Monday, October 20, 2014
Breakout Session 2: 2:15-3:15pm
Unless otherwise noted, there are two 30-minute presentations in each breakout session.
The sessions will be presented in the order listed.
The sessions will be presented in the order listed.
Session 2A
Location: Capitol F
Facilitator: Amanda Rudolph
Facilitator: Amanda Rudolph
(a) Student Thinking Lens: Improve Science Instruction and Student Achievement for All Learners
Dr. Teresa Lesage Clements & Dr. Moira Baldwin
University of Houston - Victoria
The Student Thinking Lens (STL) helps connect a bridge between the student’s culture to the instruction where all students can be engaged in learning. Research shows there are still gaps in science achievement within demographics groups. The STL helps build vocabulary and science understanding by eliciting and probing student thinking to make it visible. Literacy skills and inquiry are improved by students thinking and communicating verbally about a concept, listening to others, and writing or typing their thoughts in a journal. The STL is an instructional tool educators can use to enhance their instruction and student achievement.
Dr. Teresa Lesage Clements & Dr. Moira Baldwin
University of Houston - Victoria
The Student Thinking Lens (STL) helps connect a bridge between the student’s culture to the instruction where all students can be engaged in learning. Research shows there are still gaps in science achievement within demographics groups. The STL helps build vocabulary and science understanding by eliciting and probing student thinking to make it visible. Literacy skills and inquiry are improved by students thinking and communicating verbally about a concept, listening to others, and writing or typing their thoughts in a journal. The STL is an instructional tool educators can use to enhance their instruction and student achievement.
(b) Increasing Culturally Relevant Teaching in Science through Family Learning Events
Dr. Cherie McCollough
Texas A&M University - Corpus Christi
The study reports findings from 150 preservice teachers (PSTs) that implemented Family Science Learning Events, evaluating perceptions and self-efficacy in teaching science to diverse, low socio-economic student and parent populations through self-designed, culturally relevant curriculum. Data collected included qualitative PST reflections, lesson plans, project board/activity evaluation, and post-event surveys. The Self-Efficacy Beliefs about Equitable Science Teaching and Learning instrument provided quantitative data. Results suggest that incorporating Family Science as an integral component of teacher preparation can be a powerful facilitator of learning for all involved, increasing excitement for learning, confidence in using culturally relevant activities and working with family members.
Dr. Cherie McCollough
Texas A&M University - Corpus Christi
The study reports findings from 150 preservice teachers (PSTs) that implemented Family Science Learning Events, evaluating perceptions and self-efficacy in teaching science to diverse, low socio-economic student and parent populations through self-designed, culturally relevant curriculum. Data collected included qualitative PST reflections, lesson plans, project board/activity evaluation, and post-event surveys. The Self-Efficacy Beliefs about Equitable Science Teaching and Learning instrument provided quantitative data. Results suggest that incorporating Family Science as an integral component of teacher preparation can be a powerful facilitator of learning for all involved, increasing excitement for learning, confidence in using culturally relevant activities and working with family members.
Session 2B
Location: Capitol G
Facilitator: Martha Oldenburg
Facilitator: Martha Oldenburg
(a) Nonfiction Literature Circle Strategy Adaptation: Preservice Teachers' Reactions and Perceptions
Dr. Judy Williams, Dr. Betty Coneway & Dr. Elsa Medrano
West Texas A&M University
Dr. Judy Williams, Dr. Betty Coneway & Dr. Elsa Medrano
West Texas A&M University
The U.S. Department of Education's Reauthorization of the Elementary and Secondary Education Act: A Blueprint for Reform (2010) advises states to identify effective tasks of engagement and motivation that include a student-led collaborative/social component. The literature circle is one such component. This session will consider preservice teachers' perceptions regarding (1) the academic worth of using the literature circle strategy for developing transferable comprehension skills, (2) whether the preservice teacher would implement the literature circle strategy in their future classrooms, and (3) the use of higher level thinking when adapting fiction literature circle strategies for expository text.
2ba-nonfiction_literature_circle_strategy_adaptation.pdf | |
File Size: | 963 kb |
File Type: |
(b) A Powerful Partnership: The Integration of a Social Studies and Language Arts Methods Course
Dr. Debbie Shulsky & Dr. Elaine Hendrix
University of Houston - Clear Lake
Dr. Debbie Shulsky & Dr. Elaine Hendrix
University of Houston - Clear Lake
In
many elementary settings, Social Studies is a casualty of daily schedules
dictated by the pressures of standardized testing in other content areas.
