College of Professional Education
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Item 2021-2022: Year of the Pandemic(Consortium of State Organizations for Texas Teacher Education (CSOTTE), 2022) Fredrickson, RebeccaAt the close of the 2021 CSOTTE conference, I had the opportunity to reflect upon what the experience meant to me. The fact that we were once again permitted to gather together--in the same room with Covid 19 social distancing preference color coordinated lanyards--was something marvelous I never in my wildest academic dreams ever thought would be something so treasured. It never dawned on me that people (especially educators) would not always be able to easily gather together to grow and learn. This is something that I will not take for granted again.Item AAU library directors prefer collaborative decision making with senior administrative team members(University of Alberta, 2017-06-29) Perryman, Carol L.Objective – To understand academic library leaders’ decision making methods, priorities, and support of succession planning, as well as to understand the nature, extent, and drivers of organizational change. Design – Survey and interview. Setting – Academic libraries with membership in the Association of American Universities (AAU) in the United States of America and Canada. Subjects – 62 top administrators of AAU academic libraries. Methods – Content analysis performed to identify most frequent responses. An initial survey written to align with the Association of Research Libraries (ARL) 2014-2015 salary survey was distributed prior to or during structured in-person interviews to gather information about gender, race/ethnicity, age, time since terminal degree, time in position, temporary or permanent status, and current job title. 7-question interview guides asked about decision processes, strategic goals, perceived impacts of strategic plan and vision, planned changes within the next 3-5 years, use of mentors for organizational change, and succession planning activities. Transcripts were analyzed to identify themes, beginning with a preliminary set of codes that were expanded during analysis to provide clarification. Main results – 44 top academic library administrators of the 62 contacted (71% response rate) responded to the survey and interview. Compared to the 2010 ARL Survey, respondents were slightly more likely to be female (55%; ARL: 58%) and non-white (5%; ARL: 11%). Approximately 66% of both were aged 60 and older, while slightly fewer were 50-59 (27% compared to 31% for ARL), and almost none were aged 40-49 compared to 7% for the ARL survey. Years of experience averaged 33, slightly less than the reported ARL average of 35. Requested on the survey, but not reported, were time since terminal degree and in position, temporary or permanent status, and current job title. Hypothesis 1, that most library leaders base decisions on budget concerns rather than upon library and external administration strategic planning, was refuted. Hypothesis 2, that changes to the academic structure are incremental rather than global (e.g., alterations to job titles and responsibilities), was supported by responses. Major organizational changes in the next three to five years were predicted, led by role changes, addition of new positions, and unit consolidation. Most participants agreed that while there are sufficient personnel to replace top level library administrators, there will be a crisis for mid-level positions as retirements occur. A priority focus emerging from interview responses was preparing for next-generation administrators. There was disagreement among respondents about whether a crisis exists in the availability of new leaders to replace those who are retiring. Conclusion – Decisions are primarily made in collaboration with senior leadership teams, and based on strategic planning and goals as well as university strategic plans in order to effect incremental change as opposed to wholesale structural change.Item Adopting VR in the classroom: Perceptions of bilingual and ESL education pre-service teachers(EDMETIC, 2022) Figueroa Flores, Jorge F.; Huffman, Lisa; Lozada, Victor; Rosa-Dávila, EmarelyVirtual reality (VR) is an immersive technology that is gaining momentum in education and has led to new teaching approaches. Moreover, it has spark interest in educator preparation programs and especially in the training of bilingual and ESL pre- service teachers. This article showcases a qualitative study conducted with n=27 undergraduate bilingual and ESL pre-service teachers. The study sought to determine the perception of bilingual and ESL pre-service teachers with VR and provide an understanding of VR mobile applications' experiences. All results were obtained from guided reflections made by pre-service teachers enrolled in the course theories of second language acquisition for ESL and bilingual teacher at a university located in north Texas. A content analysis was performed to analyze the reflections, and three categories were determined: strengths of VR, limitations of VR, and VR mobile applications. The findings revealed a positive perception towards the strengths