Teacher Education and Professional Development Commons^™

Supporting Social And Emotional Learning In The Efl/Esl Classroom: How The New Science Of Child Development Can Inform Second Language Acquisition Theory And Practice, Matthew Nall

Journal of English Learner Education

Research in the field of Second Language Acquisition (SLA) generally falls within two categories: the cognitive/psycholinguistic camp, and the sociocultural camp (Fazel, 2014). These distinct approaches to empirical research in SLA have diverse epistemologies, methods, and implications for the second language classroom. Scholars within the sociocultural camp have made significant contributions to the field concerning social and emotional learning in the second language classroom. Concerning this, the current paper reviews recent developments in the field of developmental psychology and examines ways in which the new science of child development can inform SLA theory and practice in regard to social and …

Sel For Culturally And Linguistically Diverse Students, Sophie Cuocci, Rebeca Arndt

Journal of English Learner Education

There is abundant research about the benefits of SEL programs on social and emotional core competencies (e.g., increase in self-esteem, improvement of academic performance); however, general SEL programs are not necessarily designed with the English learners’ (ELs) needs in mind. Aiming at exploring valid and reliable SEL programs that meet the needs of the ELs, the article first examines the theoretical groundwork on which SEL is built upon. Next, this paper will first discuss Piaget’s, Vygotsky’s, and Dörnyei’s theories surrounding the cognitive, emotional, and sociocultural aspects involved in the learning process and language learning. It will then consider the needs …

Social Emotional Learning And Hope Theory Connections: Perceptions Of Teachers And School Counselors In Training, Donita Grissom Ph.D., Viki Kelchner

Journal of English Learner Education

This qualitative survey study explored the interrelationship between hope as defined by Hope Theory (HT) and social emotional learning (SEL). Participants (N=161) were teachers and counselors in training (TCT) learning to work with English learners (ELs) in K-12 settings. Participants' perspectives of hope, strategies and future plans to integrate hope into the classroom were explored. Findings indicated that TCT in training have some knowledge of hope. Participants’ knowledge was limited in applications of hope in the classroom. There is a need for increased training of SEL and HT to prepare TCT to work with ELs and all students …

Social-Emotional Learning In Tesol: What, Why, And How, Luis Javier Pentón Herrera

Journal of English Learner Education

In this article, I advocate for the adoption of SEL in Teaching English to speakers of other languages (TESOL) as a promising pedagogy for ESOL educators and ELs. For this, I divide the remainder of the manuscript into four sections in addition to the introduction. In the first section—What is SEL? —I provide a brief theoretical description of SEL as it remains a fairly new concept in the ESOL field. In the second section—Why SEL in TESOL? —I elucidate my position of why we (ESOL educators) should embrace SEL pedagogies in our learning spaces using personal vignettes as support. The …

The Participation Of Children With Multiple Disabilities In The Florida State Alternate Assessment: Parent Perspectives, Lora Reese

USF Tampa Graduate Theses and Dissertations

The perspectives of parents of children with multiple disabilities regarding their understanding and involvement in their child’s participation in the Florida State Alternate Assessment (FSAA) Performance Task and Datafolio are explored in this study. In the United States, federal policies require all students to participate in state-wide formal assessments, including students with multiple disabilities. Current research literature examines the perspectives of teachers and other education professionals regarding the many facets of formalized assessment. However, the perspective of parents of children with multiple disabilities and their child’s participation in formal alternate assessment is scant. Throughout this study, the reflections of six …

Jcctl Mailer - July 10, 2020, Josef Brandauer

JCCTL Mailers

Updates on training and support and useful pedagogical resources compiled and sent by the JCCTL on July 10th, 2020.

Contents:

Announcements

• Teaching and Learning Online
• JPI Planning Timeline
• Basic Moodle Training

Upcoming Events

• Assignment Tool in Moodle
• Introduction to Ensemble Video
• Screencast-O-Matic Training
• Advanced Grading in Moodle
• Camera/document camera equipped classroom demonstration
• The Gradebook Moodle
• Microsoft Teams demonstration

A Mixed- Methods Study Investigating The Perceptions Of Culture Among Faculty, Staff, Adjunct Instructors, And Administrators In A Four-Year, Private, Midwestern University, Amanda J. Price

Dissertations

This mixed-methods study investigated the different perspectives between faculty, staff, adjunct instructors, and administrators utilizing the Competing Values Framework developed by Cameron & Quinn (2011). The quantitative portion of this study analyzed how each employee type viewed the institution’s current culture and how these perceptions were similar or dissimilar to the preferred culture. The qualitative portion, on the other hand, aimed at understanding each group’s viewpoints on the university’s ability to achieve its mission and purpose, adapt and change, clearly communicate, and to effectively lead. These insights were necessary for the researcher to gain insight into the institution’s culture beyond …

