Monday, October 23, 2017
Breakout Session IV: 3:45-4:45pm
Paired Presentations (30 minutes each)
Session 4A
Room: Corpus A
Facilitator: Jean Kiekel
The Impact of a Service-Learning Project Involving Preservice Teachers Working with Incarcerated Youth
Dr. John R. Kelly, University of Houston-Downtown
Dr. Bernardo Pohl, University of Houston-Downtown
In this study, we analyzed the impact of a service-learning project for Pre-service teachers (PSTs) in a traditional teacher preparation program with an urban education focus. The service-learning project required PSTs to participate in a literacy development project with at-risk youth in a juvenile detention center. We sought to assess the PSTs’ attitudes and perceptions toward the culture of special populations and determine whether the service-learning project altered those attitudes and perceptions. Furthermore, this study examined the impact of the service-learning project on PSTs’ knowledge of the educational needs of at-risk youth. Implications for future practice and research are discussed.
Building with Books: Leading an Interdisciplinary University Service Project in Partnership with Habitat for Humanity
Dr. Sheila Baker, University of Houston-Clear Lake
Dr. Debby Shulsky, University of Houston-Clear Lake
Seeking ways to bring books into homes of young children was the inspiration for a service-learning project. The story shared in this presentation maps out the journey of the Habitat for Reading service-learning project. Birthed by a Library Science professor, this project began as a one-course project that grew to extend to multiple disciplines, undergraduate and graduate classes in partnership with Habitat for Humanity and other community organizations. The presentation articulates the imperative need for integration of service-learning within university settings. The presenters hope participants will be inspired to lead the implementation of service-learning opportunities within their own learning communities.
Facilitator: Jean Kiekel
The Impact of a Service-Learning Project Involving Preservice Teachers Working with Incarcerated Youth
Dr. John R. Kelly, University of Houston-Downtown
Dr. Bernardo Pohl, University of Houston-Downtown
In this study, we analyzed the impact of a service-learning project for Pre-service teachers (PSTs) in a traditional teacher preparation program with an urban education focus. The service-learning project required PSTs to participate in a literacy development project with at-risk youth in a juvenile detention center. We sought to assess the PSTs’ attitudes and perceptions toward the culture of special populations and determine whether the service-learning project altered those attitudes and perceptions. Furthermore, this study examined the impact of the service-learning project on PSTs’ knowledge of the educational needs of at-risk youth. Implications for future practice and research are discussed.
Building with Books: Leading an Interdisciplinary University Service Project in Partnership with Habitat for Humanity
Dr. Sheila Baker, University of Houston-Clear Lake
Dr. Debby Shulsky, University of Houston-Clear Lake
Seeking ways to bring books into homes of young children was the inspiration for a service-learning project. The story shared in this presentation maps out the journey of the Habitat for Reading service-learning project. Birthed by a Library Science professor, this project began as a one-course project that grew to extend to multiple disciplines, undergraduate and graduate classes in partnership with Habitat for Humanity and other community organizations. The presentation articulates the imperative need for integration of service-learning within university settings. The presenters hope participants will be inspired to lead the implementation of service-learning opportunities within their own learning communities.
Session 4B
Room: Nueces A
Facilitator: Wanda Dyess
When the Squeaky Wheel Gets the Grease, Try Option B
Dr. Janet Hindman, West Texas A&M University
Dr. Judy Williams, West Texas A&M University
Dr. Beth Garcia, West Texas A&M University
With the cacophonous and often screeching wheels of progressivism reverberating throughout the hallowed halls of academia, polite and thoughtful discourse is often overshadowed by the all-consuming sound. When the loudest voices in education prevail, hearts and minds are lost in attempts to break the divide. Never has there been a more appropriate time for leadership than now. When the squeaky wheels get the grease, we must press onward for an Option B. This presentation provides that option and enables eduRoocators to discover an innovative mindset to lead their programs, classrooms, and schools and to rise above the disruptive sounds.
Teacher Morale in the State of Texas: A Longitudinal Look at the Issues of a Crisis
Dr. Robert M. Maninger, Sam Houston State University
Dr. Sam Sullivan, Sam Houston State University
The presentation will include the most recent research on teacher morale, including the significant reasons for diminishing morale in the field. The longitudinal research has been conducted for over 35 years and targets teachers statewide. We will highlight the findings of the current data and compare it to previous years. This session will encourage discussions aimed at progressive discourse empowering educators to prepare students entering a career that offers opportunity for low morale. Preparing preservice teachers for what can be pitfalls to their career is paramount for our profession.
