Monday, October 21, 2013
Breakout Session 2: 2:15-3:15pm
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 2A
Location: Grand Ballroom A
Facilitator: Brian Miller
Facilitator: Brian Miller
Short-Term Study Abroad: Is There an Advantage for Pre-Service Teachers?
Karla Eidson & Dr. Robert M. Maninger
Sam Houston State University
This presentation will look at a longitudinal study by the authors from 2008-2013. The richly defined data looks at whether there is an advantage to take pre-service teachers overseas for short-term study abroad programs. Study abroad programs, generally speaking, are growing at most universities in Texas. Study abroad opportunities are often used as a recruitment tool for universities to gain their top student body candidates. This study searches students’ self reported self-actuated attitudes towards people of a culture other than their own, with pre and post survey data. The sense is obvious that their cultural awareness rises after they have been abroad for three or four weeks.
Karla Eidson & Dr. Robert M. Maninger
Sam Houston State University
This presentation will look at a longitudinal study by the authors from 2008-2013. The richly defined data looks at whether there is an advantage to take pre-service teachers overseas for short-term study abroad programs. Study abroad programs, generally speaking, are growing at most universities in Texas. Study abroad opportunities are often used as a recruitment tool for universities to gain their top student body candidates. This study searches students’ self reported self-actuated attitudes towards people of a culture other than their own, with pre and post survey data. The sense is obvious that their cultural awareness rises after they have been abroad for three or four weeks.
Developing Cultural and Linguistic Awareness with Pre-Service Teachers Through Study Abroad in Mexico
Dr. Monica Vasquez Neshyba & Dr. Edie Cassell
Texas A&M University
In May 2013, undergraduate students from Texas A&M University participated in a 3-week intensive English-teaching program in a public elementary school in Mexico with a focus on the continuing development of their English as a Second Language teaching skills. The majority of the undergraduates had limited Spanish-speaking ability and familiarity with Mexican culture, yet were able to develop cultural and linguistic awareness through immersion in Mexican culture and when provided opportunities to build relationships with the elementary school Mexican students and their teachers. The presenters will share reflections on the program from themselves and the undergraduates.
Dr. Monica Vasquez Neshyba & Dr. Edie Cassell
Texas A&M University
In May 2013, undergraduate students from Texas A&M University participated in a 3-week intensive English-teaching program in a public elementary school in Mexico with a focus on the continuing development of their English as a Second Language teaching skills. The majority of the undergraduates had limited Spanish-speaking ability and familiarity with Mexican culture, yet were able to develop cultural and linguistic awareness through immersion in Mexican culture and when provided opportunities to build relationships with the elementary school Mexican students and their teachers. The presenters will share reflections on the program from themselves and the undergraduates.
Session 2B
Location: Grand Ballroom B
Facilitator: Kystal Goree
Facilitator: Kystal Goree
Building a Community of Multicultural Practice Through Critical Conversations
Glenda Moss, Larry Bryant & Cynthia Rodriguez
University of North Texas at Dallas
Glenda Moss, Larry Bryant & Cynthia Rodriguez
University of North Texas at Dallas
The presenters will share their research design that created a setting for nine faculty members to engage in advancing their working relationship toward a stronger community of practice in a diverse setting. The diverse set of researchers/presenters will present early findings of their collaborative research study.
The Use of Cultural Framework With Teacher Candidates for Preparing and Experiencing Another Culture Through Study Abroad
Dennie L. Smith & David Byrd
Texas A&M University
Dennie L. Smith & David Byrd
Texas A&M University
A Cultural Framework that includes key questions related to the social, economic, political, geography, technology, religion, and aesthetics was used to establish a problem solving methodology for the study of other cultures. The Cultural Framework will be presented to demonstrate how teacher education candidates developed an expanded frame of reference with these conceptual questions through a study abroad trip. Specific methodology will be shared to demonstrate how students reflected on their own values in the study of multiculturalism and used key questions to experience another culture. Students also used iPads to document the Study Abroad Trip with photos, video and reflective notes.
Presentation
Presentation
Session 2C
Location: Grand Ballroom C
Facilitator: Judith Munter
Facilitator: Judith Munter
Service Learning and Teacher Preparedness: A Catholic University's Initiatives for Effective Teacher Education
Dr. Ana-Lisa Gonzalez
University of St. Thomas
Dr. Ana-Lisa Gonzalez
University of St. Thomas
The importance for structured service learning initiatives in teacher education prompts the University of St. Thomas to create partner ships within public and private K-12 settings in order to ensure that teacher candidates are experiencing not only diversity in curriculum standards that exist among different settings, but also in student populations. The National Lemonade Day and local public school partnerships are described and future initiatives are discussed.
Elementary & University Scholars: Capturing Success Through Personal Connections
Dr. Renee Collins
Hardin-Simmons University
Dr. Renee Collins
Hardin-Simmons University
The presenter offers insights on how to plan a successful summer camp experience for diverse groups of learners: 100 struggling, economically disadvantaged Kdg-4th graders; six senior teacher preparation students; ten local schoolteachers; and 14 local community workers.
The presenter shares the history of the camp, the planning, implementation, and reflection phases of the camp, and the various partnerships developed within the university, within the school district, and within the local community.
Presentation
The presenter shares the history of the camp, the planning, implementation, and reflection phases of the camp, and the various partnerships developed within the university, within the school district, and within the local community.
