Posts Tagged ‘STEM’

    Member Voices: Learning to Navigate New Spaces at Washington Week

    AACTE Consultant Jane E. West and the author at the Holmes Summer Policy Institute in Washington, DC

    I often ask myself, “How can I use my work as an emerging researcher and scholar to help inform educational policy and practice?” Sadly, the implications section of the manuscripts I have produced and even read often feels distant and unattainable, especially without an audience that is empowered to take action. Thankfully, this month’s AACTE Holmes Summer Policy Institute helped me see how I could navigate a new space and translate my work to impact change.

    During the sessions, I realized the importance of building relationships, knowing the agenda, and sharing my work in multiple mediums. I learned the importance of branding and using social media to promote the work I am doing and also to inform my community in ways that are accessible. While that may feel foreign to some, including me, I know I can post a section of a paper I am working on or some key data that might get some people to think twice about an education-related topic.

    Effective Features of Video-Based Professional Development for Math Teachers

    Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online–just log in with your AACTE profile here.

    The January/February 2018 issue of JTE contains an article by Mary Beisiegel of Oregon State University, Rebecca Mitchell of Pine Manor College (MA), and Heather C. Hill of Harvard University (MA) titled “The Design of Video-Based Professional Development: An Exploratory Experiment Intended to Identify Effective Features.” The article is summarized in the following abstract:

    Eliciting Student Thinking in Elementary Math: What Skills Do Preservice Teachers Bring?

    Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online—just log in with your AACTE profile here.

    In the January/February 2018 issue of JTE, Meghan Shaughnessy and Timothy A. Boerst of the University of Michigan authored an article titled “Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking.” The article is summarized in the following abstract:

    JTE Author: Teacher Preparation Programs Must Do More to Alleviate Teachers’ Math Anxiety

     journal of teacher education banner

    Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the author of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.

    This interview features insights from the article “Preservice to In-Service: Does Mathematics Anxiety Change With Teaching Experience?” by Gina Gresham of the University of Central Florida. The article, which appears in the January-February issue of JTE, is summarized in the following abstract:

    Conceptual Analysis: What Coaching Activities Actually Improve Instruction?

    jte logo banner

    Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.

    This interview features insights from the article “Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities,” by Lynsey K. Gibbons of Boston University (MA) and Paul Cobb of Vanderbilt University (TN). The article, which appears in the September/October issue of JTE, is summarized in the following abstract:

    AACTE Tech Committee Joins Fall Summit, Plans Preconference Symposium for #AACTE18

    group photo of aacte committee on innovation and technology
    Members of AACTE’s Committee on Innovation and Technology at the 2017 National Technology Leadership Summit in Washington, DC

    AACTE and its Committee on Innovation and Technology (I&T) are committed to being a leading voice in the preparation of educators to integrate technology within teaching and learning. The latest examples of this commitment include active participation in the 2017 National Technology Leadership Summit (NTLS) and plans for a preconference symposium at the 2018 AACTE Annual Meeting.

    AACTE hosted the 18th annual NTLS September 28-29 at the Association’s headquarters building in Washington, DC. AACTE President/CEO Lynn M. Gangone welcomed NTLS attendees, acknowledging the importance of the work to be done during the summit. Six members of the I&T committee attended the event, including Chair Arlene Borthwick (National Louis University, IL), Jon Clausen (Ball State University, IN), Elizabeth Finsness (Minnesota State University-Mankato), Charles Hodges (Georgia Southern University), Lara Luetkehans (Indiana University of Pennsylvania), and Guy Trainin (University of Nebraska-Lincoln).

    Study Suggests Early Childhood Teacher Candidates Need More Support to Create Mathematical Modeling Problems

    Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – justlog in with your AACTE profile here.

    This interview features insights from the article “An Examination of Preservice Teachers’ Capacity to Create Mathematical Modeling Problems for Children,” by Catherine Paolucci of the State University of New York at New Paltz and Helena Wessels of Stellenbosch University (South Africa). The article, which appears in the May/June issue of JTE, is summarized in the following abstract:

    UNC Greensboro Celebrates Continued Funding for Tech-Focused TQP Work

    In 2014, the University of North Carolina at Greensboro (UNCG) received a federal Teacher Quality Partnership grant for a proposal called Transforming Teaching through Technology (TTtT), winning Year 1 funding of nearly $1.7 million, renewable for up to 5 years. Now, as the partners move into their fourth year of grant-funded collaboration, I asked Principal Investigator and Project Director Christina O’Connor for an update on their work and what it takes to secure continued funding from the U.S. Department of Education year after year.

    The partnership among UNCG, Guilford County Schools, and Winston-Salem/Forsyth County Schools aims to prepare 300 teacher candidates per year with the knowledge, skills, and dispositions to incorporate technology to promote academic learning for all students. The idea is to produce teachers who can embed technology and hands-on, problem-based instruction across all content areas. By approaching this work through partnerships, O’Connor noted, the strategies and lessons benefit not only preservice teachers but also the school-based educators and UNCG faculty.

    Podcast Interview Explores Implications of New Science Standards for Preparing Teachers

    What does strong preservice preparation look like for teaching the Next Generation Science Standards (NGSS)? This question is explored in an article published in the May/June 2017 issue of the Journal of Teacher Education, an issue that also includes several other articles on the topic of the implications for teacher preparation of the Common Core and other new PK-12 learning standards.

    A recent podcast interview for the JTE Insider blog provides insights from Mark Windschitl of the University of Washington and David Stroupe of Michigan State University, authors of the article “The Three-Story Challenge: Implications of the Next Generation Science Standards for Teacher Preparation.” JTE Graduate Assistant Bernadette Castillo conducted the interview.

    How Teacher Education Can Elevate Teacher Quality: Highlights From Sept./Oct. JTE

    Have you read the September/October 2017 issue of the Journal of Teacher Education (JTE) yet? It is now available online and hitting desks around the country. See what Volume 68 Number 4 has to offer!

    • In this month’s editorial, “How Teacher Education Can Elevate Teacher Quality: Evidence From Research,” members of the JTE editorial team at Michigan State University highlight the issue’s four articles. Robert E. Floden, Gail Richmond, Corey Drake, and Emery Petchauer note the papers’ findings and the significance of their topics to various stakeholders in teacher preparation.

    On Twitter

    My week on Twitter 🎉: 24 Mentions, 61.5K Mention Reach, 34 Likes, 17 Retweets, 12.8K Retweet Reach. See yours with… https://t.co/p01r7EgZDW

    AACTE

    AACTE Tools

    Follow Us