Student voice in work integrated learning scholarship: a review of teacher education and geographical sciences

Work integrated learning is an umbrella term that refers to the opportunities provided to university students to integrate knowledge of theory and practice as part of their degree program. As the role of students in higher education is evolving, we sought to develop our understanding of the role of students in the work integrated learning (WIL) space through exploring current literature on student voice. In this paper, we consider what has been reported about WIL in relation to student voice, how it has been represented, and how this has influenced practice. We undertook a systematic literature review for two different disciplines, one which represented an example of a professionally accredited undergraduate degree program (teacher education), and the other an example of a program with no professional accreditation (geographical sciences). The teacher education literature demonstrated more clearly the use of student voice to inform WIL within curriculum design. However, the geographical sciences literature did include examples of student voice being incorporated within the design of collaborative community-based forms of WIL. A role for students as researchers, who lead research and initiate curriculum change into WIL, was noticeably absent in both disciplinary sets of literature. The lack of evidence of the inclusion of students in the design, conduct, and analysis of WIL provides an invitation for SoTL scholars to redefine the role of students in this space

Teacher Efficacy and Student Achievement in Ninth and Tenth Grade Reading: A Multilevel Analysis

More than 8 million of America\u27s middle and high school students are struggling readers. Two-thirds of all eighth graders read below grade level, and the reading scores of high school students have not improved since 1974. Low literacy levels affect learning in all subject areas and impede student opportunity for future success. The No Child Left Behind Act of 2001 and the accountability measures associated with the Act have heightened public awareness of the deficiency in adolescent literacy. School districts are choosing to respond in one of two ways. Some school districts are opting to invest in teacher-proof curricula that negate the effect of the teacher. Other districts are opting to invest in the professional development of their teachers. The goal of this study was to support district efforts to provide strategic professional development opportunities for teachers by investigating the effects of teacher efficacy for instructional strategies, classroom management and student engagement on ninth and tenth grade students\u27 reading achievement. Teachers with high efficacy were hypothesized to impact students\u27 reading gains positively. Student contextual variables of prior achievement, socioeconomic status, ethnicity and grade were controlled for in the study. The participants included 2,061 students in 23 classrooms taught by 110 teachers in two school districts on the west coast of Florida. The results indicated that there was no statistically significant relationship between teacher efficacy and student reading achievement gains. The only variables of statistical significance were race (white vs. Non-white) and grade. As more researchers use the findings and recommendations from this study to inform new investigations of the complex relationship between teacher efficacy and student achievement in reading, teacher educators, policymakers, teachers and administrators will be better informed as they continue to work towards improving the reading achievement scores of and narrowing the achievement gaps in adolescent literacy

Collaborative Journey: Faculty-Librarian team teaching the Capstone and Dissertation literature reviews

Teaching how to review literature for a thesis, capstone project or dissertation is often a daunting endeavor. Librarians traditionally are invited to assist students with only one of the associated tasks, searching for relevant literature. The presenters of this session (an instructor and an academic librarian) developed a co-teaching model of a literature review that guides students through the multiple processes of finding, analyzing and synthesizing prior knowledge in their fields of study. The presenters offer an interactive 50 min workshop in which audience will have a chance to: 1) Examine the co-teaching model and create a framework for establishing a similar collaborative experience with instructors in their institutions. 2) Discuss how to leverage an instructor\u27s and an academic librarian\u27s perspectives and expertise for purposes of the development of graduate students\u27 critical thinking and research skills. This session proposal stems from a two-year action research study which analyzed the impact of various teaching methods and strategies for graduate students’ literature reviewing and research skills. The study revealed a collaboration sweet spot; the most significant gains accrued when the librarian provided input into syllabus, assignments, and rubric design, created learning modules and engaged with students in the strategic group and individual sessions. Participants will be able to access the elements of learning modules, tutorials, and activities online and provide an immediate or after session feedback

Talking Diversity with Teachers and Teacher Educators: Exercises and Critical Conversations Across the Curriculum

Featuring content-specific strategies, assignments, and classroom activities, this book will help pre- and inservice teachers develop the dispositions and knowledge they need to teach all students well. Focusing on the importance of creating a classroom community in which necessarily difficult dialogues are inspired and supported, the authors present content-area chapters on language arts, social studies, mathematics, science, ESOL, foreign language, and teaching exceptional students in the inclusive environment. Each content-area chapter includes a vignette illustrating a difficult conversation dealing with diversity and presents research-based, classroom-ready exercises, effective pedagogic strategies, and action-oriented interventions―many of which the authors created and used in their own classrooms. The book concludes with an appendix of instructional and curricular resources. This practical volume provides teacher educators and professional development personnel with a framework for: Inspiring challenging and productive discussions about diversity in education. Using content-specific, research-based strategies for discussing diversity issues in deep and complex ways. Understanding how teacher candidates develop as culturally competent educators. Addressing conflicts that might arise when talking about diversity and self-awareness