Multimodal Literacy and Creative Computing Badges in a Teacher Quality Partnership Residency Program

2022 ◽  
pp. 300-312
Author(s):  
Harriet Fayne ◽  
Tom Bijesse ◽  
Paul Allison ◽  
Anne Rothstein
Keyword(s):  
Student Learning ◽  
Teacher Quality ◽  
Residency Program ◽  
Computational Thinking ◽  
Multimodal Literacy ◽  
Literacy Strategies ◽  
Grade Levels ◽  
Creative Computing ◽  
Subject Areas ◽  
Teacher Residency

Introducing micro-credentialing into Lehman College's teacher residency program provides candidates with opportunities not afforded in Master's courses of study. Through the micro-credential offerings, residents learn to integrate literacy strategies and computational thinking across subject areas and grade levels. This chapter explores how micro-credentials validate non-credit “course” structures by linking content knowledge with pedagogy and theory with practice. The design and execution of both the micro-credentials described in the chapter make explicit connection between competencies and student learning.

scholarly journals Impact of Pre-Service Teachers on P-5 Student Learning: Results of Unit Instructions

2018 ◽  
Vol 18 (2) ◽  
pp. 39-53
Author(s):  
Hsiu-Lien Lu ◽  
Nancy M. Arrington ◽  
Bryan W. Griffin
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Grade Levels ◽  
Teachers Experiences ◽  
Subject Areas ◽  
The Difference ◽  
Normalized Gain ◽  
Pre Service Teacher ◽  
Regression Tests

This quantitative study utilized 1,640 P-5 students’ learning outcomes as a result of unit instructions that pre-service teachers gave to P-5 students in the field. The study investigated the difference in P-5 student learning outcomes after a unit instruction by three practicum course tiers, considering socioeconomic statuses, student grade levels, and subject areas of the content taught by the pre-service teacher. Using normalized gain scores, we used a t test and regression tests to analyze the data. Based on the findings, recommendations for pre-service teacher education include three items: a) to provide differentiated supervision based on pre-service teachers’ experiences and needs, b) to require a proportionate and incremental assignment responding to the amount of pre-service teachers’ experiences and hours in the classroom, and c) to incorporate co-teaching opportunities to facilitate peer learning and support in early field experiences. 

Why a University-Based, Community-Centered Teacher Residency Program

2021 ◽  
pp. 1-13
Author(s):  
Julie Gorlewski ◽  
Amanda Winkelsas ◽  
Suzanne N. Rosenblith ◽  
Corrie Stone-Johnson ◽  
Elisabeth Etopio ◽  
...  
Keyword(s):  
Residency Program ◽  
Teacher Residency

Bye-Bye Basal

2020 ◽  
pp. 192-211
Author(s):  
Jill Tussey ◽  
Leslie Haas ◽  
Brittany Garling
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Reading Programs ◽  
Academic Needs ◽  
Multimodal Literacy ◽  
Instructional Resources ◽  
Subject Areas ◽  
Literacy Resources ◽  
Digital Components ◽  
Print Literacy

Due to instructional limitations embedded within basal reading programs, the use of text sets offers teachers alternative instructional resources. Text sets can be utilized in all subject areas to increase exposure to a variety of digital and print literacy resources. Multimodal literacy as a form of blended learning, incorporates traditional texts with digital opportunities, allowing learners to connect, experience, and understand literacy through a plethora of engaging channels. Digital tools and digital literacy allow students to connect with current information in an engaging manner while increasing literacy skills. The end goal of incorporating digital components into text sets is to meet the academic needs of all students.

Investigating “Problem-Solving With Datasets” as an Implementation of Computational Thinking: A Literature Review

2019 ◽  
Vol 58 (2) ◽  
pp. 502-534
Author(s):  
Burcu Berikan ◽  
Selçuk Özdemir
Keyword(s):  
Problem Solving ◽  
Grade Level ◽  
Instructional Methods ◽  
Computational Thinking ◽  
Conceptual Structure ◽  
Instructional Tools ◽  
New Approach ◽  
Data Literacy ◽  
Grade Levels ◽  
Academic Publications

This study aims to investigate problem-solving with dataset (PSWD) as a computational thinking learning implementation as reflected in academic publications. Specifically, the purpose is to specify the scope of PSWD, which overlaps with the data literacy, thinking with data, big data literacy, and data-based thinking concepts in the literature. Subaims of the study are to identify the conceptual structure of PSWD based on definitions in academic publications and to classify the reasons given in the literature to show the need for PSWD. For the purposes to investigate PSWD conceptually, to classify the reasons given for the need for PSWD, the obtained 54 publications were analyzed via content analysis. Moreover, this study investigates the most frequently suggested or used teaching strategies (in terms of instructional methods, instructional tools, and grade level) for PSWD in the literature. The frequencies of used words in selected publications referring instructional methods, instructional tools, and grade levels were shown in the findings of study. The importance of the study stems from its focus on a new approach to computational thinking instructional implementation.

