This paper will discuss a study that explored how teacher candidates at two universities perceive... more This paper will discuss a study that explored how teacher candidates at two universities perceived specific classroom management problems prior to becoming classroom teachers. Teacher candidates were asked to respond to student classroom management behaviors by rating the amount of discomfort each behavior generated for them based upon their time in field experiences. Data analysis suggested eight statistically significant differences and sixteen similarities between the responses of the teacher candidates’ perceptions.
2 Abstract: Discussion pedagogy is part of a larger curricular goal that intersects the two aspir... more 2 Abstract: Discussion pedagogy is part of a larger curricular goal that intersects the two aspirations of diversity of perspectives and democratic inquiry in that it challenges stereotypes and assumptions through student discourse. Yet, teaching with discus- sion is a complex and sometimes ambiguous endeavor that leaves instructors feeling pulled between desirable, but seemingly contradictory, goals. This article discusses these paradoxes of instructional choices and student outcomes that instructors may negotiate through polarity management, a theoretical framework that focuses on values that are diametrically opposed, yet interdependent upon each other. Implications of polarity management for discussion pedagogy are highlighted.
Reflective, post-event conversations (Campbell, Gibson, & Gramlich, 2005) between two professors ... more Reflective, post-event conversations (Campbell, Gibson, & Gramlich, 2005) between two professors who co-taught a graduate level, online teacher education course in diversity depict a teaching partnership. Our goal was to reflect upon the process of co-teaching critical analysis within this partnership. Foucault's cautionary treatise (1980) is recognized in that analyses of power/knowledge metanarratives, such as pedagogies of diversity, liberal arts, and critical analysis, contain discourses of power, despite their emancipatory intentions. The conversations are considered reflexive discourse (Lather, 2007) in that truth can never be found outside of power relations (Foucault, 1980). Questioning the relations of power and influence within approaches to teaching and learning is discursive and therefore, contradictory. A pedagogy of process through the teaching partnership is highlighted as a way to acknowledge and value the negotiations of the spaces between contradictions as well as transform personal understandings and professional practice.
As the quality of educational outputs has been problematized, accountability systems have driven ... more As the quality of educational outputs has been problematized, accountability systems have driven reform based upon summative assessment data. These policies impact the ways that educators use data within schools and subsequently, how teacher education programs may adjust their curricula to teach data-driven decisionmaking to inform instruction. This study explores the outcomes of an instructional intervention that taught data understanding, comprehension, and data use with preservice teacher candidates. The intervention was based on the premise that using data for professional purposes is becoming a necessary proficiency for teacher education graduates and that teacher education curricula must explicitly address that need. Pre-service teacher candidates participated in a Data Chat where they collaboratively analyzed standardized testing and end-of-course assessment data and structured instructional interventions based upon determined strengths and weakness areas in student learning. Data were collected from two academic years. The results from Year 1 suggest that pre-service teacher candidate participants perceived an expanded sense of comfort with the data literacy behaviors (DLBs) following the intervention. Year 2 results validated the earlier finding of perceptions of self-efficacy with using summative assessment data and also identified specific DLBs needing more attention. Implications of the intervention for teacher education are discussed.
International Journal of Educational Leadership Preparation, 2023
Debriefing may be the most important factor for learning in simulations. This exploratory case st... more Debriefing may be the most important factor for learning in simulations. This exploratory case study investigated a modified Plus-Delta approach to debriefings following mixed reality simulation-based learning. The findings suggested that educational leadership students who encountered debriefings from simulations developed leadership skills and dispositions and perceived that those acquired skills and dispositions would transfer to leadership positions currently or in the future. Implications and recommendations are provided.
International journal of integrating technology in education, Mar 30, 2023
The purpose of this mixed-methods convergent research study was to gain insight into the perceive... more The purpose of this mixed-methods convergent research study was to gain insight into the perceived importance of emotional awareness with two groups of pre-service teachers (PSTs) participating in a mixed reality simulator (MRS), as well as the impact of emotional awareness exercises in a MRS on adaptiveness in coping and empathy with the treatment group. Statistical significance was found on for the Affective Empathy QCAE subscale score for the treatment group. Three themes emerged from the qualitative data of survey responses: emotional awareness as it related to emotional state, emotional state and emotional awareness as it related to having an impact on performance, and emotional awareness as it related to the context of the simulator experience. Implications are provided for teacher educators using mixed reality simulations.
The Man in the Maze has been adopted by many groups of people because of its symbolism of life’s ... more The Man in the Maze has been adopted by many groups of people because of its symbolism of life’s cycles and eternal motion, and also of the choices we are confronted with. The right choices lead us to a point of harmony with all things, no matter how hard or long the road taken. The O’odham began employing the man-in-the-maze pattern in their basketry in the early 1900s. The motif has come to serve as an icon for the O’odham people. The human-like figure is the O’odham Elder Brother, I’itoi. ii The Field Experience Journal
The purpose of this mixed-methods convergent research study was to gain insight into the perceive... more The purpose of this mixed-methods convergent research study was to gain insight into the perceived importance of emotional awareness with two groups of pre-service teachers (PSTs) participating in a mixed reality simulator (MRS), as well as the impact of emotional awareness exercises in a MRS on adaptiveness in coping and empathy with the treatment group. Statistical significance was found on for the Affective Empathy QCAE subscale score for the treatment group. Three themes emerged from the qualitative data of survey responses: emotional awareness as it related to emotional state, emotional state and emotional awareness as it related to having an impact on performance, and emotional awareness as it related to the context of the simulator experience. Implications are provided for teacher educators using mixed reality simulations.
