Monday, October 21, 2013
Breakout Session 1: 11:00am-12:00pm
Unless otherwise noted, there are two 30-minute presentations in each breakout session.
Each session's presentations will be in the order listed.
Each session's presentations will be in the order listed.
Session 1A
Location: Grand Ballroom A
Facilitator: Alma Rodriguez
Facilitator: Alma Rodriguez
Elementary School ELL Teachers' Perceptions and Knowledge of Literacy Constructs
Dr. Sheldon Barr
Region 4 Education Service Center
Dr. Sheldon Barr
Region 4 Education Service Center
Ineffective classroom instruction, is a major contributor to the high incidence of reading problems in the United States. Researchers attribute poor classroom instruction to a lack of teachers’ basic understanding of the concepts related to the English language that are necessary to teach literacy. Is there a similar contributing factor related to the low literacy levels of young English language learners (ELLs) who are approaching a new language at the same time they are learning to read? What do elementary school teachers of ELLs perceive and know about evidence-based literacy instructional practices?
Presentation
Presentation
A Practitioner Research Exploration of Pre-Service Teachers' Perceptions of Literacy and Biliteracy Development: Lessons Learned
Dr. Sandra I. Musanti
The University of Texas at Brownsville
Dr. Sandra I. Musanti
The University of Texas at Brownsville
This study explores the ethnic and linguistic identity of bilingual pre-service teachers in South Texas, and their beliefs about literacy and biliteracy in the context of an undergraduate class focused on learning about emergent literacy teaching in the bilingual classroom. From the perspective of a practitioner researcher, the goal is to understand how to provide challenging opportunities for candidates to explore and critically reflect on their cultural identity and beliefs to promote a situated understanding of their teaching role in developing early literacy and biliteracy.
Handout
Handout
Session 1B
Location: Grand Ballroom B
Facilitator: Susan Allen
Facilitator: Susan Allen
Social Media - Tools for Advancing Pedagogical Reasoning
Dr. Stephanie Grote-Garcia & Dr. Elda Martinez
Dr. Stephanie Grote-Garcia & Dr. Elda Martinez
The purpose of this presentation is to discuss a qualitative study that explored the use of seven
social-media venues in advancing pedagogical reasoning. In this presentation, participants will
be introduced to the Checklist of Social Media and Epistemological Advancement (CSMEA), a
checklist that assists teacher educators with selecting social-media tools. In addition, participants will partake in a brief demonstration of the seven social-media tools examined. Additional findings of the research study will be shared.
Presentation
social-media venues in advancing pedagogical reasoning. In this presentation, participants will
be introduced to the Checklist of Social Media and Epistemological Advancement (CSMEA), a
checklist that assists teacher educators with selecting social-media tools. In addition, participants will partake in a brief demonstration of the seven social-media tools examined. Additional findings of the research study will be shared.
Presentation
Preparing to Jump Off the Accreditation Cliff
Dr. Aaron Hunt
West Texas A&M University
Dr. Aaron Hunt
West Texas A&M University
This presentation proposal aims to describe the experiences and perceptions of education faculty at WTAMU for the increased awareness and quality of the accreditation process for WT and beyond. The overall outcome is to deliver a qualitative narrative based on a case study that will reveal information to further motivate and bring education departments together to continue to implement quality teacher education with fidelity.
Session 1C
Location: Grand Ballroom C
Facilitator: John Miazga
Facilitator: John Miazga
Students Speak: What Pre-Service Teachers Need to Know About Encouraging Diverse Students to Enter the College Readiness Track
Dr. Scott Bailey, Stephen F. Austin State University
Erin Kay, Lufkin ISD
Dr. Scott Bailey, Stephen F. Austin State University
Erin Kay, Lufkin ISD
The typical Pre-AP or AP classroom seldom reflects the diversity of the campus it represents. Getting representative numbers of diverse students to participate in advanced coursework has been challenging. Utilizing survey results and student interviews (N=150+), this study identifies the reasons academically capable students from diverse backgrounds do not self-select for advanced coursework. The results will be presented as a series of action steps for teachers who want to encourage diverse students to challenge themselves academically. This information is especially important for pre-service teachers who may not have a background working with diverse students.
College Social Experiences Between First-Generation Students and Other Students Enrolled in a STEM Discipline at a Historically Black College and University
Dr. Terence Hicks
Prairie View A&M University
Dr. Terence Hicks
Prairie View A&M University
The primary purpose of this study was to determine the differences in the levels of social engagement between first-generation and other college students enrolled in a STEM discipline at a Historically Black College and University. A two-group ex post facto research design using a single questionnaire was used for the study. A stratified sample of 90 college students
participated in the study. The data for the research questions were analyzed using descriptive and inferential statistics based upon the subscales of the College Student Experiences Questionnaire.
participated in the study. The data for the research questions were analyzed using descriptive and inferential statistics based upon the subscales of the College Student Experiences Questionnaire.
