Elementary Education and Middle Grades Education

Permanent URI for this collectionhttp://hdl.handle.net/10342/16

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Open Access
Educators Using i-Ready to Prepare Students for Online Mathematics Assessments
(East Carolina University, July 2024) Fairbrother, Morgan E.
The shift to online assessments had led educators to revise their instructional practices to prepare students for an online testing setting. This research consists of third grade teachers' responses to usage of i-Ready, an online mathematics tool, and how they are utilizing the features within it. The purpose of this mixed methods survey study is to identify common trends and feelings seen when educators are using i-Ready’s resources to enhance students' preparedness for online assessments. Educators teaching third grade within a rural district in a southeastern state completed a survey with quantitative and qualitative questions where descriptive statistics were used to identify common tendencies and open coding. This helped determine common themes and emerging concepts. I selected participants then they participated in a follow-up interview about using i-Ready for mathematics instruction. This research is designed to yield results that might help educators and school district administrators determine effective uses of i-Ready and effective adaptations of instruction when preparing students for online assessments.
Open Access
Our World, Our Fight: Teaching Advocacy and Activism as a Pivotal Practice for Talented Youth
(2024) Novak, Angela; Anderson, Brittany
Teaching advocacy and activism is a pivotal practice for talented youth. Advocacy is broadly defined as championing a cause, from self-advocacy and community/local issues to sociopolitical and global awareness contexts. Activism is the shared struggle for the “inalienable right of all people to human be—to be liberated from any project of violence that treats… persons…less than fully human” (Valdez et al., 2018, p. 247). This chapter first builds background in the three characteristics of pivotal practices: authentic, cognitive, and holistic. Each of these characteristics has a Pivotal Practice in Play section, providing the reader with an exemplar of grassroots activism or advocacy using relevant examples that readers can connect with from history, collective peace movements, Dolores Huerta, and Ella Baker. Finally, the chapter ends with a discussion and a present-day case study about this pivotal practice through an intersectional lens, and how teaching advocacy and activism impacts and is impacted by identity and agency.
Open Access
Bringing PLCs to K-20: Student Learning Communities as a Pivotal Practice for Talented Youth
(2024) Novak, Angela
This chapter describes how professional learning communities, an educator practice, can be brought to K-20 classrooms as a pivotal practice for talented youth as Student Learning Communities (SLCs). Several research-based models are used as the theoretical framework, including Professional Learning Communities (PLCs; DuFour, 2004; DuFour et al., 2010), Culturally Relevant Intentional Literacy Communities (CRILCs; Parker, 2022), and Learner-Centered Classrooms (Tomlinson, 2021). The SLC Model is composed of three levels; the first two parts lay the groundwork of the learning environment (Community Space and Place) and curriculum (Progress-Based Learning Goals with Relevant Content) for the successful implementation of the SLCs (Student Learning Communities) in the third level. The chapter concludes with examples of operationalizing the pivotal practice.
Open Access
Weaving KidLit into Professional Learning for Gifted Educators: Shifting Perspectives and Coaching for Equitable Practices
(2022) Novak, Angela M.; Lewis, Katie
Open Access
Developing Expertise: Using Video to Hone Teacher Candidates’ Classroom Observation Skills
(2014) Cuthrell, Kristen; Steadman, Sharilyn; Stapleton, Joy; Hodge, Elizabeth
This research explores the impact of a video observation model developed for teacher candidates in an early experiences course. Video Grand Rounds (VGR) combines a structured observation protocol, videos, and directed debriefing to enhance teacher candidates observations skills within non-structured and field-based observations. Findings illuminate that VGR teacher candidates (TCs) demonstrated significantly greater growth than non-VGR teacher candidates in their abilities to focus on salient features of classroom interactions, to identify the complexity of classroom interactions, and to readily transferred observation skills from a video platform to an in-school platform.
Open Access
Using Video Segments to Enhance Early Clinical Experiences of Prospective Teachers
(2013) Cuthrell, Kristen; Vitale, Michael
This poster outlines a perspective for framing an early clinical experience course by using a model in which video segments of typical K-5 classrooms are used in conjunction with a structured classroom observation instrument as a focus for subsequent classroom observations. By introducing a conceptual framework for student observations using video segments, students are provided with an efficient and conceptually coherent means for guiding their classroom observation experiences in school settings in the remainder of the course.
Open Access
Providing effective, high quality support for every ECU teacher candidate
(2014) Morgan, Susan; Smith, Judy; Steadman, Sharilyn
Open Access
Clinical Internship Support: Instructional Coaching
(2013-07) Smith, Judy; Cuthrell, Kristen
The Instructional Coaching Model is a product of the Teacher Quality Partnership Grant funded 2009-2014. Over the last four years, instructional coaches have been introduced in the traditional internship model with the intent of strengthening the internship experience and leading to positive gains in internship performance measures and K-12 student achievement.