Facilitators And Barriers To Treatment Engagement In A Behavioral Parent Training Program, Holland Hayford

USF Tampa Graduate Theses and Dissertations

This quantitative study sought to analyze caregivers’ perspectives regarding facilitators of, and barriers to, attending the behavioral parent training programs (BPTs) known as Helping Our Toddlers, Developing Our Children’s Skills (HOT DOCS) and Developing Our Children’s Skills K-5 (DOCS K-5). Participants included 43 caregivers who successfully completed their respective DOCS program. These caregivers answered two questionnaires which contained items addressing demographic variables (i.e., gender, race, ethnicity, household income, level of education, number of children, and program attendance) and logistic factors of the DOCS programs (i.e., course location, class length, time of day, course duration, availability of transportation, availability of childcare). …

The Twilight Program: A Phenomenographic Study, Chanda Crawley

Doctor of Education in Teacher Leadership Dissertations

Alternative schools are an important concept in current education. This research describes the qualitatively different ways in which student’s experienced an alternative program, like Twilight. In these phenomenographic inquiry two current students, two Twilight graduates, and four Twilight teachers discuss the qualitatively different ways that students’ experience Twilight. The analysis yielded an outcome space of three qualitatively different ways of experiencing Twilight 1. Culture, 2. Self-efficacy, and 3, Teacher impact. Based on the findings of this research, the recommendation includes studying the shifting role of administrators in alternative education.

“I Wish I Knew What I Know Now”: Exploring Psychology Undergraduate Students’ Experiences When Learning About Qualitative Research And Caqdas, Neringa Kalpokaite, Ivana Radivojevic

The Qualitative Report

Learning to conduct qualitative research and use computer-assisted qualitative data analysis software (CAQDAS) can be challenging, which is why it may be more effective to introduce the craft of qualitative research to undergraduate students who have the time and space to learn, even make mistakes, and ultimately build a better understanding for their future studies and careers. There are relatively few published studies sharing insights on teaching qualitative research and CAQDAS to undergraduate students. This descriptive qualitative case study explores students’ experiences in a qualitative research course for undergraduate psychology students, with the aim of discerning how feasible learning both …

The Influence Of Instructor Mental Illness Disclosure On The Perceptions Of Mental Illness, Classroom Climate, Teacher Credibility, Homophily, And Social Attraction, Kirsten L. Bridgemen

Theses and Dissertations

This study uses the lens of Communication Privacy Management theory to analyze the impact an instructor’s depth of disclosure of their mental illness can have on mental illness stigmatization, classroom climate, as well as teacher credibility, homophily, and social attraction. Participants responded to a series of quantitative-based questions regarding a hypothetical syllabus with varied levels of a teacher disclosing their mental illness. Results indicated that none of the investigated dependent variables were negatively affected by the hypothetical instructor’s disclosure, and mental illness stigmatization was lessened. Implications, limitations, and areas for future research are discussed.

Teaching Reading-Writing Connections Online To Pre-Service Teachers In A Children’S Literature Course, Treavor Bogard

Teaching/Writing: The Journal of Writing Teacher Education

This account of transitioning a children’s literature course to remote learning during the Covid-19 pandemic describes the use of digital service learning and instructional scenarios to develop pre-service teachers’ knowledge of teaching writing craft across literary genres.

New Possibilities For Field Experiences: Learning In Practice In A University Writing Center, Michelle Fowler-Amato

Teaching/Writing: The Journal of Writing Teacher Education

In this article, I discuss an initiative to support preservice and practicing English language arts teachers in their growth as teachers of writers through a field experience in a university writing center. In addition, I highlight how I modified these plans when our campus transitioned to online teaching and learning in response to the COVID-19 Pandemic. Demonstrating how teachers grew, despite the challenges we faced, I argue the importance of teacher educators considering new possibilities for field-based teaching learning, particularly during a time in which preservice teachers may have limited access to learning in practice in K-12 schools.

Keeping Things Going: Reflections On Teaching “Teaching Writing” Online, Emily S. Meixner

Teaching/Writing: The Journal of Writing Teacher Education

What does it mean to “keep things going online” in an undergraduate teacher education course on teaching writing? In this article, a teacher educator describes how, in consultation with her students, she adapted a secondary English methods course on teaching writing to teach it online. While highlighting and celebrating what worked, she also reflects on lessons learned and teaching questions that continue to persist.