“Context-Specific” Teacher Preparation for New York City

2016 ◽  
Vol 51 (10) ◽  
pp. 1226-1258 ◽  
Author(s):  
Karen Hammerness ◽  
Elizabeth Craig
Keyword(s):  
New York ◽  
New York City ◽  
Residency Program ◽  
York City ◽  
Urban Context ◽  
Teacher Residency ◽  
Context Specific ◽  
Urban Teacher ◽  
Master Of Arts ◽  
City Schools

In this article, we examine a residency program that was developed to prepare teachers specifically for New York City schools—the Bard College Master of Arts in Teaching Urban Teacher Residency program. This focused preparation on the particular urban context of New York City provides us with a unique opportunity to examine the nature of preparation—how such targeted preparation is conceptualized and organized, what it offers, and what might be missing and need to be strengthened. We also describe the development of a yearlong course aimed at preparing teachers for New York, which emerged from this study.

Experimental Programs: The Effect of Modified Programmed Lectures and Mathematical Games upon Achievement and Attitude of Ninth-Grade Low Achievers in Mathematics

1968 ◽  
Vol 61 (6) ◽  
pp. 603-607
Author(s):  
Thomas Jones
Keyword(s):  
Ninth Grade ◽  
Low Achievers ◽  
Mathematics Students ◽  
Research Project ◽  
Effective Learning ◽  
Classroom Techniques ◽  
Grade Levels ◽  
Summer Session ◽  
Subject Areas ◽  
Regular Session

MOST educators will agree that more should be done to attenuate student failures at all grade levels and in all subject areas. The research project to be discussed here was designed to explore classroom techniques that would be conducive to more effective learning. The present research focuses upon ninth-grade general mathematics students who had underperformed in the regular session, necessitating their participation in a summer session.

A Teacher's Journal: 100 Activities for the 100th Day

2000 ◽  
Vol 6 (5) ◽  
pp. 276-280
Author(s):  
Cynthia S. Thomas
Keyword(s):  
Primary Grade ◽  
Whole School ◽  
Grade Levels ◽  
Subject Areas ◽  
To Come ◽  
Faculty Meeting ◽  
To Receive

As February approached, I heard several primary-grade teachers talking about activities for the 100th day of school. This sounded like a worthwhile celebration for our whole school, which has about 220 students in grades pre-K—6. At a faculty meeting, I suggested that everyone join in the festivities. Of course, we had to come up with a variety of activities that would be appropriate for all grade levels and subject areas. When the 100th day arrived, we were ready! Everyone in the entire school participated. The secretary made a badge for each student who had been present for 100 days, the cafeteria workers marked each 100th tray to receive a special treat, the principal rang the school bell on the 100th minute, and the custodian just smiled as we put sticky-note estimates everywhere in the school.

scholarly journals Reviewing the literature on the student learning experience in higher education

2008 ◽  
Author(s):  
Hubert Ertl ◽  
Susannah Wright
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Effective Learning ◽  
The Future ◽  
Teaching Curriculum ◽  
Subject Areas ◽  
Methodological Approaches

Education Academy which aimed at mapping the research base around the student learning experience in higher education (HE). The project aimed to 1) provide an overview of the ways in which the student learning experience in HE has been and is conceptualised; 2) provide an overview of interventions aimed at producing a more effective learning experience; and 3) review the methodological approaches adopted to investigate the student learning experience. The paper outlines the review approach adopted by this project and presents an analytical map in which reviewed studies are categorised in terms of the methods they adopt and the area of investigation. Selected findings in the areas of inventory-based studies, assessment and feedback and teaching, curriculum and learning environments are discussed. The project identified a large, but broad, heterogeneous and somewhat scattered research base, dominated by a tradition of studies using inventory methods, and otherwise by small and localised studies often conducted by practitioners researching their own subject areas. The paper concludes with a discussion of the strengths and weaknesses of the project's methods, and recommendations for developing the student learning experience research base in the future.

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