Monday, October 20, 2014
Breakout Session 3: 3:30-4:30pm
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 3A
Location: Capitol F
Facilitator: Amanda Rudolph
Facilitator: Amanda Rudolph
(a) Creating Culturally Proficient Classrooms
Dr. Dianne Reed & Dr. Charlotte Fontenot
Houston Baptist University
Dr. Dianne Reed & Dr. Charlotte Fontenot
Houston Baptist University
The purpose of this presentation is to facilitate conversations that surface our beliefs and
values that tend to influence our practices as educators. Using the
model of cultural proficiency developed by (Lindsey, Robins, and Terrell, 2003)
as a framework, participants will develop awareness, knowledge, and skills in
assessing how school policies, programs, and practices reflect diverse groups
in schools and school communities. It is imperative that school personnel
become able to interact with people from a variety of cultures and initiate
policies, programs, and practices that enhance school diversity in order to
effectively impact student learning in twenty-first century schools.
|
|
|
|
|
|
(b) Understanding the Self
Sarah Jean Baker
Concordia University
Sarah Jean Baker
Concordia University
Today’s classrooms are diverse;
this is widely accepted, but how can today’s teacher become prepared for the
diverse classroom? Sociocultural consciousness as cited by Villegas &
Lucas, (2002) is “an understanding that people’s ways of thinking, behaving,
and being is deeply influenced by such factors as race/ethnicity, social class,
and language” (p. 22). To facilitate this sociocultural consciousness,
pre-service teachers must first begin to understand the self. This session will
discuss instructional methods utilized, so pre-service teachers can understand
their sociocultural selves.
Session 3B
Location: Capitol G
Facilitator: Bob Burgin
Facilitator: Bob Burgin
(a) Influencing Teacher Candidates' Perceptions to Shared Personal Practice through Video and Shared Protocol
Jeff Blacklock
Midwestern State University
Jeff Blacklock
Midwestern State University
The purpose of this qualitative project is to investigate whether or
not video and a developed protocol for reflecting on teaching practices
influence pre-service teachers’ perceptions to shared personal practice. Shared
personal practice is a dimension of professional learning community
organizational theory which focuses on teachers collectively working together
to improve teaching practices and learning. During a methods course at a
regional state university teacher preparation program pre-service teachers use
their video lessons and a shared personal practice protocol to reflect on their
instructional practice. Findings suggest that this approach can positively
influence pre-service teachers’ attitudes to sharing practice.
(b) Field-Based Experiences for Teacher Education: A New Paradigm
Jacob Hollaz
Concordia University
Jacob Hollaz
Concordia University
Fieldwork for today’s pre-service teachers must be more extensive,
focused, specialized, and the format of experiences tailored to fit the unique
needs of mentor teachers, host schools and districts, and university students.
Aiming to find the best way to train future teachers and offer extensive field
experiences, while reinforcing high state standards for educator testing,
resulted in a new way to think about fieldwork at Concordia University. Find
out about the unique fieldwork experiences and the research results of a
changing paradigm for hands-on teaching experiences at Concordia University
Texas.
Session 3C
Location: Capitol H
Facilitator: Zach Rozzell
Facilitator: Zach Rozzell
(a) Patterned Text: A Tool for Close Reading in Elementary Classrooms
Dr. Stephanie Grote-Garcia
University of the Incarnate Word
Dr. Stephanie Grote-Garcia
University of the Incarnate Word
With the
widespread adoption of the Common Core State Standards (CCSS), close reading
has rapidly become a hot topic in literacy. This presentation will
define close reading, explain how close reading connects to the Texas Essential
Knowledge and Skills (TEKS), and explore the research supporting the practice.
A high focus will be given to patterned text as tools for close reading and
activities for elementary classrooms will be provided.
3ca-patterned_text__a_tool_for_close_reading.pdf | |
File Size: | 1847 kb |
File Type: |
(b) The Discourse of Immature Bodies in Abstinence-Only Classroom
Puneet Singh Gill
Texas A&M International University
Puneet Singh Gill
Texas A&M International University
Sex education, especially in the Southeastern United States,
remains steeped in Abstinence-Only-Until-Marriage (AOUM), a curriculum which
fails to educate sexually active students.
This present study explored how science teachers in AOUM environments
make decisions regarding sex education topics. I
utilized stratified purposeful sampling to interview 12 experienced teachers
(taught for 2 or more years) and retired teachers who had taught one or more
life science classes. The findings from this study suggest teachers constructed
a discourse of immaturity of adolescent bodies and this discourse disqualified
more complex discussions of sex /sexuality.