This paper will discuss a study that explored how teacher candidates at two universities perceive... more This paper will discuss a study that explored how teacher candidates at two universities perceived specific classroom management problems prior to becoming classroom teachers. Teacher candidates were asked to respond to student classroom management behaviors by rating the amount of discomfort each behavior generated for them based upon their time in field experiences. Data analysis suggested eight statistically significant differences and sixteen similarities between the responses of the teacher candidates’ perceptions.
2 Abstract: Discussion pedagogy is part of a larger curricular goal that intersects the two aspir... more 2 Abstract: Discussion pedagogy is part of a larger curricular goal that intersects the two aspirations of diversity of perspectives and democratic inquiry in that it challenges stereotypes and assumptions through student discourse. Yet, teaching with discus- sion is a complex and sometimes ambiguous endeavor that leaves instructors feeling pulled between desirable, but seemingly contradictory, goals. This article discusses these paradoxes of instructional choices and student outcomes that instructors may negotiate through polarity management, a theoretical framework that focuses on values that are diametrically opposed, yet interdependent upon each other. Implications of polarity management for discussion pedagogy are highlighted.
Reflective, post-event conversations (Campbell, Gibson, & Gramlich, 2005) between two professors ... more Reflective, post-event conversations (Campbell, Gibson, & Gramlich, 2005) between two professors who co-taught a graduate level, online teacher education course in diversity depict a teaching partnership. Our goal was to reflect upon the process of co-teaching critical analysis within this partnership. Foucault's cautionary treatise (1980) is recognized in that analyses of power/knowledge metanarratives, such as pedagogies of diversity, liberal arts, and critical analysis, contain discourses of power, despite their emancipatory intentions. The conversations are considered reflexive discourse (Lather, 2007) in that truth can never be found outside of power relations (Foucault, 1980). Questioning the relations of power and influence within approaches to teaching and learning is discursive and therefore, contradictory. A pedagogy of process through the teaching partnership is highlighted as a way to acknowledge and value the negotiations of the spaces between contradictions as well as transform personal understandings and professional practice.
As the quality of educational outputs has been problematized, accountability systems have driven ... more As the quality of educational outputs has been problematized, accountability systems have driven reform based upon summative assessment data. These policies impact the ways that educators use data within schools and subsequently, how teacher education programs may adjust their curricula to teach data-driven decisionmaking to inform instruction. This study explores the outcomes of an instructional intervention that taught data understanding, comprehension, and data use with preservice teacher candidates. The intervention was based on the premise that using data for professional purposes is becoming a necessary proficiency for teacher education graduates and that teacher education curricula must explicitly address that need. Pre-service teacher candidates participated in a Data Chat where they collaboratively analyzed standardized testing and end-of-course assessment data and structured instructional interventions based upon determined strengths and weakness areas in student learning. Data were collected from two academic years. The results from Year 1 suggest that pre-service teacher candidate participants perceived an expanded sense of comfort with the data literacy behaviors (DLBs) following the intervention. Year 2 results validated the earlier finding of perceptions of self-efficacy with using summative assessment data and also identified specific DLBs needing more attention. Implications of the intervention for teacher education are discussed.
International Journal of Educational Leadership Preparation, 2023
Debriefing may be the most important factor for learning in simulations. This exploratory case st... more Debriefing may be the most important factor for learning in simulations. This exploratory case study investigated a modified Plus-Delta approach to debriefings following mixed reality simulation-based learning. The findings suggested that educational leadership students who encountered debriefings from simulations developed leadership skills and dispositions and perceived that those acquired skills and dispositions would transfer to leadership positions currently or in the future. Implications and recommendations are provided.
International journal of integrating technology in education, Mar 30, 2023
The purpose of this mixed-methods convergent research study was to gain insight into the perceive... more The purpose of this mixed-methods convergent research study was to gain insight into the perceived importance of emotional awareness with two groups of pre-service teachers (PSTs) participating in a mixed reality simulator (MRS), as well as the impact of emotional awareness exercises in a MRS on adaptiveness in coping and empathy with the treatment group. Statistical significance was found on for the Affective Empathy QCAE subscale score for the treatment group. Three themes emerged from the qualitative data of survey responses: emotional awareness as it related to emotional state, emotional state and emotional awareness as it related to having an impact on performance, and emotional awareness as it related to the context of the simulator experience. Implications are provided for teacher educators using mixed reality simulations.
The Man in the Maze has been adopted by many groups of people because of its symbolism of life’s ... more The Man in the Maze has been adopted by many groups of people because of its symbolism of life’s cycles and eternal motion, and also of the choices we are confronted with. The right choices lead us to a point of harmony with all things, no matter how hard or long the road taken. The O’odham began employing the man-in-the-maze pattern in their basketry in the early 1900s. The motif has come to serve as an icon for the O’odham people. The human-like figure is the O’odham Elder Brother, I’itoi. ii The Field Experience Journal
The purpose of this mixed-methods convergent research study was to gain insight into the perceive... more The purpose of this mixed-methods convergent research study was to gain insight into the perceived importance of emotional awareness with two groups of pre-service teachers (PSTs) participating in a mixed reality simulator (MRS), as well as the impact of emotional awareness exercises in a MRS on adaptiveness in coping and empathy with the treatment group. Statistical significance was found on for the Affective Empathy QCAE subscale score for the treatment group. Three themes emerged from the qualitative data of survey responses: emotional awareness as it related to emotional state, emotional state and emotional awareness as it related to having an impact on performance, and emotional awareness as it related to the context of the simulator experience. Implications are provided for teacher educators using mixed reality simulations.
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Papers by Jody Piro