science?, Mark Newman, Sophie Degener, Xiuwen Wu

NCE Research Residencies

The implementation of Common Core standards has affected the instructional strategies of many teachers. Among other things, the standards require active student engagement, learning along a progressive sequence of higher proficiency, and heavy use of informational texts, especially primary sources. This study evaluates the impact that Common Core literacy standards have had on the proven primary source-based strategies and practices of five teachers.

The Insider Perspective: Insights On Diversity From Award-Winning Diverse Authors, Jackie Marshall Arnold, Mary-Kate Sableski

Teacher Education Faculty Publications

There is perhaps no better source to speak about diverse literature than the “insider” authors who have been writing it for years. We were fortunate to speak with three accomplished authors of diverse books for children who invite students into their books—Pat Mora, Kadir Nelson, and Janet Wong. Invited to participate in phone and e-mail interviews based on their reputation for publishing diverse books, each author shares his or her perspective on this timely topic.

Pondering Diversity, Mary-Kate Sableski

Teacher Education Faculty Publications

I heard a story on the radio recently about Misty Copeland and Brooklyn Mack, two African American ballet dancers who starred in a production of Swan Lake by the Washington Ballet. It was the first time ever two black dancers starred in the production, and its significance lay in the symbolism inherent in the story of the beautiful white swan that falls in love with the handsome prince.

The Impact Of Early Numeracy Intervention On Kindergarten Students, Jennifer L. Hill

EDL Sixth Year Theses

The purpose of this study was to explore the effectiveness of early numeracy intervention with kindergarten students. In order to grow a stronger understanding of how providing mathematics intervention can benefit students, the intervention was provided to kindergarten students aimed to seek answers to how providing the earliest possible intervention can positively impact the achievement gap and a child’s understanding of number. This study explored the impact early numeracy intervention had on five kindergarten students and compared their growth to those of their peers not receiving intervention to determine the positive impact providing Response to Intervention had on kindergarten students. …

Positive Behavior Interventions And Supports: Effects Of Check In-Check Out, Jacklyn A. Angelone

EDL Sixth Year Theses

This case study focuses on how a Tier II positive behavior intervention support impacts middle school students that require an additional behavior management intervention to support success accessing Tier I instruction in the general education classroom. The support studied for this case was the Check In/Check Out (CICO) intervention as implemented to a group of five boys.

The Importance Of Highly Effective School Library Media Programs On School Learning Environments, Alexandra M. Juch

EDL Sixth Year Theses

The purpose of this study was to explore the characteristics of a previously identified successful school library program (SLMP) in a Connecticut public school. The primary goals of this research are to answer these questions by conducting a single case study to examine the nature of this previously identified SLMP so that promising practices identified from this study can be applied to other SLMPs in Connecticut public schools. The data collection methods embodied both qualitative and quantitative instruments that included surveys, interviews and documents. Qualitative data analysis included preparation, familiarization, coding and general meaning that was entered into a table …

A Case Study Of Teacher Leadership At An Elementary School, Allison Wills

EDL Sixth Year Theses

The purpose of this research study was to explore the status of teacher leadership at one elementary school. With increased attention on accountability for student achievement, educators have begun to look for ways to take the lead in reform efforts. But, little research has been done to identify why particular teachers emerge as leaders. This study explored the philosophies and leadership behaviors of a group of elementary teachers at Center Trail School. Quantitative and qualitative methods of data were collected using three surveys- Philosophy of Education Inventory, Teacher Leadership Self-Assessment, and Teacher Leadership School Survey- and individual interviews. Descriptive statistics …

Perceptions On Inclusion In Elementary Schools, Rosanne Field

EDL Sixth Year Theses

The purpose of this study was to examine how perceptions on inclusion impact supports of both special needs and regular education students in first grade. In order to grow a stronger understanding of what perceptions are in place, the perception had by teachers and administrations, and their direct impact on supports provided, two first grade classes, two classroom teachers, and one administrator were used to seek the answers we were looking for. This study explored the impact perceptions had on two first grade teachers, one administrator, and the impacts of support on 32 first grade students. Quantitative and qualitative methods …

The Impact Of Professional Development On Blended Learning On High School Teachers, Laura A. Kulpa

