Teacher Education and Professional Development Commons^™

English Teaching Methods Course: Unit Plan Description And Rubric, Nicole Klimow

Q2S Enhancing Pedagogy

This unit plan describes expectations for a unit plan that serves as the cumulative performance assessment for the ESEC 506-E course that single-subject-teacher-candidates in English Teaching Methods Course. In small groups, clustered by the grade level they will be teaching, create a six-week unit plan that incorporates multiple learning standards, assessment practices, and texts grounded by an overarching question(s). This assignment mimics expectations and dispositions that in-service teachers demonstrate daily. The unit must define the academic focus—the big learning expectation that will be assessed summatively—by identifying the learning sequence and formative checkpoints so that learners are “ready” to demonstrate their …

Tssa Report_Winter 2020, Lamies Nazzal

Teaching Skills Study Awards (TSSA) Reports

In this report, I share the main Teaching Skills Practices I learned during presentations I attended at the Mathematics Joint Meetings (Denver, January 15 - 18, 2020). It was a great opportunity to attend presentations on best practices and considerations in designing and developing math courses, ideas and innovations in teaching, and inquiry-based learning and teaching. Attending these presentations is helping me keep improving my teaching practices to better improve the learning experiences of my students, and is helping me (as the coordinator of college algebra/precalculus courses) to further improve our College Algebra Stretch Courses and Support Labs.

“Some Teachers Just Simply Care”: Respect In Urban Student-Teacher Relationships, Alexandra F. Singer, Shannon Audley

#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College

Teachers are ethically obligated to care for their students. One overlooked means of demonstrating care is through respect. However, because respectful behaviors are culturally dependent, exploring experiences of respect from students of color is needed to provide insight into student-teacher relationships. To understand students’ experiences of respect from teachers in the school setting, we interviewed 12 adolescents and emerging adults of color (M age = 17, SD age = 1.81) who attended Urban schools, about their experiences of respect from their teachers. We deductively and inductively coded the interviews separately for definitions of respect and experiences of respect from teachers …

Career: Job Embedded Education On Computational Thinking For Rural Stem Discipline Teachers, Colby Tofel-Grehl

Funded Research Records

No abstract provided.

Working 'Failure' Into Your Learning Design, Nilanjana Saxena Ms.

The Emerging Learning Design Journal

The world is grappling with education failing to meet industry demands for skills. We’re constantly striving to design for learning that is able to meet with the emerging societal and Industrial needs. Against this background what should the learning design strategy be?

Of particular relevance is Productive Failure (PF) a deeper learning design strategy, which runs counter to a traditional Direct Instruction methodology and demonstrates the affordances of experiencing and learning from failure. This brief elaborates on PF, select use cases and applications as well as key design features in operationalising PF.

Leadership Lapse: Laundering Systemic Bias Through Student Evaluations, Debra S. Austin

Sturm College of Law: Faculty Scholarship

This article discusses how law schools' use of student evaluation of teaching (SET) for high-stakes faculty employment decisions amounts to a lapse in leadership because using biased evaluations allows colleges and universities to discriminate against faculty whose identities deviate from white male heteronormativity.

Effects Of Learning A Second Language On English Academic And Low-Frequency Vocabulary Acquisition And Metalinguistic Knowledge, Hayriye Karliova

USF Tampa Graduate Theses and Dissertations

This study compared the possible effects of learning a language from the Italic branch of the Indo-European language family as a second language (L2), namely Latin and Spanish, on English academic and low-frequency vocabulary acquisition and metalinguistic knowledge of native English speaker (NES) undergraduates in their first language (L1), English.

The study sought to attain two objectives: first, it aimed to discover the effects of learning Latin and Spanish as L2s with respect to the vocabulary acquisition of NES undergraduates; second, it aimed to detect the effects these L2s in terms of metalinguistic awareness. In both cases, the focus was …

Voice And New Literacies: Student Perceptions Of Writing Instruction In A Secondary English Classroom, Jenny M. Martin

Teaching/Writing: The Journal of Writing Teacher Education

Voice is an integral part of writing instruction, and over half of state writing assessments include voice on scoring rubrics; yet, there is a dearth of research on voice and writing instruction with adolescents. Increasingly new literacies and digital tools are being used in the high school English classroom but with relatively little known about how these tools can teach voice during writing instruction. This qualitative single-case study examined how a public school, ninth-grade English teacher used new literacies to develop voice in students’ writing and participants’ perception of these instructional choices. The sample included the teacher and 14 students, …

