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Elementary Education and Teaching

2015

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Full-Text Articles in Other Teacher Education and Professional Development

Teachers' Attitudes And Their Effect On Placement Recommendations For Students With Cognitive Disabilities, Kathleen M. Everett Dec 2015

Teachers' Attitudes And Their Effect On Placement Recommendations For Students With Cognitive Disabilities, Kathleen M. Everett

Doctor of Education in Special Education Dissertations

The implementation of Public Law 94-142 in 1974 guaranteed that students with disabilities had the right to be educated alongside their peers in the least restrictive environment. However, decades later, administrators, teachers, and parents continue to struggle to resolve the issue on how to include students with disabilities in general education classrooms, as well as how to recognize why students with cognitive disabilities were embodied more in self-contained classrooms than in comprehensive environments. In this study, I aimed to understand how special education teachers’ attitudes about inclusion, LRE, and students with cognitive disabilities influence placement recommendations. Through the qualitative thematic ...


Comparison Of Beginning Teachers' And Experienced Teachers' Readiness To Integratetechnology As Measured By Tpack Scores, Heather S. Fontanilla Dec 2015

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 ...


Stepping Out With The Fop: Literacies Of Embodiment And Becoming In Youth Drama, Treavor Bogard Dec 2015

Stepping Out With The Fop: Literacies Of Embodiment And Becoming In Youth Drama, Treavor Bogard

Teacher Education Faculty Publications

Drawing upon perspectives of New Literacy Studies, characterization and gender performativity, this interpretive case study used Multimodal Inter(Action) Analysis and ethnographic methods to examine how a queer youth, Michael, embodied the fop character type as he acted in a youth theatre troupe. The study examines Michael’s embodiment of the fop as a composition process in drama that evoked discourses of queer masculinity and the performativity of selves becoming. Embodied composing of characterizations in the troupe, and specifically the fop, were multimodal designs that intertwined with Michael’s self-cultivation and self-efficacy as a queer youth.


Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser Nov 2015

Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser

Journal of Science Education for Students with Disabilities

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery – interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; the ...


What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick Nov 2015

What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick

Journal of Science Education for Students with Disabilities

Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf ...


Learning From Finland: A Book Review, John M. Winslade Nov 2015

Learning From Finland: A Book Review, John M. Winslade

Wisdom in Education

A review of Pasi Sahlberg’s (2015) Finnish Lessons 2.0: What can the world learn from educational change in Finland (2nd Edn.).


Using Group Video Self-Modeling In The Classroom To Improve Transition Speeds With Elementary Students, Matthew T. Mcniff Nov 2015

Using Group Video Self-Modeling In The Classroom To Improve Transition Speeds With Elementary Students, Matthew T. Mcniff

Public Access Theses and Dissertations from the College of Education and Human Sciences

Video self-modeling has been proven to be an effective intervention for individuals with a variety of disabilities and behavioral issues. Very few studies have addressed the impact of video modeling on behaviors that are displayed by groups of students and no studies have tackled the issue of group behaviors with video self-modeling as an intervention. This study focused on analyzing the effects of video self-modeling on students in an elementary classroom in order to increase the speed at which the students lined up and transitioned. Further, the study addressed the question of whether the intervention had a differential impact on ...


Pbl In The Era Of Reform Standards: Challenges And Benefits Perceived By Teachers In One Elementary School, Nahid Nariman, Janet Chrispeels Oct 2015

Pbl In The Era Of Reform Standards: Challenges And Benefits Perceived By Teachers In One Elementary School, Nahid Nariman, Janet Chrispeels

Interdisciplinary Journal of Problem-Based Learning

We explore teachers’ efforts to implement problem-based learning (PBL) in an elementary school serving predominantly English learners. Teachers had an opportunity to implement the Next Generation Science Standards (NGSS) using PBL in a summer school setting with no test-pressures. To understand the challenges and benefits of PBL implementation, a case study method was used and a variety of data collected. Results suggest collaboration amongst teachers is essential to design and implement PBL units. A challenge was the tension between the contradictory accountability and curriculum coverage goals of the regular academic year versus letting go to promote inquiry. Both teachers and ...


