Journal of Interdisciplinary Teacher Leadership最新文献

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When Life Gives You Lemons, Do Outreach! A Program for University Professors to Virtually Connect to K-12 Students during the COVID-19 Pandemic and beyond 当生活给你柠檬时,就去做推广!大学教授在 COVID-19 大流行期间及以后与 K-12 学生进行虚拟联系的计划
Journal of Interdisciplinary Teacher Leadership Pub Date : 2023-12-18 DOI: 10.46767/kfp.2016-0050
Lisa M. Paciulli, McKenzie N. Jevnikar, Taeim Kwon, Terry A. Gates
{"title":"When Life Gives You Lemons, Do Outreach! A Program for University Professors to Virtually Connect to K-12 Students during the COVID-19 Pandemic and beyond","authors":"Lisa M. Paciulli, McKenzie N. Jevnikar, Taeim Kwon, Terry A. Gates","doi":"10.46767/kfp.2016-0050","DOIUrl":"https://doi.org/10.46767/kfp.2016-0050","url":null,"abstract":"At the beginning of the coronavirus pandemic in the Spring of 2020, North Carolina (NC) public schools moved to distance education in which all students attended classes on video conferencing programs. During this time, NC State University faculty offered virtual guest talks to NC K-12 students. Eighty-eight faculty from three NC State colleges volunteered and 161 teachers requested talks, with approximately 5,400 students. Overall, significantly more teachers from the NC Piedmont region requested speakers (p<.0001); significantly more urban teachers requested talks (p<.0001); and, significantly more elementary school teachers requested speakers than middle (p<.0001) or high school (p<.0001) teachers. The program was beneficial to teachers and students, exposing them to real-world research. In the future, the program should be","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139175396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Educators’ Perceptions of Professional Growth Plans in the Context of Professional Learning Communities 教育工作者对专业学习社区背景下的专业成长计划的看法
Journal of Interdisciplinary Teacher Leadership Pub Date : 2023-12-18 DOI: 10.46767/kfp.2016-0048
Cyndi Caniglia, Kathryn Picanco, Kristen Arnold, Sharon Naccarato
{"title":"Educators’ Perceptions of Professional Growth Plans in the Context of Professional Learning Communities","authors":"Cyndi Caniglia, Kathryn Picanco, Kristen Arnold, Sharon Naccarato","doi":"10.46767/kfp.2016-0048","DOIUrl":"https://doi.org/10.46767/kfp.2016-0048","url":null,"abstract":"Professional Growth Plans (PGPs), a model of professional development for educators, were completed in the context of Professional Learning Communities (PLCs) as part of a grant from a state Professional Educator Standards Board. Participants were in the Pacific Northwest of the United States and represented different educator roles in two urban elementary schools. The PGP process was introduced in PLCs and focused on the implementation of High Leverage Practices (HLPs) for inclusive classrooms (McLeskey et al., 2019). In a collaborative effort with university facilitators, educators engaged in tenets of Participatory Action Research (PAR) through enactment of the PGP process to implement and reflect on outcomes related to their use of HLPs. Educators selected PGP goals focused on areas of instructional growth and improvement of student performance. PAR was enacted in the context of educators’ individual instructional settings through implementation of PGPs. The purpose of the grant was to familiarize and support educators in the PGP process. The purpose of the study was to identify educators’ perceived benefits and challenges with the implementation of PGPs within the context of a collaborative PLC.","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":"42 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139175650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Call Me Mendeleev: A Middle Grades Science Lesson on the Periodic Properties of Elements 叫我门捷列夫关于元素周期性的中年级科学课
Journal of Interdisciplinary Teacher Leadership Pub Date : 2023-12-18 DOI: 10.46767/kfp.2016-0045
Bonnie B. Glass, Tammy D. Lee, E. B. Driver
{"title":"Call Me Mendeleev: A Middle Grades Science Lesson on the Periodic Properties of Elements","authors":"Bonnie B. Glass, Tammy D. Lee, E. B. Driver","doi":"10.46767/kfp.2016-0045","DOIUrl":"https://doi.org/10.46767/kfp.2016-0045","url":null,"abstract":"Each year, in middle and high school classrooms, secondary science teachers introduce their students to the periodic table of elements (herein the periodic table). According to the Next Generation Science Standards (NGSS Lead States, 2013), one of the performance expectations states that high school students should be able to, “Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy levels.” Thus, building an understanding of how elements vary in properties is foundational knowledge for middle grades science students. In this paper, we provide