Current Issues in Education (E-Journal, Arizona State University)
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Humanizing Online Teaching to Equitize Higher Education
Get PDFOnline courses are increasing access to college for students who have been traditionally left out of higher education. However, minoritized students are less likely to succeed online when compared to their White and Asian peers. As the student population becomes more diverse, colleges and universities have an opportunity to improve this problem by preparing faculty to design and facilitate inclusive online learning experiences that more effectively support the needs of all learners. This paper presents a model for humanized online teaching using a theoretical framework influenced by Culturally Responsive Teaching (CRT), social presence, validation theory, and Universal Design for Learning (UDL). Humanized online teaching ensures the non-cognitive components of learning are addressed through instructor-student relationships and community, allowing connection and empathy to drive engagement and rigor. Six humanizing strategies with real teaching examples are discussed, in addition to goals for meaningful professional development to support the adoption of humanized online teaching
Using Certificates to Engage Faculty in Professional Development
Get PDFThe Center for Teaching and Learning (CTL) at the University of North Carolina at Charlotte is helping to shape the futures of learning in diverse ways. In this paper, we describe a recently implemented micro-credential option for faculty and graduate students, the Essentials of Teaching and Learning Certificate Program. We also report findings supporting micro-credentialing as a popular, flexible, and cost-effective approach to faculty development and teaching excellence
Responding To Heteronormativity: Lesbian, Gay, Bisexual And Asexual Preservice Teachers’ Dreams And Fears
Get PDFHeteronormativity, the “privileging of heterosexuality through its normalization” (Jackson, 2006, p. 109), causes confusion and anxiety for many lesbian, gay, bisexual, and asexual preservice teachers as they consider how they will talk about their lives with students. This article explores how preservice teachers have experienced the normalization of heterosexuality and the ways in which these experiences will shape their professional practices. Focus group and follow up interviews with lesbian, gay, bisexual, and asexual preservice teachers were analyzed using a constant comparison method. Findings suggest that participants’ professional vision was largely a response to heteronormativity. They wanted to be out, be role models, and create safe spaces; yet they felt unable to achieve this vision in what they perceived as heteronormative school climates. Implications for teacher preparation programs and policies include the importance of equipping all preservice teachers to identify and disrupt heteronormativity in schools
Spatial Computing: Creating the Future of Learning
Get PDFSpatial computing is the fourth paradigm of the digital revolution and could profoundly transform learning. It is the convergence of several technological developments, including Augmented and Virtual Reality (XR), Artificial Intelligence, haptic feedback, motion-capture, and situational awareness engines. This article explores how the shift from 2D screens to virtual worlds will impact learning and raise new ethical and digital literacy challenges. Spatial computing goes far beyond the simple use of a VR headset for virtual experiences. Microsoft’s experimental Dreamwalker project has already demonstrated how a user can remain entirely immersed in a virtual environment while successfully navigating the real world around them. These developments offer far-reaching implications for learning and our social interactions. Students may prefer virtual embodied avatars who are adaptive, personalized, and available anytime over real faculty - or they may gain a new-found appreciation for human connection. In a world where the virtual and real converge, learning will no longer be limited to education organizations but will be embedded throughout human experience. When we are no longer confined by physical reality but by the worlds we can imagine, the ability to ask the right questions will be more critical than having the correct answers. With spatial computing, technology will no longer be an educational tool, but a platform for human experience
Identity Development & Belief Change: Experiences of Beginning Urban Teachers
Get PDFDrawing on literature around the first-year experiences of new teachers working in urban schools—including their unique vulnerability for emotional turbulence as they undergo the Moir (1990) First Year Phases of Teaching model—this article examines the changing beliefs of brand new urban educators as they progress throughout their first year as teacher of record. Using the Moje and Luke (2009) theoretical framework for identity formation and development, this study examines how teachers’ beliefs and dispositions develop in tandem with a new identity through various social interactions and scenarios. Findings suggest that new teachers are more likely to change their beliefs when they undergo various stages of emotional conflict and will turn to more experienced colleagues at their new school for advice and insight. This can contribute to belief change and affect classroom practice. Teachers were more likely to change their beliefs during the middle of the school year—specifically during the survival and disillusionment phases of the Moir (1990) model. Implications for teacher induction and development are discussed
Fostering Preservice Teachers Development: Engagement in Practice and Learning
Get PDFGiven the benefits associated with authentic field experiences (Edwards, 1996; McMahan, Malone, Fredrickson, & Dunlap, 2015; Siwatu, 2011 ), it is not uncommon to include early field experiences prior to student teaching as a way to engage university students with teaching diverse students in an authentic school setting. This study explored preservice teachers perceptions of their pedagogical growth and development as an aspiring teacher in a structured field experience placement prior to student teaching. Data was analyzed using qualitative techniques and revealed three main themes. The following themes reflected preservice teachers perceptions of their growth: viewing through a prescriptive lens, valuing the collaborative experience, and fostering self-awareness. While preservice teachers valued the collaborative experience, they expressed a superficial level of pedagogical learning and their thinking reflected a narrow scope from a prescriptive lens. Our findings suggest a need for teacher educators to help preservice teachers develop a deeper understanding of the dynamics of teaching during their initial experiences of learning to teach in authentic settings.