Facilitator: Wanda Dyess
When the Squeaky Wheel Gets the Grease, Try Option B
Dr. Janet Hindman, West Texas A&M University
Dr. Judy Williams, West Texas A&M University
Dr. Beth Garcia, West Texas A&M University
With the cacophonous and often screeching wheels of progressivism reverberating throughout the hallowed halls of academia, polite and thoughtful discourse is often overshadowed by the all-consuming sound. When the loudest voices in education prevail, hearts and minds are lost in attempts to break the divide. Never has there been a more appropriate time for leadership than now. When the squeaky wheels get the grease, we must press onward for an Option B. This presentation provides that option and enables eduRoocators to discover an innovative mindset to lead their programs, classrooms, and schools and to rise above the disruptive sounds.
Teacher Morale in the State of Texas: A Longitudinal Look at the Issues of a Crisis
Dr. Robert M. Maninger, Sam Houston State University
Dr. Sam Sullivan, Sam Houston State University
The presentation will include the most recent research on teacher morale, including the significant reasons for diminishing morale in the field. The longitudinal research has been conducted for over 35 years and targets teachers statewide. We will highlight the findings of the current data and compare it to previous years. This session will encourage discussions aimed at progressive discourse empowering educators to prepare students entering a career that offers opportunity for low morale. Preparing preservice teachers for what can be pitfalls to their career is paramount for our profession.
Session 4C
Room: Nueces B
Facilitator: Anna Bergstrom
Responding to Misuse of Social Media by Public School Employees
Kimberly Caldwell, University of Mary Hardin-Baylor
Jared McClure, University of Mary Hardin-Baylor
Dr. Marlene Zipperlen, University of Mary Hardin-Baylor
Texas school districts struggle with regulating technology as it pertains to education. The introduction of social media has made regulation even more challenging. While technology can be an ideal method for teachers and students to connect, it can also leave school districts vulnerable to impropriety.
Ethics in our Texas Classrooms: Equipping Educator Candidates to Reverse the Current Trend of Disgrace
Dr. Jannah Nerren, Stephen F. Austin State University
Dr. Christina Sinclair, Stephen F. Austin State University
Dr. Stacy Hendricks, Stephen F. Austin State University
This presentation addresses the problem of increased ethical compromise amongst classroom teachers. The media is filled with disturbing stories of poor decision-making and inappropriate behaviors in our Texas classrooms. Data provided by the Texas Education Agency indicating the high number of professional certificates being suspended or revoked provide further evidence of an alarming trend. Preparing future teachers and administrators to be ethical decision-makers, and providing them with tools and resources to assist them in navigating difficult situations is imperative. This session details the approaches of two institutions in engaging educator candidates in an enhanced approach to ethics in education.
Facilitator: Anna Bergstrom
Responding to Misuse of Social Media by Public School Employees
Kimberly Caldwell, University of Mary Hardin-Baylor
Jared McClure, University of Mary Hardin-Baylor
Dr. Marlene Zipperlen, University of Mary Hardin-Baylor
Texas school districts struggle with regulating technology as it pertains to education. The introduction of social media has made regulation even more challenging. While technology can be an ideal method for teachers and students to connect, it can also leave school districts vulnerable to impropriety.
Ethics in our Texas Classrooms: Equipping Educator Candidates to Reverse the Current Trend of Disgrace
Dr. Jannah Nerren, Stephen F. Austin State University
Dr. Christina Sinclair, Stephen F. Austin State University
Dr. Stacy Hendricks, Stephen F. Austin State University
This presentation addresses the problem of increased ethical compromise amongst classroom teachers. The media is filled with disturbing stories of poor decision-making and inappropriate behaviors in our Texas classrooms. Data provided by the Texas Education Agency indicating the high number of professional certificates being suspended or revoked provide further evidence of an alarming trend. Preparing future teachers and administrators to be ethical decision-makers, and providing them with tools and resources to assist them in navigating difficult situations is imperative. This session details the approaches of two institutions in engaging educator candidates in an enhanced approach to ethics in education.