context around the importance of having middle grades students participate in the scientific practices of evaluating data and model-building, just as Dimitri Mendeleev and his contemporaries did. Having students use data on elemental properties to find patterns helps them develop their understanding of the nature of scientific discovery as well as aid in their comprehension of the periodicity of elements. Middle grades students are rarely engaged in the process of scientific model-building (Schwarz et al., 2009). Involving learners in model development leads to deeper understanding of key models in science and the nature of disciplinary knowledge in science (Lehrer & Schauble, 2007). By explaining this novel lesson, we evidence how this activity engaged students in the practices of scientists as they learned about this fundamental model.","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":"41 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Outcomes of District-Led Professional Development Embedded within Biology Professional Learning Communities Among Three High Schools in a Single School District 一个学区的三所高中在生物专业学习社区中开展学区主导型专业发展的成果
Journal of Interdisciplinary Teacher Leadership Pub Date : 2023-12-18 DOI: 10.46767/kfp.2016-0046
Amanda James, R. Hite
{"title":"Outcomes of District-Led Professional Development Embedded within Biology Professional Learning Communities Among Three High Schools in a Single School District","authors":"Amanda James, R. Hite","doi":"10.46767/kfp.2016-0046","DOIUrl":"https://doi.org/10.46767/kfp.2016-0046","url":null,"abstract":"District-led Professional Development (DLPD) holds great promise for cost-effective and sustained PD for K-12 faculty but is often enacted as whole-group, one-shot meetings on topics (e.g., 21st-century learning) non-specific to teachers’ grade levels and content areas. Alternatively, Professional Learning Communities (PLCs) provide on-site and ongoing collaborative support to teachers by common grade levels or content areas. To best leverage DLPD and PLCs, an exploratory multiple case study was conducted to examine how three separate high schools’ biology PLCs had received and enacted DLPD in teaching 21st-century skills. Desimone and Pak’s five core features of effective PD were used as the theoretical framework to explore teachers’ perceptions of the semester-long DLPD through interviews, lesson plans, PLC agendas, and classroom observations. Case analyses found that participating biology teachers perceived that the coherence and content focus was the greatest affordances of having 21st century focused DLPD in their PLC. Collective participation, active learning, and duration were revealed respectively. Results suggested teachers had incorporated the 21st-century skill of communication the most and creativity the least in their practice. Findings suggest that DLPD embedded within PLCs provide contextualized PD opportunities to high school biology teachers when there is sufficient time and opportunities for translating knowledge into practice.","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":"63 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139176187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
‘It Will Be a Ripple Effect:’ Coaches Cultivating Teacher Leadership for Inclusive Education through Professional Learning Communities 这将产生涟漪效应:"教练通过专业学习社区培养教师领导力,促进全纳教育
Journal of Interdisciplinary Teacher Leadership Pub Date : 2023-12-18 DOI: 10.46767/kfp.2016-0049
Naomi Fair
{"title":"‘It Will Be a Ripple Effect:’ Coaches Cultivating Teacher Leadership for Inclusive Education through Professional Learning Communities","authors":"Naomi Fair","doi":"10.46767/kfp.2016-0049","DOIUrl":"https://doi.org/10.46767/kfp.2016-0049","url":null,"abstract":"Traditional approaches to professional development for inclusive education narrowly frame inclusive education as a special education reform. Such approaches emphasize technical practices rather than surfacing and disrupting harmful ideologies that normalize the segregation of students with disabilities. Alternatively, there is potential for a transformative ripple effect for inclusive education when professional development prioritizes the critical inquiry, collaboration, and collective action of teacher leaders. Professional learning communities offer a model for professional development through which teacher leaders can cultivate the tools and support needed for taking action for inclusive education in their own contexts. Coaches are uniquely positioned as advocates and teacher leaders who can facilitate such professional development. This action research study explored how four inclusive education coaches (1) worked to cultivate a professional learning community for developing inclusive teacher leaders in response to the needs of their district and (2) reflected on the impact of this professional development to plan for their ongoing support of the district’s inclusive teacher leaders. The findings highlight the importance of professional learning communities as a professional development approach for supporting the collaboration and agency for teacher leaders for inclusive education.","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":" 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138964413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Relationship between Grit and Teacher Leadership, and Their Effects on the Academic Achievement of Students in an International School in Malaysia 坚毅与教师领导的关系及其对马来西亚一所国际学校学生学业成绩的影响