EDL Sixth Year Theses

The purpose of this study was to examine the impact of professional development on blended learning on high school teachers. In order to learn about teacher’s feelings about technology training, professional development was delivered in a blended learning environment utilizing the learning management system Schoology with the goal of providing the experience of engaging in same learning environment that their students partake in. The study examined perceptions and explored the impact of blended learning of four high school teachers. Quantitative and qualitative data were collected using an online survey, interviews, and in-person and online observations. Descriptive statistics, in conjunction with …

Podia And Pens: Dismantling The Two-Track System For Legal Research And Writing Faculty, Kristen K. Tiscione, Amy Vorenberg

Law Faculty Scholarship

At the 2015 AALS Annual Meeting, a panel was convened under this title to discuss whether separate tracks and lower status for legal research and writing (“LRW”) faculty make sense given the current demand for legal educators to better train students for practice. The participants included law professors, an associate dean, and a federal judge.2 Each panelist was asked to respond to questions about the “two-track” system—a shorthand phrase for the two tracks of employment at many law schools whereby full-time LRW faculty are treated differently than tenured and tenure-track faculty. The panelists represented differing views on the topic. This …

Ua41 University College Connection, Dennis K. George, Dean, Wendi Kelley, University College

UC Publications

No abstract provided.

Collaborating With University Faculty And District Partners To Provide Meaningful Field Experiences For Pre-Service Teachers, Christina L. Wilcoxen, Jackie Proctor, Amanda L. Steiner, Jennifer L. Lemke

Teacher Education Faculty Publications

The most effective teacher preparation programs require candidates to spend extensive time in the field practicing skills related to coursework (Darling-Hammond, 2010). When a candidate is provided opportunities to work alongside expert teachers to put coursework into practice, the candidate receives support and guidance along the way making he/she better equipped to problem solve, engage and impact student achievement. Effective teachers are the most influential factor on student achievement; students exposed to an ineffective teacher for three or more years, will never catch up academically (Darling-Hammond, 2010; Madda, Skinner & Schultz, 2012). Teacher candidates need to be exposed to effective …

Reading Intervention Using Interactive Metronome Treatment, Denise Lewis

Masters Theses & Specialist Projects

The purpose of this research study was to examine the effects of Interactive Metronome (IM), a non-academic treatment, when integrated with reading intervention. The intention was to analyze the degree to which IM affected fluency when introduced alongside reading intervention. The research questions that guided this study focused on how internal timekeeping affects reading fluency. This study used a multiple baseline across participant’s single-subject design. Three participants were monitored to determine a baseline using Curriculum Based Measures and Correct Word Per Minute data, and then each received a total of 15 hours of Interactive Metronome treatment. Progress was documented with …

The Role Of Mentor Teachers In The National College Of Education, Adaptive Cycles Of Teaching (Nce Act) And The Improvement Of The Nce Act, Ruth Freedman, Madi Phillips, Diane Salmon

NCE Research Residencies

This paper reports research on a practicebased curriculum, the Adaptive Cycles of Teaching (ACT), supported by a cloudbased technology that enables coaching and feedback to preservice teacher candidates as they engage in classroom instruction. Specifically, the research explored mentor teachers’ perspectives on the benefits and limitations of the ACT literacy model and if mentors’ own literacy instruction practices improved through their involvement with ACT. Ten mentor teachers (grades 16) were interviewed. Interviews were transcribed and thematically coded to address the research questions. Findings indicated that mentors had a positive view of the ACT literacy model, and saw an impact on …

Social Studies Middle Childhood Education Oae Economics Workshop, Jacqueline Gilbride

Honors Projects

This project focuses on the Social Studies Middle Childhood Education OAE Economics Workshop that was carried out on November 14^th, 2015 at Bowling Green State University. The workshop was created to help Bowling Green State University pre-service teachers prepare for the Economics portion of the Middle Grades Social Studies Ohio Assessment for Educators (OAE). Throughout the workshop participants were taught lessons on microeconomics and macroeconomics. At the beginning participants were pretested and at the end participants were post tested on Middle Grades Social Studies OAE practice test questions to assess how much they learned. The project includes the …

