Nicole Hersey and Cornelis de Groot (2020). Reported Impact of Specialized Courses on Pedagogical Content Knowledge Development of Mathematics Education Program Candidates’ transition to First-Year Teachers

This paper discusses findings of a formal investigation into the impact of specialized courses on the development of pedagogical content knowledge of teacher candidates pursuing certification to teach mathematics in secondary schools. This study is two-phased, with phase I beginning in the final year of participants’ teacher preparation program and phase II during the firstContinue reading “Nicole Hersey and Cornelis de Groot (2020). Reported Impact of Specialized Courses on Pedagogical Content Knowledge Development of Mathematics Education Program Candidates’ transition to First-Year Teachers”

Mary Ann Smorra (2020). Pre and Post Reflection: Teacher Candidates’ Responses to Their 90 Hours Field Experience

The purpose of this qualitative study is to examine the emergence of resilience in the context of reflective practice facilitated during a 90 Hours field experience. The surveys administered to teacher candidates (n=90) preceding and following the field experience comprise the data. Among the five questions in the surveys, the focus question looked at teacherContinue reading “Mary Ann Smorra (2020). Pre and Post Reflection: Teacher Candidates’ Responses to Their 90 Hours Field Experience”

Scott Robinson (2020). Listening in Teacher Education: A Constructivist Grounded Theory

The purpose of this qualitative research is to examine listening since it essential for effective communication yet is not well understood (Murphy, 2019; Worthington & Fitch- Hauser, 2018). The aim is to address the listening gap in the field of teacher education (Haroutunian-Gordan & Waks, 2010; Kourmousi et al., 2018; Schultz et al., 2008) byContinue reading “Scott Robinson (2020). Listening in Teacher Education: A Constructivist Grounded Theory”

Elizabeth Barrow & Gregory Chamblee (2020). Impact of a Self-Reflection, Expert Discussion, Self-Reflection Model on Pre-service Secondary Mathematics and Science Teachers’ Ability to Assess Their Classrooms

Self-reflection using candidate teaching videos in early field experiences is a strategy that may help candidates enhance their teaching constructs and abilities. This study reports on how a self-reflection, expert discussion, self-reflection video feedback cycle changed three pre-service secondary (Grades 6 – 12 certification) teacher candidates’ (two mathematics and one biology) ability to document specificContinue reading “Elizabeth Barrow & Gregory Chamblee (2020). Impact of a Self-Reflection, Expert Discussion, Self-Reflection Model on Pre-service Secondary Mathematics and Science Teachers’ Ability to Assess Their Classrooms”

Gary G. Andersen and Linda E. Feldstein (2020). Context Matters: Concepts of School Engagement in the Context of Geographic Isolation

This case study research represents an attempt to understand conceptions of school engagement in a rural, isolated, agricultural mid-western community. Local school administrators, in collaboration with a regional university, chose to make student engagement the focus of deep inquiry in order to better address student concerns, improve teaching, and student outcomes (Association of Teacher Educators,Continue reading “Gary G. Andersen and Linda E. Feldstein (2020). Context Matters: Concepts of School Engagement in the Context of Geographic Isolation”

Regina M. Mistretta (2020). Designing Learning Experiences for Mathematics Teacher Preparation

The literature underscores the importance of authentic learning environments for developing preservice teachers’ dispositions and skills for teaching mathematics. Hence, teacher preparation programs often include methods courses embedded within K-12 schools. Utilized to a lesser extent, however, are campus-based interactions with school-aged children. In this action research study, I investigated how such communications embedded withinContinue reading “Regina M. Mistretta (2020). Designing Learning Experiences for Mathematics Teacher Preparation”

Stacey Williams (2020). Persistence Among Minority STEM Majors: A Phenomenological Study

The United States needs to increase the number of science, technology, engineering, and math (STEM) graduates to remain competitive in the global market and maintain national security. Minority students, specifically African-American and Hispanic, are underrepresented in STEM fields. As the minority population continues to grow it is essential that higher education institutions improve minority students’Continue reading “Stacey Williams (2020). Persistence Among Minority STEM Majors: A Phenomenological Study”