Using digital technologies to remotely observe and mentor teachers is a relatively new practice. ... more Using digital technologies to remotely observe and mentor teachers is a relatively new practice. Thus, many states, schools, and districts do not have policies in place that explicitly allow this practice, and, in some instances, policies are in place that explicitly prohibit the use of these technologies. This chapter provides an analysis of the traditional approach to mentorship, support, and feedback, and highlights new challenges with in-person mentorship, support, and feedback amid the COVID-19 pandemic. As with many aspects of current newly adapted world, the teaching profession has become increasingly reliant on using digital technologies to remotely observe and mentor teachers. The chapter provides a literature review of best practices in observation, mentorship, and feedback. It also shows that limited data are available to facilitate the use of digital technologies and provide novice and in-service teacher support in order to allow for a positive novice teacher induction experience.
Meeting the needs of all students, particularly those from diverse backgrounds can be challenging... more Meeting the needs of all students, particularly those from diverse backgrounds can be challenging for new teachers. In this poster presentation, we would like to share our results of a study that examined pre-service teachers’ experience in an online book club on the topics of learning disabilities, gifted and talented, dyslexia, second language learners and poverty in an effort to increase their knowledge and skills in working with diverse learners. Book club members met online using a “wiki” application for 12 weeks in the semester. Dialogue was two-way and continuous as members would respond, share their personal connections as well as post their own questions. Participants also created a professional development for their peers and surrounding schools on their book club topic. Seventy-eight percent and twenty percent strongly agreed or agreed respectively that the project better prepared them as a teacher working with students. Attendees can expect to learn about our study as well as information on how to implement their own virtual book club in their classroom at the K-12 and higher education setting. We would also like to share our future implications with the expansion of literature to include non-fiction genres, including autobiographies
In response to the staggering number of students in our schools who continue to read below grade ... more In response to the staggering number of students in our schools who continue to read below grade level in our secondary schools, secondary teacher preparation programs in 46/50 states currently require secondary preservice teachers to take some version of a content/disciplinary literacy course. Literacy requirements for all content areas vary, as do the skills necessary to read and understand the material/content. This is more true for elective content areas such as music, dance, kinesiology, art, theater, agriculture, and family and consumer science. This article will focus on art, its benefits to secondary students, and the necessary art literacy skills and best practices for preservice teachers.
The purpose of this study was to assess the effect of the flipped classroom approach on preservic... more The purpose of this study was to assess the effect of the flipped classroom approach on preservice teachers who were taking a Social Studies Methods class. Our goal as teacher educators is to maximize learning to ensure they reach their potential. Participants were assigned to weekly flipped classrooms. The flipped classroom approach methods had a positive impact on personalized learning, active learning and participants felt it was beneficial.
Teachers are constantly examining new ways to differentiate math instruction in the classroom tod... more Teachers are constantly examining new ways to differentiate math instruction in the classroom today. The following research study focuses on teacher implementation of a Guided Math instructional model within local school districts. Preservice teachers were provided training prior to implementing a Guided Math instructional model as part of their Methods instruction. It was hypothesized that students would show improvement in meeting mathematics objectives; however, teachers would need additional training regarding managing stations and small group instruction. This information will be used to aid school districts in determining additional training opportunities needed to effectively utilize Guided Math instruction in the mathematics classroom.
Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies, 2022
Using digital technologies to remotely observe and mentor teachers is a relatively new practice. ... more Using digital technologies to remotely observe and mentor teachers is a relatively new practice. Thus, many states, schools, and districts do not have policies in place that explicitly allow this practice, and, in some instances, policies are in place that explicitly prohibit the use of these technologies. This chapter provides an analysis of the traditional approach to mentorship, support, and feedback, and highlights new challenges with in-person mentorship, support, and feedback amid the COVID-19 pandemic. As with many aspects of current newly adapted world, the teaching profession has become increasingly reliant on using digital technologies to remotely observe and mentor teachers. The chapter provides a literature review of best practices in observation, mentorship, and feedback. It also shows that limited data are available to facilitate the use of digital technologies and provide novice and in-service teacher support in order to allow for a positive novice teacher induction e...
readers are just a few of the benefits of using graphic novels (Carter, 2009). Another advantage ... more readers are just a few of the benefits of using graphic novels (Carter, 2009). Another advantage of graphic novels is they “can teach literacy skills and critical thinking in ways that other formats can’t” (Rapp, 2012, p. 64). This is primarily because graphic novels include text and visual images, which work together to encode meaning (Park, 2016). The multimodal structure of these types of novels includes blending the text and pictures, enhancing the reader’s comprehension of the story (Pantaleo, 2011). Making connections across these text elements and making predictions, which require the reader to make inferences, is an important part of literacy supported by this format. Because every action cannot be depicted in pictures, these novels require readers to infer what is not pictured. These inferences not only help readers enhance their understanding of the story, but they also encourage application of literacy skills necessary for comprehension (Rapp, 2012). Graphic novels also b...
