The SRATE Journal 26(2) Summer 2017 Edition had a 47% acceptance rate.
ARTICLESPeer-to-Peer Co-teaching: Idea to Implementation
Adam Akerson and Mark S. Montgomery: Abstract -
Article
This article outlines one university's move toward implementing a co-teaching field experience, with pre-service teacher candidates acting as peer-to-peer co-teachers. In order to better meet the needs of pre-service teacher candidates (PTCs) and continually develop their ability to grow as reflective PTCs, two teacher educators applied co-teaching strategies in a field experience setting by having students teach as co-teaching pairs. The developed model includes ways to gather feedback during co-taught lessons in an effort to help the co-teaching pair be more reflective on their teaching and set future goals. Initial data collection shows positive results for participating pre-service teachers.
A commitment to socially just teacher preparation:
Novice teacher educators' reflections on participation in
a community of practice
Rachelle Curcio and Stephanie Schroeder: Abstract -
Article
Through reflective narrative, we present our experiences in a Community of Practice (CoP) committed to teacher preparation for social justice. First, we discuss the CoP's origination and then reflect upon how our participation informed our practice as novice teacher educators. Specifically, we propose that novice teacher educators' participation in a CoP may further cultivate an inquiry stance and inform evolving identities as teacher educators for social justice. Additionally, we posit the value of establishing CoPs as a collaborative think-space to problematize practice for all teacher educators striving to bring a social justice stance to their work.
Supporting Students' Right to Read in the Secondary
Classroom: Authors of Young Adult Literature Share Advice
for Pre-Service Teachers
Paula Greathouse, Brooke Eisenbach, and Joan Kaywell: Abstract -
Article
Young adult literature spotlights the complexity of the adolescent human condition, which helps adolescent learners better understand themselves and those around them (Wolk, 2009). Yet, teachers who are able to find a place for young adult literature in their classrooms or schools often find themselves defending their choices rather than celebrating them (Curwood, Schliesman, & Horning, 2009). Because nobody is more invested in books then the authors, we wondered how they perceived censorship of young adult literature in the classroom. This article shares the advice young adult authors offer to secondary pre-service teachers as they prepare to infuse young adult literature in their future classrooms.
Is This Going to be on the Test? No Child Left
Creative
Cheryl McCarthy and Sally Blake: Abstract -
Article
The role of teachers in fostering creative processes in children is essential. However, high stakes instruction and teaching to the test inundates our current classrooms. This study explores the relationship between ACT/SAT scores and creativity among pre-service teachers. One hundred eighteen undergraduate students identified as Education majors were given the Epstein Creativity Competencies Inventory (ECC-i). Their total creativity score and four different subskill areas were analyzed: Capturing; Challenging: Broadening; and Surrounding. The students' ACT and SAT admission scores were then compared with their scores on the Epstein Inventory. Those students with lower end ACT scores, scored higher on the creativity survey than students with higher end ACT scores. However, SAT and creativity relationships were not found. It is time to change the value that we are placing on testing and rethink the space and time allocated to classroom environments that allow for deep and critical thinking.
Fostering Pre-Service Teachers' Pedagogical Content
Knowledge through Collaborative Coaching
Joy Myers and Erika Gray: Abstract -
Article
This study uses activity theory to examine collaboration between graduate students (in-service teachers) serving as literacy coaches and undergraduate students (pre-service teachers) functioning as tutors in a university reading clinic. The participants tutored students in grades first through sixth for seven weeks. The purpose of the study was to understand how this experience shaped the pre-service teachers' pedagogical content knowledge. The data showed that through various types of collaboration, the participants' knowledge of struggling readers grew. Implications include creating and examining additional "spaces" for pre-service and in-service teachers to collaborate in order to strengthen pedagogical content knowledge.
