Insights into Teachers’ Experiences Implementing Garden-Based Learning: Characterizing the Relationship between the Teacher and the Curriculum

2015 ◽  
Vol 117 (9) ◽  
pp. 1-36
Author(s):  
Sarah J. Selmer ◽  
Melissa J. Luna ◽  
James A. Rye
Keyword(s):  
Elementary School ◽  
Teacher Learning ◽  
Teaching And Learning ◽  
Research Question ◽  
The United States ◽  
Teacher Participation ◽  
Curriculum Materials ◽  
Future Research ◽  
Dynamic Relationship ◽  
Teachers Experiences

Background/Context This study seeks insights into teachers’ experiences implementing Garden-Based Learning (GBL) in an elementary school. The breadth of studies supporting the use of GBL in K–8 schools in the United States alongside the paucity of studies specific to teachers’ experiences implementing GBL highlights the importance of this work. Purpose Our study uses Remillard's framework for characterizing and studying teachers’ interactions with curriculum materials specifically in the context of GBL. We believe that exploring the dynamic relationship between teachers and a GBL curriculum may help those involved in supporting teachers in implementing GBL to gain a deeper understanding of the complexity of the teacher/GBL curriculum relationship. This research examined teachers’ GBL implementation experiences in order to answer the following research question: How do we describe and characterize teachers’ interactions with GBL curriculum materials? Research Design Twenty teachers employed from one elementary school were interviewed using a semistructured task-based protocol resulting in a teacher-created diagram of supports and challenges he/she encountered while implementing GBL over the past year. The diagram was used as a tool to stimulate and access teachers’ thinking about these supports and challenges in order to provide insight into the teacher and curricular resources at play when implementing GBL. Findings/Results Using a grounded theory analysis of each participant's diagram, we characterized each teacher's participatory relationship with GBL. We found 13% of supports and challenges elicited from all teachers had a teaching and learning focus. On an individual level, supports and challenges had a substantial teaching and learning focus for only two teachers. Thirteen teachers were characterized as having a pragmatic focus. Of the seven teachers characterized to have an experiential focus: supports and challenges focused more so on what students were doing for four teachers and more so on what teachers were doing for three teachers. Conclusions/Recommendations We used Remillard's framework to investigate and characterize the participatory relationship between teachers and the GBL curriculum. The resulting characterizations provide insight for supporting GBL teacher learning contexts and will help guide future research. Based on this study, it is critical that individuals involved in educational change continue trying to understand and develop spaces for teacher learning. These spaces should move beyond traditional professional development focused on teacher participation toward experiences focused on teacher learning within and across their teaching contexts.

scholarly journals Teacher Preparation, Motivation, and Self-Efficacy: A Comparative Study of New Teachers in Japan and the United States

2021 ◽  
Vol 4 (3) ◽  
pp. 368
Author(s):  
Shaoan Zhang ◽  
Andromeda Hightower ◽  
Qingmin Shi
Keyword(s):  
Teacher Preparation ◽  
Self Efficacy ◽  
New Teachers ◽  
Teaching And Learning ◽  
Large Scale ◽  
The United States ◽  
Social Utility ◽  
Future Research ◽  
Utility Value ◽  
The U.S

Using the Teaching and Learning International Survey (TALIS) 2018, this study examines U.S. and Japanese new teachers’ initial teacher preparation (ITP), feelings of preparedness, motivations, and self-efficacy. The analysis of 355 U.S. and 433 Japanese new secondary teachers provided several findings. First, ITP in the U.S. more often included teaching in mixed-ability and multicultural settings, cross-curricular skills, and technology than Japan, and U.S. teachers felt more prepared than Japanese teachers in every category of preparation. Second, Japanese teachers were more likely to declare teaching as their first career choice and reportedly scored significantly higher on motivations to become a teacher of personal utility value, while U.S. new teachers scored higher on social utility value. Third, there were no significant differences in self-efficacy between U.S. and Japanese new teachers. This study contributes to the gap of large-scale, comparative literature between the U.S. and Japanese initial teacher preparation. Implications for practice and directions for future research are discussed.