of VR with 60%, including promotes student engagement (41%) and motivates students (29%). On the other hand, pre-service teachers perceived limitations of VR, including associated costs (44%) and the ability to access the internet (31%). Finally, VR mobile applications which offered VR tours were perceived to enhance learning experiences, including Google Expeditions (51%) and VR Tube (23%).Item As easy as ABC? Teaching and learning about letters in early literacy(International Literacy Association, 2018) Kaye, ElizabethLetter learning is nuanced, complex, and essential to the development of an effective literacy processing system. Forming and naming letters, rapidly differentiating between visually similar letters, and recognizing their sound correspondences are foundational to becoming a reader and writer. Indeed, control over letters affects monitoring, searching, and self‐correcting in reading and writing. The authors argue for (a) assessment that monitors evolving letter knowledge, (b) instruction that is focused and brief and capitalizes on students’ unique strengths and ways of knowing, and (c) isolated letter work that is balanced with the use of authentic texts. Transcripts of teacher–student interactions during reading and writing, personal alphabet books, magnetic letter sorts, and links to teacher resources illustrate how letter learning can be fostered in a variety of activity settings while ensuring student engagement and supporting overall literacy development.Item Assessing the future: Developing information technology skills for new staff roles in academic medical libraries(2007) Perryman, Carol L.; James, R.; Lackey, C.S.; Peterson, R.Item Assessment related skills and knowledge are increasingly mentioned in library job postings(University of Alberta Learning Services, 2015-03) Perryman, Carol L.Objective – The authors sought to determine whether existing definitions of assessment agree with assessment-related skills sought in job postings, and to identify key assessment-related skills, needs for training, and trends in assessment.Item Augmented reality in the secondary education classroom: Teachers’ visions(Bastas Publications, 2021-08-09) Figueroa, Jorge; Sampedro, Begoña; Marín-Díaz, VerónicaThe advancement of emerging technologies in the classroom is a reality, however, the vision that teachers may have of them is essential in order for these to be incorporated. Using this as a foundation, this article’s main objective is to know the vision thatsecondary education (SE) teachers have of the use of Augmented Reality (AR) in teaching at that educational level. Through a descriptive correlational quantitative study, an ex-post facto design, and an ad-hoc questionnaire of 39 items, (N=350 teachers), this objective has been corroborated. The main conclusion that has been reached is that SE teachers consider AR as an element that will cause a change in the student’s learning methodology making it more autonomous and experiential. In addition, the teachers will need more training with AR, lower costs, and greater availability of resources to carry out the teaching process with greater ease.Item Becoming colleagues: The experiences of doctoral research fellows in practice settings(2009) Charles, Lonelyss; Perryman, Carol L.The IMLS-funded TRLN Doctoral Fellows Program supports doctoral candidates interested in teaching and research in academic librarianship, combining doctoral coursework with a research assignment in one of the Triangle Research Libraries Network (TRLN) libraries; fellows are mentored by senior academic library administrators. Rationale for the program also includes the need to help alleviate known boundaries between research and practice settings. Purpose/Objective of Study: Our questions are whether the fellowship experience ameliorates well-documented barriers between research and practice, and how the two cultures mesh, clash, and/or benefit one another in mentoring future faculty and research in LIS. Sample and Setting: Two new doctoral fellows, one with 20 years of experience in libraries, and the other, a former National Library of Medicine Fellow, were placed in two large academic health science libraries. Method (Qualitative, quantitative, historical, etc): This study uses qualitative methods to retrospectively examine the fellowship experience, with particular focus on issues of access to practice settings, and the alignment between doctoral research - and workplace-related demands. Results: The authors believe that their experiences will add to the administrative knowledge base about similar programs, enhancing planning capabilities, and also help to inform other library students who may be contemplating a PhD.Item Before we change the game: The sense-making practices of hospital librarians(2012-05) Perryman, Carol L.Item Beginning the professional discourse: Incorporation of EBLIP concepts and tools into the LIS curriculum(2011) Perryman, Carol L.; Cahill, Maria; Jeng, Ling HweyExamines the use of evidence-based practice in library education by three professors.Item Being a conduit and culprit of white language supremacy: A duo autohistoriateoría(Faculté