Validity Issues in Assessing Dispositions: The
Confirmatory Factor Analysis of a Teacher Dispositions
Form
Chunling Niu, Kimberlee Everson, Sylvia Dietrich, and Cassie
Zippay: Abstract
- Article
Critics against the inclusion of dispositions as part of the teacher education accreditation focus on the dearth of empirical literature on reliably and validly accessing dispositions (Borko, Liston, & Whitcomb, 2007). In this study, a confirmatory factor analysis (CFA) was performed to test the factorial validity of a teacher dispositions form (3 factors and 12 indicators) employed by a southern American university to assess teacher candidates from 2006 to 2016. The initial CFA results revealed highly unsatisfactory model fit statistics. Further model modifications were then implemented to remove two less relevant indicators (Diversity and Collaboration) which significantly improved the model fit.
Examining Perceptions of Culturally Responsive
Pedagogy in Teacher Preparation and Teacher Leadership
Candidates
Amy J. Samuels, Gregory L. Samuels, and Tammy M. Cook: Abstract -
Article
The study examined a multi-tiered approach for facilitating learning and examining perceptions about culturally responsive pedagogy in teacher preparation and teacher leadership programs. The study aligned with a learning unit we designed to (1) increase understanding of culturally responsive pedagogy and (2) investigate perceptions of cultural responsiveness. We collected data through surveys, collaborative discussions, and active learning projects. Findings revealed participants see value in culturally responsive pedagogy, but have limited exposure to the approach and struggle to imagine how the framework can be regularly implemented. Major themes suggest increased exposure to culturally responsive pedagogy is necessary to promote socially just teaching.
The SRATE Journal issue 26(1) Winter Edition had a 44% acceptance rate.
ARTICLES
Professional Learning: A Collaborative Model for
Online Teaching and Development
Audrey Bowser, Kimberley Davis, Jacques Singleton, and
Topeka Small: Abstract -
Article
This article examined a unique collaborative initiative between a team of graduate level faculty to improve the quality of course development and delivery using a collaborative review process. The collaborative review of teaching has become a widely accepted means for assuring quality distance learning coursework and for the purpose of evaluating the effectiveness of online teaching. The criteria of the Quality Online Learning and Teaching (QOLT) Assessment for Peer Reviewers instrument were used to measure the quality indicators that address good teaching and learning practices. The authors outline the steps in the process of developing and managing such an online graduate distance learning program.
Preservice Teachers' Technology Self-Efficacy
Andrea M. Kent and Rebecca M. Giles: Abstract -
Article
Since efficacy of experienced teachers is difficult to change (Hoy, 2000), preservice teachers' technology self-efficacy is a creditable indicator of graduates' likelihood to use instructional technology throughout their careers. A study was conducted with elementary preservice teachers (n=62) who completed a 5-item, Likert-type survey measuring self-efficacy for teaching with technology. Responses revealed that 91% of participants incorporated technology into lessons with 95% of participants reporting some confidence in their ability to select and utilize technology in teaching. Additionally, 90% of participants felt they could integrate technology across the curriculum. Positive teacher-efficacy is essential for effective instructional technology integration (Moore-Hayes, 2011).
Preparing Educators to Teach Effectively in
Inclusive Settings
Maria E. Reyes, Cynthia J. Hutchinson, and Mary Little: Abstract -
Article
Florida Senate Bill 1108, requires educators applying for re-certification to earn one college credit or the equivalent in-service points in teaching students with disabilities (SWD). To assist educators in fulfilling this requirement, a college of education designed an online course and an educator's summer institute (ESI). This article examines the changes in perception of self-efficacy and knowledge of content in specialized instruction in working with SWD in inclusive settings resulting from participation in the two offerings. Results describe participants' gains in ESE content knowledge and a significant and positive impact on perceptions of self-efficacy to teach in inclusive settings.
Emergent Literacy Development and Computer Assisted
Instruction
Judy Trotti, Randy Hendrick, and Christie Bledsoe: Abstract -
Article
In this mixed-methods study, researchers examined the literacy development of prekindergarten students (N = 162) randomly placed in one of two treatment groups with each receiving 15 minutes of computer-assisted literacy instruction for four months. Literacy development of a control group of children not receiving computer-assisted instruction was contrasted with the two treatment groups. All children in the study were eligible for free or reduced lunch. Responses from a semi-structured focus group of prekindergarten teachers (N = 5) were analyzed for corroboration. Although all three groups progressed in literacy development, the control group had significantly larger gains (p < 0.01). The effect size was moderate (eta squared = 0.63). Qualitative data supported the use of one computer program over another, but none of the teachers supported daily use of either software treatment.
