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1 – 10 of 173
Article
Publication date: 8 August 2016

Cheresa Denae Greene-Clemons

The purpose of this study is to serve as an exploration of technology engagement on culturally responsive pre-service teachers. In an effort to increase interests of PK–12

Abstract

Purpose

The purpose of this study is to serve as an exploration of technology engagement on culturally responsive pre-service teachers. In an effort to increase interests of PK–12 students of diverse populations in science, technology, engineering and mathematics (STEM) education, many will need opportunities and introductions presented from their PK–12 teachers. Thus, as a part of teaching in the twenty-first century, PK–12 teachers play an intricate role in sparking beginning and continuing interest in technology. This is especially important for students who may not have the opportunity to engage in technology outside of their school setting. Consequently, it is imperative that PK–12 teachers develop a positive disposition toward and engage in technology themselves.

Design/methodology/approach

Using a mixed-method approach, this study investigates the perceptions of Historically Black Colleges and Universities PK–12 pre-service teachers in the area of technology engagement as they work to become culturally responsive teachers. The study provides an interpretation of the pre-service teachers’ level of interest/engagement practices and its relationship with their preparation as culturally responsive teachers.

Findings

The findings suggest a positive correlation between their education preparation program and their ability to utilize technology with their future students.

Originality/value

Finally, the study highlights the need for teacher educators to place a heavier focus on their own technology integration and for education preparation program courses/practicums to follow suit so that under-represented student populations develop more interest in STEM subjects.

Details

Journal for Multicultural Education, vol. 10 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

Book part
Publication date: 2 August 2018

Kathleen Ann Ramos

Teacher educators in rural settings where few English learners (ELs) may be enrolled in PK-12 schools are responsible for creating learning experiences that support preservice…

Abstract

Teacher educators in rural settings where few English learners (ELs) may be enrolled in PK-12 schools are responsible for creating learning experiences that support preservice teachers in building a foundation for teaching culturally and linguistically diverse learners. The goal of the self-study described in this chapter was to investigate a teacher educator’s practice in a largely White, English-speaking rural area in the northeastern US. Learning experiences embedded in the one required course for preparing to teach ELs were grounded in extant research. This chapter highlights one unique experience in which the preservice teachers interacted with international ESL peers on campus to negotiate meaning of a complex text. The preservice teachers reported that this interaction led to analogous understandings for planning and implementing literacy instruction with ELs. These results may be useful to other teacher educators in rural areas who seek principled ways to strengthen preservice teachers’ preparedness for teaching ELs.

Details

Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

Keywords

Open Access
Article
Publication date: 12 May 2023

Drew Polly

The purpose of this study is to provide a systematic review of articles published in PDS Partners: Bridging Research to Practice between 2017 and 2022.

Abstract

Purpose

The purpose of this study is to provide a systematic review of articles published in PDS Partners: Bridging Research to Practice between 2017 and 2022.

Design/methodology/approach

This study uses a systematic review of published articles.

Findings

Findings indicate that keywords in published articles focused on partnerships, professional development, teacher education and teaching. Findings related to authorship indicated that the journal published a combination of articles authored by only individuals in postsecondary institutions, or author teams that included individuals from both postsecondary institutions and PK-12 settings. Findings also indicate that the most common NAPDS Nine Essentials in articles were Essential 4: Reflection and Innovation and Essential 2: Clinical Practice.

Research limitations/implications

Implications for this study include a need for more scholarly writing about specific NAPDS Nine Essentials as well as a potential need for more studies on student learning within PDS partnerships.

Originality/value

This is the first systematic review published about articles published in PDS Partners, which transitioned from a magazine to a peer-reviewed journal in 2018.

Details

PDS Partners: Bridging Research to Practice, vol. 18 no. 1
Type: Research Article
ISSN: 2833-2040

Keywords

Article
Publication date: 3 August 2020

Yi-Hwa Liou and Alan J. Daly

This study responds to major administrative and policy priorities to support science, technology, engineering and mathematics (STEM) education by investigating a multi-sector…

Abstract

Purpose

This study responds to major administrative and policy priorities to support science, technology, engineering and mathematics (STEM) education by investigating a multi-sector ecosystem of regional organizations that support a STEM pipeline for education and careers.

Design/methodology/approach

We use social network analysis to investigate an entire region within a geographic region of California which included 316 organizations that represent different stakeholder groups, including educational institutions (school districts, schools and higher education), government, private companies, museums, libraries and multiple community-based organizations. This STEM ecosystem reflects a systems-level analysis of a region from a unique social network perspective.