4c-2_presentation_.pdf | |
File Size: | 1401 kb |
File Type: |
Session 4D
Room: Matagorda
Facilitator: Cindy Williams
Deriving Psychometric Properties for the Teachers’ Dispositions Scale
Dr. Alma Rodriquez, The University of Texas Rio Grande Valley
Dr. Ralph Carlson, The University of Texas Rio Grande Valley
An exploratory approach was used in the development of items for the Professional Disposition Inventory (PDI). During this presentation, the PDI will be shared with participants to obtain feedback on the clarity of directions for administering the PDI and the item stems and response format. The presenters will engage participants in an item sort activity as part of the process of obtaining evidence for content validity. The presenters will also engage participants in a heuristic discussion on why establishing Assessment Scales/Inventories/Instruments with supportive psychometric properties is crucial to the profession of education. Keywords: Professional Disposition Inventory (PDI), content validity, assessment scales, inventories, education, teacher candidates, dispositions.
Facilitator: Cindy Williams
Deriving Psychometric Properties for the Teachers’ Dispositions Scale
Dr. Alma Rodriquez, The University of Texas Rio Grande Valley
Dr. Ralph Carlson, The University of Texas Rio Grande Valley
An exploratory approach was used in the development of items for the Professional Disposition Inventory (PDI). During this presentation, the PDI will be shared with participants to obtain feedback on the clarity of directions for administering the PDI and the item stems and response format. The presenters will engage participants in an item sort activity as part of the process of obtaining evidence for content validity. The presenters will also engage participants in a heuristic discussion on why establishing Assessment Scales/Inventories/Instruments with supportive psychometric properties is crucial to the profession of education. Keywords: Professional Disposition Inventory (PDI), content validity, assessment scales, inventories, education, teacher candidates, dispositions.
4d-1_teachers_dispositions_handout.pdf | |
File Size: | 899 kb |
File Type: |
Dispositions for Teaching: Developing a Process for Preservice Teacher Growth
Dr. Patrice Werner, Texas State University
Jodie Flint, Texas State University
Jodi Holschuh, Texas State University
Dr. Jim Van Overschelde, Texas State University
State and national standards require that teacher candidates develop appropriate dispositions for teaching. Texas State University has adopted a valid and reliable dispositions assessment instrument and is piloting an implementation process that includes candidate self-assessment; candidate-generated growth plans; and ongoing and consistent faculty monitoring, intervention, and input. Presenters will share information about the instrument, implementation plan, research, and early results.
Dr. Patrice Werner, Texas State University
Jodie Flint, Texas State University
Jodi Holschuh, Texas State University
Dr. Jim Van Overschelde, Texas State University
State and national standards require that teacher candidates develop appropriate dispositions for teaching. Texas State University has adopted a valid and reliable dispositions assessment instrument and is piloting an implementation process that includes candidate self-assessment; candidate-generated growth plans; and ongoing and consistent faculty monitoring, intervention, and input. Presenters will share information about the instrument, implementation plan, research, and early results.
Session 4E
Room: Copana
Facilitator: Michelle Williams-Laing
Raising our Certification Rate through Effective Intervention
Dr. Krista Coleman, University of Houston
In this quantitative comparative study, the researchers examined the impact of targeted interventions on the Legislative Budget Board Certification rate (LBB rate) over the past three academic years (AY15-AY17). The Legislative Budget Board rate is the certification rate based upon the percentage of an institution’s undergraduate teacher education program graduates who become certified to teach no later than the end of the fiscal year following the year of graduation from the program (FY annual deadline is August 31st). The principal investigators also identified three groups for tracking students based on LBB performance measure in our internal Institutional Effectiveness SharePoint database. The first group (1) consisted of those who were recommended, but had not yet applied for their teaching certificate, and/or fingerprints. The second group (2) consisted of those who tested, but were not recommended due to the lack of not receiving a passing score on their state PPR and/or content exam (s), and the third group were those who had not yet attempted any state exams. The Teacher Certification Officer and Institutional Effectiveness Coordinator tracking measures consisted of weekly emails, phone calls, phone conferences, and face to face conferences with the three groups of students aforementioned. The sample size for this study included a convenience sample size of 440 students (AY1314); N=325 (AY1415), and N=350 (AY1516) from a medium-sized educational preparation program.
The Predictability of Success for Minority Students Entering an Educator Preparation Program
Dr. Viveca Grant, Texas Southern University
Dr. Jessica Davis, Texas Southern University
Dr. Lillian B. Poats, Texas Southern University
This presentation provides a review of factors used in Educator Preparation Program admissions and their relationship to successful completion of the TExES exams. Action research was utilized to review the profiles of approximately 250 students admitted to the Educator Preparation at a predominately minority serving Institution over a period of 5 years. Data reviewed included scores on THEA and the pathway to meeting the TSI status, grade point average, ethnicity and gender and the relationship to scores on the licensing examination based on the certification area. The discussion will include strategies for working with minority students in Educator Preparation programs.