Sadly, the compartmentalization of subject areas within elementary classrooms
today contributes to the lack of critical connection-building in young
children. To combat this challenge, one teacher education program renovated an
EC-6 Language Arts and Social Studies methods course design to engage teacher
candidates in learning experiences that promote meaningful curricula
integration. This presentation shares
the story of the development and early implementation of a blended curriculum
framed by the skills/literacies required of a critical citizen.
Session 2C
Location: Capitol H
Facilitator: Zach Zozzell
Facilitator: Zach Zozzell
(a) Flipped Classrooms: Preparing for Learning in the 21st Century
Dr. Cathy Box & Josh Wheeler
Lubbock Christian University
Dr. Cathy Box & Josh Wheeler
Lubbock Christian University
The Flipped Classroom has taken education by storm as younger
tech-savvy teachers enter the workforce.
How does it work? Is it
effective? How do we help our
pre-service teachers learn to implement this technology-driven teaching method
in their own classrooms? Join us as we
answer these questions and more using data from the field and from our own
experiences in the classroom.
2ca-the_flipped_classroom_csotte_2014.pdf | |
File Size: | 1787 kb |
File Type: |
(b) Flipped Learning: The Next Steps after Flipping the Classroom
Dr. Ronald J. Anderson
Texas A&M International University
Dr. Ronald J. Anderson
Texas A&M International University
The presenter flipped his classroom for a teacher preparation course
beginning in the fall 2014 semester. Modifications and refinements were made in
the spring semester, with more emphasis being placed on promoting flipped
learning. This presentation focuses on flipped learning, which distinguishes
the flipped classroom from an online or blended/hybrid class. The technology
for the different models is similar, but how students engage with the material
and with each other is different. The presenter finds flipped learning to be
especially appropriate for teacher candidates participating in a field
experience.
Session 2D
Location: Tannehill
Facilitator: Kathleen Vinger
Facilitator: Kathleen Vinger
(a) Investigating Technology in the Classroom
Dr. Jaime Coyne & Dr. Mae Cox
Sam Houston State University
Dr. Jaime Coyne & Dr. Mae Cox
Sam Houston State University
This study investigates the following: a) pre-service teachers’
attitude toward using technology; b) pre-service teachers’ perceptions of
professors’ use of technology in instruction; and c) pre-service teachers’
self-efficacy in using technology in the classroom after participating in a
technology project with their peers.
(b) The Efficacy of Educator Preparation Programs from the Perspective of Teachers Serving High-Needs Populations of Students
Daniella G. Varela, M.P.A.
Texas A&M University - Kingsville
Daniella G. Varela, M.P.A.
Texas A&M University - Kingsville
This qualitative study explores the efficacy of educator preparation
programs from the perspective of teachers serving high-needs populations of
students. The findings reveal several
themes which educator preparation programs can use to better understand the
needs of teachers.
2db-jk_bp_self-determination_csotte_2014.pdf | |
File Size: | 482 kb |
File Type: |
Session 2E
Location: Creekside I
Facilitator: Sue Owens
Facilitator: Sue Owens
(a) Parental Involvement: A Phenomenological Qualitative Study of Parental Involvement in a Secondary School
Dr. Christie Bledsoe & Debra Malone
University of Mary Hardin-Baylor
Dr. Christie Bledsoe & Debra Malone
University of Mary Hardin-Baylor
Parental
involvement (PI) is an important link to academic success. However, there is a disconnect between the
vision and the reality of the practice for secondary students. There is a
greater rate of PI at the elementary level than at the secondary level, and
more research exists about preschool and elementary PI than secondary PI.
(b). High Impact Service-Learning in an Urban Teacher Preparation Program: A Grant Funded Literacy Project with Incarcerated Youth
Dr. John Kelly & Dr. Colin Dalton
University of Houston - Downtown
Dr. John Kelly & Dr. Colin Dalton
University of Houston - Downtown
This presentation focuses on the findings of a high-impact
service-learning literacy project for pre-service teachers in an introduction
to special populations course in an urban education program. The literacy
project, funded by a grant from a Texas State Representative, Sylvester Turner,
provided funds for the professional publication of five illustrated books
containing incarcerated youths’ poems, personal narratives, short stories, and
artwork. The presentation illuminates components of service-learning that
impacted student outcomes through the
first-hand experiences of the professors and pre-service teachers who
participated in the project at the juvenile detention center. Implications
for future research and practice will be discussed.
