https://educationalrenaissance.org/index.php/edren/issue/feed Educational Renaissance 2020-06-06T11:40:30-07:00 Kimberly Coy kcoy@csufresno.edu Open Journal Systems <p>Welcome to&nbsp;<em>Educational Renaissance</em>, the journal of The Renaissance Group,&nbsp;a national consortium of colleges and universities with a major commitment to the preparation of educational professionals and to the promotion of exemplary practices, partnerships, and leadership that ensure high levels of teaching and learning in all of America's schools.</p> https://educationalrenaissance.org/index.php/edren/article/view/127 Redesigned Partnerships as a Result of Redesigned Educational Preparation Program 2020-06-06T11:39:39-07:00 Linda Gray Smith lsmith@nwmissouri.edu Sue Wood SUEWOOD@nwmissouri.edu Greg Rich GRICH@nwmissouri.edu Everett Singleton ESINGLETON@nwmissouri.edu Timothy Wall TIMWALL@nwmissouri.edu <p class="p1">This study investigated the ability of a redesigned teacher preparation program to effectively meet the needs of teacher candidates and partner school districts. The study examined the effects of the redesigned school of education program on perceptions of teacher candidates, administrators, teachers in partner districts, and faculty members. Findings from school-partnership districts and the school of education were explored. The goal was to use best practices to meet the needs of teacher candidates and provide rich theoretical and clinical experiences in diverse school settings. Findings indicated a change in perceptions of teacher candidates in understanding the importance of equity in the teaching process and of the connection between theory presented in the classroom and application in settings of diverse learners. Teachers and principals indicated an appreciation for renewal through the collaborative experience with teacher candidates during field experiences.</p> 2020-02-27T00:00:00-08:00 ##submission.copyrightStatement## https://educationalrenaissance.org/index.php/edren/article/view/117 “Am I Doing What I think I’m Doing?”: The Importance of a Theoretical Frame when Integrating Tablets in Teacher Education 2020-06-06T11:39:40-07:00 Libbi Miller elizabeth.miller@humboldt.edu Frederick Peinado Nelson fnelson@csufresno.edu Cathy Yun cyun@csufresno.edu Lisa Bennett lbennett@csufresno.edu Emy Lopez Phillips ephillips@csufresno.edu <p><span data-lucid-type="application/vnd.lucid.text" data-lucid-content="{&quot;t&quot;:&quot;In the following self-study, we share our investigation of the shifts in faculty pedagogical beliefs, instructional practices, and curricular decision-making while engaged in a cycle of reflection on tablet-focused teacher education course. We conducted this inquiry into our practice, using Technological Pedagogical Content Knowledge (TPCK) and the Substitution-Augmentation-Modification-Redefinition (SAMR) model as frameworks to examine data from interviews and reflective writing. We conclude the need for the explicit connection of technology professional development, specifically tablet technology, with a meaningful theoretical framework, in order for faculty to engage in effective integration. We also share our model for examining the development of instructor’s thinking about integrating technology, including influences on thinking and classification of instructional decisions into the SAMR taxonomy.\n&quot;,&quot;m&quot;:[{&quot;s&quot;:0,&quot;n&quot;:&quot;c&quot;,&quot;v&quot;:&quot;#000000ff&quot;,&quot;e&quot;:917},{&quot;s&quot;:0,&quot;n&quot;:&quot;fc&quot;,&quot;v&quot;:&quot;Regular&quot;,&quot;e&quot;:917}]}">In the following self-study, we share our investigation of the shifts in faculty pedagogical beliefs, instructional practices, and curricular decision-making while engaged in a cycle of reflection on tablet-focused teacher education course. We conducted this inquiry into our practice, using Technological Pedagogical Content Knowledge (TPCK) and the Substitution-Augmentation-Modification-Redefinition (SAMR) model as frameworks to examine data from interviews and reflective writing. We conclude the need for the explicit connection of technology professional development, specifically tablet technology, with a meaningful theoretical framework, in order for faculty to engage in effective integration. We also share our model for examining the development of instructor’s thinking about integrating technology, including influences on thinking and classification of instructional decisions into the SAMR taxonomy. </span></p> 2020-02-27T00:00:00-08:00 ##submission.copyrightStatement## https://educationalrenaissance.org/index.php/edren/article/view/137 Student Teacher Engagement in Co-Teaching Strategies 2020-06-06T11:39:38-07:00 Rebecca Stobaugh rebecca.stobaugh@wku.edu Kimberlee Everson kimberlee.everson@wku.edu <p class="p1">Recently there has been increasing emphasis on co-teaching experiences for teacher candidates. Despite the significance of collaboration between cooperating teachers and student teachers, limited empirical attention has focused on student teachers' co-teaching experiences. The following study utilized survey data to ascertain if student teachers' use of different co-teaching strategies changed over the course of their student teaching semester, as well as, compared student teacher use of co-teaching strategies in elementary, middle, and secondary program areas. Pilot Study Survey data revealed that approximately one-fourth of the student teacher's time is spent teaching alone. However, the Student Teacher Survey data indicated that the Team Teaching co-teaching strategy increased more than any other co-teaching strategy in all program areas. The study concludes that as teacher education programs seek to maximize the benefits of the co-teaching model, student teachers and cooperating teachers need additional training in ways to utilize all the co-teaching strategies to maximize student learning.</p> 2020-02-27T13:57:52-08:00 ##submission.copyrightStatement## https://educationalrenaissance.org/index.php/edren/article/view/135 School-Based Mentoring for Middle Schoolers 2020-06-06T11:40:30-07:00 Tammy Jeaneen Graham tammy.graham@citadel.edu Renee N. Jefferson jeffersonr1@citadel.edu <p class="p1">School-based mentoring programs are plentiful in number; however, studies measuring the impact of school-based mentoring for students with disabilities are limited. The purpose of this study was to examine the effects of mentoring on the academic and social emotional skills of middle school students with documented disabilities, as well as the impact of the mentor-mentee relationship on college-student mentors. The mentoring program paired four college education majors with four middle school males with documented disabilities who were identified by their teacher as needing assistance with academic and socio-emotional skills. A mixed-methods study was used to conduct an in-depth investigation of the impact of the mentor partnership. Data collection methods included (1) mentor and mentee surveys, (2) observations of mentor-mentee activities, (3) interviews with a science teacher and special education teacher, and (4) science grades. Results from the study support the positive impact that mentoring can have on both academic and social-emotional development of middle school students with documented disabilities.</p> ##submission.copyrightStatement## https://educationalrenaissance.org/index.php/edren/article/view/141 Reaching and Teaching Students in Poverty 2020-06-06T11:39:39-07:00 Maria Hernandez Goff mgoff@mail.fresnostate.edu <p>The second edition of <em>Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap</em> aims to move educators from a deficit view of students experiencing poverty to a structural view by examining the structural inequalities in the United States. This book encourages educators to develop equity literacy and provides twelve principles of equity literacy, supported by historical data and current research, to guide readers in this process. The book also offers actionable strategies to implement at the classroom, school, and district level.</p> 2020-02-27T13:54:12-08:00 ##submission.copyrightStatement##