Session 1D
Location: Conference Center A
Facilitator: Zach Rozell
Facilitator: Zach Rozell
The Development of the Elementary Principal as a Technology Leader
Dr. Alejandro Garcia
The University of Texas at Brownsville
Dr. Alejandro Garcia
The University of Texas at Brownsville
This qualitative study examined the reported origin and influence of technology skills, dispositions, academic preparation, experiences and technology- related professional development activities on a principal’s ability to function as a technology leader. An online questionnaire and face-to-face audio interviews were utilized to determine technology skill and disposition categories, which aligned with the National Technology Standards for Administrators (NETS-A). Graduate school catalogs and syllabi were also used as artifacts in this qualitative study. The results assisted in creating an understanding of the dynamics of the formal and informal preparation of elementary principals that contribute to their development as public school technology leaders.
Presentation
Presentation
SESSION CANCELLED - How Can Principal Preparation Programs Prepare Aspiring Principals to be Effective Supervisors?
Dr. Karen Taylor Backor
Schreiner University
Dr. Karen Taylor Backor
Schreiner University
This study addresses the gap in literature by examining the perceptions of supervision experts on how principal preparation programs should prepare principals as effective supervisors.
Session 1E
Location: Conference Center B
Facilitator: TBD
Facilitator: TBD
Connecting Research to Practice for Teacher Educators Project IDEAL
(Informing & Designing Education for All Learners)
Dr. DeAnn Lechtenberger, Texas Tech University
Dr. Frank Mullins, The University of Texas of the Permian Basin
(Informing & Designing Education for All Learners)
Dr. DeAnn Lechtenberger, Texas Tech University
Dr. Frank Mullins, The University of Texas of the Permian Basin
Project IDEAL: Informing & Designing Education for All Learners is a distance learning model demonstration project, funded by the Texas Council for Developmental Disabilities in partnership with Texas Tech University’s College of Education. This grant funded project was charged with developing a replicable, sustainable teacher education model to increase the number of skilled teachers and school administrators who can provide positive, inclusive classrooms for ALL students including those students with disabilities. The website developed provides teaching modules, videos, and other resources for teacher educators to use as drop-in ready-made materials for their teacher preparation courses.
Presentation
Presentation
Preservice Teachers' Attitudes toward Students with Disabilities:
A Study of Candidates Enrolled in Teacher Preparation Programs
Dr. Lesley Casarez, Angelo State University
A Study of Candidates Enrolled in Teacher Preparation Programs
Dr. Lesley Casarez, Angelo State University
The purpose of this research was to gain a better understanding of pre-service teacher candidates’ perceptions of special education knowledge as related to self-efficacy and attitudes toward disabilities. A mediational model was proposed in which knowledge was the independent variable, responsibility of educating students with disabilities was the dependent variable, and self-efficacy was the mediator. Pre-service teacher education candidates were evaluated during the 2012-13 school year in three areas: knowledge of basic special education rules and procedures, teacher self-efficacy of working with students with disabilities, and attitudes toward people with disabilities. Mediation was tested using Structural Equation Modeling (SEM).
Presentation
Handout
Presentation
Handout
Session 1F
Location: Bolo's PDR
Facilitator: Grant Simpson
Facilitator: Grant Simpson
UTEP Partnerships: School-University Collaboration Forging a New Future
Dr. Judith Munter & Hector Hernandez, The University of Texas at El Paso
Dr. Ron Livermore & Felipe Barraza, Ysleta ISD
Dr. Judith Munter & Hector Hernandez, The University of Texas at El Paso
Dr. Ron Livermore & Felipe Barraza, Ysleta ISD
UTEP and Ysleta ISD partners will provide examples illustrating institutionalized partnership structures that have been developed to promote access and excellence for K – 16 students, in predominantly Hispanic communities. Many of the participating college students are future teachers, and developing exemplary practices for the student teachers is a key component, together with school-community-university partnerships.
The District-Wide Implementation of a Professional Learning Community: Challenges to Building Capacity
Dr. Jesus "Chuey" Abrego & Jaime Lopez
The University of Texas at Brownsville
Dr. Jesus "Chuey" Abrego & Jaime Lopez
The University of Texas at Brownsville
The purpose of this study is two-fold, to explore what influence the school district’s transformation into a PLC had on the district’s culture and to focus on identifying specific actions and processes used by the district that may have changed the district’s culture. The presenation will share preliminary findings for one of Hord's PLC challenges and share lessons learned about building capacity at the district level.
Presentation
Presentation
Session 1G
Location: Colonnade C
Facilitator: Brian Miller
Facilitator: Brian Miller
The Use of Twitter in Professional Development
Carrie Ross, Dr. Bob Maninger, Dr. Sam L. Sullivan
Sam Houston University
Carrie Ross, Dr. Bob Maninger, Dr. Sam L. Sullivan
Sam Houston University
This study sought to prove that educators are using Twitter to increase their professional learning opportunities beyond the boundaries of traditional professional development offers, and educators feel a greater sense of fulfillment receiving professional development through networking and community learning than they do through traditional means of learning. A
population of 160 educators, 105 females and 55 males between the ages of 22 and 65, were surveyed directly through education related hashtags on Twitter. An additional 32 educators from the survey population elected to participate in an interview. The study discovered that educators are frequently using Twitter professionally to collaborate, network, and engage in
professional development, 90% of educators are extremely likely to use Twitter for professional development in the next 6 months, and 69% of educators say their use of Twitter for professional learning will increase over the coming school year.
population of 160 educators, 105 females and 55 males between the ages of 22 and 65, were surveyed directly through education related hashtags on Twitter. An additional 32 educators from the survey population elected to participate in an interview. The study discovered that educators are frequently using Twitter professionally to collaborate, network, and engage in
professional development, 90% of educators are extremely likely to use Twitter for professional development in the next 6 months, and 69% of educators say their use of Twitter for professional learning will increase over the coming school year.
