A SWOT (strengths, weaknesses, opportunities, and threats) analysis of a teacher education progra... more A SWOT (strengths, weaknesses, opportunities, and threats) analysis of a teacher education program, or any program, can be the driving force for implementing change. A SWOT analysis is used to assist faculty in initiating meaningful change in a program and to use the data for program improvement. This tool is useful in any undergraduate or degree program. Strengths and weaknesses are revealed and adjustments to curriculum, internships, learning activities, education policies, etc., are justifiable if based on a SWOT analysis of a program. Major improvements to a program can be a direct result of using this analysis with undergraduate and graduate students.
Standards-based grading has emerged as a leading progressive mode of classroom assessment. Althou... more Standards-based grading has emerged as a leading progressive mode of classroom assessment. Although standards-based grading has several core components, there is appreciable anecdotal evidence that one component is being frequently implemented in the absence of the others. Namely, by allowing students to redo and revise work without regard to deadlines, some teachers are assessing what students know at the end of the course rather than at pre-specified intervals. Here, we surveyed 429 secondary teachers to quantitatively assess their grading practices and evaluate their connection to standards-based grading. Whether teachers allow redo's/retakes was affected by school policies, teacher content area, and what the teacher's personal beliefs were about the importance of deadlines and student ownership of learning and accountability. Additionally, our findings suggest that there is a disconnect between best practices in grading and teacher beliefs. Teachers displayed confusion regarding whether or not their schools had implemented standards-based grading policies.
Teachers teach according to the way they learn; therefore, it is important to learn more about te... more Teachers teach according to the way they learn; therefore, it is important to learn more about teachers' learning styles. According to Butler (1987), every teacher has a personal learning style. Teachers teach to their own learning style for many reasons (Stewart, Jones, & Pope, 1999). Teachers will teach to the way that they feel most comfortable and may have difficulty understanding those who have different learning styles. One teacher may use abstract examples while others may use concrete illustrations. Likewise, students learn according to the learning style with which they feel most comfortable. Teachers must understand their own learning style but must use a variety of ways to accommodate the learning styles of their students. No one particular learning style is superior to another. Learning styles are not related to intelligence, mental ability, or actual learning performance (Griggs as cited in Gordon, 1998). Learning style is defined as "a set of factors, behaviors, and attitudes that facilitate learning for an individual in a given situation" (Reiff, 1992, p. 7). Mills (1999) identifies learning style as our perceptions of our natural learning strengths. Gregorc (1985a) states that learning styles are "behaviors, characteristics, and mannerisms which are symptoms of mental qualities used for gathering data from the environment" (p. 179). Gregorc (1982a) recognizes that every human being has both universal qualities common to all others as well as unique attributes. "Each person is unique and complex, and yet each person is predictable, too. It's the predictable side of people that announces their style" (Guild & Garger, 1985, p. 3). These predictable, common patterns form our typical approaches to life tasks and make up our individual styles (Hand, 1992). "Once teachers learn how their students learn, they can match individuals' learning styles with the method most responsive to that style" (Dunn, 1999, p. 51). Matching teaching style to student learning style promotes learning in a less stressful environment for students and results in greater student achievement (Butler, 1987). A short period of mismatching may result in new and varied experiences, and too much matching can lead to boredom (Reiff, 1992). Gregorc (1982a) outlines four learning/teaching channels: concrete sequential, abstract sequential, abstract random, and concrete random. Gregorc & Butler (1984) believe all individuals possess some natural ability in the four channels; however, most individuals possess natural ability in one of the channels more than the others. Concrete sequential individuals relate best to the physical, hands-on world and think in ways that are methodical, ordered, and predictable (Gregorc, 1982a). They prefer hands-on activities and may also have a tendency for perfection. Abstract sequential individuals mentally outline, correlate and compare, and categorize data in a manner unsurpassed by other styles using their analytical abilities (Gregorc, 1982a). They prefer guided assignments and detailed plans, as well as nonrestricted environments. Abstract random individuals prefer order that is nonlinear, harmonious, and non-traditional (Gregorc, 1982a). They have the natural ability to work well with people (Gregorc & Butler, 1984). These individuals work best when allowed to be creative and display their emotions. Concrete random individuals are intuitive, insightful, and easily make transitions from fact to theory (Gregorc, 1982a). Concrete random individuals may be risk takers, investigative, and experimental (Butler, 1987). These individuals prefer a busy environment, to be around many types of people, and they enjoy the role of mentor. Some people are strong in one learning style. However, many individuals have strengths in two learning styles. These bimodal individuals are able to operate effectively in more than one channel. Their learning preferences are more varied which increases
Advances in educational marketing, administration, and leadership book series, 2020
The purpose of this chapter is to provide knowledge for classroom teachers on the assistive techn... more The purpose of this chapter is to provide knowledge for classroom teachers on the assistive technology tools that are available for students with learning disabilities. A secondary focus is to identify the best practices commonly used by classroom teachers when teaching students with disabilities. Various technology tools and best practices are discussed. A survey was distributed to elementary and secondary classroom teachers seeking input on the assistive technology tools and best practices used in the classroom. Further discussion of the assistive technology tools and best practices provide content for the practicing teacher to enhance his/her teaching skills when teaching students with learning disabilities.