Looking Forward, Looking Back: Reflections On Values And Pedagogical Choices During Covid-19, Susanna L. Benko

Teaching/Writing: The Journal of Writing Teacher Education

In this reflective essay, the author describes teaching a writing pedagogy course for secondary English education students during the Covid-19 pandemic. The author describes two different bodies of literature – ethics of care and high leverage practices -- and reflects how these concepts guided her pedagogical decision making when moving her class online on a short timeline.

Writing And Adapting Instruction During The Time Of Covid-19, David Premont

Teaching/Writing: The Journal of Writing Teacher Education

Writing and teaching writing during the early parts of the Covid-19 pandemic presented a number of challenges. This article explores a few challenges and possibilities to address the teaching of writing.

An Evolution Of Writer's Notebooks: Authenticity And The Power Of Writing In A Pandemic, Alex Ellison, Sarah Hochstetler

Teaching/Writing: The Journal of Writing Teacher Education

This article narrates how one assignment, the writer’s notebook, evolved when a writing methods course shifted online in response to COVID-19. In offering their early observations and selected reflections from course colleagues on the use of the notebooks, the authors emphasize the power of writing and echo the necessity of authentic writing assignments, especially when the commitment to these always-important values is disrupted.

Alternative Delivery Methods: A Reflection On The Semester That Almost Wasn't, Joshua J. Anderson

Teaching/Writing: The Journal of Writing Teacher Education

As educators we are by our very nature self-reflective practitioners. The COVID-19 pandemic of 2020 forced many of us to reconsider our approaches to remote learning, and this narrative describes my experiences with alternative delivery methods of instruction during the past two months. It is my hope that others can learn from both my successes and my failures. I encourage all educators to thoughtfully examine what they have experienced during this unprecedented time and consider how the lessons learned can positively influence their instructional approaches and readiness moving forward. The narrative begins by contextualizing my background, programs, classes, and institution. …

Building Online Writing Community Through Other-Oriented Lenses In An Era Of Crisis, Kristin A.K. Sovis

Teaching/Writing: The Journal of Writing Teacher Education

This narrative describes how an undergraduate writing teacher educator’s personal response to the COVID-19 pandemic influenced her approach to working with writing methods students. The piece outlines her process for supporting students’ social-emotional and academic needs as the classroom community’s work shifted from face-to-face class meetings and K-5 clinical placements to the online space. Important to this process is building on the course's previously covered course content to re-imagine with students the approaches, routines, and procedures for the now online-only writing community.

Rethinking The Teaching Of Writing In An Era Of Remote Learning: Lessons Learned From A Local Site Of The National Writing Project, Troy Hicks

Teaching/Writing: The Journal of Writing Teacher Education

As the COVID-19 pandemic forced schools to close in the spring of 2020, teacher consultants from a local writing project site were compelled to make their practice public, sharing conversations about what remote learning and the teaching of writing could look like through a series of eight webinars and, subsequently, an open institute in the summer of 2020. Built on principles of the National Writing Project including openness, flexibility, and an inquiry-driven stance toward professional learning, the work of this site’s director and teacher leaders is described as they worked together to think about issues of equity and access, socio-emotional …

Failure, Flexibility, And (Self-)Forgiveness: Authentic Modeling Through Distance Instruction, Brandie L. Bohney

Teaching/Writing: The Journal of Writing Teacher Education

After adjusting her writing methods course for distance learning due to coronavirus restrictions, an experienced teacher but early-career teacher educator gets a difficult and important reminder about what failure in the classroom feels like. Using this failure as an opportunity, she chooses an honest and vulnerable approach to readjusting the course and finds that the strategy serves both her and her students well.

Modeling Adaptive Expertise Together, James E. Fredricksen, Amber Warrington

Teaching/Writing: The Journal of Writing Teacher Education

In this piece, we reflect on our pedagogical responses during the Covid-19 semester as we taught many of the same students in two different undergraduate courses in our English teaching program, namely Teaching Writers in Secondary ELA Classrooms and Assessing Readers and Writers in Secondary Classrooms. We apply the "adaptive expertise" framework to guide our reflections.

