Tuesday, October 24, 2017
Breakout Session V: 8:30-9:15am
Single Presentations (45 minutes)
Session 5A
Room: Corpus A
Lens on Literacy: Zooming in on Critical Literacy with EC-6 Candidates
Dr. Debby Shulsky, University of Houston-Clear Lake
Terry Chvala, University of Houston-Clear Lake
We all know that a classroom-rich with literature is paramount to awakening learners to new ideas, fresh perspectives and undiscovered passions. What this means is one of the most important decisions a classroom teacher makes is how she/he will selectively present books and design their classroom library to cultivate critical readers of the word and world (Friere,1970). This session explores how two professors’ designed course assignments that encourage candidates use of critical literacy, which allows thoughtful literature integration within the curriculum and classroom library.
Lens on Literacy: Zooming in on Critical Literacy with EC-6 Candidates
Dr. Debby Shulsky, University of Houston-Clear Lake
Terry Chvala, University of Houston-Clear Lake
We all know that a classroom-rich with literature is paramount to awakening learners to new ideas, fresh perspectives and undiscovered passions. What this means is one of the most important decisions a classroom teacher makes is how she/he will selectively present books and design their classroom library to cultivate critical readers of the word and world (Friere,1970). This session explores how two professors’ designed course assignments that encourage candidates use of critical literacy, which allows thoughtful literature integration within the curriculum and classroom library.
Session 5B
Room: Nueces A
Developing Dyslexia Training Through Partnerships
Dr. Teri Fowler, Texas A&M-Texarkana
Laura Currey, Texas A&M-Texarkana
As public-school accountability continues to emerge as a driving force in teacher training, preparation programs are striving to improve teacher quality in ways that align with gains in the new A-F Accountability System. This interactive session will allow participants to gain insight on how to develop dyslexia training aligned with standards outlined by the state and International Dyslexia Association. Participants will leave this session with course outlines, tools, and strategies to implement in education courses within teacher preparation programs.
Developing Dyslexia Training Through Partnerships
Dr. Teri Fowler, Texas A&M-Texarkana
Laura Currey, Texas A&M-Texarkana
As public-school accountability continues to emerge as a driving force in teacher training, preparation programs are striving to improve teacher quality in ways that align with gains in the new A-F Accountability System. This interactive session will allow participants to gain insight on how to develop dyslexia training aligned with standards outlined by the state and International Dyslexia Association. Participants will leave this session with course outlines, tools, and strategies to implement in education courses within teacher preparation programs.
Session 5C
Room: Nueces B
Supporting, Serving, and Nurturing Teacher Candidates at a Catholic Hispanic Serving Institution in an Urban Environment: A Mentoring Experience
Dr. Nicole McZeal Walters, University of St. Thomas
Dr. Jean Kiekel, University of St. Thomas
Dr. Serena Flores, University of St. Thomas
As a Hispanic-Serving Institution (HSI) situated in an urban environment, our university provides a cogent need in supplying a diverse teacher workforce to facilitate recruitment, retention, and sustainability of teacher candidates prepared to teach in urban environments. Providing a holistic mentoring experience as it relates to sustaining their socioemotional well-being is also critical. Techniques and skills related to mindfulness in teaching are essential towards the socioemotional balance of the current educator. Best practices through use of the cohort model will be shared.
Supporting, Serving, and Nurturing Teacher Candidates at a Catholic Hispanic Serving Institution in an Urban Environment: A Mentoring Experience
Dr. Nicole McZeal Walters, University of St. Thomas
Dr. Jean Kiekel, University of St. Thomas
Dr. Serena Flores, University of St. Thomas
As a Hispanic-Serving Institution (HSI) situated in an urban environment, our university provides a cogent need in supplying a diverse teacher workforce to facilitate recruitment, retention, and sustainability of teacher candidates prepared to teach in urban environments. Providing a holistic mentoring experience as it relates to sustaining their socioemotional well-being is also critical. Techniques and skills related to mindfulness in teaching are essential towards the socioemotional balance of the current educator. Best practices through use of the cohort model will be shared.
5c_presentation.pdf | |
File Size: | 510 kb |
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Session 5D
Room: Matagorda
Towards Systematic Study of Student Teaching Quality as Communicated Through Performance Assessment Results
Dr. Amber Thompson, University of Houston
Margaret Kuczynski, University of Houston
This paper reports on the rationale and process that members of the UH teacher education program have followed to better understand the role of student teaching performance assessment in promoting teaching quality in our graduates. We report on the discoveries we have made in gathering qualitative data about, and conducting quantitative data analysis of, observation and evaluation instruments. The title of this symposium reflects that we are moving towards systematic study, not that we have all the answers.