Leveraging Asynchronous Online Instruction to Develop Elementary School Mathematics Teacher-Leaders

2015 ◽  
pp. 78-99
Author(s):  
Drew Polly
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Teacher Leaders ◽  
Graduate Program ◽  
School Teacher ◽  
The United States ◽  
School Mathematics ◽  
Elementary School Mathematics

This chapter describes how the author leveraged asynchronous online instruction to develop elementary school teacher-leaders' knowledge of elementary school mathematics content and pedagogies in a graduate program in the United States. This chapter provides the theoretical framework of learner-centered professional development and explains how the six courses in the program embody the framework and support teachers' development of knowledge and skills related to mathematics teaching and learning. This chapter also shares the findings of a study that evaluated teacher-leaders performance on five student-learning outcomes in the program as well as feedback on course evaluations and end-of-program surveys. Data analysis indicated that every teacher-leader demonstrated proficiency on each student-learning outcome. Implications for the design of asynchronous online programs are also shared.

scholarly journals Motivations and Experiences in a Distance Learning-Based Degree Programme: A Case Study from a Community College

2021 ◽  
Vol 10 (2) ◽  
pp. 35
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Community College ◽  
Distance Learning ◽  
Associate Degree ◽  
Teaching And Learning ◽  
Social Cognitive ◽  
Research Question ◽  
The United States ◽  
Learning Approaches ◽  
Degree Programme ◽  
Learning Behaviours

Due to the development of the technologically-assisted teaching and learning approaches and the change of learning behaviours of students, many students decided to start their education in a distance learning-based degree programme at a community college in the United States. Based on the lens of the Social Cognitive Career Theory, the researcher collected qualitative data from 46 traditional-aged students who are currently enrolled in a distance-learning degree programme at a community college. One research question was concerned, which was why would high school graduates (i.e. traditional-aged students) decide to enrol in a distance learning-based associate degree programme at a community college instead of a traditional senior university? The results indicated that financial considerations, and academic and career interests were the biggest concerns of these groups of participants. The outcomes of this study provided the human resources, curriculum development, and workforce plans for government agencies, policymakers, department heads, school leaders, and NGO leaders to reform their policy and regulation in order to absorb the advantages of these groups of future workforces.   Received: 29 November 2020 / Accepted: 25 January 2021 / Published: 5 March 2021

scholarly journals The Contested Discourses of Yoga, Youth, and Urban Schooling: Paradox and Possibility

2020 ◽  
Vol 122 (9) ◽  
pp. 1-40
Author(s):  
Janet D. Johnson
Keyword(s):  
Critical Discourse Analysis ◽  
Low Income ◽  
Classroom Teacher ◽  
Research Question ◽  
Alternative High School ◽  
The United States ◽  
Teacher Participation ◽  
Youth Of Color ◽  
Urban Schooling ◽  
Background Context

Background/Context Yoga, as a recent cultural phenomenon in the United States, is often marketed as a way to relieve stress and anxiety. This has led to yoga becoming widespread in schools, particularly schools that serve low income youth of color. While some advocates argue that yoga can help students navigate highly controlled, standards-based school environments, others assert that yoga is being used as a tool for student compliance rather than liberation. Purpose/Objective/Research Question/Focus of Study This study addresses the tensions between schooling discourses and yoga discourses, and how youth use their own discourses and agency to navigate those complications. Setting/Population This study took place in an alternative high school program for students who were in danger of not graduating because they had too few credits. Reflecting the community, the participants were low income youth of color. Research Design In this yearlong critical qualitative study, I served as an observer for weekly yoga classes at the school, interviewed the student participants during the fall and the spring, and interviewed the yoga teacher and classroom teacher during the fall and spring. I kept a field journal and wrote memos after every class and analyzed the data from the observations and interviews using critical discourse analysis. Conclusions/Recommendations Even as yoga may serve as a counternarrative to schooling discourses, it is only with intention and practice that it does not reify narratives of power and patriarchy. This is particularly true when the participants themselves may replicate these narratives, such as the participants’ complex use of heteronormative masculine discourses. For yoga to be liberatory in schools, the following aspects should be included: a sense of community where all students feel valued, classroom teacher participation, explicit instruction in the discourses of yoga around acceptance and compassion for oneself and others, and acknowledging school and youth discourses around sports and heteronormativity.

scholarly journals The Rhetoric of Twitter in Terms of the Aristotelian Appeals (Logos, Ethos, and Pathos) in ESL/EFL Educational Settings

2020 ◽  
Vol 13 (5) ◽  
pp. 115
Author(s):  
Ahdab Saaty
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Research Question ◽  
Empirical Studies ◽  
Future Research ◽  
Educational Settings ◽  
Current State ◽  
Writing Genres ◽  
Twitter Users ◽  
State Of Research

