Other Teacher Education and Professional Development Commons^™

Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning In A Teacher Education Programme, Jocelyn M. Howard, Adèle Scott

Australian Journal of Teacher Education

Ongoing developments in e-learning, improved internet accessibility and increased digital citizenry provide exciting opportunities to integrate effective classroom pedagogies with online educational technologies, creating mixed-mode courses to enhance student engagement and facilitate greater autonomous learning. This research examines pre-service teacher education students’ perceptions of the effectiveness of experiential and digitally-mediated tools which take them beyond the constraints of traditional lecture-type delivery. Quantitative and qualitative results from distance and face-to-face cohorts show the value the students ascribe to tools employed in a modified language course. These are discussed in relation to reported changes in students’ proficiency in the target language and …

A Simulation Pedagogical Approach To Engaging Generalist Pre-Service Teachers In Physical Education Online: The Gopro Trial 1.0, Brendon P. Hyndman

Australian Journal of Teacher Education

There has been a continuous increase in enrolments within teacher education programs in recent years delivered via online and external modes. Such levels of enrolment have raised discussion around the theory-practice nexus and whether pre-service teachers (PSTs) can optimally engage with practical learning components via online platforms. This paper provides insight into the potential and feasibility of using GoPro video technology as an innovation in online teacher education delivery of practical physical education (PE) classes. Upon completion of the university semester, qualitative data was collected detailing the generalist PSTs’ perceptions relating to the potential of using GoPro video footage to …

The Immigrants In The Central Coast Of California Need Motivation To Attend Classes And Learn English As Their Second Language, Martin Rodriguez-Juarez

Master's Projects and Capstones

This field project shows that the immigrant community that works in the fields from the Central Coast of California need the motivation to attend adult school to learn English as their second language. A six-week courses is included.

The Living Classroom: A Professional Learning Session, Albert P. Buckley Jr.

Instructional Design Capstones Collection

The American public school classroom has begun moving from the traditional furniture of education (hard plastic chairs attached to desks) to flexible mobile furniture as part of a holistic approach to creating a learning environment that enhances learning for its students. This project describes the process derived in the development and delivery of an asynchronous professional learning session aimed at helping teachers acclimate and engage new or adapted physical and psychological attributes to the learning environments in their care. The program is backed with research demonstrating why the progressive classroom improves the learning experience for both students and teachers. The …

Call For Manuscripts!

Journal of Science Education for Students with Disabilities

Call For Manuscripts!

Journal of Science Education for Students with Disabilities (JSESD)

The Journal of Science Education for Students with Disabilities is a multi-disciplinary, peer-reviewed journal with an international focus on providing information on science education for students with varying types and levels of disabilities. We aspire to publish the best of theoretical research and practical application and we review articles by both special and general educators. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management issues in science education.

Copyright Statement

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their University departmental website, or on their own personal websites

Current Trends In Psychological And Educational Approaches For Training And Teaching Students With Autism In California, Trisha Sugita

Education Faculty Articles and Research

Within the United States, Autism Spectrum Disorder (ASD) has seen a dramatic increase over the past twenty years. As the prevalence rate of ASD increases, an increased need for expertise in the field of education has become apparent. Psychological and educational practices for training and teaching students with ASD continue to evolve in California however, a significant gap between theory and practice remains. This article provides a historical perspective of ASD and its prevalence rates. In addition, this article examines the current shifts in teacher training and provides an overview of evidence-based strategies to support students with ASD.

Elementary Principal Perceptions Of The Tennessee Educator Acceleration Model, Jason W. Vance

Electronic Theses and Dissertations

The Tennessee Educator Acceleration Model (TEAM) had been in a state of reform since being awarded the Race to the Top Grant. Few teachers admit that an evaluation influenced them significantly; additionally, few administrators agreed that when they evaluated a teacher, it did not significantly affect the teacher or students. The purpose of this qualitative study was to determine the perceptions of building‑level principals regarding the effectiveness (i.e., increased teacher participation and quality) and efficiency (i.e., produces the required results) of the TEAM in regard to teacher evaluations. Four elementary school principals from East Tennessee participated in the study. The …

Learning: It's Personal, Angela Atwell

Publications

If you have any questions about this presentation or would like a copy of the handout, please contact Angela Atwell. Her information can be found at the end of the presentation.

