Most Recent

Elementary Teachers’ Approach to Responsive Teaching in a Self-Regulated Mathematics Environment

by Anne Estapa , Denise Schmidt-Crawford , Andrea Ash & Ercin Sahin
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Self-regulated learning (SRL) environments provide the context for students to have more control over their own learning and have the potential to greatly benefit students. However, more research is needed to understand how teachers approach their interactions with students in these settings and how teachers actualize effective teaching practices in SRL environments. This study was focused on responsive teaching as one type of effective practice. The researchers utilized teachers’ use of questioning as an indicator of responsiveness. Using content analysis, the researchers documented instances of questioning teachers used to build dialogic interaction. Focus was placed on understanding the extent to which teachers’ questions were responsive to students’ thinking within a blended SRL context. Findings suggest that teachers’ use of responsive questioning varied by person and context and were impacted by several factors: the teacher’s understanding of the goals and affordances of an SRL environment, classroom context and teaching approach, and lesson format (e.g., large group vs. individual). Based on the findings, the authors suggest that teachers’ understanding of SRL impacts the extent to which they use responsive teaching to interact with student’s self-paced instruction. In particular, teachers’ focus on conceptual (rather than procedural) goals in the SRL environment supports student thinking and agency.

Exploring Reflective Practices of Beginning Science Teachers in an Online Induction Program

by Gillian Roehrig, Tasneem Anwar, Joshua Ellis & Justin McFadden
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Induction programs are an important component of teacher education aimed at developing teachers as lifelong learners who can make use of reflective and self-regulatory learning practices. The online induction program in this study uses reflective learning cycles to promote the development of reflective practice. A multiple case study of three beginning science teachers was used to explore their self-regulatory processes in developing reflective practice. The authors contend that beginning teacher education programs must engage beginning teachers in self-regulatory learning in order to become reflective practitioners.

Technology-Enhanced Tasks to Assess Three-Dimensional Science Sense-Making: Possibilities and Lessons Learned from the ONPAR NGSS-Based Classroom Assessment Project

by Laura Wright, Heather Harkins, Rebecca Kopriva, William Auty, Linda Malkin & Blake Myers
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The use of technology in assessment continues to evolve the field of educational measurement. This article reports on development and use of new accessible, technology-enhanced assessments designed to measure the three-dimensional science abilities of middle school students. The assessments were piloted with over 70 teachers and 8,000 students throughout the United States over a 3-year period. The adoption and implementation of technology-enhanced assessments is potentially challenging for educators, and numerous factors can influence whether new tools are successful in classroom contexts. The authors describe the assessments alongside insights from project surveys into the conditions that supported or hindered teachers’ successful implementation and use of the new assessments in classroom settings. Results indicate that teachers found the assessments useful for supporting the transition to instruction based on Next Generation Science Standards and preparing students for new state science tests. Successful uptake of the materials in the classroom was supported by professional learning that anticipated teachers’ content, technology, and pedagogical needs. While the assessments were overall successful, areas for potential improvement are also described, including improved reporting formats that are more teacher and student friendly.

Preservice Elementary Teachers’ Use of Text on Slides to Support Planned Instruction

by Christy Pettis
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This study describes the ways in which 36 preservice elementary teachers (PSETs) incorporated text into slides (n = 158) they designed for use with K-5 students during whole-group mathematics instruction. A qualitative content analysis was conducted to determine the extent and purposes for which the PSETs used slide text. Overall, 80% of slides contained text, which was closely aligned with what the PSETs planned to say during instruction. Text was used for three primary purposes: to convey information, to prompt student engagement, and to prompt teacher action. Study findings indicate that instruction in visual literacy skills should be incorporated into teacher education coursework if teacher educators expect PSETs to use slides effectively in their teaching. The findings also highlight the potential utility of slide text as a tool to support novice teachers as they learn to enact cognitively demanding teaching practices, such as engaging students in discussion during lessons. Collectively, the results suggest that slides designed for teaching should be viewed as shared spaces, to be used by and useful to both students and their teachers. Recommendations for ways PSETs may be taught to use slides as a shared space are included.

Re-Mediating and Transmediating Middle-School Students’ Writing Through Teacher Professional Development

by Vicki Stewart Collet
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instructional shifts to include new literacies. Ten teachers and 892 students participated, with a matched control group.  Participating teachers received a classroom set of laptops and up to 46 hours of training. Analyses indicate that professional learning opportunities that fostered conceptual understandings included the opportunity to observe in classrooms that were using new literacies and provided opportunities for hands-on practice and social construction of knowledge appear to have supported instructional changes. Students whose teachers were minimally trained did not have significant increases in writing achievement; however, students whose teachers received sustained training significantly increased their scores on high-stakes assessments. Increased scores were more pronounced for students who had been previously labeled as underachieving, a finding that fosters conceptualization of new literacies as transmediational and re-mediational.

What’s Being Taught? An Analysis of Corporate EdTech Certification Programs

by Todd Cherner, Alex Fegely, Lynsey Heffner & Cory Gleasman
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Corporate EdTech Certification Programs (CECPs) have the potential to disrupt the traditional ways professional development has been offered to teachers. With large companies creating CECPs to demonstrate the ways their products can be used for educational purposes, this study utilized a content analysis methodology to analyze which knowledge bases from the Technology, Pedagogy, and Content Knowledge (TPACK) framework were being integrated into CECPs. Overall, the knowledge bases that included technological knowledge were emphasized, and the ones connected to content knowledge were seldom addressed, if at all. The study is first contextualized, followed by a description of its methodology before reporting findings. The implications section identifies the collective strengths, weaknesses, opportunities, and threats of the CECPs before concluding with recommendations for stakeholders to improve and use CECPs for educational purposes.

An Inquiry Into the Possibilities of Collaborative Digital Storytelling

by Stephanie Anne Schmier
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This article explores the possibilities of incorporating collaborative digital storytelling into preservice teacher education to support teachers in learning about their students’ rich perspectives on teaching and learning. Data were gathered in an elementary literacy methods course at a public university in the northeastern United States to explore the possibilities of a digital storytelling collaboration between undergraduate preservice teachers and elementary students. The article concludes with a discussion of ways teacher education researchers and practitioners might utilize digital storytelling to keep record of the ways diverse students experience teaching and learning.

Fostering Culturally Sustaining Practice and Universal Design for Learning: Digital Lesson Annotation and Critical Book Clubs in Literacy Teacher Education

by Laurie Rabinowitz & Amy Tondreau
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Supporting novice educators in developing culturally sustaining and universally designed literacy practices, which are also socially situated and contextual, can seem challenging in online learning environments without access to classrooms. This study sought to understand how novice educators developed literacy teaching practices infused with culturally sustaining pedagogy (CSP) and universal design for learning (UDL) in an online learning environment. The authors used the P+E Framework to support the conceptualization of social presence, teaching presence, and cognitive presence in an online graduate elementary literacy methods course. While all three forms of presence were necessary in the course, social presence and teacher presence needed to be frontloaded and intentionally cultivated to support the type of cognitive engagement necessary for UDL and CSP informed literacy instruction. Additionally, elements of UDL modeled through course design served as a secondary layer of learning that participants were able to notice and name without explicit teacher presence. Implications for teacher education are discussed, including how high-touch online literacy methods courses should model the bending of curriculum toward learners.