des Lettres et Sciences Humaines, University of Limoges, 2020) Caldera, Altheria; Babino, Ale RuizIn this manuscript, two normalistas-teachers, who are Women of Color in the United States, reflected on our experiences as educators. In a chronological narrative structure, we each told stories related to our experiences with languages and literacy. Using Anzaldúa’s autohistoria-teoría—a decolonial research methodology—we constructed situated knowledge based on our personal reflections of our experiences. More specifically, we uncovered ways we have been conduits of white language supremacy, interrogated how white language supremacy has impacted our teaching, and revealed our growth in our stance towards linguistic justice. Through the lens of raciolinguistics, we reveal our own victimization, internalized racist linguicism, and subsequent perpetuation of linguistic imperialism. Because of our professional successes as a result of English proficiency, we bought into the myth that acquiring Standard American English was necessary to ensure the success of students with racialized identities and failed to fully value language plurality. At this point in our professional journeys, however, we are committed to work characterized by 1) a recognition of the ways language and race are inextricably entwined, 2) evidenced appreciation for non-Western language varieties, 3) use of translanguaging as resistance, 4) culturally sustaining writing instruction (Woodard, Vaughan, & Machado, 2017), and 5) multimodal communication practices. Our manuscript is important because it models the kind of vulnerability, theorization, and critical reflection necessary for scholars whose work aims for decoloniality. It represents our commitment to decolonization of the self.Item Bilingual education during a pandemic: Family engagement. La educación bilingüe durante una pandemia: Compromiso familiar(Universidad de Las Palmas de Gran Canaria, 2022) Lozada, Victor Antonio; Hansen-Thomas, Holly; Figueroa, Jorge; Stewart, Mary AmandaDuring the COVID-19 global pandemic, teachers have had to be creative on how they engage with the families of emergent bilingual students. This content analysis of four teacher focus groups reveals ways in which teachers have worked to connect to their students over a distance. The purpose of this paper is to discover, from educators. effective teaching strategies that engage families and emergent bilinguals during the COVID-19 pandemic and online teaching. Resulting themes included technology in teaching, building relationships with families. and accessing the educational assets of emergent bilinguals and their families. Connections to cariño (Bartolomé, 2008), educación (Valenzuela, 1999), and using the term "emergent bilingual" (Garcia, 2009) are discussed.Item Bringing together a harmony of voices: Using the Inside-Out strategy as a culturally responsive approach to intertwine knowledge from self, peer, and text(Texas Council of Teachers of English Language Arts, 2019) Myers, Aimée; Hightower, JessicaCulturally responsive teaching is often nebulous and challenging for many to integrate in an effective and intentional way. As novice teachers, we struggled with developing tangible ways to actualize culturally responsive teaching. However, through our combined experiences and research, we have gained a better understanding of culturally responsive teaching and ways to apply the concept. We hope to support other teachers who are looking for practical tools for their culturally responsive toolbox. In this article, we introduce an instructional strategy, called InsideOut, that has benefited us within our own culturally responsive approaches. By utilizing Inside-Out, teachers can use student prior knowledge and lived experiences as resources to bridge together the multiple diversities of the classroom community. For teachers to be culturally responsive to their students, it is important that students become funds of knowledge, and their voices become an essential component to the classroom curriculum. Inside-Out supports students as funds of knowledge by merging three key sources of knowledge: self, peer, and text. Through these multiple viewpoints, our classrooms can be transformed from a predisposed silo of information to an inclusive opus full of multiple harmonies.Item Building and sustaining a healthy and thriving department(New Prairie Press, 2021) Trujillo-Jenks, Laura; Anderson, GinaLearning to delegate and build leaders among the faculty and staff, and mentoring and modeling how to manage difficult situations are integral to building and sustaining capacity within a department. Building a department culture that is healthy and thriving, while also creating a climate for faculty and staff to safely develop their own leadership potential are important characteristics of a healthy department. Also, helping faculty and staff learn to mitigate difficult situations is a powerful form of leadership development. Building a culture of success, a climate that nurtures respect, honesty, and loyalty, and engaging in Crucial Conversations© are the foci for this presentation. Activities and