In Memory of Dr. Donald Dean Luck (1951-2016)
ARTICLES
A Case Study of Two Groups of Elementary
Prospective Teachers’ Experiences in Distinct Mathematics
Content Courses
Susan Swars Auslander, Jody Carothers, Stephanie Z. Smith,
Marvin E. Smith, and Lynn C. Hart: Abstract -
Article
This multiple case study examined two groups of elementary prospective teachers (n=12) completing distinct mathematics content courses. Data were collected via two belief surveys, one content knowledge assessment, and individual interviews. The findings revealed differences in specialized content knowledge and mathematical beliefs between the two groups upon completion of the teacher preparation program. Also, they characterized their experiences with knowing, learning, and teaching mathematics during the courses in dissimilar ways. The findings offer insights into course content, pedagogical approaches, and learning activities that prompted motivation, learning, and change. Notably, elementary prospective teachers understanding the applicability of the mathematics they are learning to their chosen career path is paramount.
Empathy Research and Teacher Preparation: Benefits
and Obstacles
Bobette Bouton: Abstract -
Article
Teacher preparation is critical in cultivating good teachers, but more importantly in helping teachers learn how to meet the academic and emotional needs of preK-12 students. Teaching and training the socio-emotional trait of empathy is an important skill for pre-service teachers to develop. However, due to the multiple definitions, fields of study, and purposes of researching empathy, complications arise with measuring, researching and training empathy. This paper discusses each of the difficulties that surround the research of empathy, but also makes a strong case for the need to overcome the obstacles in order to benefit from empathy training for both pre-service teachers and students alike.
A Problem-Based Learning Approach to Teacher
Training: Findings After Program Redesign
Nancy Caukin, Heather Dillard, and Terry Goodin: Abstract -
Article
This study reports on Residency I, the first semester of a yearlong residency that utilizes problem-based learning scenarios, combined with field work, that covers both content and context and is meant to positively impact teacher candidates’ self-efficacy as well as their actual efficacy as measured by scores on the edTPA. This quantitative research study takes place over two semesters with two sets of students and compares edTPA scores and self-efficacy scores of teacher candidates in the old program and teacher candidates in new program. Implications for teaching, learning, and teacher preparation are reported as results of the problem-based learning curriculum.
Encouraging Family Involvement through Culturally
Relevant Pedagogy
Kela Goodman and Laura Hooks: Abstract -
Article
The purpose of this article is to describe one teacher education program’s experience using an integrated approach to provide preservice teachers with both knowledge of and experience with diverse cultures. Included are three important components within this program that strive to assist preservice teachers as they develop an understanding of different cultures and working with families. First, we discuss research in parent/family relationships (Allen, 2007, 2010; Epstein & Sanders, 2006) and culturally relevant pedagogy (Gay, 2000; Villages & Lucas, 2002). Second, we provide descriptions of five instructional strategies that preservice teachers implement. Third, we offer strategies for supporting emerging bilingual students.
Make Us Question, Think, Reflect and Understand:
Secondary Students’ Beliefs and Attitudes Towards the
Inclusion of LGBTQ Themed Literature in the English
Classroom
Paula Greathouse: Abstract -
Article
There are innumerable subcultures within American society, all of which come to interact within the walls of a school and all of which should be recognized and valued by the classroom teacher. This article shares secondary students’ beliefs and attitudes about reading and studying lesbian, gay, bisexual, transgender and/or questioning (LGBTQ) literature in the secondary English classroom. Students share their perspectives on why teachers exclude LGBTQ literature and offer advice to teachers on the inclusion of this genre in their curriculum.