The article argues that the Aristotelian appeals (logos, ethos, and pathos) can be taught through the use of Twitter as an educational tool to build connections between everyday informal writing on social media and academic writing. It highlights the utilization of Twitter in English second/foreign language (ESL/EFL) educational settings for supporting learners’ rhetorical awareness and understanding of different writing genres. The main purpose of this article is to provide pedagogical implications and future research potentials on the use of Twitter in ESL/EFL educational settings. The Aristotelian appeals are discussed as the framework for the analysis of Twitter’s content in ESL/EFL educational contexts. In this regard, this research question is addressed: How can Twitter serve as a tool for teaching the fundamentals of writing competency in terms of the Aristotelian appeals (logos, ethos, and pathos) in ESL/EFL educational settings? To explore the current state of research and inform future studies, the researcher reviews selected academic articles on the use of Twitter in ESL/EFL language classes. All articles were accessed using Google Scholar, ERIC, and ProQuest databases. The researcher examines empirical studies published in peer-reviewed journals as well as non-empirical studies. This article addresses Twitter users’ constructions of logos, ethos, and pathos, and presents some of the accessible characteristics of Twitter. Also, it briefly provides pedagogical implications of understanding the Aristotelian appeals through Twitter in ESL/EFL educational contexts that can support the teaching and learning processes. Lastly, the researcher proposes potential research directions for Twitter use in ESL/EFL educational settings.

scholarly journals BRIDGES AND BARRIERS TO TEACHING ONLINE COLLEGE COURSES: A STUDY OF EXPERIENCED ONLINE FACULTY IN THIRTY- SIX COLLEGES

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Peter Shea
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Future Research ◽  
Education Student ◽  
Online Faculty ◽  
Teaching Online ◽  
Barriers To Teaching

This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments. It is noted that demand for higher education continues to grow in the United States. It is argued that the nature of the higher education student population will likely continue to transform towards a non-traditional profile. These two trends drive an increased demand for alternative routes to a college degree and have fueled dramatic growth in online learning recently. The study identifies faculty acceptance of online teaching as a critical component for future growth to meet this demand and ensure quality. Through analysis of data from 386 faculty teaching online in 36 colleges in a large state university system, the most significant factors that support and undermine motivation to teach online are identified. The top motivator is a more flexible work schedule. The top demotivator is inadequate compensation for perceived greater work than for traditionally delivered courses, especially for online course development, revision, and teaching. However, respondents in this study chose to teach online for a wide variety of reasons many of which were associated with demographic and contextual differences. These distinctions are reviewed in light of their implications for future quality of online education. Additionally, through factor analysis, underlyingconstructs for online faculty motivations are identified. Finally, recommendations are made for policy, practice, faculty development and future research.

scholarly journals An Effective Doctoral Student Mentor Wears Many Hats and Asks Many Questions

10.28945/4195 ◽  
2019 ◽  
Vol 14 ◽  
pp. 133-159 ◽  
Author(s):  
Laura R. Roberts ◽  
Christa M Tinari ◽  
Raymond Bandlow
Keyword(s):  
Doctoral Students ◽  
Research Methods ◽  
Time Management ◽  
Quantitative Methods ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Research Question ◽  
The United States ◽  
Future Research ◽  
Structured Interviews

Aim/Purpose: Doctoral student completion rates are notoriously low; although statistics differ depending on which study one consults, a typical completion rate is about 50%. However, studies show mentors can use strategies to improve students’ graduation rates. Our purpose was to learn from effective mentors about the processes they believe are most important in guiding doctoral students to the successful completion of a dissertation and, specifically, the strategies they implement to help students with writing and research methods. The study was confirmatory and exploratory; we posed several hypotheses and we were attentive to emergent themes in the data. Background: This paper addresses the problem by providing practical strategies mentors can use to help students succeed. Methodology: We conducted semi-structured interviews of 21 effective mentors of doctoral students representing highly ranked educational programs at universities across the United States. We conducted conventional and summative content analysis of the qualitative data. Contribution: This research showed that effective mentors provide students with technical support (e.g., scholarly writing and research methods), managerial support (e.g., goal-setting and time management), and emotional support in the form of encouragement. This research goes beyond prior studies by providing specific strategies mentors can apply to improve their practice, particularly regarding support with research methods. Findings: The data showed that encouragement, help with time management, and timely communication were key strategies mentors used to support students. Mentors also provided resources and directed students to use skills learned in previous coursework. Many mentors spoke about the importance of writing a strong research question and allowing the question to guide the choice of methods rather than the other way around. Mentors also said they pushed students to conform to APA style and they used Socratic methods to help students develop the logical organization of the manuscript. Many mentors referred students to methodologists and statisticians for help in those areas. Recommendations for Practitioners: Individual mentors should conduct a self-assessment to learn if they need to improve on any of the technical, managerial, and interpersonal mentoring skills we identified. Moreover, doctoral programs in educational leadership and related areas are advised to conduct careful assessments of their faculty. If they find their faculty are lacking in these mentoring skills, we recommend that they engage in professional development to increase their capacity to provide effective mentoring. Recommendation for Researchers: We recommend that future researchers continue to explore strategies of effective mentors. In particular, researchers should interview mentors who specialize in quantitative methods to learn if they can offer clever and innovative approaches to guide doctoral students. Impact on Society: We conclude this paper with practical strategies to help mentors become more effective. We also make some policy recommendations that we believe can improve the mentoring process for doctoral programs in education. We believe better scholarship at the doctoral level will provide new knowledge that will benefit society at large. Future Research: This research was a springboard for some new research questions as follows. We recommend future researchers to study how often effective mentors meet with students, how quickly they provide feedback on written drafts, and their strategies for delivering tough feedback in a caring way (i.e., feedback that the student’s work did not meet expectations).