recommendations will be shared and discussed.Item Building and sustaining a healthy and thriving department: Part 2(New Prairie Press, 2021) Trujillo-Jenks, Laura; Anderson, GinaLearning to delegate and build leaders among the faculty and staff, and mentoring and modeling how to manage difficult situations are integral to building and sustaining capacity within a department. Building a department culture that is healthy and thriving, while also creating a climate for faculty and staff to safely develop their own leadership potential are important characteristics of a healthy department. Also, helping faculty and staff learn to mitigate difficult situations is a powerful form of leadership development. Building a culture of success, a climate that nurtures respect, honesty, and loyalty, and engaging in Crucial Conversations© are the foci for this presentation. Activities and recommendations will be shared and discussed.Item Building bridges to the world: Utilizing service learning during the senior year to develop participatory citizenship(Dwight Schar College of Education, 2016) Myers, AiméeThe 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.Item Building bridges: Strengthening new teacher induction through digital means(Consortium of State Organizations for Texas Teacher Education, 2020) Hurlbut, Amanda; McMahan, SarahThe 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 traditional 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 to support new teachers. This 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 one university-based Educator Preparation Program (EPP). Suggestions for the creation and implementation of the blog site and recruitment of author participants will be shared in addition to content from posts, working challenges, and future goals.Item Campus administrators’ responses to Donald Trump’s immigration policy: Leadership during times of uncertainty(Hipatia Press, 2018) Burkett, Jerry; Hayes, SonyaDonald J. Trump was elected the 45th President of the United States in November 2016, after more than a year of campaigning on many major issues. Among the key issues presented during then-candidate Trump’s campaign was immigration reform. While Latinos make up the largest ethnic group of non-citizens in the U.S., most of these individuals have resided in the U.S. for a long period of time, have strong family ties, and have children who are lawful U.S. citizens (Baum, 2010; Almeida, Johnson, McNamara, & Gupta, 2011; Sharpless, 2017). The Trump administration’s early days involved a flurry of executive orders and other measures aimed at increasing the enforcement of immigration laws and blocking admission to the U.S. by individuals from specific countries. The purpose of this exploratory research study wasto interview principals who lead Hispanic-majority elementary, middle, and high schools to determine how students and school communities are reacting to President Trump’s current policy and rhetoric regarding immigration, and how these principals are responding to the students and communities they serve.Item The challenges and rewards of co-chairing a department: Lessons learned from leaders in the middle(New Prairie Press, 2021) Trujillo-Jenks, Laura; Anderson, GinaNewly appointed Department Chairs are often on their own to learn “on the job” the knowledge and skills they will need to succeed. One way to mitigate the challenges of this high-stakes approach is to identify a second leader who can serve in the role of mentor, coach or Co-Chair alongside the new Chair. The Co-Chair may be a leader who has served as a Department Chair in the past and/or who is serving in another middle-management position such as a Chair from a different department, Director, or Associate Dean. During a time of tremendous change and uncertainty, the Co-Chair may provide additional support and stability while also helping the new Chair understand and practice their new roles and responsibilities. During this session, a Chair and Co-Chair will share their experiences, and session attendees will be invited to participate in an interactive discussion.Item The challenges and rewards of co-chairing a department: Lessons learned from leaders in the middle: Part 2(New Prairie Press, 2022) Trujillo-Jenks, Laura; Anderson, GinaNewly appointed Department Chairs are often on their own to learn “on the job” the knowledge and skills they will need to succeed. One way to mitigate the challenges of this high-stakes approach is to identify a second leader who can serve in the role of mentor, coach or Co-Chair alongside the new Chair. The Co-Chair may be a leader who has served as a Department Chair in the past and/or who is serving in another middle-management position such as a Chair from a different department, Director, or Associate Dean. During a time of tremendous change and uncertainty, the Co-Chair may provide additional support and stability while also helping the new Chair understand and practice their new roles and responsibilities. During this session, a Chair and Co-Chair will share their experiences, and session attendees will be invited to participate in an interactive discussion.