Getting a Foot in the Door: Helping Education
Students “Kick It” During Interviews
Robyn Huss, Christie Johnson, and Judy Butler: Abstract
- Article
The college of education involved in this study has programs for preservice teachers and educational leadership candidates. Each spring these groups participate in a hiring simulation, when aspiring leaders interview aspiring teachers through role-play in a mock setting. This endeavor provides a simulated hiring environment designed to better prepare students for real-world job interviews. The purpose of this study was to explore the effects of the experience on degree-seeking preservice teachers and administrators. This paper reviews the preparation for the event, the process, and feedback from participant surveys; results indicate this is a profitable activity for both groups.
Professional learning Communities: An Effective
Mechanism for the Successful Implementation and
Sustainability of Response to Intervention
Nancy A. Mundschenk and Wendy W. Fuchs: Abstract
- Article
Models of response to intervention (RtI) are being widely implemented in schools across the country in order to increase effective teaching and remove barriers to student learning. The implementation of RtI is greatly facilitated when teachers and staff see themselves as a professional learning community (PLC). This article begins with an examination of the essential features of these two mechanisms and their compatibility, presents the results of survey data from 84 members of RtI Leadership Teams who participated in PLC sessions, and provides recommendations for integrating these two mechanisms to build school capacity and ensure sustainability of educational change.
ARTICLES
On-Line Course Development: Engaging and Retaining
Students
Benita G. Bruster: Abstract -
Article
As the number of on-line classes and the demand for on-line education continues to sky-rocket, it is critical that course developers and university faculty have the skills to effectively design curricula, to develop engaging learning opportunities, and to create responsive courses that meet individual student needs. This paper details three essential elements, “Relationships, Rigor, and Responsiveness” (R3), in designing effective on-line courses: 1) building student and faculty relationships, 2) ensuring rigorous course content, and 3) developing a culture of responsiveness to students. An overview of these three essential elements are aligned to effective on-line course development, as well as course evaluation, with examples and guidance for incorporating these elements.
Supporting Students with Autism in Higher Education
through Teacher Educator Programs
Gina Grogan: Abstract
- Article
Increasing numbers of students diagnosed with Autism Spectrum Disorder (ASD) are entering institutions of higher education, and that number is expected to significantly increase over the next decade. Once thought unqualified for post secondary settings, students with ASD are meeting the requirements for admission, and institutions are faced with addressing the unique needs of these students. Specifically, transition, academic achievement, and social skills deficits can create barriers for students with ASD. This paper discusses these barriers and summarizes how departments and colleges of education can get involved in the support process.
The Characteristics Sought by Public School Leaders
of Applicants for Teaching Positions
Sherry L. Stultz: Abstract -
Article
This study examined the characteristics of teacher applicants that are sought by public school systems in the Commonwealth of Kentucky. The Superintendents of each of the public school districts in the Commonwealth were surveyed. A total of 99 respondents completed the survey (n = 99). This response rate of 57.2% was well-above the average for this type of instrument. The results of the survey will be of interest to job applicants, school system leaders, and the colleges that are preparing preservice teachers to enter the workforce. Implications for each of these groups are discussed in this article. In addition, recommendations for future research are provided.
A Mixed Methods Study of Teach for America
Teachers’ Mathematical Beliefs, Knowledge, and Classroom
Teaching Practices during a Reform-based University
Mathematics Methods Course
Susan Lee Swars, Lynn Hart, Hardray Dumas: Abstract -
Article
This mixed methods study examined the mathematical preparation of elementary teachers in a Teach for America (TFA) program, focal participants for whom there is scant extant research. Data collection occurred before and after a university mathematics methods course, with a particular focus on the participants’ (n=22) mathematical beliefs, specialized content knowledge, and classroom teaching practices. Data were collected via two beliefs surveys, a content knowledge instrument, and interviews. The results show the added value of the course and offer considerations for learning experiences during mathematics teacher preparation, some of which are specific to alternative teacher preparation programs such as TFA.
Online Learning for the Left-Behind Generation
Donna Wake, Gary Bunn: Abstract -
Article
Teacher education programs have increasingly embraced online education, and the number of candidates enrolled in distance coursework is rising. In response to changes in delivery methods brought about by this trend, programs seek to deliver content via distance learning options in ways that demonstrate pedagogical best practices. Through an authoethnographic approach, this study reflects on the experiences of two teacher education faculty members, the challenges that they and their students faced, and the efforts they made to improve their online instruction. Faculty identify candidate expectations, prior experiences, and needs with online formats and make recommendations for effective online course delivery.