Contrary to popular belief, teaching and learning in an online environment is not easier or less work than a traditional classroom. It takes intentionality, discipline and commitment from both the instructor and the student. However, the flexibility offered by online programs makes this option increasingly appealing. With this growing demand, online instructors must think critically about the content, strategically plan activities and align outcomes with diverse student goals. All …

An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth

Journal of Science Education for Students with Disabilities

This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …

Fives: An Integrated Strategy For Comprehension And Vocabulary Learning, Mary Shea, Nancy Roberts

Journal of Inquiry and Action in Education

This article describes a strategy that emphasizes the integration of all language and literacy skills for learning across content areas as well as the importance CCSS place on learners’ ability to ask questions about information, phenomena, or ideas encountered (Ciardiello, 2012/2013). FIVES is a strategy that meaningfully integrates research-based methodologies associated with reading, writing, speaking, listening, viewing, and visually representing for differentiated disciplinary literacy instruction related to authentic texts and issues. The strategy described can be universally applied across disciplines to develop high levels of competence with literacy processes and content.

Perceptions Of Fidelity And Adaptation In Evidence-Informed Interventions By Women Of Color Sexuality Health Educators, Sara C. Flowers

Dissertations, Theses, and Capstone Projects

Sexuality health educators (SHEs) adapt interventions to the participants’ needs in the dissemination and implementation of comprehensive sexuality education (CSE) programming. However, there is a lack of understanding of how, why and when SHEs make such adaptations. Success or failure of the transfer of prevention technology to practitioners occurs by determining community capacities and preparedness to adopt/adapt high-impact interventions to effectively manage implementation. Experts argue for evidence-informed interventions (EII), as opposed to evidence-based interventions (EBI), as the best way to incorporate research in applied settings. EBIs are solely guided by recommendations from current evidence, whereas EIIs recognize and incorporate the …

The Relationship Of Formative Assessment To The Professional Development And Perspective Transformation Of Teachers, Kimberly K. Snyder

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

This study uses practitioner research to explore teacher perspectives about formative assessment. The researcher engaged in a four-month-long series of professional development sessions with one middle school and two high school English-Language Arts teachers from the Capital View School District. Understanding formative assessment as a process to monitor student learning and then customizing instruction based on the data gathered from the formative assessment is a complex skill in which teachers need practice and even coaching to become adroit. The sessions were intended to help early-career teachers better understand formative assessment and incorporate it as a strategy in their teaching praxis. …

The Explorations Program: Benefits Of Single-Session, Research- Focused Classes For Students And Postdoctoral Instructors, Jeremy L. Hsu, Anna M. Wrona, Sarah E. Brownell, Waheeda Khalfan

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

We present an update to Explorations, a program at Stanford University that allows undergraduates in an introductory biology course to explore specialized topics in the biological sciences while providing graduate students and postdoctoral scholars the unique opportunity to develop and teach single-session, research-focused classes. We provide an assessment of eight iterations of the program, using program attendance, student and instructor evaluations, senior exit surveys, course grades, and completion of undergraduate honors theses to assess the impact of our program on students and instructors. Students rated their experiences highly, and most reported that the program had a positive impact on their …

The Effects Of Consistent Observation And Feedback On Teacher Practice And Motivation To Refine Instruction, Scott I. Nasatir

Dissertations

This evaluation of a pilot program investigates the effects consistent observation and feedback had on teacher practice and motivation to refine instruction. An observation-feedback loop was initiated at a high school in a large Midwestern urban school district where teachers received bi-weekly observations and were provided with instantaneous feedback. Current research has shown that teacher evaluation, if utilized appropriately and with fidelity, can be a strong lever to improve instructional practices. While the advantages are vast, few schools and districts alike are also enacting measures to roll out a companion model that has “coaching” attributes embedded to support educators entrenched …

Indiana Science Initiative Increases Istep+ Passing Rates, Paul Ainslie

Purdue P-12 Networking Summit & Poster Session

No abstract provided.

