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968 research outputs found
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Digital Micro-Credentialing as a Model for Professional Learning
No full textTrack: Innovative Technologies and Learning Spaces
Embedded within a self-directed framework, the Empowering Teacher Learning project at Appalachian State University is transforming teacher professional learning in Western North Carolina by fostering teacher agency. Funded by a $12 million Education, Innovation, and Research grant, we are leading the way in providing teachers who serve rural, high-needs schools with quality online, on-demand professional learning (PL) opportunities through micro-credentialing. Micro-credentialing allows teachers to choose topics of interest or growth to benefit their students. Our adaptable framework can also support faculty PL through competency-based learning opportunities with embedded reflection
Generative AI Tools Adopted by Higher Education Students
No full textTrack: Innovative Technologies and Learning Spaces
This study investigates the generative AI (GenAI) tools, models, and frameworks utilized by higher education students in their daily lives, along with their perceived experiences. Survey responses from 293 students were analyzed. These students provided open-ended responses about up to three GenAI tools they have used and their purposes. Students used a diverse range of tools, identifying 130 different GenAI tools, models, and frameworks. Among these, ChatGPT was the most popular tool, used by 45.1% of the students. Students reported using ChatGPT for various purposes, including educational assistance and entertainment. The findings provide useful data on students\u27 actual use of GenAI tools. This study highlights both the opportunities and challenges associated with the adoption of these technologies, emphasizing the need for educational institutions to foster an environment that encourages exploration, responsible use, and ethical engagement with AI
Dimensions of Equity within Preservice Teachers’ Responses to Equity Quotations
No full textSecondary mathematics preservice teachers (PSTs) in mathematics methods courses at three different universities interpreted and responded to five quotations related to issues of equity in mathematics education. PSTs engaged with the quotations both individually, in writing, and as a whole class, in an inner-outer circle discussion. We used Gutiérrez’s (2009) dimensions of equity (access, achievement, identity, and power) to examine PSTs’ responses. Along with other course work, this activity created a space where PSTs were able to discuss issues of equity that could affect their future mathematics instruction
Experiencing Multilingualism in the Math Classroom: A Conversation Starter with Teacher Candidates
No full textThis article invites readers into an abbreviated version of the “Experiencing Multilingualism in the Mathematics Classroom” (EMMC) activity as they read about teacher candidates’ responses and reflections. The EMMC activity was designed as a conversation starter for teacher candidates to build their awareness and help them consider how to support emerging multilingual students in the mathematics classroom, including sensory, graphic, and interactive support strategies. Our teacher candidates’ reflections demonstrate the importance of building awareness and understanding of linguistic diversity in the mathematics classroom. They also suggest the need for more conversations and supports for teacher candidates to move beyond awareness
Poetry Corner
No full textUTEP\u27s Lawrence Lesser turned to poetry to help navigate these pandemic times, a reflection on infection and inflection! First published in the June 2020 issue of Radical Statistics, this poem could actually be used with high school students learning about the inflection point of a (logistic or other) graph, and then going on to make corona-connections with the meaning of the word inflection in the registers of linguistics and communication
Call for Papers: South Asian Dance Intersections 4.0
No full textCall for Papers for the next edition, the last one to be led by founding Editor-in-Chief, Dr. Arshiya Sethi
The Hierarchy of Parampara: Rethinking Relationship to Legacy in Dance
No full textIn this article, author Aadya Kaktikar complicates simplistic attribution of apprentice-learning in the Indian context to a lack of creativity and personal expression. Kaktikar shows how play becomes central to the teaching and learning procedures of a traditional art form of Odissi. Investigating her training with her Guru, Kaktikar urges for play to remain central despite hierarchies within structural formations and across technical procedures, which are perhaps necessary for cultural/ historical continuity of form and content
Examining the Influence of Practice-Based Teacher Education Approaches on Primary Grades Teacher Candidates’ Development of Inclusive and Equity-Based Mathematics Teaching
No full textThis article proposes the construct of Inclusive and Equity-Based Mathematics Teaching (IEBMT), a synthesis of theory and research for effective mathematics teaching for all students. There is a critical need for educator preparation programs to intentionally design course activities and clinical practice experiences to provide teacher candidates (TCs) with ample, worthwhile experiences to develop the knowledge and skills required to be an effective teacher for all students. The study examines how practice-based teacher education (PBTE) approaches in two elementary education mathematics pedagogy courses influenced TCs enactment of IEBMT. The inductive analysis of teacher candidates’ projects and reflections indicated that they were adequately prepared to support learners who had knowledge of the counting sequence and were able to accurately count a set of 5 objects. However, teacher candidates reported and demonstrated in their project a desire and a need for further opportunities to develop classroom- based skills at observing or listening to primary grade learners and quickly making effective instructional decisions about future activities and questions based on what they notice. The article concludes with implications for both course activities and clinical practice experiences for teacher candidates to support their capacity to teach mathematics effectively
Early Childhood Educator Self-Efficacy for Implementing Early Stem childhood teachers
No full textResearch substantiates that providing high-qualitySTEM activities at an early age is important foryoung children to become college and career ready(Moore et al, 2016). However, not all educators areas knowledgeable and/or confident in supportingSTEM instruction. Research suggests individualswith strong self-efficacy tend to commit to goals thatchallenge their current capabilities (Bandura, 1993).Therefore, educators may be more inclined to implementSTEM lessons if they feel knowledgeable andconfident. The study used a multiple methods designincluding surveys, and self-reflection logs to explorehow intentionally designed professional developmentimpacted early childhood educators’ self-efficacy inplanning and implementing early STEM activities forpreschool-age children. The findings found a significantincrease from pre-survey to post-survey in earlychildhood educators’ self-efficacies for supportingpreschool-age children’s STEM activities
You Know I\u27ve Been Holding On: Exploring the Lived Experiences of Black Women Teachers and Influencing Factors for Retention
No full textThis study explores the challenges and experiences faced by Black women teachers in urban schools that contribute to high attrition rates. Guided by Patricia Hill Collins’ Black Feminist Thought, the study investigates the intersectionality of race, gender, and class with the Black teacher’s experiences. The study captures their stories and insights using qualitative narrative inquiry to understand the dynamics influencing their retention. The findings uncover intense stress levels and desired resources for sustainability. In addressing these challenges, policymakers and stakeholders can focus on creating supportive environments leading to the retention of Black women teachers