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Using Avatars To Address Teacher Self-Efficacy, Chancey Bosch, Trevor Ellis 2021 Oral Roberts University

Using Avatars To Address Teacher Self-Efficacy, Chancey Bosch, Trevor Ellis

Journal of Global Education and Research

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management ...


“We Have To Get More Teachers To Help Our Kids”: Recruitment And Retention Strategies For Teacher Education Programs To Increase The Number Of Indigenous Teachers In Canada And Abroad, Laura Landertinger, Danielle Tessaro, Jean-Paul Restoule 2021 Hartwick College

“We Have To Get More Teachers To Help Our Kids”: Recruitment And Retention Strategies For Teacher Education Programs To Increase The Number Of Indigenous Teachers In Canada And Abroad, Laura Landertinger, Danielle Tessaro, Jean-Paul Restoule

Journal of Global Education and Research

81818app手机版下载This paper discusses the findings of a research study that gathered and analyzed recruitment and retention strategies employed by 50 teacher education programs (TEPs) in Canada, the United States, New Zealand, and Australia to increase the number of Indigenous teachers. It discusses several recruitment and retention strategies that were found to be successful in this regard, highlighting the importance of facilitating access, eliminating financial barriers, and offering Indigenous-centric programs.


Enhancing The Quality Of Student Teachers’ Reflective Teaching Practice Through Building A Virtual Learning Community, Wai Cheong Jacky Pow, Kwok Hung Lai 2021 Hong Kong Baptist University

Enhancing The Quality Of Student Teachers’ Reflective Teaching Practice Through Building A Virtual Learning Community, Wai Cheong Jacky Pow, Kwok Hung Lai

Journal of Global Education and Research

81818app手机版下载Microteaching and reflection remains an important technique that pre-service student teachers can use to practice their teaching in a safe environment. However, improvements in teaching are not guaranteed without the support and feedback from peers. Previous studies suggest that a learning community supported by information technology promotes improved pedagogical decisions. This study aimed to examine whether virtual learning communities can facilitate student teachers’ reflection upon their teaching practice. A video database with both text- and voice-comment functionalities was designed to facilitate the process of giving peer feedback and improve the quality of teaching practice. Student teachers’ experiences in using the ...


Creating Trauma Sensitive Classroom In The Early Childhood Setting, Janelle Elke 2020 Minnesota State University Moorhead 81818app手机版下载

Creating Trauma Sensitive Classroom In The Early Childhood Setting, Janelle Elke

Dissertations, Theses, and Projects

The purpose of this study is to ensure that our early childhood classrooms are trauma sensitive for our students that have been exposed or are experiencing trauma. Roughly 26 percent of children in the United States witness or experience a trauma before the age of 4( Briggs- Gowan et al.2010). The study was conducted in three different phases. In the first phase, data was collected on what strategies are presently implemented for students who have been exposed to trauma. In the second phase, strategies, techniques and tools were introduced to help during stressful situations that happened during class. In ...


Implementing Simulation In Icu New Graduate Nursing Orientation: Introducing Two Practice Innovations, Aiza Quinday MSN 2020 University of San Francisco

Implementing Simulation In Icu New Graduate Nursing Orientation: Introducing Two Practice Innovations, Aiza Quinday Msn

Master's Projects and Capstones

81818app手机版下载A change project involving the use of innovative wearable simulation technology was integrated into the 12-week new graduate nurse ICU training program at one community hospital in Northern California. Project implementation was interrupted by the Covid-19 pandemic, so only the first pilot training session was conducted. Initial results from this training session suggest that the simulation training had a positive impact on the nurses’ ability to assess patient breath sounds and to recognize and treat a rapidly deteriorating patient. This training session also allowed the project team to identify additional areas of skill assessment and opportunities for improvement for the ...


Support For Teacher Candidates And The Edtpa, Dia Gary, Dylan Thomas, Joseph Miller 2020 Central Washington University

Support For Teacher Candidates And The Edtpa, Dia Gary, Dylan Thomas, Joseph Miller

Journal of Global Education and Research

Equipping new teachers in today’s society is a noble and challenging task. Of late, many additional licensing standards for teachers create additional responsibilities for universities that provide pedagogy, knowledge, and content for teacher candidates. Identification of best practices that support teacher candidates on the Educative Teacher Performance Assessment (edTPA) is of interest to many teacher education programs. The purpose of this research was to analyze whether incorporating a mock edTPA81818app手机版下载 had beneficial results on the passage of the edTPA. This study spanned fourteen ten-week quarters and included 688 teacher candidates who were preparing to become certificated teachers at a ...


Global Citizenship Education Starts With Teacher Training And Professional Development, Evan Saperstein 2020 William Paterson University

Global Citizenship Education Starts With Teacher Training And Professional Development, Evan Saperstein

Journal of Global Education and Research

In recent years, the idea of global citizenship has grown in scholarly circles and developed into a nascent discipline known as global citizenship education. As a general matter, global citizenship education strives to deepen cross-cultural understanding through the study of current transnational issues. This qualitative, interpretivist case study examined the roles and responsibilities of global studies teachers at an urban New Jersey public high school. The study included interviews with an administrator, two global studies teachers, and six students enrolled in the second sequence of a two-year course in the global studies curriculum; as well as observations and analysis of ...