Findings

Results indicate that organizations have a surface-level access to STEM-related information, but the deeper and more intense relationship which involves strategic collaboration is limited. Further, interactions around information and collaboration between organizations were purportedly in part to be about education, rarely included PK-12 schools and district as central actors in the ecosystem. In addition, while institutions of higher education occupy a central position in connecting and bridging organizations within the ecosystem, higher education's connectivity to the PK-12 education sector is relatively limited in terms of building research and practice partnerships.

Originality/value

This research has implications for how regional-level complex systems are analyzed, led and catalyzed and further reflects the need to intentionally attend to the growth of STEM networks.

Details

Journal of Educational Administration, vol. 59 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 17 May 2021

Megan Schramm-Possinger, Lisa E. Johnson and Beth G. Costner

The United States (US) has accreditation agencies that assess higher education in a manner analogous to external examiners in the United Kingdom. An example accreditor, the…

Abstract

The United States (US) has accreditation agencies that assess higher education in a manner analogous to external examiners in the United Kingdom. An example accreditor, the Council for the Accreditation of Educator Preparation, requires university-level Educator Preparation Program providers (EPPs) to evaluate the degree to which (a) their graduates feel prepared to assume their professional roles as a result of their EPP training and (b) their impacts on PK-12 students’ learning. These are meaningful forms of programmatic assessment, however, governmental agencies in the United States do not uniformly collect these data. This has required many EPP providers to do so, with unintended negative consequences. The authors use this context as a case study to examine what must be done when reporting guidelines do not align with the data available. Although a single example, readers are asked to consider analogous situations within their own contexts. Presented in this chapter is the accreditation landscape, a description of the challenges listed above, common solutions, and recommendations for greater coordination among stakeholders in order to expand the systematic conferral of data in safe, ethical, and meaningful ways.

Open Access
Article
Publication date: 4 August 2023

Eva Garin and Diane Yendol-Hoppey

This study provides an analysis of professional development school (PDS) dissertation research that focuses on learning in PDSs. These 103 dissertations written between 1990 and…

Abstract

Purpose

This study provides an analysis of professional development school (PDS) dissertation research that focuses on learning in PDSs. These 103 dissertations written between 1990 and 2020 address an aspect of learning in PDS work, including inquiry as a pedagogical learning tool, student learning PK-12, intern/teacher candidate learning, university teacher educator learning, and inservice teacher learning. From the current exploration of PDS dissertations, most especially from the comparison studies, the authors have learned that there is still no clear path to presenting PDS as having a positive impact when compared with non-PDS experiences..

Design/methodology/approach

Within each of these categories, the authors examine the dissertations by methodology and explore common themes among dissertation findings. As the PDS movement enters its third decade of inquiry and builds its efficacy on models of learning, the findings provide insight into the degree to which PDS scholars are building on the past to determine future PDS research agendas around learning.

Findings

The authors examine the dissertations by methodology and explore common themes among dissertation findings. The themes included: intern learning does happen in PDS sites; PDSs provide structures for intern learning; teacher educators can learn from their PDS work; dissertations in the area of student learning overwhelmingly had inconclusive findings, except for research that focused on targeted interventions, which demonstrated student gains.

Research limitations/implications

With fewer PDS-focused dissertations being written in more recent years, the authors wonder if the complexity of PDS may be a deterrent to the growth and sustainability of this model?

Practical implications

From the current exploration of PDS dissertations, most especially from the comparison studies, the authors have learned that the authors still do not have a clear path to presenting PDS as having a positive impact when compared with non-PDS experiences. However, the authors are beginning to understand the types of studies that are needed to move this agenda forward and hope the work will help inform the PDS community of some.

Originality/value

This is the first known study of PDS dissertations across time.

Details

School-University Partnerships, vol. 16 no. 1
Type: Research Article
ISSN: 1935-7125

Keywords

Book part
Publication date: 4 April 2013

Leslie T. Fenwick and Chike Akua

African American male teachers are the nation’s most academically credentialed and professionally experienced teachers. Though less than 2 percent of the nation’s teachers are…

Abstract

African American male teachers are the nation’s most academically credentialed and professionally experienced teachers. Though less than 2 percent of the nation’s teachers are African American males, these teachers are more likely than their White male and female peers to hold a master’s or doctorate degree. Additionally, African American male teachers who become principals assume the position with more years of experience as a PK-12 classroom teacher than their White peers. And, those who leave the principalship to become superintendents have more years of experience as a PK-12 principal than similarly situated White peers. Why, then, are African American males underrepresented in critical school district policy and leadership posts such as the principalship and superintendency while lesser credentialed and experienced White males hold these posts in percentages that exceed their representation in the teacher workforce? This chapter reviews data about African American male teachers and the school leadership pipeline and proposes a series of policy recommendations to increase representation of African American males in the PK-12 teacher and school leadership workforces.

