Teacher Education and Professional Development Commons^™

Learning To Look, Looking To Learn, Karen Rothschild, Marvin Cohen, Babette Babette Moeller, Barbara Dubitsky, Nesta Marshall, Matt Mcleod

All Faculty and Staff Papers and Presentations

In order to plan and implement lessons that will be effective for a wide variety of learners, teachers must assess what students know and how they know it. They must also know students’ academic strengths, challenges, and preferences. Careful observation of what students do and say as they work provides a rich source of data about both their knowledge and ways of learning. We highlight three strategies we use to help teachers refine their understanding of individual students:

(a) building teachers’ skills in observing without making judgements; (b) teaching teachers to use a shared, neurodevelopmental framework through which to view …

Proficient Or Deficient? Pre-Service Elementary Teachers' Social Studies Content Knowledge In The Era Of Nclb, Kimberlee Anne Sharp, Kimberely Fletcher Nettleson

Faculty Research at Morehead State University

Millennial generation pre-service teachers enrolled in undergraduate social studies methods courses are largely the products of NCLB and the concomitant marginalization of social studies during their K-12 education experience. This study examined a sample (N=136) of pre-service elementary teachers’ entry-point social studies content knowledge strengths and weaknesses over a three-year time frame and the degree to which NCLB era K-12 content standards had an impact on pre-service teachers’ entry-point content knowledge scores. The unintended consequences of NCLB on pre-service elementary teachers’ social studies content knowledge and recommendations for intervention and continuous improvement are presented in this paper.

How Design Features In Digital Math Games Support Learning And Mathematics Connections, Patricia S. Moyer-Packenham, Christina W. Lommatsch, Kristy Litster, Jill Ashby, Emma P. Bullock, Allison L. Roxburgh, Jessica F. Shumway, Emily Speed, Benjamin Covington, Christine Hartmann, Jody Clarke-Midura, Joel Skaria, Arla Westenskow, Beth L. Macdonald, Jurgen Symanzik, Kerry Jordan

Teacher Education and Leadership Faculty Publications

Current research shows that digital games can significantly enhance children’s learning. The purpose of this study was to examine how design features in 12 digital math games influenced children’s learning. The participants in this study were 193 children in Grades 2 through 6 (ages 8-12). During clinical interviews, children in the study completed pre-tests, interacted with digital math games, responded to questions about the digital math games, and completed post-tests. We recorded the interactions using two video perspectives that recorded children’s gameplay and responses to interviewers. We employed mixed methods to analyze the data and identify salient patterns in children’s …

Developing Student Engagement As A Stepping-Stone To Partnership: Teaching And Learning In Critical Thinking, Jim Henman, Simon Herbert, Rebecca James

Teaching and Learning Together in Higher Education

No abstract provided.

A Reflection Of Student-Teacher Partnership In A Vocational Setting, Paul Padfield

Teaching and Learning Together in Higher Education

No abstract provided.

Understanding Partnership Approaches: The Implications Of The New Zealand Defence College (Nzdc), Jonathan Franklin

Teaching and Learning Together in Higher Education

No abstract provided.

Reconceptualising History Teaching And Assessment To Meet Student Expectation, John Griffiths

Teaching and Learning Together in Higher Education

No abstract provided.

Student And Staff As Partners In Learning And Assessment Conversations, Eva Heinrich

Teaching and Learning Together in Higher Education

No abstract provided.

Paying It Forward: Partnership With Students In Assessment, Linda Rowan, Warren Granger

Teaching and Learning Together in Higher Education

No abstract provided.

Learning Online: A Safe And Engaging Place, Elida Raquel Direnzo, Hayley Dustin

Teaching and Learning Together in Higher Education

No abstract provided.

Teacher-Student Partnerships In A Study Of Specialist Teachers’ Fulfillment, Wendy Holley-Boen

Teaching and Learning Together in Higher Education

No abstract provided.

Students As Partners In Creating An Alternative Approach To Teach Farm Business Management In New Zealand, Or: "Can Financials Be Sexy?", Eva Schröer-Merker, Karen Hytten

Teaching and Learning Together in Higher Education

No abstract provided.

Promoting Student Partnership In A Postgraduate Environmental Management Programme Through Thesis Research And Writing Workshops, Karen Hytten, Eva Schröer-Merker, Sofia Denfeld, Lovisha Dhoomun, Sylvia Villacís Lozada

Teaching and Learning Together in Higher Education

No abstract provided.

