Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with one 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 “Effects of a Multimedia Professional Development Package on Inclusive Science Teachers’ Vocabulary Instruction,” by Michael J. Kennedy, Wendy J. Rodgers, John Elwood Romig, John Wills Lloyd, and Mary T. Brownell. The article, which appears in the March/April issue of JTE, is summarized in the following abstract:
Vocabulary knowledge is vital for students’ success in school and beyond. However, students with disabilities and others who consistently score below their peers on various measures of vocabulary knowledge have difficulties in secondary-level content area courses. Because many students with disabilities are now educated primarily in general education classrooms, their teachers report needing more professional development on instructional strategies to support this population. Using a multiple-baseline design, we tested the efficacy of a multimedia, multicomponent professional development package in which middle school science teachers in inclusive classrooms promoted science vocabulary knowledge. The professional development package improved the quality of the teachers’ use of evidence-based vocabulary practices and increased the amount of time they spent explicitly teaching vocabulary in their classes.
A member of the North Carolina A&T State University team shares its work during the May event at Morgan State University.
Abiodun Fasoro of Central State University discusses his campus’ minority male STEM program during the Verizon Innovative Learning Showcase.
Last month, I had the privilege of participating in the Building a Networked Improvement Community Around Engaging Minority Males in STEM Workshop at Morgan State University. The workshop focused on advancing the work of the Early STEM Engagement for Minority Males (eSEM) Initiative, a network of 16 minority-serving institutions (MSIs).
Led by Morgan State and in partnership with Verizon Innovative Learning Programs, SRI Education, the National CARES Mentoring Network, and local school districts, eSEM is a growing collaborative seeking to address STEM achievement challenges and improve outcomes for middle school minority male students through the development of a Networked Improvement Community (NIC). The initiative is supported through grants from the National Science Foundation and includes the following universities:
Congratulations to April Holmes Scholar of the Month Dwayne Cormier!
Cormier is a second-year Ph.D. candidate in the College of Education at Pennsylvania State University, studying curriculum and instruction with an emphasis on curriculum and supervision. His research interests include how culture and context influence engagement in educational settings, as well as the impact of memes on the thoughts and ideals of citizens.
A military veteran and former executive director of a nonprofit organization that changed the lives of young people through the game of golf, Cormier recognized the need to aid students of color in the education system and vowed to make an impact in the classroom through science, technology, engineering, and mathematics (STEM) education. Over the years, his experiences in and outside of the classroom have given him insight on the inequities facing students, preservice and in-service teachers, and administration in educational organizations.
The views expressed in this post do not necessarily reflect the views of AACTE.
As the seniors in your college of education gear up for graduation, encourage them to check out the free resources offered through Education Week’s TopSchoolJobs website:
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the latest author interview below.
This interview features insights from the JTE article “Preservice Teachers’ Learning to Plan Intellectually Challenging Tasks,” by Hosun Kang, assistant professor of education at University of California, Irvine. The article appears in the January/February 2017 issue of JTE.
The article’s abstract reads in part, “This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons. Drawing upon a situative perspective on learning, eight PSTs’ trajectories of participation in communities of practice are examined with a focus on planning throughout student teaching. […] The analyses show that instructional tasks observed at the beginning of lessons link to the ways in which PSTs engage in the three interrelated processes of (a) framing instructional goals, (b) constructing a lesson scenario, and (c) addressing problems of practice.”
AACTE’s Committee on Professional Preparation and Accountability has selected James Hiebert, Robert J. Barkley Professor in the University of Delaware School of Education, to receive the 2017 AACTE Margaret B. Lindsey Award for Distinguished Research in Teacher Education. The award will be presented at the 69th AACTE Annual Meeting Speaker Spotlight Session, Saturday, March 4, at the Tampa Convention Center in Tampa, Florida.
“Dr. Hiebert has invested a major portion of his scholarship in the process of improving teacher preparation,” said Carol Vukelich, dean of the College of Education and Human Development, University of Delaware. “He is recognized as an important scholar who has moved the field of mathematics education forward in significant ways. His work provides a model for how education faculty can design programs that have a positive impact not only on teacher education candidates’ learning but also on the learning of their students when they begin teaching. This is exactly the kind of work our field needs.”
California, like many states in the nation, faces a critical shortage of teachers. As California recovers from the Great Recession, teacher hiring needs have steadily increased from a recent low of 10,360 in 2011-2012 to 21,482 in 2015-2016. During the same period, the number of new credentials issued has decreased to a low of fewer than 14,000 candidates in the 2014-2015 school year. This reduction in productivity is reflective of the downward trend in enrollment in teacher preparation programs.
Please join me Tuesday, November 15, 1:00-2:00 p.m. EST for the third webinar in this year’s AACTE clinical practice series, “Advancing Science and Math Teaching in Diverse Elementary Classrooms: A Clinical Practice Model at San Francisco State University.”
Presenters Judith Munter, dean of the Graduate College of Education, and Stephanie Sisk-Hilton, associate professor of elementary education, will discuss the clinical preparation model at San Francisco State University (SFSU) centered around ensuring elementary education candidates and practicing elementary educators in their partner schools are highly prepared to teach science and math to an increasingly diverse population.
Congratulations to October Holmes Scholar of the Month Cara Gafford!
Gafford is a 4th-year doctoral student at Bowie State University (MD). She is also academy director (vice principal) of the Academy of Information Technology at Friendship Collegiate Academy, a college preparatory high school in Washington, DC.
Her research interests include science, technology, engineering, and math (STEM) and student achievement in STEM learning at high-poverty schools.
Ed Prep Matters is featuring “Stories of Impact” to showcase AACTE member institutions with educator preparation programs that are making a positive impact in their communities and beyond through innovative practices. We are committed to sharing members’ success stories and encourage you to do the same.
The importance of clinical practice in teacher preparation is well known. Increasingly, preparation programs are getting teacher candidates into PK-12 settings earlier and more often to enhance their readiness to enter the field. At Minnesota’s Winona State University, that means building a clinical practice model supported by a state-of-the-art “Education Village” slated to open in spring 2018, pending final state funding.