Teacher Education

Permanent URI for this collectionhttps://hdl.handle.net/11274/9564

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The chameleon identity
(Texas Council of Women School Executives, 2013) Trujillo-Jenks, Laura
Traditionally, men have dominated leadership positions in the field of education, particularly the positions of principal and superintendent. However, more women are occupying these positions successfully (Mendez-Morse. 199, 2000; Skrla, 2000a. 2000b; Tallerico, 1999, 2000). Additionally, identifying with educational administrators involves accepting the responsibilities, characteristics, and attributes, assigned and ascribed to that position. An administrator has responsibilities, characteristics, and attributes of leading and caring for teachers and children, ensuring that they succeed at the appropriate level and pace. With increased opportunities in educational administration, women can have the responsibility to become successful and possibly help alter the characteristics and attributes that are assigned and ascribed.
The good, the bad, and the ugly life of educational administration
(Texas Council of Women School Executives, 2014) Trujillo-Jenks, Laura
Like almost anything in life, there are the good, the bad, and the ugly times. In educational administration. the good. the bad. and the ugly will look differently to each person, and those differences will make an educational administrator strong and knowledgeable. Through my experiences at the campus level, my good, bad, and ugly times gave insight into campus. administration. Sharing some of these experiences are what I do when teaching principalship courses to aspiring campus leaders and what I'd like to share here
Guiding students to think critically using case studies
(Magna Publications, 2014) Trujillo-Jenks, Laura
One of the best practices in teaching and learning is the use of a three-part case study, or a scenario-based story, to help students deepen their understanding of a concept. The three parts of a case study are a scenario-based story that focuses on a specific, hypothetical problem, supporting literature that aligns with the main themes of the story, and guiding questions that help the learner gain the most from understanding the concepts and objectives of the case study by applying critical and higher order thinking skills.
Navigating special education law as a rural school administrator
(Macrothink Institute, 2015) Trujillo-Jenks, Laura; Starrett, Teresa
Working in a rural school district has some great advantages as well as disadvantages. One disadvantage is the lack of resources, such as an alternative discipline placement for students who violate the student code of conduct. This case study, or fictional scenario, focuses on one principal’s need to understand much more about alternative discipline placements for students who violate both the student code of conduct and the penal code. This is not based on real research, but is an application-based case study that can be used in a graduate course in educational leadership. All names used are fictional. Additionally, this case study or fictional scenario is presented as follows: Educational leadership issue, literature review to support the issue, and teaching notes and guiding questions to expound on the issue.
Measurements of student and teacher perceptions of co-teaching models
(The Journal of Special Education Apprenticeship, 2015) Keeley, Randa G.
Co-teaching is an accepted teaching model for inclusive classrooms. This study measured the perceptions of both students and teachers regarding the five most commonly used co-teaching models (i.e., One Teach/One Assist, Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching). Additionally, this study compared student responses to teacher responses to ascertain the presence of both main effects and interactions. It was found that while main effects existed regarding student and teacher perceptions, an interaction did not exist in any category. This study suggests that students perceive positive benefits when teachers implement certain co-teaching models (i.e., Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching).
Fostering student learning through the use of debates
(Magna Publications, 2015) Trujillo-Jenks, Laura; Rosen, Lisa
There are many ways to get students engaged in a classroom, but when topics are controversial or taboo, students may shy away from sharing their thoughts on the subject. In contrast, some may be so overly passionate about a topic that they proselytize their point. One tactic that helps students feel comfortable enough to speak about controversial topics is through debates that are structured and promote students’ preparedness in defending or opposing a particular stance on a topic.
Pre-service teacher preparation in Texas: Training general educators to teach students with disabilities
(American Educational Research Association, 2015) Hurlbut, Amanda R.
Students with disabilities are increasingly receiving the majority of instruction in the general education classroom as a result of recent legislation. Research suggests that many teachers have historically held negative attitudes towards inclusion and feel underprepared to work with students with specialized learning needs. The purpose of this study was to examine how universities in Texas prepare pre-service teachers to work with exceptional students through degree plans, course objectives, assignments, and instructional delivery. Degree plans and syllabi were analyzed in multiple certification areas. Several programs required teachers to take the same special education courses. Results indicate that most elementary teachers receive at least one special education exceptionalities course, while many secondary programs do not require any such course.