Beyond Behavior, Craig C. Laupheimer

Scholarship and Engagement in Education

Teaching to engage students with Attention Deficit Hyperactivity Disorder (ADHD) can inspire the whole classroom and make teaching and learning engaging and exciting. Although teachers and students alike face a challenging educational landscape, much can be done to empower students with special needs. Teaching with the whole classroom in mind with an emphasis on hands on, explorative and inspirational learning experiences to accommodate for these students strengthens and causes student engagement and agency. This article highlights the challenges and potential breakthroughs possible for classroom instruction specifically where the ADHD student is concerned and looks towards teaching mindfulness and empowerment as …

Inclusive Settings: Rti In The General Education Classroom, Brittany Graves

Honors Projects

The premise of this study was derived upon seeing a severe need for professional development in my current field work experience. I set out to determine a possible solution to the lack of cohesion among general and special educators evident in my local school district. This small town rural school is looking to expand RTI, and intervention technique, to decrease gaps in education for at risk students. With issues of cohesion and professional development evident, I collected and analyzed data in order to determine a way the school district can still incorporate and expand their Response to Intervention (RTI) practices. …

The Importance Of Linguistic Diversity Instruction Within Teacher Education Programs, Rhiannon L. Finney

Honors College Theses

The United States is continuously growing, and as it grows it has become more and more diverse. As diversity increases, awareness of culture becomes a more pressing and important manner. So, while schools have often worked to include and encourage multiculturalism and diversity within their boundaries, one major section has been left out of the equation. The importance of linguistic diversity is vastly misunderstood and left out of teacher education programs, negatively impacting young students, particularly those of traditionally marginalized groups. In order to better prepare prospective teachers and to help provide a real social change in an inherently racialized …

An Examination Of Teacher Understandings Of Technology Integration At The Classroom Level, Shawn M. Carlson Phd

All Student Scholarship

The purpose of this dissertation is to describe and understand how teachers describe the changes in their practices as a result of ten years participation in a one-to-one environment. This research study focuses on one successful middle school’s adoption of laptops to support teaching and learning. A qualitative study using interviews of key participants was undertaken with teachers and administrators. The Technological, Pedagogical and Content Knowledge (TPACK) framework was used in conjunction with Rogers’ Diffusion of Innovation framework to understand from the participants’ perspective changes to their practice. The results indicate teachers underwent changes in their use of technology to …

2016 Ijbe Front Matter, Tamra Connor

International Journal for Business Education

1. Editorial Board
2. President's Letter
3. SIEC-ISBE International

Pre-College Deaf Students’ Understanding Of Fractional Concepts: What We Know And What We Do Not Know, Keith Mousley, Christopher Kurz

Journal of Science Education for Students with Disabilities

Mathematical knowledge and skills are crucial to success in academics and the workplace. The Common Core State Standards emphasizes fraction teaching and learning in elementary school. This mixed-method study explores fraction concept understanding among 14 deaf and hard of hearing participants between the ages of 8 and 16, as quantitatively measured by their ability to describe the properties of fractional numbers, convert between fractional numbers and their visual representations, and determine the order and equivalence of fractional numbers. Furthermore, the qualitative study was supplemented by interviews with the deaf participants and surveys with their parents and teachers to examine use …

Fostering An Inclusive Stem Workforce, Cary A. Supalo Dr.

Journal of Science Education for Students with Disabilities

The following keynote address was delivered by Dr. Cary A. Supalo at the 2015 Training Workforce and Development and diversity conference which is one of the divisions that is part of NIH’s general medical sciences. This conference was attended by over 500 program directors from all of the T32 sponsored projects in 2015. This presentation discussed the importance of a full inclusive STEM workforce that includes persons with disabilities

Navigating The Challenges Of Becoming A Culturally Responsive Teacher: Supportive Networking May Be The Key, Nina L. Nilsson Ph.D., Ailing Kong Ph.D., Shantel Hubert

Australian Journal of Teacher Education

Research shows graduates of teacher education programs do not always transfer, or apply, the best practices they learn to instructional practice due to factors related to course features, the student, and workplace environment (e.g., Brown & Bentley, 2004; de Jong et al., 2010). This study examined the challenges a secondary-level English teacher in the United States encountered when she attempted to implement culturally responsive teaching practices she learned from a graduate course to her class with ELLs. Findings indicate she faced strategy- and language-related challenges due to student culture and school environment factors (“external challenges”), as well as her own …

