2305 Articles
Medium 9781475842418

Jambunathan et al

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Differences in the Beliefs About the Use of Developmentally Appropriate Practices Among Undergraduate and Graduate Students in Early Childhood Education

Saigeetha Jambunathan

Regina Adesanya

ABSTRACT: This study examined the differences in beliefs about developmentally appropriate practices (DAP) among graduate and undergraduate students in early childhood education. The study also compared the differences in the beliefs about DAP between students who were in the initial and the last phases of the program. Eighty-three undergraduate and graduate students in early childhood education participated in the study. The students completed a 30-item paper-and-pencil Teacher Beliefs Survey (Jambunathan, 2016). A one-way multivariate analysis of variance (MANOVA) was conducted to determine the effect of the level of education on the teacher candidate beliefs about the use of DAP. Significant differences were found between the graduate and undergraduate teacher candidates in the area of observing, documenting, and assessing to support young children and families (F (1, 82) = 2.4826, p < .001). Univariate ANOVAs were done for each of the dependent variables as follow-up tests to the MANOVA to see which dependent variables contributed to the significant results. Significant differences were found in the area of observing, documenting, and assessing to support young children and families between initial phase and final phase graduate students (F (1, 82) = 1.446, p < .05).

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Medium 9781475842418

Zipke et al.

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Factors that Contribute to Educational Linguistics Knowledge in Our Teacher Education Program

Marcy Zipke

and Laura Hauerwas

ABSTRACT: This self-study explores the current status of teacher preparation in educational linguistics and examines how one merged elementary special education program integrates language knowledge into courses and field experiences across the undergraduate program. Multiple areas of language (phonology, morphology, syntax, semantics, and pragmatics) and domains of knowledge (foundational knowledge, linguistic skills, and practice) are considered. Data sources included a review of the courses, pre- and post-tests of educational linguistics at different phases of the program, teaching observations, and student focus groups. Results indicated that pre-service educators made gains in all areas of language and domains of knowledge. Findings from the student teaching observations and focus group provided insight into program factors that contributed to pre-service teachers’ ability to apply educational linguistics in their teaching. This study extends previous discussions of teacher preparation in linguistics and highlights for us the importance of diverse field experiences and reflective practices to developing pre-service teachers’ knowledge of educational linguistics and its applications in teaching.

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Medium 9781475842418

McElroy et al.

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Redesigning Decision-Making in Pre-Service Teacher Education

Encouraging Engagement and Knowledge Growth

Brianna McElroy

Stephanie Chitpin

ABSTRACT: Knowledge of various curriculum content and student assessment is an important aspect of pre-service teacher training. Knowledge in these two areas contributes to pre-service teachers’ effectiveness in maximizing students’ learning and outcomes associated with curriculum delivery. A distinction is drawn between learning and knowledge building or growth. “Knowledge growth” refers to building knowledge through asking questions, leading discussions, or engaging in hypothesis testing to remove error(s) contained in solutions or theories. In this article, we use the Objective Knowledge Growth Framework (OKGF), a model based on the critical rationalism of Sir Karl Popper, to show how the instructor, with the assistance of a recent graduate of the program, has used the OKGF in redesigning two sections of the Curriculum Design and Evaluation course—a compulsory course for all pre-service teachers at the University of Ottawa. The redesign of the course attempts to support pre-service teachers’ knowledge growth, based on student feedback, different curriculum delivery approaches, and assessment methods. The object of this article is to evidence how the OKGF helps engage students in asking questions, trying out solutions to problems they encountered in their practice, and providing opportunities for students to challenge assumptions presented in the classroom.

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Medium 9781475842418

Henning et al.

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Designing Teaching Practice

A Case Study of Pro-c Creativity

John E. Henning

Timothy McKeny

Ginger Weade

Danielle E. Dani

Linda J. Rice

Anthony J. Xenos

ABSTRACT: The purpose of this study was to provide a description of the creative process of a high school mathematics teacher. This teacher was selected for study because of the originality and effectiveness of his instructional design as evidenced by (1) its impact on students, (2) the changes it inspired in his behaviors and beliefs, and (3) its dissemination through publication. The results describe the teacher’s process for developing and implementing creative insights through the lens of both the creative process and design thinking. Recommendations are given for cultivating the intuitive and analytical thinking of teachers.

Interdisciplinary descriptions of creativity date back at least a hundred years to John Dewey, who characterized problem solving as sensing a difficulty, suggesting a solution, considering the consequences, and accepting a final solution (1910). In 1926, Wallas proposed a four-stage model for the creative process that still has considerable currency today: preparation, incubation, illumination, and verification (Ochse, 1990). Many scholars acknowledge that the creative process involves a long preparatory period to acquire expertise, which in turn is followed by deep engagement with a specific problem, the manifestation of a sudden and often unexpected insight, and the development of a workable solution that can be tested and disseminated to others (Csikszentmihalyi & Sawyer, 1995; Gruber, 1995; Sawyer, 2003).

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Medium 9781475842418

Call for Book Review

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Call for Book Reviews

Teacher Education and Practice is interested in receiving high-quality book reviews for upcoming issues. Individuals interested in reviewing a book or providing a review essay that examines 1-–3 books focused upon a common issue, topic, or theme should submit a proposal to the editor. The proposal should not exceed one page and should identify the book(s), along with a rationale supporting the appropriateness of the book review or review essay for Teacher Education and Practice.

Books selected for review should demonstrate a clear alignment with teacher preparation and/or practice. Book reviews and/or essay reviews should provide a critical examination of the book(s) under review. High-quality reviews offer the reader a thoughtful critique of the book(s), juxtaposing select and/or salient points from the book(s) under review in relation to other important contributions in the field of teacher preparation and practice. Individuals may elect to offer reviews or review essays that align with a special issue or as an open theme submission. Teacher Education and Practice is interested in receiving manuscripts that address social practice, teacher preparation, pedagogy, curriculum, standards and accountability, teacher learning, issues of diversity, teacher as researcher, alternative certification programs, and other germane topics. Submissions should follow manuscript guidelines for Teacher Education and Practice, and should be approximately 5–7 double-spaced pages, depending on whether the review is for a single book or an essay covering multiple books. In addition, submission should have a separate page listing the book(s) title, publisher, year published, ISBN number, price of book(s) (paperback and/or hardback, depending on format reviewed), and number of pages.

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