Teachers' Perception of Professional Development
Randy Lamb, Southwestern Assemblies of God University
Dr. Christie Bledsoe & Dr. Marlene Zipperlen, University of Mary Hardin-Baylor
Randy Lamb, Southwestern Assemblies of God University
Dr. Christie Bledsoe & Dr. Marlene Zipperlen, University of Mary Hardin-Baylor
This study examined teachers’ perceptions about professional development. The study was a quantitative, cross-sectional survey and involved both elementary and secondary teachers in two school districts in Central Texas. The results are applicable to those preparing professional development programs and pre-service teacher preparation. The goal of this study was to determine if there is a relationship between teachers’ perceptions of professional development and their teaching experience, as well as the correlation of teacher age, gender, grade level, or educational attainment. Additional qualitative data was collected to understand the influence of professional development in changing teacher behavior.
Presentation
Presentation
Session 1H
Location: Colonnade AB
Facilitator: Sue Owens
Facilitator: Sue Owens
Competence and Confidence: Keys to Preparing Teachers to Meet the Challenges of Tomorrow's Technologies
Jana M. Willis & Michelle Giles
University of Houston-Clear Lake
Jana M. Willis & Michelle Giles
University of Houston-Clear Lake
Tomorrow’s teachers are entering classroom where not only technology is evident and integrated but expected and anticipated. Preparing teachers in effective use of technology in the classroom now faces additional challenges of staying ahead of rapid changes in technology. To address these challenges and prepare teachers to be competent and confident in their use of all future technologies new methods of preparing teachers in technology use need exploring. This presentation will focus on results of a study conducted to examine impact of a course design focused on building competence and confidence of teacher candidates in technology use.
Presentation
Presentation
Teaching Without a Net: Using Wikis, Blogs, eJournals, and Discussion Forums to Make Current Educational Issues Come Alive in any Online Teacher Education Course Setting
Dr. Chip Fischer & Dr. Olga Fischer
The University of Texas at Tyler
Dr. Chip Fischer & Dr. Olga Fischer
The University of Texas at Tyler
A rationale will be presented for the use of 21st century, Web 2.0 communication tools--specifically, wikis, blogs, ejournals, and discussion forums--as a means of enhancing online teaching and learning in relation to the study and analysis of current educational issues. The presenters will show how these tools can be used to transform educational issues-related communication, collaboration, and cognition across both whole courses and/or specific components of courses, in ways that will enable both teachers and students to experience educational issues, less as content to be studied, and more as questions to be debated and
stands to be taken.
stands to be taken.
Session 1I
Location: La Joya Ballroom
Facilitator: Sandra Parnell
Facilitator: Sandra Parnell
An Alternative to the Traditional Field Experience: Experiences Within an Authentic Field Experience Setting
Dr. Sarah McMahan
Texas Woman's University
Field experiences are a vital component of learning to teach. This presentation will detail the learning experiences from the structured, authentic cohort experience and the implications a different model of field experience can contribute to the overall growth and development of the
pre-service teacher candidates.
Dr. Sarah McMahan
Texas Woman's University
Field experiences are a vital component of learning to teach. This presentation will detail the learning experiences from the structured, authentic cohort experience and the implications a different model of field experience can contribute to the overall growth and development of the
pre-service teacher candidates.
Clinical Practice in Texas: A Report from the Field
Dr. Elizabeth K. Ward, Texas Wesleyan University
Virginia Fender, The University of Texas at Tyler
Dr. Krystal Goree, Baylor University
Dr. Julie Teel-Borders, Letourneau University
Sara Langford, Texas A&M University-Texarkana
This session describes the results of a survey designed to gather information on clinical education practices in Texas. All teacher education programs in Texas (traditional and alternative) were invited to participate. Data from the study, conducted in fall 2013, will be shared. Implications for teacher preparation programs, directors of field experience, and clinical faculty will be discussed.
Dr. Elizabeth K. Ward, Texas Wesleyan University
Virginia Fender, The University of Texas at Tyler
Dr. Krystal Goree, Baylor University
Dr. Julie Teel-Borders, Letourneau University
Sara Langford, Texas A&M University-Texarkana
This session describes the results of a survey designed to gather information on clinical education practices in Texas. All teacher education programs in Texas (traditional and alternative) were invited to participate. Data from the study, conducted in fall 2013, will be shared. Implications for teacher preparation programs, directors of field experience, and clinical faculty will be discussed.