An Exploration of the Existence, Value and Importance of Creativity Education
Get PDFThis study employed purposive sampling across 20 SE Idaho schools to explore PK-3 educators' perceptions regarding the existence, value and importance of creativity education in the early childhood education setting (PK-3). A survey instrument and semi-structured interview protocol were developed for use. Surveys were distributed by mail and through on-site meetings, Interviews were conducted in one-on-one settings. Seventy-three PK-3 educators were surveyed and eight took part in the interviews. The findings indicated that while PK-3 educators valued the concept of creativity, there was a discrepancy between teachers' claims of valuing creativity and the realities of their classrooms. Barriers to increasing creativity education were identified as a lack of educators' understanding of creativity, children's freedom of expression, curricular restrictions, and the high-stake testing environment. Needed supports included loosening regulations associated with standardized tests, more curricular flexibility and space for free-play activities, and a clearer, shared understanding of creativity
Impact of Cohort Bonds on Student Satisfaction and Engagement
Get PDFThis study examines differences in student satisfaction and engagement in cohort programs versus traditional, non-cohort educational programs by studying the impact of close bonds between students. The authors measure and compare close bonds within an educational cohort to a traditional program and measure the impact of close bonds on satisfaction and engagement. The results demonstrate significant difference in the bonds developed by students in cohort programs compared to non-cohort programs. The close bonds scale was strongly correlated to the engagement scale and moderately correlated to the satisfaction scale. Regression analysis suggests close bonds may predict both satisfaction and engagement
Principals Perceptions of their Knowledge in Special Education
Get PDFWith the Every Student Succeeds Act continuing to legislate accountability for special education and Hispanic students, the appropriate content in principal preparation programs relevant to successful leadership of special education programs is vital. This mixed methods study analyzed the survey responses of 84 principals in South Texas from predominantly Hispanic schools to determine the principals perceptions regarding their legal, foundational, and contextual knowledge of special education and their suggested topics for inclusion in curriculum content of principal preparation programs to provide the necessary knowledge and skills to effectively implement and supervise special education programs. Results indicated that the principals greatest knowledge was of the Individuals with Disabilities Education Act (100%) and the lowest area of knowledge was in designing curriculum for students with disabilities (65%). The most frequent recommendation for inclusion in principal preparation was for additional content in special education laws, Section 504, and Response to Intervention
Engaging Reluctant Readers in a French Immersion Classroom
Get PDFReading engagement is like a puzzle consisting of many pieces to emplace for successful engagement to occur. The author, a French Immersion teacher/researcher, found that many of her grade one reluctant readersthose students who could read but chose not toapproached reading with some pieces of the puzzle. They had strategies and knowledge but lacked motivation to engage in reading. This led to the question: How do reluctant readers in my classroom respond to practices designed to increase their motivation to read?
This study is qualitative-oriented action research. The author fulfilled the dual role of teacher and researcher as she introduced and taught seven classroom practices to see which ones helped the reluctant readers to increase their motivation to read. By applying multiple data collection methods the teacher/researcher set out to record what reluctant readers had to say about each of the classroom practices.