Influential Fellows: A Professor And Writing Fellows Reflect On Identities, Feedback, And Communities, Sharlene Gilman, Paxton Beck, Nancy Zola

Teaching/Writing: The Journal of Writing Teacher Education

Insufficient attention has been directed to first year and first generation developmental writing students whose courses involve embedded peer and near-peer tutors. This article explores the learning communities and learning and teaching identities mutually constructed by one professor of developmental composition and two Writing Fellows who are secondary English education majors through working together with our population, and how relationship dynamics impacted identities and curricular choices.

Teacher Candidates As Writers: What Is The Relationship Between Writing Experiences And Pedagogical Practice, Vicki Mcquitty, Ellen Ballock

Teaching/Writing: The Journal of Writing Teacher Education

Both teacher candidates (TCs) and practicing teachers are asked to engage in personal writing experiences as means of learning about writing instruction. Yet, research on the relationship between writing and teaching writing provides variable, sometimes contradictory, results. This study investigated the relationship between TCs’ experiences writing a personal narrative in an undergraduate teacher education course and how they read and respond to a second grader’s personal narrative. Results indicate that, initially, many TCs did not draw on their writing experiences to inform how they analyzed, interpreted, and responded to the student’s composition. However, when specifically prompted to think about their …

Learning To Teach Writing Across Contexts, Kristine Pytash

Teaching/Writing: The Journal of Writing Teacher Education

The purpose of this study is to examine how Jacob (pseudonyms are used), a preservice teacher, understood and implemented writing instruction during an early field experience and then again during his student teaching placement. This study contributes to the literature suggesting that the context where the teaching occurs significantly influences preservice or novice teachers’ instructional decision-making. Examining how Jacob appropriated conceptual and pedagogical tools during his early field experience with his implementation, or lack of, at his student teaching site, deepens the field’s understanding of how context influences instructional decisions and how preservice teachers may hold on to certain beliefs …

When Memories Make A Difference: Multimodal Literacy Narratives For Preservice Ela Methods Students, Kate Hope

Teaching/Writing: The Journal of Writing Teacher Education

This article examines multimodal literacy narrative projects designed by students in a methods of teaching course for secondary preservice English Language Arts teachers. For the multimodal project, preservice teachers infused written, audio, and visual text using a variety of creative mediums. Through combined theoretical frames, the researcher explores semiotics and preservice teachers’ use of multiliteracies as they shift their conceptions of what it means to compose. Finally, this article explores how the act of reflection through the literacy narrative influences preservice teachers’ notions of teaching composition through a variety of mediums.

Exploring The Impact Of Teacher Collaboration On Student Learning: A Focus On Writing, Shannon M. Pella

Teaching/Writing: The Journal of Writing Teacher Education

In this yearlong case study, six English teachers in an urban high school in Northern California engaged in sustained collaboration focused on developing and enacting strategies to improve the writing skills of their culturally and linguistically diverse freshmen. The study was conducted between August 2018 and June 2019, to determine the connections, if any, between teacher collaboration and student learning. Qualitative data were analyzed from teacher collaboration and observation of classroom practices, focus groups and teacher-created artifacts. Students’ on-demand writing assessments in fall and spring were compared with instructionally supported writing. Student surveys were analyzed in a mixed methods approach. …

Preservice Teacher Writer Identities: Tensions And Implications, David Premont, Shea Kerkhoff, Janet Alsup

Teaching/Writing: The Journal of Writing Teacher Education

Because of recent attention underscoring the lack of preservice teachers’ (PSTs) writer identities , the purpose of this manuscript is to learn more about the writer identities of two PSTs, how to uncover the tensions that exist therein, and how they intend to enact that writer identity in the secondary classroom. This multiple case study examines the writer identity of two PSTs from a midwestern university in the United States. Data collection included a visual metaphorical representation, participant generated reflections in class, and participate generated reflections in practicum. The data suggest that contrasting writer identities exist among preservice ELA teachers …

Analysis Of Elementary School English Teachers’ Professional Dialogue As Their Professional Development, Chin-Wen Chien