The Insider Perspective: Insights On Diversity From Award-Winning Diverse Authors, Jackie Marshall Arnold, Mary-Kate Sableski Oct 2015

The Insider Perspective: Insights On Diversity From Award-Winning Diverse Authors, Jackie Marshall Arnold, Mary-Kate Sableski

Teacher Education Faculty Publications

There is perhaps no better source to speak about diverse literature than the “insider” authors who have been writing it for years. We were fortunate to speak with three accomplished authors of diverse books for children who invite students into their books—Pat Mora, Kadir Nelson, and Janet Wong. Invited to participate in phone and e-mail interviews based on their reputation for publishing diverse books, each author shares his or her perspective on this timely topic.


Reading: The Conferences, Kathryn Kinnucan-Welsch Sep 2015

Reading: The Conferences, Kathryn Kinnucan-Welsch

Kathryn A. Kinnucan-Welsch

The theme of this issue of Reading Horizons is exemplary practice, and as I recall, several of the sessions from the annual conference of the International Reading Association it becomes clear how central the concept of teacher as professional is to exemplary practice. One session in particular — Teacher Preparation and Staff Development: Lessons from New Zealand — presented by Debra Elliot and colleagues provided some food for thought in considering the teacher as professional. In discussing current models of student teaching, which is of course a critical component to the development of the teacher as professional, Stephanie Steffey from San Jose ...


Reviews: Professional Materials, Kathryn Kinnucan-Welsch, Sherry R. Myers, Paul Bright, Jeanne M. Jacobson Sep 2015

Reviews: Professional Materials, Kathryn Kinnucan-Welsch, Sherry R. Myers, Paul Bright, Jeanne M. Jacobson

Kathryn A. Kinnucan-Welsch

Reviews of the following: Basic Reading Inventory (Jerry L. Johns) Merry Christmas, Amanda and April (Bonnie Pryor) Chicken Man (Michelle Edwards) All the Lights in the Night (Arthur A. Levine) Jack and the Beanstalk (Steven Kellogg) The Swineherd (Hans Christian Andersen) The Worst Person’s Christmas (James Stevenson) That’s Exactly the Way it Wasn’t (James Stevenson) An Auto Mechanic; A Carpenter; A Potter (Douglas Florian) Meredith’s Mother Takes the Train (Deborah Lee Rose)


Coaching For Metacognitive Instructional Practice, Kathryn Kinnucan-Welsch Sep 2015

Coaching For Metacognitive Instructional Practice, Kathryn Kinnucan-Welsch

Kathryn A. Kinnucan-Welsch

One way to identify students who are becoming accomplished readers and writers is to observe the degree to which the examples of coaching presented in this chapter are taken from my research as a participant in a statewide literacy professional development initiative: the Literacy Specialist Project (Kinnucan-Welsch, 2003a, 2003b; Rosemary, Grogan, et al., 2002). The central aim of the Literacy Specialist Project, launched in 2000 by the Ohio Department of Education, is to provide professional development to educators in the state of Ohio that supports enhanced understanding in the teaching of reading and writing. The professional development incorporates foundational knowledge ...


Conversation And The Development Of Learning Communities, Kathryn Kinnucan-Welsch, Patrick Jenlink Sep 2015

Conversation And The Development Of Learning Communities, Kathryn Kinnucan-Welsch, Patrick Jenlink

Kathryn A. Kinnucan-Welsch

The process of designing social systems, including educational systems, is most likely to contribute to sustainable systems if the context for the design process is that of community. From a systems perspective, the people who serve the system and those who are served and affected by the system constitute the designing community (Banathy, 1996). The concept of design of professional learning communities for educators is particularly critical as we face the 21st century, given the historically dismal prospects for meaningful, substantive, professional development for teachers and other practitioners (Wilson & Berne, 1999). The purpose of this chapter is to examine the ...


Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph Sep 2015

Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph

Kathryn A. Kinnucan-Welsch

In the fall of 1997, a group of junior tenure-track women faculty in the Department of Teacher Education at the University of Dayton decided to meet regularly in order to support each other’s scholarly endeavors in the process of achieving promotion and tenure. The group of subsequently became known as the Writing-Writers’ Support Group (WWSG). In 2000, the group conducted a self-study of its group process to determine how the formation of women’s WWSG fit with the mission and characteristics of a Marianist university. The results suggest that, although each of the characteristics could be identified in the ...


Urban Pds Partnership: Preparing Teachers For Social Justice, Connie L. Bowman, Rachel M.B. Collopy, Jamie Bentley, Elizabeth Cameron, David A. Taylor Sep 2015

Urban Pds Partnership: Preparing Teachers For Social Justice, Connie L. Bowman, Rachel M.B. Collopy, Jamie Bentley, Elizabeth Cameron, David A. Taylor

Connie L. Bowman

We believe that for urban schools to meet their goals and mission — in the way the DECA is modeling — takes a partnership among many stakeholders. One such partnership that supports DECA, and might buttress other schools and students — and simultaneously help to enact a social justice ideal — is a school-university connection. DECA was founded as a Professional Development School (PDS), with the school and university developing a reciprocal relationship with a shared focus on the preparation of new teachers, the enhancement of high school students' achievement, school and university faculty members' professional development, and collaborative inquiries aimed at improving instructional ...


Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph Sep 2015

Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph

Connie L. Bowman

In the fall of 1997, a group of junior tenure-track women faculty in the Department of Teacher Education at the University of Dayton decided to meet regularly in order to support each other’s scholarly endeavors in the process of achieving promotion and tenure. The group of subsequently became known as the Writing-Writers’ Support Group (WWSG). In 2000, the group conducted a self-study of its group process to determine how the formation of women’s WWSG fit with the mission and characteristics of a Marianist university. The results suggest that, although each of the characteristics could be identified in the ...


Responses From The Field, Roberta Weaver, Shauna Adams, Mary Landers Sep 2015

Responses From The Field, Roberta Weaver, Shauna Adams, Mary Landers

Shauna M. Adams

DeFiore (2006) provides a comprehensive review of elements that have shaped the state of special education in Catholic schools. The article speaks of the bishops’ vision without teeth and the theoretical support provided under the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA). DeFiore discusses the demand for services that are not met because of a lack of resources, expertise, and funding. The article concludes by allowing that much has occurred over the past decade, but more is needed. To meet this need, DeFiore states that diocesan and local leaders must face the challenge of inspiring the laity to ...


Catholic Schools And Multicultural Education: A Good Match, Charles J. Russo, Shauna M. Adams, Mary Ellen Seery Sep 2015

Catholic Schools And Multicultural Education: A Good Match, Charles J. Russo, Shauna M. Adams, Mary Ellen Seery

Shauna M. Adams

This article reflects on the place of multicultural education in Catholic schools. The authors review the history and development of Catholic schools in order to set a context for examination of the appropriateness of multicultural education.


Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph Sep 2015

Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph

Shauna M. Adams

In the fall of 1997, a group of junior tenure-track women faculty in the Department of Teacher Education at the University of Dayton decided to meet regularly in order to support each other’s scholarly endeavors in the process of achieving promotion and tenure. The group of subsequently became known as the Writing-Writers’ Support Group (WWSG). In 2000, the group conducted a self-study of its group process to determine how the formation of women’s WWSG fit with the mission and characteristics of a Marianist university. The results suggest that, although each of the characteristics could be identified in the ...


Coaching Conversations: Discourse Within Reading Recovery Teacher Leader Training, Kristi Dawn Swafford Aug 2015

Coaching Conversations: Discourse Within Reading Recovery Teacher Leader Training, Kristi Dawn Swafford

Doctoral Dissertations

The purpose of this study was to investigate the discourse of literacy coaching conversations within the Reading Recovery Teacher Leader training year. Both Reading Recovery and literacy coaching have been well researched, however there were gaps in the literature concerning the role of the Reading Recovery Teacher Leader within Reading Recovery and the details of literacy coaching interactions, specifically the language of coaching sessions. This study sought to address these gaps in the literature by examining the discourse of Reading Recovery Teacher leaders and their coaches as they participated in literacy coaching sessions during their 2014.2015 training year. Eleven ...


