Tuesday, October 23, 2012
Breakout Session 5: 9:15-10:15am
Unless otherwise noted, there are two 30-minute presentations in each breakout session.
Session 5A
Location: Capitol View Terrace South
Facilitator: Michael Rosato
Facilitator: Michael Rosato
Effective Classroom Ecology: Similarities and Differences in Social Processes Observed in Highly Effective Classrooms in Title I and non-Title I Schools
William Newton
Texas Wesleyan University
William Newton
Texas Wesleyan University
The purpose of this study was to explore, define and examine social processes that contribute to effective learning climates for students. Local Title I and non-Title I schools that received state ratings of recognized were identified. Six highly effective teachers were selected. Data were gathered such that prevalent talk and classroom communication was recorded by code every 3 minutes during the observation periods. In addition to coding observations and elaborations, researchers interviewed principals and teachers from the selected schools. Our research data describe how these effective teachers use social processes for learning and what processes are more prevalent due to state-mandated testing and possibly economic status.
Fostering Critical Reflection in an Authentic Learning Experience
Elizabeth Beavers, Donna Kirkwood
University of Houston-Clear Lake
Elizabeth Beavers, Donna Kirkwood
University of Houston-Clear Lake
This session will offer suggestions, based on a collaborative effort between University of Houston-Clear Lake ECE and ECE/SPED faculty, for creating an authentic learning environment and offering relevant learning experiences. Participants will be empowered to create an authentic learning environment for their students by discussing the value of dedicated space, how to outfit an ECE classroom on a limited budget, and how to foster critical reflection through embedded learning experiences. Students of the UHCL program will share descriptions of how the environment provided a foundation for meaningful learning and critical reflection ultimately enhancing their understandings and utilization of best practices.
Session 5B
Location: Capitol View Terrace North
Facilitator: Kathleen Vinger
Facilitator: Kathleen Vinger
Presentation Software in Teacher Preparation: Current Reflections and Future Directions
Chip Fischer, Olga Fischer - The University of Texas at Tyler
Allison Fischer - The University of Texas at Austin
Chip Fischer, Olga Fischer - The University of Texas at Tyler
Allison Fischer - The University of Texas at Austin
Use of presentation software, such as, PowerPoint, Keynote, Prezi, SMART Notebook, and GoogleDocs
Presentation has become ubiquitous in education. Teacher educators have embraced use of this technology as pretty much a “no-brainer” when it comes to enhancing instructional delivery, often without giving adequate thought to the possible negative consequences this new kind of electronic mediation can have for teaching and learning. Presenters will show how and why traditional, slide-based presentation software, such as PowerPoint, is being challenged by teacher educators’ use of Web 2.0, student-centered, cognition-enhancing software, such as, Prezi, with its nonlinear user interface, emphasis on collaboration, and cognitive-organizer-like ability to show both simple and complex relationships among ideas and concepts.
Presentation has become ubiquitous in education. Teacher educators have embraced use of this technology as pretty much a “no-brainer” when it comes to enhancing instructional delivery, often without giving adequate thought to the possible negative consequences this new kind of electronic mediation can have for teaching and learning. Presenters will show how and why traditional, slide-based presentation software, such as PowerPoint, is being challenged by teacher educators’ use of Web 2.0, student-centered, cognition-enhancing software, such as, Prezi, with its nonlinear user interface, emphasis on collaboration, and cognitive-organizer-like ability to show both simple and complex relationships among ideas and concepts.
PACT: Support for all Texas Novice Teachers
Irma Harper
Texas A&M University
Irma Harper
Texas A&M University
This session looks at a group of 5 students and their professor who participated in online literature circles using Facebook. This assignment was part of a 5-week summer Content Literacy course at an upper-level university in a southwestern state. Each student had the opportunity to participate in three different roles throughout the process, while the professor facilitated
the discussion. Students were required to submit an Initial Post each week along with responses to each group member regarding that week’s reading. The group will share their experiences and how it impacted them as future teachers.
the discussion. Students were required to submit an Initial Post each week along with responses to each group member regarding that week’s reading. The group will share their experiences and how it impacted them as future teachers.
Session 5C
Location: Bonnell
Facilitator: Grant Simpson
Facilitator: Grant Simpson
Differentiating and Integrating Instruction with ELPS, TEKS, Bloom and Assessment!
Valentina Blonski Hardin
University of Houston-Downtown
Valentina Blonski Hardin
University of Houston-Downtown
Presenter will provide generic strategies to integrate content objectives (TEKS), oral English structures (ELPS), levels of Bloom’s Taxonomy, and assessment into fun activities in the lesson cycle. Modeling and hands-on practice will take place within the context of a science lesson about bats.