The Storytelling Project Model: A Theoretical Framework for Critical Examination of Racism through the Arts

2010 ◽  
Vol 112 (9) ◽  
pp. 2295-2319 ◽  
Author(s):  
Lee Anne Bell ◽  
Rosemarie A. Roberts
Keyword(s):  
Staff Development ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
The United States ◽  
Future Research ◽  
Critical Examination ◽  
Post Secondary ◽  
The Arts ◽  
Project Model ◽  
Action Networks

Background/Context Research in Europe and the United States shows that racial position shapes and gives voice to the stories people tell about race and racism, and filters how such stories are perceived and understood by listeners. Although not uniformly the case, people from the majority White racial group tend to emphasize forward progress and the declining significance of race. Minoritized people of color more often note the enduring impact of racism as a barrier to racial progress. Purpose This article describes the evolution of a theoretical model for teaching critically about racism and racial stories utilizing the arts. We reflect on the collaborative theory-building process used to develop the model, our use of the arts to create spaces of teaching and learning where racial stories can be unsettled and reexamined, and the potential of this model to guide educational projects in which participants construct alternative stories geared toward social justice. Research Design This is an analytic essay that describes the development of a theoretical construct. Conclusions/Recommendations We discuss plans for future research on the relevance of the model for teachers, teacher staff development, and curriculum design in secondary and post-secondary classrooms and in community-based dialogues and collaborative action networks.

Going 1:1 with Laptop Computers in an Independent, Co-Educational Middle and High School

2016 ◽  
pp. 895-913
Author(s):  
Natalie B. Milman ◽  
Marilyn Hillarious ◽  
Vince O'Neill ◽  
Bryce L. Walker
Keyword(s):  
High School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Learning Experience ◽  
The United States ◽  
Future Research ◽  
First Year ◽  
Laptop Initiative ◽  
Task Behavior ◽  
Technology Initiatives

This chapter describes some of the findings from a QUAL + QUAN concurrent mixed method study that examined the first-year implementation of a one-to-one (1:1) laptop initiative in a suburban, independent, co-educational middle and high school in the United States. Overall, the 1:1 laptop implementation was viewed as a positive learning experience for students, teachers, staff, and the school administration. Nevertheless, several problems developed over the course of implementation. These were: technical problems, issues with student distraction and off-task behavior, inappropriate uses of technology, as well as challenges to pedagogical and classroom management, and inclusion of teachers' voices in implementation decisions. They are introduced in addition to several possible solutions. The chapter closes with suggestions for future research, such as the need to research 2:1 and 3:1 mobile technology initiatives, which are sure to become a part of the 21st century teaching and learning landscape.

Leveraging Asynchronous Online Instruction to Develop Elementary School Mathematics Teacher-Leaders

2016 ◽  
pp. 516-538
Author(s):  
Drew Polly
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Teacher Leaders ◽  
Graduate Program ◽  
School Teacher ◽  
The United States ◽  
School Mathematics ◽  
Elementary School Mathematics

This chapter describes how the author leveraged asynchronous online instruction to develop elementary school teacher-leaders' knowledge of elementary school mathematics content and pedagogies in a graduate program in the United States. This chapter provides the theoretical framework of learner-centered professional development and explains how the six courses in the program embody the framework and support teachers' development of knowledge and skills related to mathematics teaching and learning. This chapter also shares the findings of a study that evaluated teacher-leaders performance on five student-learning outcomes in the program as well as feedback on course evaluations and end-of-program surveys. Data analysis indicated that every teacher-leader demonstrated proficiency on each student-learning outcome. Implications for the design of asynchronous online programs are also shared.

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