Teacher Education
Permanent URI for this collectionhttps://hdl.handle.net/11274/9564
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Browsing Teacher Education by Author "Dunlap, Karen"
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Item Finding opportunities outside the academy to enhance student learning: A paper on practice(College of Education & Applied Human Sciences, Eastern Kentucky University, 2018) Fredrickson, Rebecca; Dunlap, Karen; McMahan, Sarah K.; Hurlbut, AmandaA recent trend in higher education is the concept of giving authentic experiences to students. A report in the Washington Post found that college graduates were greatly lacking necessary career readiness skills including decision-making, prioritization, time management, and problem solving (Selingo, 2015) needed for entry into the professional job market. Additional research noted students often have difficulty bridging theory to practice and transferring skills from one situation to another (Gordon, 2007). This paper highlights the work of one southwestern university Teacher Education program as they addressed such concerns. Program faculty looked for opportunities to utilize pedagogical expertise outside the academy walls as they guide preservice teacher educational skill development during the transition from collegiate classroom to their own K-12 classrooms. This resulted in faculty implementation of experiential learning activities within the standard teacher education curriculum. At this university, experiential learning activities have fallen into three primary focus areas: service learning, post-graduation continuing education, and opportunities for faculty research mentoring.Item From traditional to cyber CATS: Different breeds for different needs(Magna Publications, 2019-06-24) Hurlbut, Amanda; Dunlap, KarenResearch has shown that using formative assessment to inform instruction is one of the most important components of good teaching (Rosenshine, 2012). While many teachers rely solely on questioning and discussion techniques to gauge a class’s comprehension and learning, formative assessment strategies are needed to engage and assess learners individually. Classroom assessment techniques (CATs) facilitate more meaningful learning by providing opportunities for students to self-reflect on their learning while instructors collect information on what and to what degree students learned (Angelo & Cross, 1993). Here are three fresh takes on CATs and how they can be used in online courses.Item New teacher academies: Building digital teacher induction through blogs and social media(Association for the Advancement of Computing in Education, 2018) Hurlbut, Amanda; McMahan, Sarah; Dunlap, Karen; Fredrickson, RebeccaThe research on new teacher induction encourages educational preparation programs and school districts to create innovative, sustainable initiatives that support new teachers and increase teacher retention in the field. While mentoring programs and ongoing professional development have always been provided for new teachers, programs are beginning to experiment with digital induction tools including asynchronous (webinars) and synchronous (blogs, websites, social media, podcasts) as a means support new teachers. This work-in-progress paper details the initial steps, current findings, and future goals to establish a sustainable digital induction program that expands upon an existing one-day professional development session offered by the university. The New Teacher Academy digital induction site hosts a platform for educational leaders to share tips and research-based strategies geared towards new teachers in the form of a written blog and future online webinars. Content on the site is archived and shared via social media for easy access. Future research goals include studying how teachers use the blog to impact their teaching and how the content on the site affects teacher confidence in their classroom practice.Item Teaching in challenging times: How can culturally relevant pedagogy assist teachers during COVID?(Texas Association of Teacher Educators, 2020) Trujillo-Jenks, Laura; Fredrickson, Rebecca R.; Dunlap, Karen; McMahan, SarahDuring challenging times, the teaching profession becomes the beacon of hope and enlightenment. As has been seen in the era of COVID-19, teachers have been appreciated and praised for providing teaching and learning experiences that promote success for students. Additionally, it has been demanded of them to provide more culturally relevant pedagogy (CRP) to ensure that all students are getting the most from the different forms of instruction that is provided during COVID-19 (i.e., virtual, blended, F2F with shields and masks). To ensure that pre-service teachers are prepared to deliver teaching and learning that includes CRP, targeted activities that include real-world opportunities are a must and should include simulated experiences, along with field experience, bridging, and professional development activities.Item Tools for seamless teaching in online and hybrid contexts(Association for the Advancement of Computing in Education, 2019) Hurlbut, Amanda; Dunlap, KarenFace-to-face teaching methodologies are often very different from the pedagogies needed to deliver successful online teaching. Instructor presence, specific feedback, effective course design, engaging content, and peer interaction have all been shown to be effective predictors of success in online and hybrid learning contexts. This best-practices paper will introduce and discuss how publicly available online technology tools can be seamlessly integrated into online and hybrid course environments to facilitate effective learning. Specifically, this paper aligns with the online interactions framework which purports that students in online courses interact with content, with the course instructor, and with each other to obtain learning mastery. Online tools such as Nearpod, EdPuzzle, Voicethread, Screencastify, FlipGrid, and Google Suite can assist instructors in creating these interactions by facilitating engaging learning activities, providing a method to collect formative assessment data for learning feedback, and by promoting collaboration between students through meaningful discussion opportunities.