Differentiated Instruction: The Perceptions of Preservice Teachers Regarding Their Preparedness to Meet the Needs of America’s Diverse Population
Gayle Fairly, Lula Henry, Cheryl Nelson, Wanda Nicklebur
Lamar University
Gayle Fairly, Lula Henry, Cheryl Nelson, Wanda Nicklebur
Lamar University
The population of this study was pre-service teachers with an array of content areas from PK- 12. Sixty-seven pre-service teachers were surveyed as they completed their course of study through the College of Education. Survey questions outlined to what extent these pre-service teachers felt they were prepared to differentiate instruction in meeting the needs of all students. Results revealed that these teachers did not feel adequately prepared to meet the needs of America’s
diverse population. By unveiling the results of the study, presenters will outline strategies to better prepare pre-service teachers in applying differentiated instruction in their classrooms.
diverse population. By unveiling the results of the study, presenters will outline strategies to better prepare pre-service teachers in applying differentiated instruction in their classrooms.
Session 5D
Location: Salon G
Facilitator: Diana Everett
Facilitator: Diana Everett
Learn how simSchool, a cloud-based classroom simulator for pre-service and in-service educators and clinical professionals, is expanding across Texas. In-state research results spanning the last seven years show strong evidence of simSchool's impact in building teaching skill, confidence, and retention.
Implementing ELPS in Math and Science Instruction
Glenda Moss, Ratna Narayan, Gwen Johnson, Cynthia Rodrigues
University of North Texas
Glenda Moss, Ratna Narayan, Gwen Johnson, Cynthia Rodrigues
University of North Texas
Presentation will be interactive. Presenters will demonstrate example science and math lessons and how to implement ESL best practices. Participants will gain knowledge concerning ELPS and ESL strategies for engaging all students in learning.
Session 5E
Location: Salon F
Facilitator: John Miazga
Facilitator: John Miazga
Graduate Students and a Peer Coaching Assignment: How does it Carry Forward?
Myrna Cohen, Sue Mahoney, Janice Nath, Viola Garcia
University of Houston-Downtown
Myrna Cohen, Sue Mahoney, Janice Nath, Viola Garcia
University of Houston-Downtown
In this this presentation the researchers describe a peer coaching project for graduate students who are teachers of record and explain how the project has evolved over the years. The researchers also analyze comments of 29 students from past cohorts (2008-2012) who participated in the project. They share results from follow-up interviews of several past graduates about their experiences with peer coaching at their schools and districts since completing their graduate degrees. Researchers and participants draw conclusions about the feasibility of using this cost effective model as a tool for professional development of teachers.
Graduate Students' Reflections on Transformative Education for Latino Students
Alma Rodriguez
The University of Texas at Brownsville
Alma Rodriguez
The University of Texas at Brownsville
This presentation describes Alma Flor Ada’s creative reading approach and how it helps teachers implement transformative education by sharing the results of a qualitative study that examined graduate students’ perceptions regarding creative reading. The study shows that participants displayed characteristics of advocates for Latino students. Participants felt they could promote empowerment, engagement, and higher-order thinking among their Latino students through creative reading, and they realized this approach would help them understand their students and provide relevant instruction. The results of
the study also demonstrate the value of critical reflection in the college classroom. Implications for education programs are discussed.
the study also demonstrate the value of critical reflection in the college classroom. Implications for education programs are discussed.
Session 5F
Location: Salon H
Facilitator: Krys Goree
Facilitator: Krys Goree
Are We There Yet? A Roadmap for Online Assessment
Mary E. McGlamery, Kimberly K. Livengood, Meghan Seibert
Angelo State University
Mary E. McGlamery, Kimberly K. Livengood, Meghan Seibert
Angelo State University
For meaningful change in the classroom, tomorrow’s teachers must be equipped to meet future challenges in new ways. Students expect more than the traditional lecture followed by a paper/pencil assessment. Access to technology and use has continued to increase, thereby contributing to the growing opportunities for a variety of technological strategies to assess progress on instructional objectives. Technological tools can address both formative and summative assessments. This session focuses on the use of readily available technology, both in the university and K-12 classroom, to assist
teachers or teacher educators in meeting the challenges of assessment for future students.
teachers or teacher educators in meeting the challenges of assessment for future students.
Professors' Student Evaluation Scores: The Inequity of Online Versus Face-to-Face
Robert M. Maninger, Sam Sullivan, Lautrice Nickson
Sam Houston State University
Robert M. Maninger, Sam Sullivan, Lautrice Nickson
Sam Houston State University
This presentation will discuss the comparison research done by the authors in one College of Education comparing IDEA student evaluations between online courses and face-to-face courses. Research by the IDEA Corporation will be compared. This presentation will cover the authors’ research questions, data, and purpose for conducting this study.