Australian Journal of Teacher Education

This qualitative study analyzed the professional dialogue among 67 English teachers at seven elementary schools in New Taipei City in Taiwan. Based on the analysis of the documentation, observation, and interviews, the study has two major findings. First, the knowledge and skills covered in the professional dialogues of English teachers concerned planning, implementing, and managing instruction. Second, English teachers regarded their professional dialogues as effective and goal-oriented. In order to make professional dialogues into job-embedded professional development for English teachers, they must be goal-oriented and carried out in an environment of care and trust. Moreover, professional dialogue can take the …

Challenges For Beginning Secondary Technology Education Teachers, Sally E. Arnett-Hartwick, John Cannon

Online Journal for Workforce Education and Development

Objective: The purpose of this study was to describe challenges faced by beginning technology education (TE) teachers in [state]. Background: The highest attrition rates are among beginning teachers and with a continued shortage of TE teachers, identifying the problems new teachers encounter need to be identified for retention and the sustainability of the TE profession. Method: A qualitative research design using an online questionnaire was completed by 27 [state] TE teachers who had taught four or fewer years. Results: Qualitative analysis revealed four themes: facility management, student management, external relations, and instruction management. Each theme contained subthemes; the predominant subthemes …

Learning To Teach In Diverse Schools: Two Approaches To Teacher Education, Ashlee B. Anderson, Brittany A. Aronson

The Qualitative Report

With this paper, we explore two approaches to teacher education, paying attention to how teachers are prepared to work in diverse school settings in a time of increasingly competitive neoliberal, market-based reform. These two approaches reflect completion of a traditional teacher education program and completion of Teach for America (TFA). The findings are based on two independent interview studies that are informed by the researchers’ joint commitments to postcritical ethnography, which consider issues associated with positionality, reflexivity, objectivity, and representation. The first interview study engaged teachers who graduated from a traditional teacher education program, as well as two participants with …

Call For Manuscripts, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Copyright And Open Access, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Habitus And Imagined Ideals: Attending To (Un)Consciousness In Discourses Of (Non)Nativeness, Madina Djuraeva, Lydia Catedral

Teacher Education Faculty Publications

This study responds to scholarship that has examined “folk concepts” of (non)nativeness through the lens of imagined ideals of the native speaker, by proposing a framework that integrates both ideals and habits. We operationalize these concepts by drawing from the theoretical notions of chronotope, scale, and habitus. Using data from interviews with Central Asian transnational migrants, we demonstrate how attending to both the habitual and idealized aspects of speakers’ metalinguistic commentary offers a more holistic approach to the study of multilingual repertoires and speakers’ social positionings in relationship to (non)nativeness. Our findings demonstrate how identification as a “(non)native” speaker may …

Students’ Perceived Cultural Intelligence Outcomes Based On Their Participation In Undergraduate Courses That Embed Short-Term International Travel: A Case Study, Margaret Arrison Nolan

Graduate Theses & Dissertations

Cultural intelligence (CQ) refers to an individual’s capability to successfully adapt to new or unfamiliar cultural settings (Earley & Ang, 2003). The purpose of this study was to gain a holistic and comprehensive understanding of the phenomenon of CQ within the context of higher education pedagogy. This study explored undergraduate students’ perceived outcomes of CQ based on their participation in full semester courses that embedded short-term international travel (SIT). The researcher conducted a qualitative, phenomenological case study that explored, in depth, the nuances of students’ shared lived experiences in SIT, and how these experiences intersected with students’ perceived CQ outcomes …

Planting Seeds Of Numeracy: Supporting Quantitative Literacy In Young Children, Jennifer Ward, Victoria J. Damjanovic

Numeracy

This paper aims to present how quantitative literacy was made a focus in a preschool classroom of three- and four-year-old children. With a focus on examining two areas of quantitative literacy, number knowledge and counting (Jordan, Kaplan, and Locuniak 2007) we seek to explore how educators, within an early childhood setting, used a project approach (Katz, Chard, and Kogan, 2014) and inquiry-based practices to build and extend upon the emerging competencies of the children. Utilizing narrative inquiry (Clandinin & Connelly, 2000), we draw from planning meeting notes, lesson plans, and lesson artifacts to construct a story that chronicles the journey …

