https://educationalrenaissance.org/index.php/edren/issue/feed Educational Renaissance 2019-06-15T23:45:33-07:00 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/113 Collaboration and Connections 2019-06-15T23:45:31-07:00 Jannah Walters Nerren jannahnerren@shsu.edu Tracey Covington Hasbun tlcovington@sfasu.edu <p>This study investigated the effects of using teacher candidate-created observation protocols based on current research on classroom practices to connect research to practice. The study examined the extent to which mentor teachers modeled current research-based practices as measured by the protocols and explored the frequency with which the practices were observed. Findings indicated that teacher candidates had a positive experience applying research to practice, that utilization of the protocols created an awareness of best practices being used, and the importance of individualizing the practices to meet student needs. Individualization of utilization based on mentor teacher personalities was also observed and many practices the teacher candidates selected were utilized in the mentor classrooms, particularly in the areas of lesson planning and reading instruction.</p> 2019-01-14T00:00:00-08:00 ##submission.copyrightStatement## https://educationalrenaissance.org/index.php/edren/article/view/114 Inclusive Design for Online and Blended Courses 2019-06-15T23:45:32-07:00 Susie Gronseth slgronseth@uh.edu <p>Course accessibility is a priority in higher education, particularly in the design and delivery of digital learning experiences. Proactively addressing accessibility as part of online and blended course design meets the needs of all learners, including those in the margins. Inclusive design for online and blended courses connects the Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL) framework in order to address learner variability as an intentional part of course design. Inclusive design fosters expanded options in the ways that learners access learning materials, engage in learning experiences, and demonstrate the knowledge and skills they have learned. This paper describes practical applications of WCAG and UDL for the design and facilitation of inclusive online and blended courses in the post-secondary setting.</p> 2018-12-17T00:00:00-08:00 ##submission.copyrightStatement## https://educationalrenaissance.org/index.php/edren/article/view/109 Priming Your Environment for Growth Through a Collaborative Model of Instructional Coaching 2019-06-15T23:45:33-07:00 Wendy Farr Wendy.Farr@asu.edu Sarah Saltmarsh Sarah.Saltmarsh@asu.edu <p>Teacher preparation is complex in nature. Students in K-12 education comprise an increasingly culturally and linguistically diverse population. Standards have significantly evolved with state and Common Core State Standards that now place a greater emphasis on academic discourse both in written and oral forms. To better prepare the next generation of teachers to  address these shifts in expectations, we are examining the influence of instructional coaching at the university level. The work encompasses professional development on research-based ELL principles to support the changing populations of students in conjunction with coaching sessions to enhance coursework. The results of this study were statistically significant and have set the stage for our next steps in sustainable change at the university level.</p> 2018-12-17T00:00:00-08:00 ##submission.copyrightStatement## https://educationalrenaissance.org/index.php/edren/article/view/108 A Way Forward Toward Professionalizing Teacher Education 2019-06-15T23:45:31-07:00 Jacob Easley II easleyj@easternct.edu <p class="p1">Amid countless challenges faced by teacher education, public universities, preparing a large share of the nations' teachers, are called upon to a lead the charge of moving the field forward. The American Association of State Colleges and University's Teacher Education Task Force sought to examine current conditions among member institutions. Presidents, provosts and deans of education responded to a survey with their assessment of the current status of teacher education. The results yielded six recommendations for quality teacher education programs. The latter of which stresses professionalizing the field. Further examination of the recommendations reveals gaps between the current landscape and the recommendations. It is through these gaps that a strategic means to advance the professionalization of teacher education is put forth. Advancing the professionalization of teacher education is a collaborative effort of leadership. The process demonstrates and builds momentum from positive impact on communities and the profession itself. It is undergirded by an ethical imperative.</p> 2019-01-14T00:00:00-08:00 ##submission.copyrightStatement## https://educationalrenaissance.org/index.php/edren/article/view/121 Voices of Resistance 2019-06-15T23:45:32-07:00 Luz Yadira Herrera lherrera@mail.fresnostate.edu <p><em><span style="font-weight: 400;">Voices of resistance: Interdisciplinary approaches to Chican@ children's literature </span></em><span style="font-weight: 400;">gathers a wide range of experts from diverse academic fields in the analysis of Chicanx children’s and young adult (YA) literature. &nbsp;The editors convincingly make the case for the urgency of using multicultural children’s literature as a means for empowerment and social justice. The book provides a solid framework that is useful to multiple audiences–from caregivers, teachers, school leaders, community members, to teacher educators, and beyond. The book highlights the Chicanx history of resistance, as indicated in its title, situated in the various US socio-political contexts that have negatively impacted people of color since the country’s formation. The book reminds us of the important role that literature has on the lives of children; and its potential to either affirm an asset-based perspective connected to their lives, cultural identities, gender constructions, and home language practices of Chicanx children and youth, or to perpetuate harmful deficit views. Furthermore, the book reminds us that powerful children’s and YA literature can help raise Chicanx children’s consciousness, even from a young age, towards sustaining self-love in the uplifting of Chicanx identity, culture, and linguistic practices.&nbsp;</span>(Rowman &amp; Littlefield, 2018)</p> 2018-12-17T00:00:00-08:00 ##submission.copyrightStatement##