Facilitator: Michelle Williams-Laing
Raising our Certification Rate through Effective Intervention
Dr. Krista Coleman, University of Houston
In this quantitative comparative study, the researchers examined the impact of targeted interventions on the Legislative Budget Board Certification rate (LBB rate) over the past three academic years (AY15-AY17). The Legislative Budget Board rate is the certification rate based upon the percentage of an institution’s undergraduate teacher education program graduates who become certified to teach no later than the end of the fiscal year following the year of graduation from the program (FY annual deadline is August 31st). The principal investigators also identified three groups for tracking students based on LBB performance measure in our internal Institutional Effectiveness SharePoint database. The first group (1) consisted of those who were recommended, but had not yet applied for their teaching certificate, and/or fingerprints. The second group (2) consisted of those who tested, but were not recommended due to the lack of not receiving a passing score on their state PPR and/or content exam (s), and the third group were those who had not yet attempted any state exams. The Teacher Certification Officer and Institutional Effectiveness Coordinator tracking measures consisted of weekly emails, phone calls, phone conferences, and face to face conferences with the three groups of students aforementioned. The sample size for this study included a convenience sample size of 440 students (AY1314); N=325 (AY1415), and N=350 (AY1516) from a medium-sized educational preparation program.
The Predictability of Success for Minority Students Entering an Educator Preparation Program
Dr. Viveca Grant, Texas Southern University
Dr. Jessica Davis, Texas Southern University
Dr. Lillian B. Poats, Texas Southern University
This presentation provides a review of factors used in Educator Preparation Program admissions and their relationship to successful completion of the TExES exams. Action research was utilized to review the profiles of approximately 250 students admitted to the Educator Preparation at a predominately minority serving Institution over a period of 5 years. Data reviewed included scores on THEA and the pathway to meeting the TSI status, grade point average, ethnicity and gender and the relationship to scores on the licensing examination based on the certification area. The discussion will include strategies for working with minority students in Educator Preparation programs.
4e-2_presentation_.pdf | |
File Size: | 299 kb |
File Type: |
Session 4F
Room: Aransas
Facilitator: Kimberly Dickerson
Generation Z: A Look at their Technology and Media Habits and Implementing Best Practices
Dr. Michael England, Southwestern Adventist University
Roughly defined as those born since 1996, Gen Z is the group of under-20-year-olds, the first generation born into a digital world. Gen Z’s are always connected in a seamless cloud-based world of friends, data, and entertainment. The next generation of trendsetters — representing more than 25 percent of the U.S. population (larger than the boomers or millennials, according to the U.S. Census Bureau) — is already beginning to put its stamp on the world. Strategies will be presented to establish social identity and presence in an online environment.
Facilitator: Kimberly Dickerson
Generation Z: A Look at their Technology and Media Habits and Implementing Best Practices
Dr. Michael England, Southwestern Adventist University
Roughly defined as those born since 1996, Gen Z is the group of under-20-year-olds, the first generation born into a digital world. Gen Z’s are always connected in a seamless cloud-based world of friends, data, and entertainment. The next generation of trendsetters — representing more than 25 percent of the U.S. population (larger than the boomers or millennials, according to the U.S. Census Bureau) — is already beginning to put its stamp on the world. Strategies will be presented to establish social identity and presence in an online environment.
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Attracting Gen Z Students to Teaching Via Summer Camps and Dual Enrollment Course
Dr. Veronica L. Estrada, The University of Texas Rio Grande Valley
Generation Z students are the most technologically savvy generational group so far, having grown up with the Internet, computers, cell phones, and other ubiquitous technologies. Listen to how a college of education partnered with a regional ESC and partner districts on a new initiative designed to attract promising Gen Z students to the teaching profession via summer teaching camps and a dual enrollment introduction to teaching course. Presenters will discuss the impact of incorporating ubiquitous technologies and introducing Teach LivE, a software program that provides opportunities to practice high leverage practices in a mixed virtual reality simulated classroom environment.