Creative Collaboration On A Creativity Book, Jane Harvey Aug 2015

Creative Collaboration On A Creativity Book, Jane Harvey

Creative Studies Graduate Student Master's Projects

Based on existing roles as writer and designer, two Master’s students partnered on one project. This project was dually about the creative product and creative process. The final product result is a book on creativity, but much of the project learning was about collaboration during the creative process itself. The project included the creation of written and visual content and a production-ready book layout on the subject of creativity. This paper describes the process followed to create a fast reading, jargon-free book with a special academic end section.


Transforming Pedagogy: Changing Perspectives From Teacher-Centered To Learner-Centered, Sharon Dole, Lisa Bloom, Kristy Kowalske Jul 2015

Transforming Pedagogy: Changing Perspectives From Teacher-Centered To Learner-Centered, Sharon Dole, Lisa Bloom, Kristy Kowalske

Interdisciplinary Journal of Problem-Based Learning

This study used an online-structured interview methodology to examine the impact of an intensive field experience in facilitating problem (PBL) and project-based learning (PjBL) on teachers’ pedagogy. The purpose of the study was to determine to what extent the field experience had transformed their teaching. Data were collected in the form of online interviews with 36 participants who completed the gifted education licensure program at a regional state university in the southeast. The online interviews were followed up with telephone interviews with four of the participants. The resulting themes can be grouped under the major categories of teacher-related and student-related ...


Time For Teaching To Establish Its Own Professional Certification Authority, Lawrence C. Ingvarson Jun 2015

Time For Teaching To Establish Its Own Professional Certification Authority, Lawrence C. Ingvarson

Dr Lawrence Ingvarson (Consultant)

The British Prime Minister David Cameron recently announced that his government would be supporting a proposal from the teaching profession to establish its own, teacher-led College of Teaching, fully independent of government. The announcement followed the release of a ‘Blueprint’ for an independent professional body developed by a broad cross-section of the education community, with professional certification as its core, unique function. The Blueprint provided the government with clear evidence of leadership at the level of the profession. This article argues that the teaching profession in Australia should work toward establishing its own blueprint for an Australian College of Teaching ...


Improving Motivation, Engagement And Differentiation In Lesson Development Using An Interactive White Board: 10-Hour Workshop Cycle Toward Professional Development Certificate, Leslie Lieman, Jenelle Fiori, Naliza Sadik May 2015

Improving Motivation, Engagement And Differentiation In Lesson Development Using An Interactive White Board: 10-Hour Workshop Cycle Toward Professional Development Certificate, Leslie Lieman, Jenelle Fiori, Naliza Sadik

Publications and Research

The School of Education prepares aspiring teachers for teaching in 21st century classrooms by offering intensive interactive white board training cycles. In designing interactive lessons, the workshop cycle focuses on the pedagogical decision making that can improve classroom teaching and student engagement and understanding.


Teachers’ Beliefs And Practices Related To Student Self-Regulation In The Classroom, Marlana L. Webster May 2015

Teachers’ Beliefs And Practices Related To Student Self-Regulation In The Classroom, Marlana L. Webster

Dissertations

Self-regulation serves as a pivotal skill for children to acquire early in life. Mastery of the skill leads to high academic achievement and increased sense of self-efficacy. Teachers play a major role in developing self-regulation in children. Consequently, the beliefs and practices that teachers hold regarding poor self-regulation (i.e. inattention and impulsivity) are to be understood and taken into account. The Self-Regulation Survey was created to capture teachers’ attributions for inattention and impulsivity along with subsequent chosen interventions in 52 participants. The results indicated that teachers attribute impulsivity to organic factors and family origin to a greater degree than ...