Assessment And Learning Together In Higher Education, Roseanna Bourke, Claire Rainier, Veerle De Vries

Teaching and Learning Together in Higher Education

No abstract provided.

Playing With Partnership Approaches In Higher Education, Roseanna Bourke

Teaching and Learning Together in Higher Education

No abstract provided.

Fape, Lre, And Related Laws: Implications For Inclusion And Co-Teaching, Tori L. Colson, Moriah J. Smothers

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Unfortunately, IDEA implementation is still a problem for many schools today (Hill, Martin, & Nelson-Head, 2011). What are the causes of this? Could it be because many teachers do not have knowledge of the law? More and more students with disabilities are being served in the general education program with their peers. This is a result of several federal laws enacted to ensure that students with special needs are educated in the least restrictive environment. Inclusion of students with disabilities in the general education curriculum is a way to make sure that students are taught in the least restrictive environment …

Developing A Clinical Literacy Experience That Improves Outcomes For Students And Preservice Teachers, Susan Keesey, Charley Jo Allen, Madison Loy, Amanda Schaefer

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Improving literacy outcomes so more students graduate from high school career- and college- ready is critical in today's society. There is a wealth of evidence-based practices for teachers to utilize and yet student literacy outcomes fail to improve. This article provides an example of how a clinical model literacy clinic, housed in a partner elementary school, improved learning outcomes for preservice teachers and the at-risk students they instructed. During this twice weekly, semester-long literacy clinic, the preservice teachers explicitly taught all five critical literacy components to support struggling readers with the focus on using high-leverage practices for instruction. This taught …

Using High-Leverage Practices To Support Twice Exceptional Learners, Susan Keesey, Kelsey Highbaugh

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Students documented as twice-exceptional, possessing both giftedness and a disability, are a group of learners that despite strong potential, are often misunderstood and misdiagnosed. Often, for these students, either the giftedness hides the disability or the disability overshadows the giftedness. It is important that teacher education programs help preservice teachers learn how to recognize and support students classified as twice-exceptional. High-leverage practices can help support twice-exceptional students. This article demonstrates how all four key components of HLPs (i.e., collaboration, assessment, social/emotional/behavioral practices, and instruction) can be incorporated into the plan to support twice-exceptional learners and maximize learning outcomes for these …

How Shall We Prepare Teachers For Deeper Community Partnerships?, Jared R. Stallones

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Increasingly, high schools partner with local communities to provide students with meaningful work-based learning experiences, yet teacher preparation programs do not teach candidates how to facilitate, maintain, and make best use of these partnerships. This article investigates how to prepare candidates to work in these new school formats.

Developing Growth Mindset And Grit In Preservice Teachers, Susan Keesey, Amanda Schaefer, Madison Loy, Charley Jo Allen

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Educator preparation programs are charged with developing preservice teachers ready to meet the many challenges of today's classrooms. Developing a growth mindset and GRIT provides future educators with important dispositions to increase their teaching effectiveness and improve the success of their students. A growth mindset helps learners realize that intellect is not fixed but through time and effort, skills will increase. Developing GRIT (i.e., growth, resilience, integrity, and tenacity) builds the perseverance to continue until goals are reached. Developing GRIT and a growth mindset helps teachers understand that all students, even diverse learners, can be successful if provided the appropriate …

How Race And Racism Empower A School's Curriculum, Sunni Ali

Journal of Research Initiatives

Teaching students about race and racism are so multi-faceted and sophisticated, yet it remains the most crucial conversation and lesson to have with young people to empower them. One of the useful ways Americans can attempt to unravel and transform this complicated legacy is to make it a part of a school’s curriculum. Allowing race and racism to remain a hidden-aspect of a school’s curriculum reinforces its trivialization and dysfunction.