Session 3D
Location: Tannehill
Facilitator: Kathleen Vinger
Facilitator: Kathleen Vinger
(a) Preparing Preservice Teachers to Transform the Traditional Classroom through Visual and Communicative Arts
Dr. Neva Cramer & Dr. Karen Backor
Schreiner University
Dr. Neva Cramer & Dr. Karen Backor
Schreiner University
Enhancing literacy and learning through the visual and communicative
arts has the potential for increasing engagement in the classroom and for
developing critical and creative thinking dispositions in preparation for
meeting the demands of career and life skills necessary for success in a global
society. The Partnership for 21st
Century Skills advocates a framework which consists of disciplinary and
interdisciplinary skills including the learning of new literacies. In Vygotskian Perspectives on
Literary Research: Constructing Meaning Through Collaborative Inquiry (2000),
Steiner and Meehan point out that Vygotsky provides a framework for
understanding socially mediated creativity and learning which takes place
through a performance and inquiry based classroom.
(b) The Impact of Teaching Self Determination Skills to Students with EBD
Dr. John Kelly & Dr. Bernardo E. Pohl
University of Houston - Downtown
Dr. John Kelly & Dr. Bernardo E. Pohl
University of Houston - Downtown
This multiple baseline across participants design examined the
functional relation between the Self-Determined
Learning Model of Instruction and the on-task and off-task behavior of four
high school students with EBD. Participants significantly increased their
on-task behaviors and decreased off-task behaviors, maintained behaviors after
withdrawal, and generalized behaviors to other classrooms.
Session 3E
Location: Creekside I
Facilitator: Diana Everett
Facilitator: Diana Everett
(a) Preservice Teachers Learn to Write Quality Language Objectives in a Bilingual Teacher Preparation Program
Dr. Alma Rodriguez & Dr. Sandra Musanti
University of Texas at Brownsville
Dr. Alma Rodriguez & Dr. Sandra Musanti
University of Texas at Brownsville
The presenters share research findings that show how preservice
teachers learned to integrate language development into their content lessons
for emergent bilingual students by including language objectives that embed the
four language domains and the three levels of academic language. Multiple
examples of quality content and language objectives for a variety of content
areas and grade levels are shared.
3ea-handout_language_objectives_csotte.pdf | |
File Size: | 83 kb |
File Type: |
(b) ESL 101: Teacher Behaviors for the Inclusion of English Language Learners
Dr. Gonzalo Ramirez
Lubbock Christian University
Dr. Gonzalo Ramirez
Lubbock Christian University
With
the changing demographics in our public schools, teachers must be prepared to
address the educational needs of our English Language Learner (ELL) population.
This session will address effective practices and several factors such as
teacher expectations, English language proficiency, and accessing prior
knowledge that contribute to the success of our ELLs.
3eb-csotte_esl101ppt.pdf | |
File Size: | 1715 kb |
File Type: |
Session 3F
Location: Creekside II
Facilitator: Sara Langford
Facilitator: Sara Langford
(a) Advocacy 101: Utilizing an Educational Foundations Course to Inspire and Empower Preservice Teachers
Dr. Carol McGaughey
Houston Baptist University
Dr. Carol McGaughey
Houston Baptist University
This presentation delineates the restructuring of an undergraduate
educational foundations course into a constructivist, culturally responsive
experience designed to enlighten pre-education students as to the rich history
of advocacy that created the American public schools and set a precedent for
schools leading the way in social change.
The thoughts of educational advocates from Thomas Jefferson to Diane
Ravitch are explored as well as topics from ethics to economics. Students learn
the dynamic history of American education while examining current issues and
relating them to the ongoing quest for educational excellence, equity, and
social justice.
(b) It Starts with a Definition: What Poverty Means to School Personnel and How It Impacts Instructional Practice
Dr. Janet L. Tareilo
Stephen F. Austin State University
Dr. Janet L. Tareilo
Stephen F. Austin State University
Economic changes and demographic shifts affect many aspects of the
educational system and most especially the need to examine instructional
methodologies that address the needs of all children, especially those who live
in poverty conditions. The first step for many educators to understand the
needs of students in poverty conditions is to define poverty and how it affects
the learning and academic success of students. This presentation details the
beliefs and perceptions held by teachers and support personnel in regards to
the definition of poverty and how those definitions lead to instructional
practices that support learning and academic success.