The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart May 2015

The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart

Doctoral Dissertations

This meta-analysis explored the phenomenon of teacher burnout— the biggest contributor to teacher attrition (Owens, 2013; Unterbrink, 2014; Yu, 2015). The focus of this study was to use meta-analytical procedures to explore the relationship between burnout dimensions (i.e., emotional exhaustion, depersonalization, and feelings of personal accomplishment) and specific demand and resource correlates. Demand correlates included work overload, role conflict, role ambiguity, and student misbehavior. Resource correlates included peer support, supervisory support, and decision-making. This meta-analytical research method encompassed fifteen years of published and unpublished studies from January 2000 through January 2015. A total of 116 studies met the following ...


“Building An Airplane In The Sky”: A Case Study On Perceptions Of The Common Core State Standards (Ccss), Emily D. Hines Apr 2015

“Building An Airplane In The Sky”: A Case Study On Perceptions Of The Common Core State Standards (Ccss), Emily D. Hines

Education Doctoral Dissertations in Leadership

This qualitative study examined teacher perceptions of the Common Core State Standards; the case study occurred within a small elementary school in Western Wisconsin. Eight educators, including six classroom teachers and two administrators, one principal and one reading specialist/literacy coach, participated in this study. Two major themes in perceptions of need and impact emerged from the interview data, with several subthemes within need and impact including: needs for staff development/training, support, time and better understanding as well as impacts on students’ social-emotional well-being, district funding, student learning, teacher identities and well-being, instruction/pedagogy/reading, assessment, and student diversity ...


Caught In The Middle: Understanding The Experiences Of Men Elementary School Teachers, Nate J. Schurman Apr 2015

Caught In The Middle: Understanding The Experiences Of Men Elementary School Teachers, Nate J. Schurman

Education Doctoral Dissertations in Leadership

“How do men express and make meaning of their experiences in an elementary school setting?” Gender, sex role theory, and tokenism provided the foundation for understanding how male elementary teachers express and make meaning of their work experience. Male elementary school teachers from two Eastern Minnesota school districts, and one Western Wisconsin school district, participated in phenomenological research that included personal interviews, and focus group interviews. Participants described their lived experiences through these interviews, guided by a loose framework of open-ended interview questions. Demographics included fourteen licensed elementary teachers, grades kindergarten through sixth, with a wide range of ages (27-61 ...


"How Do They Do It?": Characteristics Of Successful Teachers Of African American Students, Chloe C. Miksovic Apr 2015

"How Do They Do It?": Characteristics Of Successful Teachers Of African American Students, Chloe C. Miksovic

Undergraduate Honors Theses

In the United States, there is a substantial gap in achievement and opportunity between African American and White students. For my Honors Thesis project, I seek to identify the characteristics of teachers who are successful with African American students. Using culturally relevant pedagogy as the analytical framework, five teachers were interviewed and observed in order to identify their backgrounds and valuable practices in the classroom. These teachers develop positive relationships with their students, yield high academic achievement in their classrooms, and establish good reputations among African American parents and community members. Through my research, I hope to improve teachers’ practices ...


Teaching English Learners In Middle Grades: A Mixed Method Study Of The Dispositions, Priorities, And Instructional Practices Of Urban Bilingual, Esl, And Content Teachers, Elizabeth Cardenas-Lopez Apr 2015

Teaching English Learners In Middle Grades: A Mixed Method Study Of The Dispositions, Priorities, And Instructional Practices Of Urban Bilingual, Esl, And Content Teachers, Elizabeth Cardenas-Lopez

Dissertations

This study focuses on the instruction of middle grade English language learners (ELs) and their bilingual, English as a Second Language (ESL), and content teachers in a large, urban, Midwestern school district. This mixed methods study gathered quantitative and qualitative data using a survey and interviews to examine the preparation, dispositions, and experiences of middle grade EL teachers; their professional development; their instructional decisions related to language and literacy development; and the factors that influence these decisions. Study results aided the formulation of district, school, and teacher level recommendations based on the belief that without equitable, quality instruction, and highly ...