Best Practices for Education Professionals PDF
Preview Best Practices for Education Professionals
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Seto hc eue rcnruehrnartnelycn ettel yat etceahacechshi nebgso tbahon utdhn dlueenardrgnerirangdgrua iadntu eta hateen daP ng-1dra2 gd rcualaadtsuesa rtoeo m, tic clacslsaesssso eocsni a olt hnise st huuees esu sionef etoedfc uthcenacothiolnonog,ly oe gttohy icetoan lh eiasnsnhucaeens ct eeina tceehdaiucnhcgai natgion ndaa nlled ta elrecnahinrnngoi nliongg tyihn, e at hnPed- 1cP2h- 1icld2lah csolsoardsos oermodou, mca,t ion icce Heidi L. Schnackenberg, PhD socsioacl iciasols uiusressseu sein sa esind a ue mcdauetcmioanbti,eo ern to,h fei cothanilec ia sols fiu stehsseu eifnas c eiundl tueycd cauotcihoaontiraotsln taienlc tthehnceoh BlnoSogl yop,gr aoyng, draa ncmdh iiclndh hCilodhohildod ohedod ouedcd auEtcidoauntci oanti on. ees HHeiedidi Li L. S. Schchnnacakceknenbberegrg, P, PhDhD coucrosueSrssh eaess p aars em vaei ommuesbmleyr bt aoeufr goohnf teo i nnoe ft h tohefe gt hfraaecd fuualactyute lct eyo dhcuoocrhtasot riiotnsn tiahnle tt ehBceSh B npSoro lpogrgroyag mprar oimng Crianhm Cild ahhtil oCdohodon oEcdod rEudcdiaau tUcioanntiiv.o e nr.s ity, ss f Beverly A. Burnell, PhD Beverly A. Burnell, PhD ShSe hperae pnvrdieo vuwisooluyrks tealydu t gaahustg aihnnt t ihinne st hgtrerua gcdtriuaoadntuaeal etdede uescdigauntcieoarnt ifaooln rt aeblco thethnc ohInlnotogelylo a gpnyrod pg Mrroaogmtroa armot lC aa otc Cnocoropnrocdroiaartd iUoiann Usiv.ne Hirvseeirtry sv, iatyr,io us ffo BevEedritloyr sA. Burnell, PhD anda nwdor ewrksoeerdak eracdsh a aisnn t aeinnrse itsnrtussct rtiunioccntliuaodln eda elt shdieeg sniniegtrne fegorrr a fbotioor tnbh o oItnfh t teIenlc tahennl dao nlModgo Myto iornottoolar o pcleaod rcpaoogrropagotiirocaantilso .pn Hrsa.ec Hrt ivceaer rsvi,oa utrhisoe u lse gal oor Editors resreeasreacanhrd cin het etihnrietcesartels is mitnspc illniuccdaleuti odthnees t hoinef t weingetresatgteirorannt i otoenfc thoenfc othelnocoghlinoeogsl yoin gi nynt ooinn pt-oew dpeaesgdteoarggnio caganilc dpa rtlha picrrtdaic cwetisoc,re ltdsh, e ct uhleletug lraeelg sa, la nd rr E Editors anda nedtch eoictlhlaailcb iamolr paimltiicvpaelitc ioaantnisod no sfc woofoe wpsteeersrantte ivtrenec thelencaohrlnonoginlioeggs i esinstr nainote nng-oiwenes-w stweesirtnthe iarnnn das nttuhddi rtedhn iwrtd o lwerlador rcnlduin lctguu rletcusor,me asmn, dau nnditi es. EEd colclaoblloaDrbra.o tiSrvacethi vnaean cdak necdno boceporegor praeetircvaeetni vtleley adlreenasinringgin nesgdt r aasttneradgt iedegesiv eewsl oitpwheiintdh iasnnt u sdetexutndeten nsleti vaelre nMainryngEi ndcguo cmcaomtimounmnLiutainebissti. e osn. line d d u sDur.psD Spurl.cpe hsCSpmunlcheepahamnpcnntkleae gefncominntkr be geftoenh nrrteb gWtf ehob rreoroeg rotbc lhrdkeoee noFc btkeo(loy 1nuF o5tndolktydeuh Fasnd iotdegieouasndnnitegi.sdod)n ano eatsfpid no Ao udnamfb s nAdl eidosemr fhivd ceAeeearmldivnoc e peaElernobdidc pyEua eacdndanPu Et aceieodanaxnut rtie:esoc xPonantsnte:ei io PrnvsnseeHp:i r veMisPgecpeyh teMirEevscedrypt isEuve ceEdcoastundit vc iuoEoeacnnsdta iL EuootaicndnobaLu nEstaci odbaonPustni ocuiloniannbn t ealiilionis nn hea ei nr sa. uucca ChCanhgaDinnrg.g iS ncgWh noWarcldok reldn(1 b5e(tr1hg5 bthee gda.e)nd .hp)e urb peludisbuhlciesadhti eodnb yc abryPe eerPa aressao arnsn o enHle imgHheiegnrht aerEry dmEuucdsauictci oatentai ocnPh eurPb.luisbhliesrhse. rs. ca a t Dr. Schnackenberg began her education career as an elementary music teacher. Dr. Schnackenberg began her education career as an elementary music teacher. ti t o i Beverly A. Burnell, PhD, is an Associate Professor in Counselor Education at SUNY ioon BeBveervPleylr alAtyts . bABu. urgBrhnu,e ralnln,e dlPl ,ah lPDsoh, Dsis,e riavsen s a Anas ssA otshcseioa cEteima tPpelr ooPyfereosefs eAosrss soiinrs taiCnn ocCueno Csuenolsooerrd loiEnrd aEutocdrau ftcoioarn tti ohanet caSatU mSNpUuYNs .Y S he nn PlaPttlsabttteusarbgcuhhr,ge ahsn, dag nraadlds auola sstoee rsvseetrusv deaessn atthss e t ihnEe m tEhpmelo pydleoeeyp eAaers tsAmissestnaistn'tsca ent chCeroe Coer odoninradatiitnooanr taoflolryr f othare ct chcreae mdciatpemudsp .u cSso.hu Sen hsee ling P teatcehaecpshr eogsgr raagdmruasad,t ueina ctselut udsditneugnd tessnc htisno oitln hc eot hudene spedaleinrptgma.r etSmnote'msn et'ts ho rfet hhere erne aa rtnieoaantsiao lonlyfa lplayroc cfaercescsdriieotedndiat el cdfoo cucunossu enhlsainevglei n bge en PPr propgrroagcmraasrme, eisnr,c ildnuecdvliunedgloi npsgcm hseocnohtl o cionol ucsnocsuhenolsionelgsli,.n Sgp.or oSmfoeems oseifo honefa rhl earorr elaearsse aoasfn pdor f oipdfereosnfsetiistoysn, iaoeln tfaholic cfuaoslc uphsraa vhceat ivcbeee ,eb nec uelntu ral rro carceaerrec eodrme vdpeeelvoteepnlmocpeem,n tae nnindt tisnrac hnsosciohtilooson, l