Teacher Perceptions of Classroom Assessment: A
focus group interview
Yuankun Yao: Abstract
- Article
This study used a focus group interview to examine teacher perceptions of classroom assessment. The interview took place in a school where the researcher had visited and observed classes taught by the majority of the teachers interviewed for the study. The majority of the interviewees seemed to embrace the notion of assessment for learning. However, when discussing the challenges and the usefulness of assessment, the interviewees seemed to revert back to the traditional notion of assessment. Implications of the study for teacher education programs are provided.
The Effect of Early Fieldwork on Mathematics
Efficacy Beliefs for Pre-service Teachers
Heidi Hunt-Ruiz, Scott B. Watson: Abstract -
Article
The purpose of this study was to investigate the impact of an early fieldwork experience on preservice teachers’ mathematics efficacy beliefs. This quasi-experimental study included 127 preservice teachers from two community colleges who were enrolled in mathematics for teachers’ two-course sequence. The Personal Mathematics Teaching Efficacy portion of the Mathematics for Teaching Efficacy Beliefs Instrument was used to gather data. Fieldwork was not determined to be a significant factor in personal mathematics efficacy. However, personal mathematics teaching efficacy did significantly increase for both experimental and control groups.
ARTICLES
Virtual Bugs: An Innovative Peer Coaching Intervention
to Improve the Instructional Behaviors of Teacher
Candidates
Tammy Benson, Alicia Cotabish: - Abstract
- Article
Throughout the evolution of education, various methods of teacher training have emerged to provide general professional development to educators. After trial and error, forms of coaching, including peer coaching, emerged as one of several operational training tools and has been a recommended method of teacher development in recent years (Cotabish & Robinson, 2012; Dailey, Cotabish, & Robinson, 2013; Tschannen-Moren & Tschannen-Moren, 2010). The traditional goal of peer coaching is to provide positive feedback to instructors (Slater & Simmons, 2001); however, more recently the peer coach has a greater responsibility. The coach should take on the roles of content expert, teacher support, classroom helper, and at times instructional facilitator (Appleton, 2008; Dailey, Cotabish, & Robinson, 2013). The coach must provide expert advice on content and pedagogical knowledge as well as be available to model and facilitate classroom lessons. Findings indicate that teachers attribute their increased knowledge and skills to observing and talking to their coaches (Dailey, 2013) as well as classroom support from their coaches (Appleton, 2008; Dailey, Cotabish, & Robinson, 2013).
Pathway to Graduation: A Pilot Reading Project for
Middle School Students During the Summer Months
Amanda Strong Hilsmier, Patricia F. Wood, Susan Wirt, Diane
McTamney, Mary Beth Malone, Becky Milstead: - Abstract
- Article
The purpose of this article is to outline the implementation of a summer reading project targeted at middle school students with identified reading deficits and behavioral concerns called Pathway to Graduation (PTG). The project was a collaborative process between a school district, local university, and department of mental health. The students who participated in this pilot project were nominated by teachers, assessed to meet specific qualifications, then received six weeks of reading intervention to improve their reading performance in conjunction with a social support component to address motivational and/or behavioral difficulties that often accompany reading deficiencies.
Beliefs about the Purpose of Public Education:
Implications on the Hiring of Early Childhood Faculty
Andrew T. Kemp, C. Steven Page, Judi H. Wilson: - Abstract
- Article
Many times, the search process is steeped in traditional methods, questions, and procedures that limit the depth and scope of a search. The purpose of this study was to examine the beliefs of faculty in colleges of education for the purpose of gaining a better understanding of what early childhood faculty believe. What was discovered was there is a generally homogenous view of the purposes of education. Yet, there were differences in beliefs with regard to gender, race, university size and rank which allowed for recommendations on lines of inquiry as to beliefs.