Details

Black Male Teachers
Type: Book
ISBN: 978-1-78190-622-4

Article
Publication date: 27 January 2021

Jodie Lynn Brinkmann, Carol Cash and Ted Price

This paper introduces a cognitive coaching and reflection tool to help school leaders build self-efficacy at a time when schools are facing a crisis in leadership. Key themes…

1851

Abstract

Purpose

This paper introduces a cognitive coaching and reflection tool to help school leaders build self-efficacy at a time when schools are facing a crisis in leadership. Key themes emerged from the data generated as part of a larger study of PK-12 administrators' leadership during the coronavirus pandemic.

Design/methodology/approach

This qualitative study is based on phenomenological research methods and uses naturalistic inquiry design.

Findings

The findings consider the building of school leaders' efficacy in crisis management during a pandemic. A total of seven data-driven reflection themes are identified: self-care, professional development (PD), communication, school climate, instruction, parent resources and advocacy.

Research limitations/implications

Investigated using a purposeful, nonrepresentative sample were the perceptions and experiences of PK-12 administrators as they served in their leadership role during the pandemic. Therefore, the results are not generalizable beyond the scope and context for which the research was conducted. An implication of this study is that this tool can be used by coaches working with school leaders and by leaders themselves to increase self-efficacy.

Originality/value

The cognitive coaching and reflection tool could be beneficial in developing leaders' self-awareness and reflection skills, in turn building self-efficacy. Although there are other tools to support leaders' self-awareness and reflection, the effects of the pandemic represent a unique opportunity for examining leader practices to adjust to, prepare for and deal with the impacts of a crisis.

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 5 May 2015

Martha McCarthy

The purpose of this legacy paper is to review leadership preparation over time in the United States and addresses challenges ahead. It is hoped that the US developments will be…

1563

Abstract

Purpose

The purpose of this legacy paper is to review leadership preparation over time in the United States and addresses challenges ahead. It is hoped that the US developments will be instructive to an international audience interested in strengthening the preparation of school leaders.

Design/methodology/approach

The paper synthesizes research and commentary on leadership preparation programs in the US as a basis for identifying five challenges ahead.

Findings

Meaningful change should be informed by the past but not bound by tradition. It is imperative to be open to different viewpoints, to take reasonable – and at times bold – risks, and to question deeply held values and assumptions. Broad recognition of the significant role school leaders play in facilitating student learning suggests that the political climate is right to effect meaningful reforms in leadership preparation in the US. Those involved in preparing school leaders are urged to address the challenges identified in this paper.

Research limitations/implications

Encouraging work is underway, but many more people need to be involved in efforts to rigorously assess and improve leadership preparation.

Practical implications

We do not have all the answers but cannot be paralyzed by what we do not know. We are ethically responsible to act on what we do know, such as incorporating the compelling research on learning theory into the leadership preparation curriculum.

Originality/value

The traditional complacency in the educational leadership professoriate cannot continue if university preparation programs are to meet the needs of the next generation of school leaders. The time is short, and the stakes are high for all involved especially for PK-12 students.

Details

Journal of Educational Administration, vol. 53 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Open Access
Article
Publication date: 23 June 2020

Jennifer Van Allen and Stacy Katz

Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims…

8779

Abstract

Purpose

Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims to raise awareness of OER by providing a rationale for using these learning materials and a strategy for educators to get started with OER during the collective crisis and beyond.

Design/methodology/approach

Using a broad research base and anecdotes from personal experience, the authors make the case that OER improves student access to learning materials and improves the learning experience in both PK-12 and higher education contexts.

Findings

The authors define and describe the benefits of OER to provide practical suggestions educators can implement during the pandemic and beyond.

Practical implications

To support educators in finding and using OER, this paper highlights repositories that include a breadth of various learning materials across subject areas and educational contexts. The authors provide specific suggestions for finding, personalizing and contextualizing OER.

Originality/value

This work not only provides an overview of OER with particular considerations for educators during the COVID-19 pandemic but also makes the case that OER should be integrated into classrooms beyond the pandemic.

Details

Journal for Multicultural Education, vol. 14 no. 3/4
Type: Research Article
ISSN: 2053-535X

Keywords

1 – 10 of 173