The purpose of this study was to determine students' perceptions of the delivery system for web a... more The purpose of this study was to determine students' perceptions of the delivery system for web and ITV classes at the University of Arkansas, and the students' perceived level of learning as a result of participation in these classes. Overall, students had positive perceptions about their experiences in distance education at the University of Arkansas. Undergraduate students in this study preferred ITV courses, while graduate students were more positive about courses by web format.
A S.W.O.T. (Strengths, weaknesses, opportunities and threats) analysis of a teacher education pro... more A S.W.O.T. (Strengths, weaknesses, opportunities and threats) analysis of a teacher education program, or any program, can be the driving force for implementing change. Strengths and weaknesses are revealed and adjustments to curriculum, internships, learning activities, education policies, etc. are justifiable if based on a S.W.O.T. analysis of a program. Major improvements to a program can be a direct result of using this analysis with undergraduate and graduate students.
One purpose of this study was to determine types of behaviors pre-service teachers viewed as inap... more One purpose of this study was to determine types of behaviors pre-service teachers viewed as inappropriate classroom behaviors. Secondly, the researchers examined the perceived success of classroom management strategies reported by pre-service teachers. The pre-service teachers were teaching in junior and senior high school classrooms in the areas of family and consumer sciences education, business education and industrial technology education.
The purpose of this study was to determine student’s perceptions of distance education courses ta... more The purpose of this study was to determine student’s perceptions of distance education courses taken during a Bachelor of Science degree program designed for adult offcampus students. The following factors were examined: 1. Student learning – self-rated levels of learning and understanding of content. 2. Instructional techniques – instructor’s use of lecture, handouts and visuals; instructor’s ability to encourage students to participate and reflect. 3. Medium – how the technology affects the pace of the class, the quality of transmission and how different sites interact. 4. Attitude – self-rated feeling about preferences for distance education instruction. 5. Possible uses of distance education – students’ view of future uses of distance education
The purpose of the evaluation was to determine student's perception of the effectiveness of a mul... more The purpose of the evaluation was to determine student's perception of the effectiveness of a multiple site distance education program. Part 1 evaluated the distance education process. Students reported a positive experience with distance education. Many were apprehensive at first but after a class or 2, most began to like the process and preferred it to traditional classes. Part 2 evaluated program incentives & barriers, class structure and application of course content. Students responded that evening and weekend scheduling was the greatest incentive to participation in the program while lack of access to the advisor/instructor was the greatest barrier.
The goal of this research study was to determine how critical incidents in classroom management ... more The goal of this research study was to determine how critical incidents in classroom management during student teaching can affect a person’s view of the teaching profession. The participants of the study were student teachers at a land-grant institution in the United States (US) and student teachers enrolled in a comparable program in India. The student teachers’ perceptions of their teacher education programs and their preparedness for classroom management issues were also analyzed. Focusing on those behavior management issues allowed us to identify specific areas in which recommendations can be made to improve teacher education. Implications were based on a survey administered to each participant. Theory vs. real-world application, mentor teacher involvement, and perceptions of the teaching profession were big ideas discussed at the conclusion part of this study. Recommendations for teacher education programs were made and implications for future research were addressed.