Indeed, having constructed, well-thought-out lessons about race and racism “myth-bust” any attempts for future Americans to continually embrace xenophobia and genetic inferiority. In recent years, the institution of education and …

The Impact Of Flipping An Educational Psychology Classroom On Learning At Different Levels Of Bloom's Taxonomy, Mona Ibrahim 2993299, Itohan Agbenin

Perspectives In Learning

This study examined the effects of the flipped classroom (FC) on overall learning in an undergraduate educational psychology course. Learning in the FC at the different levels of learning in Bloom’s Taxonomy (BT) was also investigated. We predicted that students in the FC would learn more than students in the traditional class and that students in the FC would initially score higher on items assessing lower BT levels (LL), but as they get more FC experiences would score higher on items assessing higher levels of BT (HL). Results indicated that there were no differences in exam scores between the traditional …

Volume 17 Issue 1 Preliminary Pages, Jennifer Brown

Perspectives In Learning

Volume 17 issue 1 preliminary pages, including table of contents

The Implementation Of Reading Circles In An Educator Preparation Program Course, Yvonne Hefner

Perspectives In Learning

This study examined the effectiveness of the implementation of reading circles along with a wiki in an undergraduate special education methods course as a way to increase understanding and retention of course content. Reading circles offered a direct way to encourage reading of course content. In addition, the use of the wiki allowed the students to construct, discuss, revise, and fine-tune their understandings and interpretations of assigned readings. Both the reading circles and the wiki emphasized collaboration through an ongoing process and, as such, complemented each other in very powerful ways. The results of this study support the implementation of …

“You Can’T Know Until Someone Tells You Or You Experience Something”: Talking Back To Deficit Discourse With Digital Photo Stories And The Not-Ice Teacher Discussion Protocol, Jennifer K. Allen

Perspectives In Learning

This practitioner research study explored the use of student-created digital photo stories combined with focused teacher conversations guided by the NOT-ICE protocol (Author, 2016) to provide insight into why Latin@ students’ talents may be overlooked by classroom teachers. Digital photo stories, created by emergent bilingual elementary Latin@ learners, were used to elicit the primary data from the study. Teacher co-researchers participated in small-group, collaborative discussion sessions to investigate and understand how schooling labels carry potential biases that obscure students’ gifts and talents. Findings indicate that digital photo stories can act as counter-stories by disrupting teachers’ commonly held (mis)perceptions about emergent …

Informal Advocacy As A Way To Deeper Learning Of Adult Development And Aging Processes, Part 2, Dean D. Vondras

Perspectives In Learning

To enhance engagement and deepen learning in undergraduate courses that focus on adult development and aging, two informal advocacy classroom activities were created and surveyed. The surveys were brief empirical assessments of Problem-Based Learning (PBL) activities, and contained closed- and open-ended questions. Results from Study 2 suggested students’ enjoyment of the informal advocacy discussion and the creation of a public service announcement to be positively associated with survey ratings of increased insight, enhanced understanding, broader awareness, and the gaining of new knowledge about the concerns of older adults. Narrative responses from both studies suggest informal advocacy for older adults to …

Infographic: Teacher Training In Student Career Guidance, Dominique Russell

Teacher infographics

In a new working paper published by the OECD, results from a survey of teachers conducted in PISA 2015 are presented. Teachers were asked if training in student career guidance and counselling was included in their initial teacher education or in their professional development activities during the last 12 months.

Organizational Induction: A Qualitative Study On Institutional Induction Programs For New Faculty In Independent School Communities, Jamie Nicole Segraves

Seton Hall University Dissertations and Theses (ETDs)

As job dissatisfaction continues to be a lead cause of teacher turnover (Brill & McCartney, 2008; Moore, 2012; Smith & Ingersoll, 2004) in both the public and private sectors of education, a deeper understanding of what contributes to the dissatisfaction of the profession is warranted. While several factors influence overall job satisfaction or a lack thereof, the implementation of induction and mentoring programs in education has shown, in particular, an increase in overall teacher retention, especially of teachers new to the profession (Brill & McCartney, 2008; Humphrey, Wechsler, Bosetti, Park, & Tiffany-Morales, 2008; Kelley, 2004; Smith & Ingersoll, 2004; Tak …

September 2018 Cafe Newsletter, Center For Advancing Faculty Excellence

CAFE Faculty Newsletters

No abstract provided.

Early Childhood Leadership: A Photovoice Exploration, Kristi Cheyney-Collante, Melissa Cheyney

The Qualitative Report

The first five years of a child’s life represent critical windows in physiological, social-emotional, and cognitive development. Administrators of early childhood (EC) programs play a pivotal role in determining the quality of experiences that unfold for young children in center-based care. Using photovoice, semi-structured administrator interviews, and participant-observation, we aimed to identify the factors contributing to one center’s atypically excellent outcomes with diverse children and families. Our textual and photographic analyses revealed three findings. First, administrators saw themselves as embedded within a larger system of barriers characterized by low positionality within an educational caste system that is marked by pervasive …