Educational Leadership, Leader-Member Exchange And Teacher Self-Efficacy, Gabriela Flores, Denver J. Fowler, Richard A. Posthuma 2020 Southwestern University 81818app手机版下载

Educational Leadership, Leader-Member Exchange And Teacher Self-Efficacy, Gabriela Flores, Denver J. Fowler, Richard A. Posthuma

Journal of Global Education and Research

81818app手机版下载The purpose of this article is to examine social cognitive theory and social comparison theory, and how they are integrated to propose that self-efficacy mediates the relationship between leader-member exchange social comparison (LMXSC) and performance. Furthermore, the article supports the need for development and examination of the effects of educational leadership and teacher self-efficacy. That is, to determine if school leadership has an effect on teacher self-efficacy, and if teacher self-efficacy has an effect on student achievement. The preliminary conceptual model developed within the article includes insightful research questions to be considered for impending future studies. The authors hope this ...


Broadening Perspectives: Using Multiple Teaching Approaches To Meet The Needs Of Language Students, Kalen Taylor 2020 Utah State University

Broadening Perspectives: Using Multiple Teaching Approaches To Meet The Needs Of Language Students, Kalen Taylor

All Graduate Plan B and other Reports

This portfolio is comprised of research, opinions, and ideas that the author has learned during the Master of Second Language Teaching (MSLT) program at Utah State University (USU). It is a representation of experiences gained through teaching lower division Spanish courses at USU. In addition to experiences, it is also comprised of research perspectives which were furthered by coursework in the MSLT program.

Contained within the pages is a road map of the author’s journey of learning and research. The portfolio begins with the author’s perspectives on teaching including his philosophy on teaching and how he has developed ...


The Influence Of A Science Methods Course On Prospective Elementary Teachers’ Visions Of Science Teaching, Martha M. Canipe, Jessica Y. Coronado Verdugo 2020 Northern Arizona University 81818app手机版下载

The Influence Of A Science Methods Course On Prospective Elementary Teachers’ Visions Of Science Teaching, Martha M. Canipe, Jessica Y. Coronado Verdugo

Journal of Educational Research and Practice

81818app手机版下载Prospective elementary teachers may enter their teacher education program having experienced science more as a collection of definitions and facts than in ways that support rich engagement with scientific phenomena. As a result, their visions of themselves as science teachers may not align with the most recent understandings about how to teach science to support student learning. Science methods courses are settings that have the potential to shift prospective teachers’ visions of science teaching. We used an explanatory sequential mixed methods approach with collection of survey data followed by interviews with selected participants. We analyzed how prospective elementary teachers’ visions ...


Imagination At Work: A Book Review Of The Power Of Practice-Based Literacy Research: A Tool For Teachers, Catherine Lammert 2020 University of Iowa

Imagination At Work: A Book Review Of The Power Of Practice-Based Literacy Research: A Tool For Teachers, Catherine Lammert

Networks: An Online Journal for Teacher Research

This is a book review of of The Power of Practice-Based Literacy Research: A Tool for Teachers.


Discussion-Case Analysis For Facilitating Pre-Service Teachers' Exploration Of Play In The Early Childhood Classroom, Meredith Resnick, Ane T. Johnson 2020 Brooklyn College

Discussion-Case Analysis For Facilitating Pre-Service Teachers' Exploration Of Play In The Early Childhood Classroom, Meredith Resnick, Ane T. Johnson

Networks: An Online Journal for Teacher Research

81818app手机版下载This study sought to examine the experience of early childhood pre-service teachers participating in facilitated research analysis with discussion-case application. Specifically, we were interested in the impact on teachers’ knowledge of and attitude towards the role and value of play in the classroom. This study describes the qualitative phase of a sequential explanatory mixed method research project. Eight participants were interviewed after participating in an in-class activity of analyzing a piece of research on play and applying it to a hypothetical discussion-case in a small group Four key findings emerged from this study: participants viewed play as inextricably connected to ...


Implementing Personal Devices In Math, Jamie W. McDaniel 2020 Texas State University

Implementing Personal Devices In Math, Jamie W. Mcdaniel

Networks: An Online Journal for Teacher Research

This study examined the effect of implementing personal devices into a fifth grade mathematics classroom. Thirty-eight fifth graders participated in this eight-week project with a focus on six students to track their growth. During the study, students engaged in technology based stations that pertained to our geometry unit and coordinate unit. Students took pre and post test on paper to track progress. In addition, students completed online assessments within their practice websites and apps to track comprehension and growth of the content. Furthermore, students were interviewed to ensure they were staying engaged in the online activities and to track student ...