spp,rr oopfcereossfsesisoesnsia oflon rar ols lteruosdl eeasnn tsda nwiddit ehind dteiitnsya,t itbyei,lt ihteiiectsha.il c Daprlr .a pBcrtuaicrcnetei,c lelc ,hu alctsuu rlbatuel reanl an oof e caocmtcaivocpemtei veatpceedceo tnuitnvccceteeoanr i,ntcb icotaeuronni,tb no dautr anr ttionrdbtaord u nt rttsoatochirnto eisoutt hinontdei sope tenhrsdl ooiepegcr rsn eodi gseceosndesef us isgoscn neaffa o sttinro ioo fafnson tt riauno asldanlntyetaui donldl ayntescc an coalwtlrosycei rtcdwhdrai eiitncdtedhcaidsi rttd aeeeigbddssri i altaiegtbtdhideriulea ista dig.e tuareDsaac .rdc t.peD ruBre rao.dup tgeBirrtrnoa auegtpmrilrnorla osenhmg l alr ispsnha r amboitnseces eea btsncieensh ea a enctnfreh o aaern cr htheer fefes ss eduecdautCcioaontui onansn edalo nrcd Eo udcnousuceanltsoioer nlo erDd euepcdaautrcitoamntie onantn . daD nrc.d o Bocurordnoinerdalli tnebaset getash ne t hhaeec r caercedcduricetaadttiiitooannti ocpnar orpecreeorsc sae ssf soa r fsoterh ceot hned ary ssi CoCunosumenlsaoetrh loEermd Euacdtaiuctcsioa tneti aoDcneh Dpeare.rptmaretmnte. nDt.r .D Br.u Brnuerlnl eblel gbaeng ahne rh eerd uecdautcioanti ocna rceaerre ears aas sae csoencdoanrdya ry sio mamthaetmheamticasti tcesa tcehaecrh.er. ioon n n a a a l s l ls s ISBN 978-1-926895-09-3 ISBN 978-1-926895-099-03000 ISBN 978-1-926895-09-3 90000 90000 Apple Academic Press Apple Academic Press Apple Academic Press www.appleacademicpress.com 9781926895093 wwwww.awp.palpepalceaadceamdeicmpircepsrse.scso.mcom 97891798216982965809953093 Best Practices for EDUCATION PROFESSIONALS TThhiiss ppaaggee iinntteennttiioonnaallllyy lleefftt bbllaannkk Best Practices for EDUCATION PROFESSIONALS Edited By Heidi L. Schnackenberg, PhD Associate Professor in Educational Technology, State University of New York at Plattsburgh, New York Beverly A. Burnell, PhD Associate Professor in Counselor Education, State University of New York at Plattsburgh, New York Apple Academic Press TORONTO NEW JERSEY CRC Press Apple Academic Press, Inc Taylor & Francis Group 3333 Mistwell Crescent 6000 Broken Sound Parkway NW, Suite 300 Oakville, ON L6L 0A2 Boca Raton, FL 33487-2742 Canada © 2012 by Apple Academic Press, Inc. Exclusive worldwide distribution by CRC Press an imprint of Taylor & Francis Group, an Informa business No claim to original U.S. Government works Version Date: 20120820 International Standard Book Number-13: 978-1-4665-5870-0 (eBook - PDF) This book contains information obtained from authentic and highly regarded sources. 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Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and the CRC Press Web site at http://www.crcpress.com For information about Apple Academic Press product http://www.appleacademicpress.com Contents List of Contributors ...........................................................................................................ix List of Abbreviations ..........................................................................................................xi Preface ............................................................................................................................xiii Transformative Approaches ............................................................................................xiv Reflective Practice ............................................................................................................xv Learning Environments ..................................................................................................xvi Informing Practice ..........................................................................................................xvi References .....................................................................................................................xvii 1. So What’s the “Big Idea?” The Great Uncover-up ........................................1 David Iasevoli and the Students of “Content and Pedagogy” Fall 2010 Introduction ........................................................................................................................1 The Heart of the Matter ......................................................................................................1 Absolutely no Absolutes .....................................................................................................2 InductionConduction ......................................................................................................4 After the Facts ....................................................................................................................8 Entering Dangerous Territory ...........................................................................................10 Taking it on the Road ........................................................................................................12 