Elementary pre-service teachers' perceptions and experiences of mathematics intervention: A pilot study of course embedded Response to Intervention practices
(AERA Online Paper Repository, 2015) Hurlbut, Amanda R.; Tunks, Jeanne L.
Response to Intervention is a widely implemented intervention and pre-referral program in many schools is a result of the reauthorization of the 2004 Individuals with Disabilities Education Act. This study examined elementary pre-service teachers’ perceptions of and experiences with mathematics intervention and RTI practices in a methods course at one north Texas university. Data were collected using Seidman’s three-step interview series with nine pre-service participants and through document analysis of the Mathematics Interactions Project (MIP). Haskell’s transfer theory was used as the theoretical framework from which to analyze the data. Preliminary results with participants suggest a wide variance in RTI understandings according to their coursework and the inclusion of RTI principles in the mathematics methods course.
Freirian perspectives on becoming female researcher-academics in special education
(Academic Journals, 2016) Rau, Amelia Medina; Burks-Keeley, Randa G.; Costa-Guerra, Leslie; Ibrahim, Amal
Perhaps the most influential thinker about education in the late twentieth century is Paulo Freire. He has been particularly popular with informal educators with his emphasis on dialogue. According to Freire, to enter into dialogue presupposes equality amongst participants. Each must trust the others; there must be mutual respect and love (care and commitment). Each one must question what he or she knows and realizes that through dialogue existing thoughts will change and new knowledge will be created. This study highlights the diversity of life and professional experiences of one doctoral cohort at New Mexico State University in Special Education. We reflect on topics of gender, culture, and language by reflecting on the impact of individual backgrounds on our collaborative intent to build a doctoral learning community.
Building bridges to the world: Utilizing service learning during the senior year to develop participatory citizenship
(Dwight Schar College of Education, 2016) Myers, Aimée
The senior year of high school has the potential to be a bridge between childhood and adulthood, but senior courses are not vastly different than courses offered to freshman who are barely into their teenage years. A service learning component that is embedded throughout the senior year provides students with the space to think critically and then act, thus engaging in participatory citizenship. Teachers should, however, scaffold students’ movement toward community participation by establishing a service-learning framework that combines critical reflection with classroom community.
Digital teacher induction via webinars and social media
(Association for the Advancement of Computing in Education, 2016) Semingson, Peggy; Collins, Denise; Hungerford-Kresser, Holly; Hurlbut, Amanda; Meyers, Joyce; Owens, Dana; Robertson, Marla
This best practices paper provides advice on how to conceptualize, structure, and facilitate an open-access and mobile-accessible digital teacher induction program. The digital teacher induction program (DTIP) is used to provide support for graduates as well as preservice teachers of various degree and certification programs within a large teacher education program at a large public university in Texas. The presenters have participated in various roles in designing and facilitating an entirely online open-access DTIP. The program provides structured support via both synchronous (webinar-based) sessions on high-interest topics such as special education and behavior management, as well as asynchronous social-media based support (e.g., Facebook, Pinterest, Twitter, YouTube, and Slideshare). Alumni and preservice teachers are invited to attend or view the recordings of the synchronous sessions. We have recently added a blogging component to the DTIP and the program continues to change to meet the needs of our large alumni base.
The impact of instructional program delivery on Texas principal certification test results [2016]
(Texas Council of Professors of Educational Administration, 2016) Malone, Peggy; Ortloff, Warren; Trujillo-Jenks, Laura
Understanding the relationship between the success of students in a university principle program and the relationship between the type of instructional delivery model and the student scores on state mandated TExES principle exam was the main focus of this research. The purpose for this study was twofold. First, identifying the preferred instructional delivery models, as defined through the Texas Education Agency (TEA), and requesting confirmation from each university as to which program delivery model was instituted was needed. the second purpose was to identify any statistically significant difference between program delivery (face-to-face ]F2F], Principal Test, an examination required for Texas Principal Certification.