Using digital technologies to remotely observe and mentor teachers is a relatively new practice. ... more Using digital technologies to remotely observe and mentor teachers is a relatively new practice. Thus, many states, schools, and districts do not have policies in place that explicitly allow this practice, and, in some instances, policies are in place that explicitly prohibit the use of these technologies. This chapter provides an analysis of the traditional approach to mentorship, support, and feedback, and highlights new challenges with in-person mentorship, support, and feedback amid the COVID-19 pandemic. As with many aspects of current newly adapted world, the teaching profession has become increasingly reliant on using digital technologies to remotely observe and mentor teachers. The chapter provides a literature review of best practices in observation, mentorship, and feedback. It also shows that limited data are available to facilitate the use of digital technologies and provide novice and in-service teacher support in order to allow for a positive novice teacher induction experience.
Meeting the needs of all students, particularly those from diverse backgrounds can be challenging... more Meeting the needs of all students, particularly those from diverse backgrounds can be challenging for new teachers. In this poster presentation, we would like to share our results of a study that examined pre-service teachers’ experience in an online book club on the topics of learning disabilities, gifted and talented, dyslexia, second language learners and poverty in an effort to increase their knowledge and skills in working with diverse learners. Book club members met online using a “wiki” application for 12 weeks in the semester. Dialogue was two-way and continuous as members would respond, share their personal connections as well as post their own questions. Participants also created a professional development for their peers and surrounding schools on their book club topic. Seventy-eight percent and twenty percent strongly agreed or agreed respectively that the project better prepared them as a teacher working with students. Attendees can expect to learn about our study as well as information on how to implement their own virtual book club in their classroom at the K-12 and higher education setting. We would also like to share our future implications with the expansion of literature to include non-fiction genres, including autobiographies
In response to the staggering number of students in our schools who continue to read below grade ... more In response to the staggering number of students in our schools who continue to read below grade level in our secondary schools, secondary teacher preparation programs in 46/50 states currently require secondary preservice teachers to take some version of a content/disciplinary literacy course. Literacy requirements for all content areas vary, as do the skills necessary to read and understand the material/content. This is more true for elective content areas such as music, dance, kinesiology, art, theater, agriculture, and family and consumer science. This article will focus on art, its benefits to secondary students, and the necessary art literacy skills and best practices for preservice teachers.
The purpose of this study was to assess the effect of the flipped classroom approach on preservic... more The purpose of this study was to assess the effect of the flipped classroom approach on preservice teachers who were taking a Social Studies Methods class. Our goal as teacher educators is to maximize learning to ensure they reach their potential. Participants were assigned to weekly flipped classrooms. The flipped classroom approach methods had a positive impact on personalized learning, active learning and participants felt it was beneficial.
Teachers are constantly examining new ways to differentiate math instruction in the classroom tod... more Teachers are constantly examining new ways to differentiate math instruction in the classroom today. The following research study focuses on teacher implementation of a Guided Math instructional model within local school districts. Preservice teachers were provided training prior to implementing a Guided Math instructional model as part of their Methods instruction. It was hypothesized that students would show improvement in meeting mathematics objectives; however, teachers would need additional training regarding managing stations and small group instruction. This information will be used to aid school districts in determining additional training opportunities needed to effectively utilize Guided Math instruction in the mathematics classroom.
Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies, 2022
Using digital technologies to remotely observe and mentor teachers is a relatively new practice. ... more Using digital technologies to remotely observe and mentor teachers is a relatively new practice. Thus, many states, schools, and districts do not have policies in place that explicitly allow this practice, and, in some instances, policies are in place that explicitly prohibit the use of these technologies. This chapter provides an analysis of the traditional approach to mentorship, support, and feedback, and highlights new challenges with in-person mentorship, support, and feedback amid the COVID-19 pandemic. As with many aspects of current newly adapted world, the teaching profession has become increasingly reliant on using digital technologies to remotely observe and mentor teachers. The chapter provides a literature review of best practices in observation, mentorship, and feedback. It also shows that limited data are available to facilitate the use of digital technologies and provide novice and in-service teacher support in order to allow for a positive novice teacher induction e...
readers are just a few of the benefits of using graphic novels (Carter, 2009). Another advantage ... more readers are just a few of the benefits of using graphic novels (Carter, 2009). Another advantage of graphic novels is they “can teach literacy skills and critical thinking in ways that other formats can’t” (Rapp, 2012, p. 64). This is primarily because graphic novels include text and visual images, which work together to encode meaning (Park, 2016). The multimodal structure of these types of novels includes blending the text and pictures, enhancing the reader’s comprehension of the story (Pantaleo, 2011). Making connections across these text elements and making predictions, which require the reader to make inferences, is an important part of literacy supported by this format. Because every action cannot be depicted in pictures, these novels require readers to infer what is not pictured. These inferences not only help readers enhance their understanding of the story, but they also encourage application of literacy skills necessary for comprehension (Rapp, 2012). Graphic novels also b...
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