Delving Into The First Year: A Case Study Of The Novice Teacher Induction Experience, Lindsay Stewart

LSU Doctoral Dissertations

The issue of high teacher turnover and low teacher retention rates are the driving force of this research. Teacher retention begins with understanding how induction practices are carried out both formally and informally and what support novice teachers need. The majority of research around teacher induction and turnover works with large data sets to produce pertinent percentages and figures (Ingersoll, 2012; Glazerman et al., 2010; Redding & Henry, 2018; Ronfeldt & McQueen, 2017). To supplement the existing research around new teacher induction, this case study was conducted to 1) combine the research-based induction practices with the theoretical underpinnings of these …

Keeping Teachers Afloat With Instructional Coaching: Coaching Structure And Implementation, Siaw Hui Kho, Thapanee Khemanuwong, Shaik Abdul Malik Mohamed Ismail

The Qualitative Report

Despite the press for instructional coaching as a form of effective teacher professional development (TPD), there is still a need to understand what instructional coaching is and how its operations look like. Meanwhile, the coaching literature provides scant guidance particularly about the coaching implementation in the Malaysian context. For the purpose of this study, we explored the processes of instructional coaching in Sarawak, particularly focusing on conceptualising the coaching processes to fine-tune teaching practice. Employing a qualitative case study design, we conducted non-participant observations on coaching conferences of four coach-teacher pairs on a one-to-one basis. We analysed the data obtained …

Blended Learning Showing Gains, Jessica Lynn Becker

Graduate Teacher Education

In light of what is known about how children learn and the use of technology in society, blended learning is proving to be an effective teaching strategy to improve student academic achievement. Blended learning is a combination of digital technology with face-to-face direct instruction. The purpose of blended learning instruction is to combine the benefits of face-to-face direct instruction with the personalization and collaboration of digital technology. Blended learning comes in many different models that meet the many needs of teachers and school districts. It has succeeded in improving student academic achievement in different subject areas by allowing students to …

The Teachers’ Assessment Knowledge And Practice: Contribution Of The Past-Time Experiences To The Present-Time Decision, Ummi Rasyidah, Novita Triana -, Ali Saukah

The Qualitative Report

It is interesting to scrutinize that many variables contribute to a teacher’s assessment knowledge and practice. The teacher’s knowledge is required to comprise not only those of the subject matter and general pedagogy but also that of students. What the teacher experienced as a student-teacher in higher education context likely transformed into her knowledge of teaching, intertwining with her insights of the current development in teaching and learning as well as technology. Using narrative inquiry as its method, the present study highlights a female Indonesian teacher’s assessment knowledge and practice within the context of higher education. The essentials of having …

Educational Experiences Of Multiracial Students: A Literature Review, Ashlea Campbell

Journal of Educational Research and Innovation

Mixed-race students have often been overlooked in research regarding racial identity development. Current research tends to focus on models of multiracial identity development and its implications for college instructors and support personnel, but very little research exists to identify the needs of multiracial students while they are in primary and secondary schools. For this reason, the literature review seeks to ask and possibly answer questions related to multiracial identity development and K-12 schooling.

The literature review provided evidence to suggest mixed-race individuals experience monoracism and microaggressions towards their multiracial heritage both systemically and directly at school, in their communities, and …

Access Granted: The Journey Of Conditionally Admitted, First-Generation College Students At An Hbcu, Zackeus Dontrell Johnson

LSU Doctoral Dissertations

This qualitative case study was undertaken to understand the perspectives of first-generation, conditionally-admitted students, regarding how their participation in a college access program may or may not have contributed to their persistence at a Historically Black College and University. This study was grounded in Tinto’s (2012) Model of Institutional Action for Student Success, Schlossberg’s (1990) Transition Theory, and Astin’s (1984) Student Involvement Theory. This single case study was positioned at a university in the South, named Success State University for this research. The study included 5 female participants who participated in virtual interviews due to the unforeseen Coronavirus 2019 outbreak. …

Title I Schools And Strategies That Work, Michelle Manriquez

Dissertations

Purpose: The purpose of this study was to identify and describe the strategies principals of Title I schools perceived as most effective in improving English language arts (ELA) scores by at least 10 points, through the lens of WestEd’s Four Domains of Rapid School Improvement.

Methodology: This study utilized a qualitative methodology to gather data via the California Dashboard and semi-structured interviews of 11 principals from 11 different sites in northern California that showed at least 10-point growth on the Smarter Balanced Assessment Consortium (SBAC) standardized test. The interview questions were based on the Four Domains for Rapid School Improvement: …

Residency Partnership Development Framework, Bank Street College Of Education

Prepared to Teach

The Residency Partnership Development Framework identifies five distinct yet interconnected domains that are integral to achieving scalable shifts in the teacher preparation ecosystem that will allow all aspiring teachers to access high-quality, funded teacher residencies.