2eb-jk_cd_service_learning_csotte_2014.pdf | |
File Size: | 776 kb |
File Type: |
Session 2F
Location: Creekside II
Facilitator: Sara Langford
Facilitator: Sara Langford
(a) Texas College and Career Readiness Initiative: Progress in Teacher Preparation and a Look Ahead
Dr. Leslie Huling & Dr. John Beck
Texas State University
Dr. Leslie Huling & Dr. John Beck
Texas State University
This session will
provide a brief update on the Texas College and Career Readiness Initiative
(CCRI) and will share highlights
and evaluation results from various professional development avenues sponsored
by the CCRI Texas Faculty Collaboratives that were funded by the Texas Higher
Education Coordinating Board from 2009-2014. In addition, the challenges and opportunities
faced in maintaining and advancing the college and career readiness of Texas
students will be examined. Finally, the session focus on how to meaningfully engage
teacher educators in ongoing collaborative faculty development and to lead program
CCRI reform efforts at their campuses.
(b) The UTeach Network: Supporting and Developing Alumni in and Beyond Texas
Kimberly Hughes
U-Teach Institute
Kimberly Hughes
U-Teach Institute
The UTeach
science, technology, engineering, and mathematics (STEM) teacher preparation
model recently has gained attention as a force of educational reform through
scale. Now being implemented at 8 universities in Texas and 40 nationwide,
UTeach programs are expected to produce about 10,000 of the 100,000 STEM
teachers called for by President Obama by 2021. In this session, we will
discuss our model for tracking and supporting alumni through the newly formed
UTeach STEM Educators Association. We argue that it is only through deliberate collaboration
and partnership that meaningful innovation and substantive dialogue about
teacher education can occur.
Session 2G
Location: Capitol BC
Facilitator: Diana Everett
Facilitator: Diana Everett
(a) Fractured Focus: From Defense to Offense
Catheryn J. Weitman, Diana Linn, Phillip Roberson & Mayra Pena
Texas A&M International University
Catheryn J. Weitman, Diana Linn, Phillip Roberson & Mayra Pena
Texas A&M International University
A “fractured focus” required that a traditional EPP transform itself
in order to establish a pathway to success.
The transformation shattered many dysfunctional strategies; chaos was
replaced by order; management by exception was replaced by preservation of
policies and practices; energy was revitalized; and an offensive mode of
operation replaced a defensive mode. In
the process, the EPP moved from a reactive stance for accreditation to a
posture that embraces accountability.
This presentation shares information about changes that faculty,
administration, and staff made to their EPP to derail a downward spiral and
attain fully accredited status in two years’ time.
(b) Increasing the Relevance of Teacher Education Coursework via Twitter
Wendy Michelle Frazier
Houston Baptist University
Wendy Michelle Frazier
Houston Baptist University
Do Twitter and social media curation experiences belong in teacher
education coursework? This session shares an example of how Twitter can be used
to support learning in an elementary science methods course. While Twitter
provides a venue for the sharing of ideas and opportunities for learning, the
available information can be overwhelming. Teacher educators can nurture future
teachers’ use of Twitter for professional purposes by providing instruction and
opportunities for practice in social curation, which involves the gathering,
selection, organization, and narration of key units of information to convey
larger ideas and illustrate deep understanding.
Session 2H
Location: Capitol View Terrace South
Facilitator: Sandra Parnell
Facilitator: Sandra Parnell
(a) Implementing Web Literacy Activities in the Classroom: A Summary of a Focus Group Response
Dr. Jodi Pilgrim
University of Mary Hardin-Baylor
Dr. Elda E. Martinez
University the Incarnate Word
Dr. Jodi Pilgrim
University of Mary Hardin-Baylor
Dr. Elda E. Martinez
University the Incarnate Word
In the spring of
2014, a focus group consisting of secondary teachers in San Antonio met to
explore web literacy activities in the classroom. The presenters will share web literacy
activities implemented by the teachers and will discuss findings regarding web
literacy and technology integration.
(b) The Impact of Induction Support on Teacher Quality and Teacher Retention
Dr. Laura Allen, Dr. Patricia Norman & Dr. Heather Haynes-Smith
Trinity University
Dr. Laura Allen, Dr. Patricia Norman & Dr. Heather Haynes-Smith
Trinity University
Recent changes in the Texas Administrator Code link EPPs with how well
graduates’ P-12 students perform academically.
Yet we know some key understandings novices need can only be learned
once they experience their own classroom.
So how can EPPs continue supporting graduates during their induction years? In response, Trinity University developed the
Summer Curriculum Writing Institute (SCWI).
Since 2005, the SCWI has invited graduates to the University one week
each June to focus on curriculum writing.
Longitudinal studies indicate that SCWI impacts participants around
several goals-time, maintaining and expanding professional networks, curriculum
writing, teacher efficacy, and teacher retention. Participants have also shown significant
increases in curriculum quality (p < .001) and five-year classroom retention
rates (94%).