Reflective Teaching And Self-Efficacy Beliefs: Exploring Relationships In The Context Of Teaching Efl In Iran, Mehdi Babaei, Arman Abednia

Australian Journal of Teacher Education

This article reports on a study that explored the relationship between reflective teaching and teachers’ self-efficacy beliefs. Two questionnaires, the English Language Teaching Reflection Inventory (Akbari, Behzadpoor, & Dadvand, 2010) and Teachers’ Efficacy Beliefs System-Self (TEBS-Self) (Dellinger, Bobbett, Olivier, & Ellett, 2008), were distributed among 225 Iranian EFL (English as a Foreign Language) teachers. Pearson product-moment correlation analysis showed a significant positive relationship between the general factors of teacher reflectiveness and self-efficacy. Standard multiple regression identified Efficacy for Learner Engagement as the only predictor of teacher reflectiveness and Meta-Cognitive Reflection as the only predictor of teacher self-efficacy. Finally, the interconnections …

The Effects Of Cluster-Based Mentoring Programme On Classroom Teaching Practices: Lessons From Pakistan, Meher Rizvi, Philip Nagy

Institute for Educational Development, Karachi

This paper presents and evaluates a teacher training approach called the cluster-based mentoring programme (CBMP) for the professional development of government primary school teachers in Pakistan. The study sought to find differences in the teaching practices between districts where the CBMP was used (intervention) and control districts where it was not used (non-intervention). Data were analysed to examine the effectiveness of the CBMP in terms of enhancing teacher practices and student behaviour. The paper differentiates those aspects of classroom teaching where the CBMP has been the most effective and where it has been marginally effective or not effective at all, …

Multilingual Pedagogies And Pre-Service Teachers: Implementing “Language As A Resource” Orientations In Teacher Education Programs, Theresa Catalano, Edmund T. Hamann

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

While Ruiz’s (1984) influential work on language orientations has substantively influenced how we study and talk about language planning, few teacher education programs today actually embed his framework in the praxis of preparing pre-service and practicing teachers. Hence, the primary purpose of this article is to demonstrate new understandings and expansions of Ruiz’s language-as-resource (LAR) approach and ways in which teacher education programs can model this orientation in their own classes, including those programs, like ours, that prepare mostly monolingual preservice and in-service teachers to work with bi/multilingual students. The authors pursue this by laying out the theoretical framework for …

Preparing Pre-Service Teachers For Professional Engagement Through Place/Community Pedagogies And Partnerships, Monica M. Green

Australian Journal of Teacher Education

There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers’ professional knowledge, engagement and practice in an undergraduate Bachelor of Education (primary) course. The paper reports on a study about teacher education students’ perspectives of fieldwork-based learning and its potential to inform students’ future engagement with the broader school community. Using a conceptual framework of place- and community based education, the study examined data from …

Unearthing The Seeds Of Oppression And Injustice Within Education: Using Intuition, Care, And Virtue To Guide The Educative Process And Cultivate Morality., Lucas Worsham

UNF Graduate Theses and Dissertations

The emphasis of the inquiry is on the domain of education and the relationship present between the teacher and student more specifically. Essentially, the first part of the thesis outlines how the larger social-political system impacts the domain of public education, with the predominant issues of adversity becoming manifest at the level of the relationship that exists between teacher and student. The second part of the work utilizes the problems discovered and their impact on human experience to propose a virtue/care based method for approaching the relationship with the student in a way that both aligns more closely with the …

Comparison Of Beginning Teachers' And Experienced Teachers' Readiness To Integratetechnology As Measured By Tpack Scores, Heather S. Fontanilla

Dissertations

Despite a growing awareness of the importance of technology in education, increased investment and attention to preparing teachers to integrate technology into the classroom, research shows that technology continues to fail to live up to its potential for transforming education. As schools move from standards based testing to implementation of the Common Core State Standards (CCSS), an expectation exists that teachers will be using technology to transform their teaching practices. There is also an expectation that schools are providing students with 21st century skills, including the use of technology. In exploring the reasons teachers are not using technology effectively, much …