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On Regret: Currere as CatharsisMeier, Lori T. 01 May 2018 (has links)
No description available.
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Learning with Walt Disney: Primary Sources from WWII to TomorrowlandMeier, Lori T. 14 November 2015 (has links)
No description available.
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The New Colonizers: Elementary Teacher (Mis)Education in Mandated TimesMeier, Lori T. 08 November 2012 (has links)
This paper will consider the complex challenges to current elementary undergraduate teacher education through the lens of recent (and intrusive) teacher education mandates at the higher education level and discuss the missing opportunities for faculty inclined towards critical pedagogy, curriculum studies, and foundations.
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Negotiating a Pedagogy of Teacher Education: An Ever-Renewed Adventure of HopeMeier, Lori T. 01 October 2009 (has links)
No description available.
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Analyzing edTPA Scores to Improve Program CurriculumMooneyham, John C. 01 December 2018 (has links) (PDF)
With the implementation of the edTPA as a licensing requirement for many states, Educator Preparation Programs (EPPs) are continually looking for ways to improve their students’ performance on this assessment. By leveraging data from past edTPA ubmissions, EPPs can identify areas for improvement using simple Excel calculations and data analytics tools without a large investment of time and resources. Sharing these insights with content and clinical faculty allows instructors and supervisors to tailor instruction to the needs of their students as exemplified in the data and outcomes analyzed in this paper.
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Oral Language Development WorkshopsMooneyham, John C. 03 June 2015 (has links)
No description available.
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Sailing into Integration: Planning and Implementing Integrated 5E Learning CyclesRobertson, Laura, Dunlap, Eric, Nivens, Ryan A., Barnett, Kelli 01 August 2019 (has links)
Robertson et al detail a 5E learning cycle integrating science and mathematics challenges and engages second-grade students in designing sail cars to solve an engineering problem. Students create and use line plots to organize their data to evaluate the strengths and weakness of their design solutions. Three strategies were used to plan for successful integration in a 5E learning cycle. Integrating the STEM fields can increase student interest and learning, and our experiences with this integrated project support this finding.
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Integrated STEM Learning for Elementary StudentsRobertson, Laura, Lee, D., Lange, Alissa A., Nivens, Ryan A., Price, Jamie 21 November 2019 (has links)
We are a collaborative group of K-5 teachers, pre-service teachers, and higher education faculty. In our session we will share our work to design integrated STEM learning units aligned to Tennessee's elementary math and science standards. We will discuss strategies for planning integrated STEM learning as well as use a station format to model interactive, hands-on learning activities. Special emphasis will be placed on math and science standards that may be challenging for teachers.
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Review of the Book Does Nonfiction Equate Truth? Rethinking Disciplinary Boundaries Through Critical Literacy, by V. Yenika-Agbaw, L. A. Hudock & R. McKoy LoweryWard, Natalia, Warren, Amber N. 01 January 2019 (has links)
No description available.
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Reflection on and for Success: Using Reflective Narratives to Reawaken Teachers’ Inquiry Spirit in Working with ELSWard, Natalia, Moran, Renee, Keith, Karin, Hong, Huili, Li, G. 01 November 2019 (has links)
This proposed interactive panel brings together teachers and teacher educators from northern, middle, and southern states in the U.S. and Canada to explore, highlight, and value pre-service and in-service teachers and teacher educators’ reflective narratives in working with ELs. Our panel explores the often-discounted stories of our teachers. This interactive session will engage participants into discussion around how fellow researchers and teachers effectively used “narrative” as reflective and effective practice in their current and future work with English learners, including ELs with disabilities. The findings have important implications for the improvement of our own and peer institutions’ teacher preparation programs.
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