Predicting Performance on the Tennessee Comprehensive
Assessment for Third Grade Reading Students using Reading
Curriculum Based Measures
Scott Kirkham, James H. Lampley: - Abstract
- Article
The purpose of this study was to investigate the
relationship between three predictor variables (Fall
R-CBM, Winter R-CBM, and Spring R-CBM) and the Tennessee
Comprehensive Assessment Program third grade reading and
language arts assessment. The population selected for this
study included all third grade students from an East
Tennessee school district. The third graders attended 13
schools and included 770 students. Approximately 47% of
the students were economically disadvantaged.
Each data set included three R-CBM scores expressed in
words read correctly and TCAP reading language arts scale
scores. The results reflected a strong predictive
relationship between the AIMSweb R-CBM and TCAP
reading/language arts measure for third grade students.
Zero order correlations in the multiple regression
analysis ranged from r = .70 to r = .74 for the three
predictor variables.
We the People: Elementary Pre-Service Teachers and
Constitutional Readability
Lori T. Meier, Karin J. Keith, Edward J. Dwyer: - Abstract
- Article
In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with pre-service elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.
Remote Classroom Observations with Preservice Teachers
Pamela D. Wash, Gary Bradley, Judy Beck: - Abstract
- Article
According to O’Brien, Aguinaga, Hines, and Hartsborne (2011), “Delivery of course content via various distance education technologies (e.g., interactive video, asynchronous and/or synchronous online delivery) is becoming an accepted and expected component of many teacher preparation programs” (p. 3). With the infusion of technology in K-16 classrooms, including one-to-one computing and bring your own device (BYOD) initiatives, university teacher preparation institutions are piloting the use of Web 2.0 tools such as Skype and FaceTime to conduct remote clinical observations. This article provides the research data of a pilot study conducted with middle level and secondary education preservice teachers regarding the effectiveness of remote classroom observations.
ARTICLES
Dropout Factories and the Vaccination Approach: The Impact
of the Dropout Rate on the Economy and the Need for
Effective Literacy Instruction
Carolyn L. Carlson: - Abstract
- Article
Almost seven thousand students drop out of high school every day. Without strong literacy skills, students are less likely to experience academic success and more likely to drop out. This has a negative impact not only on those students, but on the economy. If the dropouts from the Class of 2011 had graduated, the nation’s economy would have gained nearly $154 billion in additional income over their lifetimes. Therefore, a high school diploma is considered the “best economic stimulus package.” The requirements of the Common Core State Standards will help address the literacy needs of students to be successful in school and become college and career ready.
From Fearing STEM to Playing With It: The Natural
Integration of STEM into the Preschool
Marisel N. Torres-Crespo, Emily Kraatz, Lindsey Pallansch: -
Abstract
- Article
The article describes the process of developing and implementing a STEM Summer Camp that allowed Preschoolers to experiment and investigate with materials while learning basic concepts of science, technology, engineering, and mathematics (STEM) through play as part of the educational process. The participants were presented with problems that they needed to solve together. Although the camp emphasized engineering skills and explored gender differences in preschoolers’ performance in those activities, the main focus was to incorporate play in all the activities. This camp was a perfect example of how children learn more complex skills easily through play.
POWER Innovation: Transforming a Culture
David P. Quattrochi, Edward J. Robinson, Paul E. Chapman: -
Abstract
- Article
The Carrollton Exempted Village School District is experiencing a major transformation due to the Utica Shale industry boom that has positively impacted the district. New money has not been passed by the voters since 1977. As a result, the administration and board had to find alternative ways to fund the district, which includes partnering with various oil and gas ompanies and most importantly, ensuring that students are learning the necessary skills in the classroom to complete in the local workforce. Three strategies emerged from this transformation.
Making Sense of Texts
Rebecca G. Harper: - Abstract
- Article
This article addresses the triadic nature regarding meaning construction of texts. Grounded in Rosenblatt’s (1995; 1998; 2004) Transactional Theory, research onducted in an undergraduate Language Arts curriculum course revealed that when presented with unfamiliar texts, students used prior experiences, social interactions, and literary strategies to aid in meaning construction. A discussion of these primary themes explains possible implications and suggestions for teacher education programs and classroom practice.
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