3fb-csotte_2014_ppt_updated.pdf | |
File Size: | 447 kb |
File Type: |
Session 3G
Location: Capitol A
Facilitator: Krystal Goree
Facilitator: Krystal Goree
(a) Payoff of Diversity in Higher Education
Michele Gist-Barrow, Jonathan Gary, C. David Harrison, Gameisa Hayes, Melissa McDowell & Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
Michele Gist-Barrow, Jonathan Gary, C. David Harrison, Gameisa Hayes, Melissa McDowell & Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
Taking a “snap” shot of critical trends as they relate to the future of Texas Higher Education, a diverse cohort of doctoral students provide insight into diversity and culture through the following four distinct lenses: availability, affordability, quality, and technology. The sample frame consists of technical schools, community colleges, public, private, and Christian institutions. Culture, economical status, gender, age, and disability provide data for analysis of inclusive student services in Higher Education across Texas.
(b) Professionalism and the Use of Data: Digging Deeper to Find Meaning
Dr. Virginia Resta, Dr. Omar Lopez & Dr. Leslie Huling
Texas State University
Dr. Virginia Resta, Dr. Omar Lopez & Dr. Leslie Huling
Texas State University
In this session,
research findings from a study of 2011-2013 certification exam data from thirty
Texas public university teacher preparation programs will be examined. Certification exam data have been
disaggregated by the percentage of minority teacher candidates from each
university who took the examination and analyzed by domain. Researchers will
share the data, the analysis, and their views on how analysis of certification
examination data might prove useful for program improvement of teacher
preparation programs. Findings from this
study may inform teacher preparation faculty and leadership wanting advocates for
promising practices with minority students and actions to take for program
improvement.
Session 3H
Location: Capitol BC
Facilitator: Jean Hubbartt
Facilitator: Jean Hubbartt
(a) Troops to Teachers Information Briefing/Partnership
Dr. Christene Nemetsky
Education Service Center Region 13
Dr. Christene Nemetsky
Education Service Center Region 13
Texas Troops to
Teachers (TTT) is a federally funded program designed to assist retiring and
separating military veterans to become teachers in their next careers. Since
its beginning in November 1995, the Texas Troops to Teachers Office has
counseled over 26,000 veterans, advising them on routes and programs to achieve
full teacher certification in Texas, and referring them to districts for
employment. Texas leads the nation in the number of veterans who have become
teachers, with over 3,000 hired since 1995.
(b) Project Based Learning and Teacher Preparation Programs: Strengthening University-School District Partnerships
Karen McIntush & Sylvia Taube
Sam Houston State University
Karen McIntush & Sylvia Taube
Sam Houston State University
Project Based Learning (PBL) was implemented
with 20 teacher candidates (EC-6) through an interdisciplinary approach. We
will describe the process and outcomes of “Sam Invasion”, a college campus
visit, its potential for enriching the academic experiences of 170 fifth
graders from two rural school districts, and for helping teacher candidates
develop a PBL methodology. “Sam Invasion” was one of many PBLs implemented to
support a strong partnership between university and school districts. “Sam
Invasion” provided future teachers hands-on experience planning and
implementing a curriculum that could promote college readiness among low SES
students. Data from a survey will be shared.
Session 3I
Location: Capitol View Terrace South
Facilitator: Sandra Parnell
Facilitator: Sandra Parnell
(a) Preservice Teachers Construct a Cultural and Instructional Awareness through Short-Term Study Abroad
Tracey Covington Hasbun & Paula Barton Griffin
Stephen F. Austin State University
Tracey Covington Hasbun & Paula Barton Griffin
Stephen F. Austin State University
The purpose of
this research was to determine how a short term study abroad experience
affected the perceptions and beliefs of 24 teacher candidates from a regional
university in Texas. The candidates participated in a 12-day experience in
Italy studying history, culture, and the early childhood educational system. A
case study was used and findings revealed three major themes including (1) an appreciation
for the pedagogy taught in their university classrooms; (2) an urgency for
culturally responsive teaching; (3) disappointment
with American education and a call to change teacher preparation programs.
(b) Achievement Testing Bias
April Michaud
University of Mary Hardin-Baylor
April Michaud
University of Mary Hardin-Baylor
This presentation
will explore the following types of achievement testing bias: (a) ethnic/racial
bias, (b) language bias, (c) socioeconomic/cultural bias, and (d) gender
bias. Before examining the types of
bias, an explanation of the statistics used to determine bias will be
provided.