Presentation
Session 2D
Location: Conference Center A
Facilitator: Kathleen Vinger
Facilitator: Kathleen Vinger
Technology Integration with Teacher Candidates in a Summer Camp Setting
Dr. Jodi Pilgrim & Dr. Joan Berry
University of Mary Hardin-Baylor
Dr. Jodi Pilgrim & Dr. Joan Berry
University of Mary Hardin-Baylor
In today’s schools, students are often required to complete assignments using technology when in many instances, their classroom teachers lack proficient technology skills themselves. One-to-one technology initiatives are becoming more common throughout the state, and Teacher Preparation Programs must train teachers to work in technology rich environments. The presenters will share one university’s efforts to improve technology through pre-service teacher immersion in a one-to-one iPad initiative and a summer camp setting. The focus of the presentation will be on learning Web Literacy and learning with technology.
Handout
Presentation
Handout
Presentation
Teaching Online: Meeting the Challenges and Appreciating the Benefits
Dawn Wilson, Kay Busiek, Charlotte Fontenot & Linda Brupbacher
Houston Baptist University
Dawn Wilson, Kay Busiek, Charlotte Fontenot & Linda Brupbacher
Houston Baptist University
Explore the possibilities and challenges of online learning as a panel of four university professors (experienced with both face-to-face and online teaching) share some of the design possibilities (both synchronous and asynchronous) for online courses, current research on best practices in online learning and a comparison of the skill sets needed for face-to-face and online planning and teaching -- as well as their own very practical experiences and learning as they have developed and taught online courses.
Presentation
Presentation
Session 2E
Location: Conference Center B
Facilitator: Sue Owens
Facilitator: Sue Owens
One Literacy Education Course-Two Delivery Formats: A Comparative Analysis of Learning Effectiveness
Dr. Elaine Hendrix
University of Houston-Clear Lake
Dr. Elaine Hendrix
University of Houston-Clear Lake
It is an undisputable fact that online learning continues to grow in popularity, usage, and acceptance (Bair & Bair, 2011; Lin, Dyer & Guo, 2012). In addition, online delivery of teacher education courses is well established and continues to expand in many formats, i.e., faculty development and pursuance of graduate degrees (Schweizer, Hayslett, and Chaplock, 2008). It
is rare, however, that one instructor experiences teaching one course in both traditional and online formats during the same semester and, as a result, has the opportunity to compare the
effectiveness of each simultaneously. This presentation focuses on an examination of the learning experienced by these two classes of undergraduate students during a recent Literacy
education course.
Handout
is rare, however, that one instructor experiences teaching one course in both traditional and online formats during the same semester and, as a result, has the opportunity to compare the
effectiveness of each simultaneously. This presentation focuses on an examination of the learning experienced by these two classes of undergraduate students during a recent Literacy
education course.
Handout
Improving the Quality of Teacher Preparation Reading Courses by Aligning Standards, Research, and Practice
Dr. Kimberly Welsh, Dr. Gloria Gresham
Stephen F. Austin State University
Dr. Kimberly Welsh, Dr. Gloria Gresham
Stephen F. Austin State University
Over the last few years, high stakes accountability has scaled its way to higher education. In an effort to better prepare teachers of reading, the standards for reading professionals (IRA Standards, 2010) provided the foundation for one University’s Elementary Education Department’s teacher preparation reading program’s curriculum. The researchers sought to braid The Council for the Accreditation of Educator Preparation (CAEP) the International Reading Association (IRA), and the Texas Educator standards, into one curriculum document in an effort to improve the quality of reading coursework. This alignment correlated standards, research, and current practice.
Presentation
Presentation
Session 2F (One Hour Session)
Location: Bolo's PDR
Finance and Resources: Comparison of the Condition of Education 2013 Report to the State of Texas
Suan Buckley, Tracy Booth, Yancey Sanderson, Joseph Welch, Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
Suan Buckley, Tracy Booth, Yancey Sanderson, Joseph Welch, Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
If you are curious to see how the state of Texas compares to the nation in regards to finance and resources for higher education then this session is for you. We will look at the 2013 United States Department of Education Condition of Education Report and make side-by-side comparisons with the State of Texas. The six topics that will be analyzed and discussed include the price of attending an undergraduate institution, grants and load aid to undergraduate
students, postsecondary revenues by source, expenses of postsecondary institutions, characteristics of postsecondary faculty and student loan volume and default rate.
Presentation
students, postsecondary revenues by source, expenses of postsecondary institutions, characteristics of postsecondary faculty and student loan volume and default rate.
Presentation
Session 2G
Location: Colonnade C
Facilitator: Alma Rodriguez
Facilitator: Alma Rodriguez
After Reflecting on How I Teach, I Flipped
Ronald J. Anderson
Texas A&M International University
Ronald J. Anderson
Texas A&M International University
Being a “reflective practitioner” is easier said than done. Strategically guided data analysis, conceptualization of the theory-practice continuum and engaging in instructional conversations that actively calls for critically thinking about one’s practice are components used to help pre-service teachers make the implicit become explicit.
The Application of John Dewey's Ethical Thinking to Classrooms and Schools
Douglas J. Simpson
Texas Christian University
Douglas J. Simpson
Texas Christian University
The authors’ overview of Dewey’s theory demonstrates its relevance for both professional and student development. Among other Deweyan emphases noted and applied are the following: (a) the particular situation of actions, (b) the personal ideological backgrounds of concerned parties, (c) the key conceptions of participants, (d) the empirical contributions of research, (e) the ethical frameworks of participants, (f) the experiential learning of participants, (g) the precise motivations of individuals, (h) the idealistic goals of society, (i) the ecological nature of
situations, classrooms and schools, (j) the hypothetical testing of alternative decisions and (k) the personal and social elements in final decisions.
Handout
situations, classrooms and schools, (j) the hypothetical testing of alternative decisions and (k) the personal and social elements in final decisions.
Handout