Dr. Veronica L. Estrada, The University of Texas Rio Grande Valley
Generation Z students are the most technologically savvy generational group so far, having grown up with the Internet, computers, cell phones, and other ubiquitous technologies. Listen to how a college of education partnered with a regional ESC and partner districts on a new initiative designed to attract promising Gen Z students to the teaching profession via summer teaching camps and a dual enrollment introduction to teaching course. Presenters will discuss the impact of incorporating ubiquitous technologies and introducing Teach LivE, a software program that provides opportunities to practice high leverage practices in a mixed virtual reality simulated classroom environment.
Session 4G
Room: Bayview Room
Facilitator: Karen Dunlap
Best Practices from a Charter School: Lessons Learned that can be Applied to all Public Schools
Dr. Alejandro Garcia, The University of Texas Rio Grande Valley
Dr. Mario H. Salinas, Edinburg CISD
Charter schools have emerged as a powerful force in the American school reform movement. When first introduced, charter schools came with two distinct promises: to serve as an escape hatch for students in failing schools, and to create and incubate new educational practices. This qualitative study identified nine best practices from an exemplary charter school system that differentiated charter schools from traditional public schools. If emulated these best practices could result in an increase student achievement by strengthening the leadership capacities of traditional public school administrators, and thus strengthen the traditional public school system.
SECOND PRESENTATION CANCELLED
Facilitator: Karen Dunlap
Best Practices from a Charter School: Lessons Learned that can be Applied to all Public Schools
Dr. Alejandro Garcia, The University of Texas Rio Grande Valley
Dr. Mario H. Salinas, Edinburg CISD
Charter schools have emerged as a powerful force in the American school reform movement. When first introduced, charter schools came with two distinct promises: to serve as an escape hatch for students in failing schools, and to create and incubate new educational practices. This qualitative study identified nine best practices from an exemplary charter school system that differentiated charter schools from traditional public schools. If emulated these best practices could result in an increase student achievement by strengthening the leadership capacities of traditional public school administrators, and thus strengthen the traditional public school system.
SECOND PRESENTATION CANCELLED
Session 4H
Room: Laguna Madre
Facilitator: Tim Sutton
A Model for Preservice Teachers to Learn to Incorporate Technology into Instruction
Dr. Sam Stewart, Abilene Christian University
Learning to effectively utilize technology in classroom instruction is a challenge for beginning teachers. This presentation will provide ideas for those in attendance to incorporate into their programs that will better prepare candidates to effectively utilize technology in their instruction. Ideas to be discussed will include utilizing technology for Project-Basel Learning, planning and implementing lessons that effectively incorporate technology, and Google Educator Certification for all candidates.
Facilitator: Tim Sutton
A Model for Preservice Teachers to Learn to Incorporate Technology into Instruction
Dr. Sam Stewart, Abilene Christian University
Learning to effectively utilize technology in classroom instruction is a challenge for beginning teachers. This presentation will provide ideas for those in attendance to incorporate into their programs that will better prepare candidates to effectively utilize technology in their instruction. Ideas to be discussed will include utilizing technology for Project-Basel Learning, planning and implementing lessons that effectively incorporate technology, and Google Educator Certification for all candidates.
4h-1_presentation_.pdf | |
File Size: | 79 kb |
File Type: |
Preservice and Mentor Teachers’ Use of Technology Integration
Dr. Diane Mason, Lamar University
Dr. Gayle Butaud, Lamar University
Dr. Gatsy Moye, Lamar University
The Lamar University Departments of Teacher Education and Educational Leadership jointly examined research data to determine whether pre-service and mentor teachers are equipped with the needed skillset to implement the standards required by TxSBEC. The presenters will share survey and interview data from pre-service and mentor teachers regarding the knowledge of technology and perceived integration strategies related to the SAMR Model. Session leaders will engage participants in small group conversations to discuss ways to extend partnerships with Pre-K-12 districts to improve program content to lead toward increased technology integration practices to meet accountability and student needs.
Dr. Diane Mason, Lamar University
Dr. Gayle Butaud, Lamar University
Dr. Gatsy Moye, Lamar University
The Lamar University Departments of Teacher Education and Educational Leadership jointly examined research data to determine whether pre-service and mentor teachers are equipped with the needed skillset to implement the standards required by TxSBEC. The presenters will share survey and interview data from pre-service and mentor teachers regarding the knowledge of technology and perceived integration strategies related to the SAMR Model. Session leaders will engage participants in small group conversations to discuss ways to extend partnerships with Pre-K-12 districts to improve program content to lead toward increased technology integration practices to meet accountability and student needs.