A SWOT (strengths, weaknesses, opportunities, and threats) analysis of a teacher education progra... more A SWOT (strengths, weaknesses, opportunities, and threats) analysis of a teacher education program, or any program, can be the driving force for implementing change. A SWOT analysis is used to assist faculty in initiating meaningful change in a program and to use the data for program improvement. This tool is useful in any undergraduate or degree program. Strengths and weaknesses are revealed and adjustments to curriculum, internships, learning activities, education policies, etc., are justifiable if based on a SWOT analysis of a program. Major improvements to a program can be a direct result of using this analysis with undergraduate and graduate students.
Standards-based grading has emerged as a leading progressive mode of classroom assessment. Althou... more Standards-based grading has emerged as a leading progressive mode of classroom assessment. Although standards-based grading has several core components, there is appreciable anecdotal evidence that one component is being frequently implemented in the absence of the others. Namely, by allowing students to redo and revise work without regard to deadlines, some teachers are assessing what students know at the end of the course rather than at pre-specified intervals. Here, we surveyed 429 secondary teachers to quantitatively assess their grading practices and evaluate their connection to standards-based grading. Whether teachers allow redo's/retakes was affected by school policies, teacher content area, and what the teacher's personal beliefs were about the importance of deadlines and student ownership of learning and accountability. Additionally, our findings suggest that there is a disconnect between best practices in grading and teacher beliefs. Teachers displayed confusion regarding whether or not their schools had implemented standards-based grading policies.
Teachers teach according to the way they learn; therefore, it is important to learn more about te... more Teachers teach according to the way they learn; therefore, it is important to learn more about teachers' learning styles. According to Butler (1987), every teacher has a personal learning style. Teachers teach to their own learning style for many reasons (Stewart, Jones, & Pope, 1999). Teachers will teach to the way that they feel most comfortable and may have difficulty understanding those who have different learning styles. One teacher may use abstract examples while others may use concrete illustrations. Likewise, students learn according to the learning style with which they feel most comfortable. Teachers must understand their own learning style but must use a variety of ways to accommodate the learning styles of their students. No one particular learning style is superior to another. Learning styles are not related to intelligence, mental ability, or actual learning performance (Griggs as cited in Gordon, 1998). Learning style is defined as "a set of factors, behaviors, and attitudes that facilitate learning for an individual in a given situation" (Reiff, 1992, p. 7). Mills (1999) identifies learning style as our perceptions of our natural learning strengths. Gregorc (1985a) states that learning styles are "behaviors, characteristics, and mannerisms which are symptoms of mental qualities used for gathering data from the environment" (p. 179). Gregorc (1982a) recognizes that every human being has both universal qualities common to all others as well as unique attributes. "Each person is unique and complex, and yet each person is predictable, too. It's the predictable side of people that announces their style" (Guild & Garger, 1985, p. 3). These predictable, common patterns form our typical approaches to life tasks and make up our individual styles (Hand, 1992). "Once teachers learn how their students learn, they can match individuals' learning styles with the method most responsive to that style" (Dunn, 1999, p. 51). Matching teaching style to student learning style promotes learning in a less stressful environment for students and results in greater student achievement (Butler, 1987). A short period of mismatching may result in new and varied experiences, and too much matching can lead to boredom (Reiff, 1992). Gregorc (1982a) outlines four learning/teaching channels: concrete sequential, abstract sequential, abstract random, and concrete random. Gregorc & Butler (1984) believe all individuals possess some natural ability in the four channels; however, most individuals possess natural ability in one of the channels more than the others. Concrete sequential individuals relate best to the physical, hands-on world and think in ways that are methodical, ordered, and predictable (Gregorc, 1982a). They prefer hands-on activities and may also have a tendency for perfection. Abstract sequential individuals mentally outline, correlate and compare, and categorize data in a manner unsurpassed by other styles using their analytical abilities (Gregorc, 1982a). They prefer guided assignments and detailed plans, as well as nonrestricted environments. Abstract random individuals prefer order that is nonlinear, harmonious, and non-traditional (Gregorc, 1982a). They have the natural ability to work well with people (Gregorc & Butler, 1984). These individuals work best when allowed to be creative and display their emotions. Concrete random individuals are intuitive, insightful, and easily make transitions from fact to theory (Gregorc, 1982a). Concrete random individuals may be risk takers, investigative, and experimental (Butler, 1987). These individuals prefer a busy environment, to be around many types of people, and they enjoy the role of mentor. Some people are strong in one learning style. However, many individuals have strengths in two learning styles. These bimodal individuals are able to operate effectively in more than one channel. Their learning preferences are more varied which increases
Advances in educational marketing, administration, and leadership book series, 2020
The purpose of this chapter is to provide knowledge for classroom teachers on the assistive techn... more The purpose of this chapter is to provide knowledge for classroom teachers on the assistive technology tools that are available for students with learning disabilities. A secondary focus is to identify the best practices commonly used by classroom teachers when teaching students with disabilities. Various technology tools and best practices are discussed. A survey was distributed to elementary and secondary classroom teachers seeking input on the assistive technology tools and best practices used in the classroom. Further discussion of the assistive technology tools and best practices provide content for the practicing teacher to enhance his/her teaching skills when teaching students with learning disabilities.