Journal of Interdisciplinary Teacher Leadership Pub Date : 2022-12-14 DOI: 10.46767/kfp.2016-0039
Noel Kuan Kiat Lau, Gurcharan Singh Bishen Singh
{"title":"Relationship between Grit and Teacher Leadership, and Their Effects on the Academic Achievement of Students in an International School in Malaysia","authors":"Noel Kuan Kiat Lau, Gurcharan Singh Bishen Singh","doi":"10.46767/kfp.2016-0039","DOIUrl":"https://doi.org/10.46767/kfp.2016-0039","url":null,"abstract":"Teacher grit and teacher leadership are two qualities that are touted to improve teacher performance (Duckworth, Quinn & Seligman, 2009; Smylie, Lazarus & Brownlee-Conyers, 1996). However, few empirical studies have investigated the direct relationship between teacher grit and leadership and their direct effects on student achievement. In this case study, a survey was conducted on 22 teachers in a Malaysian international school using Duckworth & Quinn’s (2009) short grit (Grit-S) questionnaire to measure grit, and Katzenmeyer & Moller’s (2009) Teacher Leadership Self-Assessment (TLSA) questionnaire to measure leadership potential. The findings indicate that grit is positively correlated with five out of six of TLSA’s leadership dimensions, except the diversity dimension. Using student results in a standardized examination, this study further found that differences in teacher grit or leadership potential do not result in significant differences in student achievement. The findings are followed by a discussion on the implications of the results on the emphasis of grit and teacher leadership in education reforms, and the limitations of this study.","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131139950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How K-12 Educators Perceive Advocacy for the Education Profession in the United States: A Systematic Scoping Review K-12教育工作者如何看待美国教育专业的倡导:一个系统的范围审查
Journal of Interdisciplinary Teacher Leadership Pub Date : 2022-12-14 DOI: 10.46767/kfp.2016-0040
Karen Lauritzen
{"title":"How K-12 Educators Perceive Advocacy for the Education Profession in the United States: A Systematic Scoping Review","authors":"Karen Lauritzen","doi":"10.46767/kfp.2016-0040","DOIUrl":"https://doi.org/10.46767/kfp.2016-0040","url":null,"abstract":"Many educators in the United States are advocates for the education profession; however, little is known about K-12 perceptions of advocacy. This article systematically scoped the literature on the types of articles that have been written on educator advocacy that include information on teacher perceptions and attitudes. A systematic scoping literature review, combined descriptive synthesis, and textual narrative synthesis were completed. A total of 9,051 articles were identified by the search strategy. Of these, 18 were included for analysis and synthesis. Twelve articles were qualitative, three were mixed methods, and three were quantitative. Articles were categorized according to research objective types, educator population types, and occurring themes. This systematic scoping review revealed gaps in the literature on the subject. Gaps included studies with small sample sizes generally limited to single academic institutions or locations. Additionally, most study results were not generalizable to larger populations, and no studies were written solely to determine educators’ perceptions of advocacy for the education profession. Studies that used quantitative methods had the highest quality and validity, and the highest quality qualitative studies were those that used multiple qualitative methods. Future studies would benefit from focusing on educators’ perceptions of advocacy for the education profession to determine what might motivate educators to be advocates.","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":"2007 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125578291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Cultivating Capital: Sustaining the STEM Identities of Rural Latinx Youth 培育资本:维持农村拉丁裔青年的STEM身份
Journal of Interdisciplinary Teacher Leadership Pub Date : 2022-12-14 DOI: 10.46767/kfp.2016-0043