Keywords ..........................................................................................................................14 2. Teaching and Learning with Care and Commitment: Faculty Cohorts as Best Practice ....................................................................15 Jean Ann Hunt, Aline Bobys, Jean Mockry, and Denise Simard Introduction ......................................................................................................................15 Leadership Focused on the Whole: Moving from Silos to Cohorts .................................16 Faculty Choice and Control ..............................................................................................18 Creation of Community ....................................................................................................18 Use of Time ......................................................................................................................19 Collaborative Decision Process ........................................................................................20 Relevant and Meaningful Learning Experiences ..............................................................23 Challenges ........................................................................................................................26 Keywords ..........................................................................................................................26 3. Applying Art-Based Self-Study Techniques within Qualitative Research Teaching ............................................................................................................27 Rocci Luppicini and Jessica Backen Introduction ......................................................................................................................27 Method ..............................................................................................................................30 Findings ............................................................................................................................31 Interpretation ....................................................................................................................39 vi Contents Discussion .........................................................................................................................40 Keywords ..........................................................................................................................42 4. Moving Beyond Test-driven and Textbook-driven Curricula: Five Questions to Facilitate School Change ..................................................43 Jean Ann Hunt, Caroline Knight, and Robert Ackland Introduction ......................................................................................................................43 Question # 1: What is the vision for teaching and learning in your school? ....................44 Question # 2: What are teachers currently being asked to do? .........................................45 Question # 3: What work are the children being asked to do? .........................................45 Question # 4: How are your current programs structured to meet the needs of all learners? .......................................................................................................................47 Question # 5: How will you know what the children are learning? .................................47 Conclusion ........................................................................................................................48 Keywords ..........................................................................................................................48 5. The Literacy Tapestry: Language Arts (the Warp) and Creativity (the Weft) ..........................................................................................................49 Peggy L. Snowden Introduction ......................................................................................................................49 Characteristics of Creativity and the Creative Process .....................................................52 My Experiences: Becoming and being Creative ..............................................................53 The Language Arts ............................................................................................................54 The Class: Creative Responses to Children’s and Young Adult Literature ......................55 Description of Course Content and Activities ..................................................................56 The Literacy Tapestry: Language Arts (The Warp) and Creativity (The Weft) ................58 Keywords ..........................................................................................................................59 Appendix A .......................................................................................................................59 Appendix B .......................................................................................................................63 6. Students’ Experiences in Learning Communities within Teacher Education ..........................................................................................................67 Beverly A. Burnell, Cynthia McCarty, Heidi L. Schnackenberg, and Peggy Snowden Introduction and Review of the Literature .......................................................................67 Method––Pilot Study ........................................................................................................69 Method––Primary Investigation .......................................................................................72 Results ..............................................................................................................................74 Discussion .........................................................................................................................83 Future Research ................................................................................................................85 Keywords ..........................................................................................................................85 Appendix A .......................................................................................................................86 Appendix B .......................................................................................................................88 Contents vii 7. Inclusion as a Design Strategy for Teacher-Preparation Programs ............95 Alicia Roberts Frank Introduction ......................................................................................................................95 All Teachers Need to Know How to Teach all Students ...................................................96 Current Teacher Preparation Models ................................................................................97 Obstacles to Integrating Teacher-Preparation Programs ..................................................98 Opportunities to Create Inclusive Experiences ................................................................99 Integrating Coursework ..................................................................................................101 Conclusion ......................................................................................................................102 Keywords ........................................................................................................................102 8. Sexual and Gender Identity Development and School Climate: What do Professional Educators Need to Know? .......................................103 Noah S. Jawitz, Matthew M. Wagar, and Beverly A. Burnell Introduction ....................................................................................................................103 A Harsh Reality ..............................................................................................................103 Development of Gender Identity and Sexual Identity ....................................................104 Costs of Adolescent Sexual Identity and Gender Identity Struggles ..............................106 Internal and External Challenges that Lgbt Youth Face .................................................107 School Culture, School Climate, and Student Success ...................................................109 Educators’ Responsibilities for Positive School Culture and School Climate for all .....110 A Necessary Understanding ............................................................................................111 Necessary Preventive and Responsive Actions ..............................................................111 Conclusion ......................................................................................................................114 Keywords ........................................................................................................................115 9. Understanding and Utilizing Quantitative Research as a Best Practice in Education ....................................................................................................117 Julia Davis Introduction ....................................................................................................................117 Understanding Methodology ..........................................................................................118 Basic Statistics ................................................................................................................118 Standard Scores ..............................................................................................................122 Percentiles .......................................................................................................................124 Discussing and Reporting Test Scores ............................................................................124 Informing Practice ..........................................................................................................125 Conclusion ......................................................................................................................125 Keywords ........................................................................................................................125 10. Technological Sophistication and Teacher Preparation for Generation Y ..................................................................................................127 Heidi L. Schnackenberg and Edwin S. Vega Introduction ....................................................................................................................127 viii Contents Literature Review ...........................................................................................................127 Method ............................................................................................................................129 Results ............................................................................................................................130 Discussion .......................................................................................................................135 Keywords ........................................................................................................................139 Appendix A .....................................................................................................................139 11. A Socratic Apology in Favor of Educational Technology ...........................141 Margarita Garcia-Notario Introduction ....................................................................................................................141 Keywords ........................................................................................................................149 References .......................................................................................................151 Index ...............................................................................................................161 List of Contributors Robert Ackland, Ph.D. SUNY Plattsburgh, 101 Broad Street, Plattsburgh, NY 12901, (518) 564-0314, E-mail: robert.ackland@ plattsburgh.edu Jessica Backen, M.A. University of Ottawa, 200 Wilbrod, Room 05, Ottawa, Ontario, K1N6N5, Canada (613)562-5800 extension 8971, E-mail: [email protected] Aline Bobys, Ed.D. SUNY Plattsburgh, 101 Broad Street, Plattsburgh, NY 12901, E-mail: [email protected] Beverly A. Burnell, Ph.D. SUNY Plattsburgh, 101 Broad Street, Plattsburgh, NY 12901, (518) 564-4177, E-mail: beverly.burnell@ plattsburgh.edu Julia Davis, Ph.D. SUNY Plattsburgh, 101 Broad Street, Plattsburgh, NY 12901, (518) 564-4179, E-mail: jdavi004@platts- burgh.edu Alicia Roberts Frank, Ed.D. SUNY Plattsburgh, 101 Broad Street, Plattsburgh, NY 12901, (518) 564-5124, E-mail: arobe005@platts- burgh.edu Margarita Garcia-Notario, Ph.D. SUNY Plattsburgh, 101 Broad Street, Plattsburgh, NY 12901, (518) 564-2830, E-mail: garciam@platts- burgh.edu Jean Ann Hunt, Ed.D. SUNY Plattsburgh, 101 Broad Street, Plattsburgh, NY 12901, (518) 564-223, E-mail: huntja@plattsburgh. edu David Iasevoli, Ed.D. SUNY Plattsburgh at Queensbury, Regional Higher Education Center, 640 Bay Road, Queensbury, NY 12804, (518)792-5425, E-mail: [email protected] Noah S. Jawitz, M.S.Ed. & C.A.S. 20 Clinton Street, Plattsburgh, NY 12901, E-mail: [email protected] Caroline Knight, Ph.D. Department of Early, Elementary, Physical and Special Education, Coastal Carolina University, Kearns Hall 106 D, P.O. Box 261954, Conway, SC 29528-6054, (843) 349-6414, E-mail: [email protected] Rocci Luppicini, Ph.D. University of Ottawa, 200 Wilbrod, Room 05, Ottawa, Ontario, K1N6N5, Canada (613)562-5800 extension 8971, E-mail: [email protected] Cynthia McCarty, M.S.Ed. SUNY Plattsburgh, 101 Broad Street, Plattsburgh, NY 12901, E-mail: [email protected] Jean Mockry, M.A. SUNY Plattsburgh, 101 Broad Street, Plattsburgh, NY 12901, E-mail: [email protected] Heidi L. Schnackenberg, Ph.D. SUNY Plattsburgh, 101 Broad Street, Plattsburgh, NY 12901, (518) 564-5143, E-mail: heidi.schnacken- [email protected]
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