The purpose of this study was to determine students' perceptions of the delivery system for web a... more The purpose of this study was to determine students' perceptions of the delivery system for web and ITV classes at the University of Arkansas, and the students' perceived level of learning as a result of participation in these classes. Overall, students had positive perceptions about their experiences in distance education at the University of Arkansas. Undergraduate students in this study preferred ITV courses, while graduate students were more positive about courses by web format.
A S.W.O.T. (Strengths, weaknesses, opportunities and threats) analysis of a teacher education pro... more A S.W.O.T. (Strengths, weaknesses, opportunities and threats) analysis of a teacher education program, or any program, can be the driving force for implementing change. Strengths and weaknesses are revealed and adjustments to curriculum, internships, learning activities, education policies, etc. are justifiable if based on a S.W.O.T. analysis of a program. Major improvements to a program can be a direct result of using this analysis with undergraduate and graduate students.
One purpose of this study was to determine types of behaviors pre-service teachers viewed as inap... more One purpose of this study was to determine types of behaviors pre-service teachers viewed as inappropriate classroom behaviors. Secondly, the researchers examined the perceived success of classroom management strategies reported by pre-service teachers. The pre-service teachers were teaching in junior and senior high school classrooms in the areas of family and consumer sciences education, business education and industrial technology education.
The purpose of this study was to determine student’s perceptions of distance education courses ta... more The purpose of this study was to determine student’s perceptions of distance education courses taken during a Bachelor of Science degree program designed for adult offcampus students. The following factors were examined: 1. Student learning – self-rated levels of learning and understanding of content. 2. Instructional techniques – instructor’s use of lecture, handouts and visuals; instructor’s ability to encourage students to participate and reflect. 3. Medium – how the technology affects the pace of the class, the quality of transmission and how different sites interact. 4. Attitude – self-rated feeling about preferences for distance education instruction. 5. Possible uses of distance education – students’ view of future uses of distance education
The purpose of the evaluation was to determine student's perception of the effectiveness of a mul... more The purpose of the evaluation was to determine student's perception of the effectiveness of a multiple site distance education program. Part 1 evaluated the distance education process. Students reported a positive experience with distance education. Many were apprehensive at first but after a class or 2, most began to like the process and preferred it to traditional classes. Part 2 evaluated program incentives & barriers, class structure and application of course content. Students responded that evening and weekend scheduling was the greatest incentive to participation in the program while lack of access to the advisor/instructor was the greatest barrier.
The goal of this research study was to determine how critical incidents in classroom management ... more The goal of this research study was to determine how critical incidents in classroom management during student teaching can affect a person’s view of the teaching profession. The participants of the study were student teachers at a land-grant institution in the United States (US) and student teachers enrolled in a comparable program in India. The student teachers’ perceptions of their teacher education programs and their preparedness for classroom management issues were also analyzed. Focusing on those behavior management issues allowed us to identify specific areas in which recommendations can be made to improve teacher education. Implications were based on a survey administered to each participant. Theory vs. real-world application, mentor teacher involvement, and perceptions of the teaching profession were big ideas discussed at the conclusion part of this study. Recommendations for teacher education programs were made and implications for future research were addressed.
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