Teacher Education and Professional Development Commons^™

Case Study Of A Quiet Child: A Graduate Student's View, Marilyn Bisberg

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Follows a student teacher in a therapeutic nursery school who worked with a noncommunicative young girl.

Finding Meaning In The Resistance Of Preschool Children: Critical Theory Takes An Interpretive Look, Steven Schultz

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Looks at how very young children assert themselves and displays a variety of interpretations of childrens' resistance.

Front Matter

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

No abstract provided.

Becki Schreiber, Becki Schreiber, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Becki Schreiber has worked in many different food and nutrition management arenas that include schools, restaurants, hospitals, long term care, and businesses. She has also taught at the college level.

She received a Bachelor’s degree in Food, Nutrition and Institution Administration from the University of Maryland and a Master of Adult and Occupational Education from the University of New Hampshire.

Becki has worked or consulted in over 40 kitchens and in one large edible school garden during her 40-year career. She was Director of School Nutrition for 15 years in the state of Maine, becoming a passionate advocate for child …

An Investigation Of The Impact Of Multiple Exposures To New Vocabulary Words Have On Students With Language Processing Disorders, Erin E. Higgins

Theses and Dissertations

The purpose of this research aimed to investigate how fifth-grade students diagnosed with processing disorders best-learned new vocabulary and the role motivation played in success. The district, school, and students were given pseudonyms in order to maintain anonymity. Over the course of three, one-week instructional periods, four students participated in six different oral and written vocabulary activities. They completed an assessment immediately following four days of instruction and again at the end of the study to measure growth in their ability to identify and use the word using a four-point scale. Based on the results of the assessments, they showed …

Min-Lin Lo Tssa Winter 2015, Min-Lin Lo

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.

The Effects Of Culturally Responsive Instruction And Multicultural Texts To Support Fifth Grade Struggling Readers In An Rti Tier 2 Classroom, Dana Marie Teague

Theses and Dissertations

The study being presented reviews the journey that five students had over the course of three weeks. I took five struggling readers that were already accepted into a Response to Intervention (RtI) Tier 2 classroom and created a culturally responsive environment for them to learn. This environment was created through a series of choice and freedom of opinion that was displayed throughout discussions and worksheets. In addition to being a culturally responsive teacher, I also integrated multicultural texts into their reading repertoire. The purpose of the multicultural texts was to get the students familiar with other cultures in the world …

Emergent Literacy Intervention In First Grade Struggling Readers, Colleen Erin Mcgettigan

Theses and Dissertations

Because of the documented positive impact of small group intervention on student success, this research investigates the impact of participation in teacher research on emergent literacy intervention grounded in student data. This research focused on exploring how dedicated, meaningful, targeted instruction based on assessment can foster reading readiness and increase reading potential for two low achieving 1st grade students. The research design consisted of student and teacher interviews, diagnostic testing, and teacher journaling. The research inquiry was: 1) What are the effects of intensive small group instruction in phonemic awareness, coupled with deep conversations about culturally responsive literature for struggling …

The Effects On Student Understanding When Questioning Techniques Are Used During The Reading Of Informational Text, Ashleyann R. Iannelli

Theses and Dissertations

If students are taught strategies to use when they come across informational texts, then they will be able to apply this information when they come across complex texts. Students not only need to be aware of the strategies, but they need to have the metacognitive ability of when to use the best strategy for the task at hand. In order to determine how student comprehension improves once strategy instruction has been given, I chose to do a survey that focused on questions referring to the children’s metacognitive awareness. I gave that survey in the beginning and then at the end …

Nonfiction Interests And Reading Habits Of Third Grade Students, Kimberly Astacio

Theses and Dissertations

In recent years there has been a push for informational text use in the areas of reading and writing. The Common Core State Standards was introduced in 2009 as an initiative to have all students, no matter where they live, be prepared for college and careers. Further the reading panel of the National Assessment of Educational Progress (NAEP) requires a high proportion of informational text on its assessments particularly as children advance through the grades. The NAEP (2007) developed a framework to look at the distribution of literary and informational passages. By fourth grade the literary and informational passages are …

Will It Change Their Reflection? A Culturally Responsive Reaction To Literacy Failures, Idalis J. Williams