Towards Systematic Study of Student Teaching Quality as Communicated Through Performance Assessment Results
Dr. Amber Thompson, University of Houston
Margaret Kuczynski, University of Houston
This paper reports on the rationale and process that members of the UH teacher education program have followed to better understand the role of student teaching performance assessment in promoting teaching quality in our graduates. We report on the discoveries we have made in gathering qualitative data about, and conducting quantitative data analysis of, observation and evaluation instruments. The title of this symposium reflects that we are moving towards systematic study, not that we have all the answers.
5d_presentation_.pdf | |
File Size: | 1108 kb |
File Type: |
Session 5E
Room: Copana
Starving the Beast 2.0 Funding…or not Higher Education
Elvonte’ Patton, University of Mary Hardin-Baylor
KeeYatha Scott, University of Mary Hardin-Baylor
Dr. Marlene Zipperlen, University of Mary Hardin-Baylor
Funding in higher education plays a vital role in the success of public and private institutions across the country. Since the colonial period, funding has been on ongoing issue. Each state uses its own method, but Texas use the appropriation model. Nationally, higher education has focused on each states’ policies and government response to the growing need for federal dollars. Currently FY18 is expected to provide further insight into the higher education funding crisis.
Starving the Beast 2.0 Funding…or not Higher Education
Elvonte’ Patton, University of Mary Hardin-Baylor
KeeYatha Scott, University of Mary Hardin-Baylor
Dr. Marlene Zipperlen, University of Mary Hardin-Baylor
Funding in higher education plays a vital role in the success of public and private institutions across the country. Since the colonial period, funding has been on ongoing issue. Each state uses its own method, but Texas use the appropriation model. Nationally, higher education has focused on each states’ policies and government response to the growing need for federal dollars. Currently FY18 is expected to provide further insight into the higher education funding crisis.
Session 5F
Room: Aransas
Early Educational Intervention for At-Risk Students: A Preliminary Report of the Long-Term Influences of the Opportunity School Preschool Program
Dr. Betty Coneway, West Texas A&M University
Dr. Sang Hwang, West Texas A&M University
Dr. Leigh Green, West Texas A&M University
Early childhood education has proven to be a positive influence in overcoming some disadvantages of poverty by buoying at-risk children’s readiness for school while laying groundwork for future success. This presentation will share data collected from adult former students and parents of the Opportunity School in Amarillo, Texas. Researchers from West Texas A&M University and administrators from the Opportunity School have partnered to provide insight from their longitudinal, collaborative research project examining the long-term influences of early childhood educational interventions. The findings will highlight best practices associated with early childhood education to benefit the preparation of teacher candidates. Keywords: Early Childhood, Longitudinal research, Best practices, Teacher preparation.
Early Educational Intervention for At-Risk Students: A Preliminary Report of the Long-Term Influences of the Opportunity School Preschool Program
Dr. Betty Coneway, West Texas A&M University
Dr. Sang Hwang, West Texas A&M University
Dr. Leigh Green, West Texas A&M University
Early childhood education has proven to be a positive influence in overcoming some disadvantages of poverty by buoying at-risk children’s readiness for school while laying groundwork for future success. This presentation will share data collected from adult former students and parents of the Opportunity School in Amarillo, Texas. Researchers from West Texas A&M University and administrators from the Opportunity School have partnered to provide insight from their longitudinal, collaborative research project examining the long-term influences of early childhood educational interventions. The findings will highlight best practices associated with early childhood education to benefit the preparation of teacher candidates. Keywords: Early Childhood, Longitudinal research, Best practices, Teacher preparation.
5f_presentation_.pdf | |
File Size: | 349 kb |
File Type: |
Session 5G
Room: Bayview Room
PRESENTATION PENDING
PRESENTATION PENDING
Session 5H
Room: Laguna Madre
Response to Intervention for English Learners: Implications for Teacher Education
Dr. Phyllis Robertson, Texas A&M University-Corpus Christi
Response to Intervention (RTI) has been identified as an approach with the potential to increase student achievement and decrease inappropriate referrals of English Learners for special education services. However, limited emphasis has been placed on preparation of teachers to collaboratively implement RTI for these students. As teacher educators, we are charged with ensuring that our candidates are prepared to effectively engage in assessment, intervention, progress monitoring, and interdisciplinary decision-making processes critical to RTI implementation. This session will focus upon competencies needed by all future teachers to appropriately address the language and literacy needs of English Learners within an RTI framework.
Response to Intervention for English Learners: Implications for Teacher Education
Dr. Phyllis Robertson, Texas A&M University-Corpus Christi
Response to Intervention (RTI) has been identified as an approach with the potential to increase student achievement and decrease inappropriate referrals of English Learners for special education services. However, limited emphasis has been placed on preparation of teachers to collaboratively implement RTI for these students. As teacher educators, we are charged with ensuring that our candidates are prepared to effectively engage in assessment, intervention, progress monitoring, and interdisciplinary decision-making processes critical to RTI implementation. This session will focus upon competencies needed by all future teachers to appropriately address the language and literacy needs of English Learners within an RTI framework.