Corina De La Torre, Corrie Dobis
{"title":"Cultivating Capital: Sustaining the STEM Identities of Rural Latinx Youth","authors":"Corina De La Torre, Corrie Dobis","doi":"10.46767/kfp.2016-0043","DOIUrl":"https://doi.org/10.46767/kfp.2016-0043","url":null,"abstract":"This paper seeks to explore how rural Latinx students’ STEM identity development can be fostered by utilizing their cultural capital. Using both a community cultural wealth and science identity model, this paper reviews previous literature to conceptualize how and why rural Latinx youth are continuously underrepresented within STEM education and future career pathways. When forming STEM identities and aspirations for the future, Latinx students draw from six forms of capital- aspirational, linguistic, familial, social, navigational, and resistant. Throughout this paper, we discuss each of these six forms of capital wealth and the value rural Latinx students can bring into STEM educational spaces. Supporting rural Latinx students’ STEM identity development is a vital key to the disruption of systemic inequalities that perpetuate societal and institutional spaces. Conclusions drawn from the literature showcase how cultural wealth sustains the development of Latinx students’ STEM identities. Future considerations need to focus on the STEM disparities that still exist for this population of students, but specifically those in rural communities.","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115172749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Growing Effective Leaders through an Original Curriculum Design that is Stewarded by Innovation, Persistence, and Self-Determination: The Old Main STREAM Academy Educational Model 通过创新、坚持和自主的原创课程设计培养有效的领导者:旧的主流学院教育模式
Journal of Interdisciplinary Teacher Leadership Pub Date : 2022-12-14 DOI: 10.46767/kfp.2016-0041
Brenda Dial-Deese, Tiffany Locklear
{"title":"Growing Effective Leaders through an Original Curriculum Design that is Stewarded by Innovation, Persistence, and Self-Determination: The Old Main STREAM Academy Educational Model","authors":"Brenda Dial-Deese, Tiffany Locklear","doi":"10.46767/kfp.2016-0041","DOIUrl":"https://doi.org/10.46767/kfp.2016-0041","url":null,"abstract":"Using a perspective analysis of curriculum design, we advance the conversation on ways underrepresented and undeserved communities can rethink educational design. From an original educational model, we interrupt traditional pedagogy to grow effective community leaders. In this paper, we blend Science, Technology, Reading, Engineering, Arts, and Mathematics (STREAM), Place-Based Education (PBE), the North Carolina Standard Course of Study (NCSCOS), and Connectivity Movements to prepare students who are innovative, persistent, and self-determined. Moreover, the Old Main STREAM Academy educational model represents an approach that blends learning and community. Our perspective analysis reveals the need for grassroots folks to apply an original, comprehensive curriculum design to advance underrepresented and underserved communities.","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130691212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Nontraditional Prospective Teachers: Motivations, Goals and Mathematical Knowledge Differences among Identified Typologies 非传统准教师:动机、目标和已识别类型之间的数学知识差异
Journal of Interdisciplinary Teacher Leadership Pub Date : 2021-10-11 DOI: 10.46767/kfp.2016-0038
M. Thomson, Valerie N. Faulkner
{"title":"Nontraditional Prospective Teachers: Motivations, Goals and Mathematical Knowledge Differences among Identified Typologies","authors":"M. Thomson, Valerie N. Faulkner","doi":"10.46767/kfp.2016-0038","DOIUrl":"https://doi.org/10.46767/kfp.2016-0038","url":null,"abstract":"This mixed-methods study employed a typological approach and an Expectancy-Value framework to understand nontraditional prospective teachers’ motivational beliefs, teaching motivations, and goals for choosing a teaching career. All participants (N=88) were nontraditional prospective teachers, graduate students enrolled in a Master of Arts in Teaching (MAT) program in the United States. Data were collected in three phases, including quantitative (survey, pre-and posttest assessments), and qualitative (interviews). Analyses revealed three distinct typologies of teachers based on their motivational beliefs, and further differences among the identified groups based on other variables. The qualitative data showed general themes across participants about their teaching efficacy, motivation for teaching and quality of teacher preparation. Implications for teacher education programs are discussed.","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125402036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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