Theses and Dissertations

This teacher research study was conducted in a second grade classroom. The teacher set out to find out: What happens when students who are faced with repeated literacy failures receive culturally responsive instruction in place of basic skills instruction? Children that struggle with reading often receive basic skills support as a form of intervention; yet still struggle in reading and other areas of literacy. Students often develop a negative identify of themselves as a reader and this leads to diminish and sometimes a lack of self-efficacy. The students in this study are at risk for falling below grade level in …

Brains In Pain Cannot Learn!, Lori Desautels

Scholarship and Professional Work – Education

Educators want nothing more than for our students to feel successful and excited to learn, and to understand the importance of their education. We want our students' attention and respect to match our own. I believe that most if not all of our students desire the same, but walking through our classroom doors are beautifully complex youth who are neurobiologically wired to feel before thinking.

How To Con Your Teacher, Bernice M. Wilson

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes how specific and detailed instruction in social awareness is as important to teaching the child with learning problems as the teaching of reading.

The "Concept Teaching" Game: A Rationale, Hal Melnick

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Teachers recognize the importance of motivation in successful children's learning and are looking for approaches to mathematics teaching that promote strong, positive feelings toward the subject. Thus, learning games have once again become part of the instructional repertoire.

The Value Of Re-Reading...Again And Again, Bernice M. Wilson

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the importance of allowing children to re-read their favorite books.

The Fisher-Landau/Dalton Program: A Pilot Study Of Teachers' Perceptions Of Learning Disabilities, Herbert Zimiles, Sylvia Ross

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the two major objectives of the Fisher-Landau program at Dalton: 1. To achieve early identification of specific learning abilities in otherwise intellectually gifted children in order to help them compensate for and thereby forestall some of their difficulties and academic defeats earlier in their school careers, and 2. to improve the effectiveness with which schools are able to meet the educational and developmental needs of learning-disabled children.

The Master Teacher: A Personal Reflection, Carol Hillman

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes that working with young children requires an attitude based on willingness to grow, one that puts the teacher as well as the children in the role of the learner.

The Role Of The Teacher In The Interdisciplinary Team, Sue S. Suratt

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the author's impression that teachers are inadequately prepared to assume leadership roles in clinical settings, especially as members of interdisciplinary teams.

Front Matter

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

No abstract provided.

What Can The Lit Lab Do For You? A Qualitative Analysis Of High School Literacy Lab Participants, Bridget P. Jaensch

Theses and Dissertations

The purpose of the study is to document the changes in student progress, motivation, and achievement. The specific aim is to see what happens when students replace a traditional study hall with small group guided instruction in a literacy lab. Motivation profiles, goal setting, and reflection are all analyzed. The focus group of students demonstrated changes in how they viewed themselves as learners and in their academic endeavor to achieve goals. The implications for teaching in a literacy lab environment are discussed.

High School General Education Teachers' Perception Of Iep Accommodations For Students With Asperger Syndrome, Mary Patricia Krones

Theses and Dissertations

The purpose of this qualitative design study was to better understand the experiences of high school general education English teachers who have students with Asperger Syndrome in their classes. More specifically, this researcher wanted to better understand the teacher's perception of the IEP-denoted accommodations the general education teachers are responsible for implementing. Data collection consisted of semi-structured interviews, classroom observations, journal entries and collection of artifacts. Findings of this study include: the IEP document and IEP process from the lens of the general education teacher do not provide adequate information when considering the unique needs of students with Asperger Syndrome; …

The Schema-Building Lesson Plan, Andrew P. Johnson

Elementary and Literacy Education Department Publications

There are a variety of lesson plan forms. Different kinds of lessons call for different kinds of lesson plan formats. This article describes what I believed to be the basic elements necessary to effectively teach a schema-building lesson. A schema (plural is schemata) is an organized body of knowledge in our head. If long term memory were a file cabinet, schemata would be the individual file folders.

The Papers Of Dorothy Brandfon, Brooklyn College

Finding Aids

This collection covers two periods in Dorothy Brandfon’s life: (1) her education at Brooklyn College and New York University, (2) her early years of teaching high school in the New York City schools.