Sharing Stories: Reflections Of Professors’ Literacy Identities And Beliefs, Christy M. Howard, Ran Hu, Johna Faulconer 2020 East Carolina University 81818app手机版下载

Sharing Stories: Reflections Of Professors’ Literacy Identities And Beliefs, Christy M. Howard, Ran Hu, Johna Faulconer

Networks: An Online Journal for Teacher Research

81818app手机版下载Teacher identities and beliefs influence instructional practices. In order to explore this process, this self-study was conducted by three literacy professors from different ethnic backgrounds including one African-American professor, one Chinese national professor and one White professor. The purpose of this study was to examine how professors' literacy identities are shaped and how sharing these identities, experiences and beliefs in meaningful professional dialogues influences instructional practice. We examined the role of our identities and beliefs on our instructional practices using multiple forms of qualitative data such as journal entries, digital stories, and critical group discussions. Despite the range of differences ...


Reclaiming And Redefining Research, Suzanne Porath 2020 Kansas State University Libraries 81818app手机版下载

Reclaiming And Redefining Research, Suzanne Porath

Networks: An Online Journal for Teacher Research

Action research, practitioner inquiry, self-study, scholarship of teaching and learning, or practice-based research – there are numerous names for this work. Yet, whether you are new to action research or a veteran of classroom inquiry, I hope this issue of Networks continues to inspires you to “reflect on classroom practice through research ventures… alone or in collaboration, use inquiry as a tool to learn more about your work with the hope of eventually improving its effectiveness” (from the mission statement of Networks: An Online Journal for Teacher Research).


Precarity In Feminism And Feminist Art Education: Decentering Whiteness Through Reproductive Justice Activism, Michelle Bae-Dimitriadis, Olga Ivashkevich 2020 The Pennsylvania State University

Precarity In Feminism And Feminist Art Education: Decentering Whiteness Through Reproductive Justice Activism, Michelle Bae-Dimitriadis, Olga Ivashkevich

Journal of Social Theory in Art Education

The article addresses precarity in mainstream feminism and feminist art education as a systemic dismissal and exclusion of the critical concerns and voices by disenfranchised women of color from its narratives and agendas. It draws on a case of the reproductive justice feminist activism to illustrate how the mainstream pro-choice feminist movement neglected the urgent and often life threatening reproductive concerns by Black, Brown, Indigenous and immigrant women, which led to an establishment of the reproductive justice coalitions by activists of color. The reproductive justice movement is an important call to action to challenge and decenter Whiteness in mainstream feminism ...


Validation Of The Myanmar Teacher Competency Standards Framework (Tcsf) Final Report, Anna Dabrowski, Jeaniene Spink 2020 Australian Council for Educational Research (ACER) 81818app手机版下载

Validation Of The Myanmar Teacher Competency Standards Framework (Tcsf) Final Report, Anna Dabrowski, Jeaniene Spink

Teacher Education

This final report provides background to the four domains of the Myanmar Teacher Competency Standards Framework (TCSF), and the validation study design, stages and methods which sought to answer the focus question: Does the TCSF describe effective teaching in Myanmar? The study included expert review, a teacher survey and case studies of teaching practice in a sample of effective teachers. The report presents key findings and next steps from validation of the TCSF to implementation.


Nurturing Mentorship Relationships Through Inquiry-Based Dialogue, Rhiannon M. Maton, Kathy Mantas 2020 State University of New York College at Cortland

Nurturing Mentorship Relationships Through Inquiry-Based Dialogue, Rhiannon M. Maton, Kathy Mantas

The SUNY Journal of the Scholarship of Engagement: JoSE

Mentorship is an established practice supporting learning in applied and experiential education. Although scholarship acknowledges that effective mentorship involves both process and relationship (Kwan & Lopez-Real, 2005), little is known about what allows for the development of positive and productive relationships between mentees and their mentors. This essay looks specifically at the mentorship of preservice teachers, and posits that at the heart of developing productive mentorship relationships is inquiry-based dialogue, an interpersonal method of fostering critical reflective dialogue through nurturing, thoughtful, inquisitive and non-hierarchical communication. The authors, who were partnered as mentor-mentee in a preservice teacher in-school immersion experience fifteen years ...


Editorial Review Board Rh V. 59 N.2, 2020 Western Michigan University 81818app手机版下载

Editorial Review Board Rh V. 59 N.2

Reading Horizons: A Journal of Literacy and Language Arts

81818app手机版下载No abstract provided.


Professional Learning Of Literacy Teachers Of Specialized Populations, Katie Egan Cunningham, Jodi Falk 2020 Manhattanville College 81818app手机版下载

Professional Learning Of Literacy Teachers Of Specialized Populations, Katie Egan Cunningham, Jodi Falk

Reading Horizons: A Journal of Literacy and Language Arts

81818app手机版下载In this article, the researchers share results from a study on teachers’ responses to professional learning experiences with a focus on balanced literacy methods to best meet the literacy needs of their d/Deaf students. The authors use theories of communities of practice, connected learning, and collective hope. Findings indicate that for professional learning to be meaningful and actionable, it needed to include the following four criteria: (1) must be relevant to the specific population of children; (2) must acknowledge and value organic, teacher-initiated professional learning; (3) must incorporate a collaboratively decided-upon shared purpose; and (4) must be joy driven ...