Online learning in pre-service teacher education: A comparison of student progress in a traditional and online development and learning theory course
(Association for the Advancement of Computing in Education, 2017) Hurlbut, Amanda
Online education programs are well established in teacher education for graduate and non-traditional students. However, there is a lack of substantial research into online programs for pre-service students. The purpose of this study was to determine how student progress in a face-toface or traditional growth and development course compares to student performance in an online section taught by the same instructor, and to determine what factors contributed to performance in the course as determined by student grades and responses, perceived instructional strategies, and participation in online interactive content. This study used a mixed-method design using both quantitative and qualitative data. Findings from the study suggest that students enrolled in the traditional class generally received higher grades and assignment scores than those who attended classes online. Other differences in the courses exist and contributed to overall performance.
Evaluation of the student experience in the co-taught classroom
(SPED sp.z o.o., 2017) Keeley, Randa G.; Brown, Monica R.; Knapp, Debra
Co-teaching is the fastest growing inclusion model in the United States. Yet, the effectiveness of this model from the student perspective is largely under researched. Over a six-week period of systematic implementation of co-teaching models, this study quantitatively compared student and teacher perceptions of the effectiveness of the five most commonly used co-teaching models (i.e., One Teach/One Assist, Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching). Quantitative analyses demonstrated statistical interactions between student and teacher perceptions. These findings differ from previous research in that they focus primarily on student perceptions in order to gain a better understanding of the impacts of co-teaching on students.
Pre-service teacher knowledge and transfer of mathematics intervention practices
(American Educational Research Association, 2017) Hurlbut, Amanda R.
There is a current need for research in how pre-service programs prepare future teachers to intervene mathematically with at-risk students. The purpose of this study was to examine elementary pre-service teachers’ transfer of learning about mathematics intervention in relation to an RTI framework. Data sources included focus group interviews with pre-service teachers and document analysis of a required field-based course assignment known as the Mathematics Interactions Project (MIP). Haskell’s transfer theory was used as the framework to analyze the data. Findings indicate that pre-service teachers’ transferred knowledge of mathematics instructional practices including the use of manipualtives, lesson planning, and assessment to a field-based setting. However, only pre-service teachers’ with prior experiences with RTI conceptualized the assignment as RTI in action.
Tackling the bullies in academe
(New Prairie Press, 2017) Waltje, Jorg; Trujillo-Jenks, Laura
Severely hurtful and undermining behavior is on the increase at university campuses, partly due to the widespread jealousy and competition that is naturally prevalent in higher education. This interactive workshop will provide strategies for chairs who have to deal with difficult faculty, but it will also point out ways to create a departmental atmosphere of civility and collegiality in which bullies cannot thrive. We will use case studies to analyze realistic scenarios that can later be used by chairpersons to encourage discussions on plans of action and solutions in their home departments.
Elementary pre-service teacher knowledge and transfer of mathematics intervention practices
(Chinese American Educational Research and Development Association, 2018) Hurlbut, Amanda R.; Tunks, Jeanne
The purpose of this study was to examine how elementary pre-service teachers’ transferred mathematics instructional practices learned in a methods course at the university to a field-based classroom setting using response to intervention (RTI) methodology. Pre-service teachers (PSTs) implemented a required Mathematics Interaction Project with small groups of elementary students in the field. The project consisted of initiating a screening instrument on a targeted math skill, providing four to six intervention lessons, and then tracking student progress using formative and summative assessment measures. Data were generated through document analysis of the MIP reflection submissions and focus group interviews with 22 participants. Findings indicate that most PSTs’ transferred mathematics instructional practices such as manipulative use, lesson planning, and assessment to the field-based setting. However, only candidates with a background in special education saw the process specifically tied to response to intervention.
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, Amanda
A 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.
Multi-year study of impact of instructional delivery on Texas principal certification test results
(Texas Council of Professors of Educational Administration, 2018) Ortloff, Warren G.; Trujillo-Jenks, Laura; Malone, Peggy; Jiang, Mei
A multi-year review of the TExES Principal (068) test average scaled score and the three domain scores have been reviewed, with a focus on the relationship between student’ success in a Texas university principal preparation program and the type of instructional delivery model used.
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, Rebecca
The 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.

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