Dorothy was editor-in-chief for the Brooklyn Literary Magazine. Included in this collection are two copies of the Magazine dated May, 1931 #2. Located here are several letters that from the administration of Brooklyn College expressing praise on the content. Boylan himself commented that the issue is “quite attractive and has considerable merit.” Brandfon’s diploma from Brooklyn College is included. An interesting section in this collection is the …

Are We Teaching Them Anything?: A Model For Measuring Methodology Skills In The Political Science Major, Christi Siver, Seth W. Greenfest, G. Claire Haeg

Political Science Faculty Publications

While the literature emphasizes the importance of teaching political science students methods skills, there currently exists little guidance for how to assess student learning over the course of their time in the major. To address this gap, we develop a model set of assessment tools that may be adopted and adapted by political science departments to evaluate the effect of their own methods instruction. The model includes a syllabi analysis, evaluation of capstone (senior) papers, and a transcript analysis. We apply these assessment tools to our own department to examine whether students demonstrate a range of basic-to-advanced methodological skills. Our …

Called To Serve: A Choice To Teach In A High-Need School, Bradley Lichtfuss

Student Presentations

This project examined the current intent of undergraduate students here at St. Norbert College, specifically looking at where they intend to teach. It also examined how they would respond to financial incentives to join an urban education program and go and teach in a high-need school for three years.

Impact Of Collaborative Teaching On K-12 Mathematics And Science Learning, Tonya D. Jeffery, Cherie A. Mccollough, Kim Moore

Faculty Publications

A national effort is underway to transform teacher education program practices and produce effective and highly qualified teachers for 21st century classrooms. This effort prescribes providing preservice teachers (PSTs) with authentic field-based experiences that connects what is taught in teacher preparation programs with what they do in the K-12 classroom. Bridging the gap between theory and practice requires that teacher education programs collaborate with schools districts, redesigning teacher training to better serve prospective teachers and their students (NCATE, 2010). This paper describes a mixed-methods study examining the impact of a STEM site-based professional development program (TEX) on the math and …

Integration Of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5, Terri A. Wade-Lyles

The Richard W. Riley College of Education and Leadership Publications

Abstract In a large urban district in Ohio, 29.2% of Grade 5, 28.7% of Grade 8, and 45.7% of Grade 10 students passed the state test in science. School district administrators formed a community partnership with local science institutions in order to provide students with hands-on place-based learning experiences intended to improve science academic achievement in PK-Grade 5. The purpose of this qualitative program evaluation was to determine the level of implementation of that place-based program by examining the efficacy of the teachers’ embedded professional development and their experiences with the training components. Bruner’s theory of cognitive development was used …

Impact Of An Eportfolio Faculty Learning Community On Course Design And Student Learning: A Progress Report On A Case Study, Devshikha Bose

University Author Recognition Bibliography: 2016

The purpose of this paper is to present a progress report on a case study which documents faculty perceptions regarding the impact of a Faculty Learning Community (FLC) on the pedagogical applications of ePortfolios in course design. The study will also document faculty perceptions on how changes made/planned to course design as a result of participation in the FLC may impact student learning. A post-completion electronic survey and a focus group meeting will be used to collect data from nine research participants. Initial observations made by FLC facilitators are reported and implications for future iterations of a similar FLC are …

Citizen Journalist To Activist: The Language Behind Black Lives Matter, Valeriana Colon

Teaching and Learning Publications

This study explores the discourse surrounding an event in the social movement, Black Lives Matter_, to gain insights into how digital literacy practices influence and mediate participation in the 21st century civil rights movement for a new generation of activist. This study examines three points of engagement, (1) the experience of the event as it is initially interpreted and shared online, (2) the intermingling of consciousness through social media, and (3) the post social media interpretation and action. Data was collected from Twitter analyzed using discourse analysis.

New Era Of Teaching, Learning, And Technology: Teachers’ Perceived Technological Pedagogical Content Knowledge And Self-Efficacy Towards Differentiated Instruction, Robin A. Millen, Robert Gable

K-12 Education

Shifting from an industrial model of education to a model that best provides students with differentiated instruction (Tomlinson, 2014) requires educational philosophical change (Fullan, 2014) as well as innovation diffusion (Rogers, 2003). The problem is not the amount of research that exists on differentiation, the diffusion of innovations, or the change process. The problem is what new technological pedagogical content knowledge (Koehler & Mishra, 2008) do educators need to make this change process happen? How is this knowledge communicated to finally change the “fundamental processes of schooling” (Elmore, 1996, p. 4)?

This sequential, mixed-methods study addressed the following condensed research …