Session 5G
Location: Creekside I
Facilitator: Marlene Zipperlen
Facilitator: Marlene Zipperlen
Middle Class Last Week, Homeless This Week: Strategies for Educators to Identify Homeless Students and Mitigate the Effects on Achievement of Transient Housing and Trauma
Vicky Dill
University of Texas at Austin
Vicky Dill
University of Texas at Austin
All students, whether homeless or housed, need a stable environment in which one or more caring adults build a personal relationship with them. This psychological safety net can go a long way to sustain the hope of students for whom,
effectively, there is no other safety net. But for particularly the most vulnerable, equitable opportunity, high expectations, comfortable and predictable routines, good nutrition, and great understanding go a long way to provide homeless students a fair shot at the American dream.
effectively, there is no other safety net. But for particularly the most vulnerable, equitable opportunity, high expectations, comfortable and predictable routines, good nutrition, and great understanding go a long way to provide homeless students a fair shot at the American dream.
Hanging in or Dropping Out: Is the Dropout Rate Getting Worse?
Marlene Zipperlen, Christopher Coy, Peter Ejirika, Debra Malone, Sharron Stephenson
University of Mary Hardin-Baylor
Marlene Zipperlen, Christopher Coy, Peter Ejirika, Debra Malone, Sharron Stephenson
University of Mary Hardin-Baylor
The purpose of this study was to determine if the dropout rate is increasing or decreasing. In this study the researchers examined the variables which drive the outcomes of the data, national and state trends, causes, economics and potential
solutions to the endemic problem. As a result of the Texas Education Agency adoption of the national dropout definition in 2005-2006 a decreasing trend was observed. This presentation will discuss the findings related to decreases in the dropout rate in the state of Texas.
solutions to the endemic problem. As a result of the Texas Education Agency adoption of the national dropout definition in 2005-2006 a decreasing trend was observed. This presentation will discuss the findings related to decreases in the dropout rate in the state of Texas.
Session 5H
Location: Creekside II
Facilitator: Julie Teel-Borders
Facilitator: Julie Teel-Borders
Increasing Learning Potential with Brain Research
Wayne Jacobs, Julie Teel-Borders
LeTourneau University
Wayne Jacobs, Julie Teel-Borders
LeTourneau University
Many advances in brain research have been made in the last twenty years. This innovative research has birthed a new style of teaching called brain-based learning. The goals in this session are to present new brain research and to demonstrate how understanding more about the brain can improve learning in every educational setting.
Challenge Based Learning with Preservice Teachers
Kris Ward, Christie Bledsoe, Jodi Pilgrim
University of Mary Hardin-Baylor
Kris Ward, Christie Bledsoe, Jodi Pilgrim
University of Mary Hardin-Baylor
The nature of classroom instruction must change in order for new technologies to be utilized effectively. Given the profound paradigm shift taking place in schools, teacher educators must prepare future teachers with instructional strategies to teach in a technological world. Challenge Based Learning is an instructional model that utilizes technology to research and promote real-world learning. The purpose of this presentation is to share research from a study of a middle school implementing a one-to-one iPad initiative utilizing Challenge Based Learning and to describe the nature of Challenge Based Learning as it applies to preservice teachers.
wardbledsoepilgrimcsotte_handout_2012.pdf | |
File Size: | 234 kb |
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Session 5I
Location: Barton
Facilitator: Eloise Hughes
Facilitator: Eloise Hughes
Teachers' Perceptions of Cultural Competency: Implications for the Classroom
Elda Martinez, Osman Ozturgut
University of the Incarnate Word
Elda Martinez, Osman Ozturgut
University of the Incarnate Word
Understanding culture and cultural competency is the foundation for creating an inclusive classroom. Teachers must have both knowledge of and proficiency with practices that respect differences of the groups their students represent. This study is designed to explore teachers’ perceptions of culture and cultural competency and how these systems are integrated into instructional practice. Findings of this study will inform future efforts to develop preservice teachers’ perceptions and preparation.
Plagarism Issues in Teacher Preparation
Susan Blassingame, Annette Mahan
Lubbock Christian University
Susan Blassingame, Annette Mahan
Lubbock Christian University
While plagiarism is a topic covered extensively in most disciplines like English, history, and business, plagiarism in the area of teacher preparation needs more discussion. The prevalence of materials available electronically, from teacher blogs and more informal websites to professionally developed sites that offer lesson plans and assignments, students in teacher education programs have many opportunities to “borrow” material. What are some best practices that can help faculty discuss the issues of plagiarism with students? How can we be proactive and appropriately reactive when confronted with plagiarism by future educators? This presentation will offer practical solutions to this ethical dilemma.