Open Access
Listening to the most important voice in teacher education: The voice of the teacher candidate
(2014) Steadman, Sharilyn; Lys, Diana B
The conversation surrounding the current state of public education in America has become increasingly negative and harsh. The focus of that criticism is often directed at funding issues, charter schools, vouchers, graduation rates, political agendas...and teachers themselves. Understandably, in an effort to address concerns about the quality of teachers, notably new graduates, colleges of education are implementing new programs, new forms of assessment, new forms of student teaching internships, and other reforms. In their attempts to improve teacher quality, however, teacher educators can learn much about the impact of their efforts by listening to the voices of those most closely affected by those changes: their teacher candidates. This study examines what one university learned when they asked for and listened to their new graduates feedback.
Open Access
An Integrated Assessment System Model for Supporting a Large-scale Teacher Preparation Program
(2013) Lys, Diana; Dobson, Ellen E.
Restricted
Developing formal thinking skills in upper middle grades students
(East Carolina University) Wooten, Phyllis L.
Restricted
The association between handedness and pervasiveness of academic difficulty in fourth grade students with learning disabilities
(East Carolina University) Rojeski, Hallie Janae
Open Access
The academic, social, and emotional effects of early grade retention on fourth and fifth grade students
(East Carolina University) Greene, Carol
Restricted
An examination of assistive technology knowledge and use in a rural school district
(East Carolina University) Ales, Joanna Charlotte
Open Access
Not White Saviors, but Critical Scholars: The Need for Gifted Critical Race Theory
(2022) Novak, Angela Marie
Gifted Black and Brown students are not voiceless; their voices are suffocated under the knee of systemic racism and white supremacy. This chapter proposes that the field of gifted education advocates for needed structural and systemic change through the discourse of critical race theory. A model of gifted critical race studies (GTCrit) is presented and described as both a way to understand race and racism in gifted education and to drive social change. GTCrit theorizes about the ways in which race, racism, ability, potentiality, and deficit ideology are built into daily interactions and discourses, informal and formal policies and procedures, and systems and structures of education, which disproportionately impact students of color qualitatively differently than white students.
Open Access
Flagship: News for the Pirate Education Nation
(2021-03) College of Education
This is the Spring 2021 edition of the Latham Clinical Schools Network newsletter. The newsletter aims to highlight events within the College of Education and share information from ECU with partners in the Latham Clinical Schools Network.
Open Access
Flagship: News for the Pirate Education Nation
(2020-10) College of Education
This is the Fall 2020 edition of the Latham Clinical Schools Network newsletter. The newsletter aims to highlight events within the College of Education and share information from ECU with partners in the Latham Clinical Schools Network
Open Access
An Exploration of Teacher and Staff Collaboration during Elementary School Action Teams
(East Carolina University, 2020-06-22) Ingram, Heather
Teacher collaboration has become an essential component of an elementary school. Student achievement, content area and pedagogy, and school relationships are some benefits that result from teacher collaboration. Five action teams (Staff Morale/Sunshine, Student Leadership, Technology, PBIS, and Clubs) are used at Stephens Elementary School to collaborate and accomplish goals for the school. This mixed methods study used a non-experimental descriptive design and examined the perspectives of 24 elementary teachers and staff regarding collaboration in their respective action teams. Quantitative and qualitative data were collected from an online survey and analyzed using descriptive statistical analysis, a priori coding, and open coding. Analysis revealed themes of perceptions on collaboration in action teams, benefits of collaboration, barriers to collaboration, and suggestions for future collaboration. Findings from this study revealed implications for administrators and participants regarding action teams.
Open Access
Impacts of Journaling on Mathematical Performance
(East Carolina University, 2019-12-10) Sloop, Emily Evans
The purpose of this study was to determine the impact that journaling would have on students’ academic performance in mathematics. Alongside this, student perceptions on writing in the mathematics classroom were also observed through surveys. Journaling was chosen as the instrument to be given to the experimental groups. The study applied an explanatory mixed-methods research design which consisted of a pre-test and survey and post-test and survey to see what changes occurred between the two groups of students that consisted of a mixture of sixty ninth and tenth graders.
Open Access
Flagship: News for the Pirate Education Nation
(2018-10) College of Education
This is the Fall 2018 edition of the Latham Clinical Schools Network newsletter. The newsletter aims to highlight events within the College of Education and share information from ECU with partners in the Latham Clinical Schools Network.