The ‘ Dialogic’ Of Pedagogical Design: Elementary Teachers Who Consistently Integrate Digital Technologies, Aaron R. Gierhart

Theses and Dissertations

Despite the pervasiveness of digital technologies in society and educational settings, gaps in digital participation for elementary learners and means-end views of the benefits and effectiveness of digital innovations for teaching and learning persist. The focus on digital technologies at the elementary level must shift to critical pedagogy in order to promote effective teaching and learning and equitable student participation in an increasingly digital society. A teacher’s pedagogy continually evolves across their entire life journey and is never fully mastered; therefore, in order to better understand the development of pedagogical design with digital technologies by elementary teachers, it was vital …

Teaching Standards, Approaches, And Techniques For K-12 Chinese Classes In The Us, Jia Xu

Chinese Language Teaching Methodology and Technology

K-12 is the term used to denote the primary and secondary education system in the U.S., from kindergarten to 12th grade. Second language education is critically important, especially for Chinese language, which has become the fourth most widely taught foreign language at the K-12 levels in the country. This thesis addresses K-12 foreign language frameworks and content standards, as well as discusses and summarizes effective teaching approaches and techniques for K-12 Chinese Classes in the US; and therefore, provides a reference for teachers, schools, and educational institutions. This thesis includes three parts: Part One summarizes K-12 Chinese education in the …

Etymologies Of Chinese Hànzì And Japanese Kanji: Explanations On Liùshū 六書 And Rikusho 六書, William P.M. Funk

Chinese Language Teaching Methodology and Technology

This paper outlines Liùshū 六書 interpretations of Chinese character etymology to help co-create a better approach for educators in supporting character literacy development in students of the East Asian languages that utilize Chinese writing. The Liùshū 六書 Rikusho 六書approach to character instruction can be interpreted as a strategy to spark interest in western learners providing more detailed explanations that deal with the pictographic and compound nature of Chinese character formation. All non-English words are italicized or bolded, Chinese based terms are in Mandarin Pīnyīn 拼音, and Japanese terms are written in Romaji ローマ字 representing their differences phonetically to integrate foreign …

Sobrato Early Academic Language (Seal) Model: Final Report Of Findings From A Four-Year Study, Center For Equity For English Learners, Loyola Marymount University, Wexford Institute

Reports

The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California.

Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot …

Unprepared To Be Culturally Responsive: An Examination Of Secondary Esl Educators In Rural Louisiana, Danielle Marie Butcher

LSU Doctoral Dissertations

The purpose of this study was to examine the problem of instructing English learners in a rural Louisiana district. The following questions guided this study: (1) How do the teachers perceive their pre-service and in-service training for English learners?, (2) How do the teachers perceive their ability to implement culturally responsive pedagogical practices for English learners?, (3) How do the teachers perceive the district’s approach to tangible, informational, and emotional supports for English learners?, and (4) What are the teachers’ perceptions, if any, of sociocultural inequities faced by English learners? And how, if any, do these sociocultural inequities affect the …

Beth Rice, Beth Rice, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Beth Rice is a native of Tennessee and studied at University of Tennessee Martin and University of Tennessee, Knoxville, before entering the field of child nutrition. Beth worked in a residential child care institution, for the Tennessee State Department of Education, and as a child nutrition director for Lake County, Tennessee, before joining the Fulton County School District in western Kentucky, from where she retired. Beth now works as a consultant for the Institute of Child Nutrition, instructing other directors in a course called Orientation to School Nutrition Leadership.

“Estamos Aquí Pero No Soy De Aqui”: American Mexican Youth, Belonging And Schooling In Rural, Central Mexico, Eric Ruiz Bybee, Erin Feinauer Whiting, Bryant Jensen, Victoria Savage, Alisa Baker, Emma Holdaway

Faculty Publications

This article explores notions of belonging and citizenship for “American Mexican” students— Mexican-heritage youth born in the United States who return to Mexico with their families. Our findings reveal belonging as a sociocultural practice that participants negotiated spatially and relationally, chiefly by making their US-born status more and less visible within particular spaces at school. The experiences of American-Mexican youth reveal the crucial roles of migration and belonging in shaping civic identities and future potentials in a transnational world.

Guest Editor's Introduction To Special Issue On Sotl-Ah, Kelly Donahue-Wallace

Art History Pedagogy & Practice

No abstract provided.