The Ed.D. As Investment In Professional Development: Cultivating Practitioner Knowledge, Margaret A. Macintyre Latta, Edmund T. Hamann, Susan Wunder

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

As teacher educators and participants in the US-based Carnegie Project for the Education Doctorate (CPED) initiative to differentiate the Ed.D/Ph.D., we have programmatic commitments to the centrality of practitioner knowledge for shaping professional development. Through CPED, we structure opportunities for local educators to develop their professional practices within their graduate studies toward an Ed.D, while maintaining full-time educational work commitments. Concurrently, we examine and document how CPED creates room, alongside concrete practice, to cultivate, promote, and value the voices, sensibilities, and capacities of practitioners engaged in advanced practices. In doing so, we confront marginalization of practitioners’ perspectives in the field …

Opening Up The Dialogue Across Disciplines: Making Room For Inquiry And Creativity From Pre-Kindergarten Through University, Amanda Nicole Gulla, Limor Pinhasi-Vittorio, Alison Lehner-Quam

Publications and Research

Professional development with teachers, whether they are in pre-K-12 schools or in higher education, creates opportunities for discussions among teachers and teacher educators about how to find spaces for creativity and the imagination within the struc- ture of the Common Core State Standards, a set of national standards adopted on a state- by-state basis in the U.S. Two education faculty members and an education librarian from a large city university held workshops, bringing together university faculty in arts and humanities, science, mathematics and education, and pre-K-12 teachers to explore the potential for inquiry and creativity in the Common Core State …

Grit, Biography, And Dedicated Teachers Who Struggled Academically As Students, Sara Winstead Fry

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Dedicated teachers who had and overcame academic challenges in their youth offer valuable insights into how to support students who struggle. This article presents a qualitative study of 46 teachers from across the United Stated [sic] who faced academic challenges as elementary, middle, and/or secondary students. Their memories of academic struggles lead them to use teaching practices that are grounded in the professional disposition that all children can learn. The findings suggest a positive interrelationship between a biography (Knowles, 1992) that includes academic struggles, the theoretical constructs of grit (Duckworth, Peterson, Matthews, & Kelly, 2007) and self-efficacy (Bandura, 1977), and …

Nefdc Exchange, Volume 28, Fall 2015, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

President’s Message: The Importance of Academic Technology - Dakin Burdick, Mlount Ida College

Snow Lessons from a New England Winter: Using Technology Tools to Empower Learning during Class Cancellations - Lori Rosenthal, Lasell College

Call for Proposals for the Spring 2016 Conference

Kairos: The Right Time for the Laboratory as Educational Model - Al DeCiccio, Labouré College

Save the Date: Spring Conference, Tuesday, May 24, 2016; theme: Inclusive Excellence: Teaching and Learning in an Increasingly Interconnected World; Tufts University; keynote speaker: L. Lee Knefelkamp, Columbia University and AAC&U

Universal Design for Learning for 21st Century Success - Katie Novak, …

Preparing Linguistically Responsive Teachers: Why Service-Learning Is Such A Good Idea, Sandra Rodriguez-Arroyo

Scholarship of Metropolitan Mission

Research data will be presented on a service-learning experience through which teacher candidates (TCs) worked with ELLs from a local middle school.  Even though TCs expressed concerns on their ability to communicate with the ELLs and their families, they engaged with them and confronted their own perceived barriers.  TCs learned to overcome the communication barrier to implement quality academic experiences and in the process developed caring relationships with ELLs.

The Demonstration Of Effective Pedagogy To Secondary Education Candidates In An Early Field Experience, Kelly Welsh, Connie L. Schaffer Dr

Teacher Education Faculty Publications

This research examined an early field experience model supported by instructional coaching that was implemented within an undergraduate educator preparation program for secondary language arts and social sciences candidates. A mixed methods design examined candidates’ stages of concern based on the Fuller (1969) stages of concern theory in relationship to Marzano’s (2003) teacher-level factors of effective schools. While teacher candidates were able to demonstrate each component of effective classroom pedagogy, their level of success varied. At the beginning of the experience, self-concerns were high and characterized by candidates’ identities as students and ego-driven considerations. As the experience progressed, candidates focused …