Reflection Impacts Preservice Teachers\u27 Instruction and Planning

Creating a habit of reflective practice promotes ongoing and sustainable instructional improvement for preservice teachers. Furthermore, reflection enables teachers to strengthen their instruction through critical analysis of student learning and engagement. While reflection may be intuitive for an in-service teacher, preservice teachers need this experience to develop intentional and automatic reflective practice. Adopted from the field of medicine, Subjective, Observation, Assessment, Planning (SOAP) Notes is a reflective strategy that allows educators to critically reflect on the lessons they have taught. SOAP Notes promote critical reflection on planning and student learning and may impact classroom management and instructional decision-making

Through the Eyes of the Mentor: Understanding the Adolescent Developing Reader

While some teacher candidates may believe reading instruction is the responsibility of English teachers, providing teacher candidates across all content areas with opportunities to develop skills working with developing readers may impact this misconception. Since some teacher candidates have limited experience, confidence, and/or reading strategies to instruct developing readers, this study examines the individual experiences of reading mentors at a midwestern university and the effect of their experience on developing readers. This mentoring experience revealed an impact both for the teacher candidates and developing readers. This opportunity proved to be rewarding while providing a glimpse of the reality of working with developing readers in teacher candidates’ future classrooms

Through the Eyes of the Mentor: Understanding the Adolescent Developing Reader

While some teacher candidates may believe reading instruction is the responsibility of English teachers, providing teacher candidates across all content areas with opportunities to develop skills working with developing readers may impact this misconception. Since some teacher candidates have limited experience, confidence, and/or reading strategies to instruct developing readers, this study examines the individual experiences of reading mentors at a midwestern university and the effect of their experience on developing readers. This mentoring experience revealed an impact both for the teacher candidates and developing readers. This opportunity proved to be rewarding while providing a glimpse of the reality of working with developing readers in teacher candidates’ future classrooms

Providing Hope after Trauma: Educating in a Juvenile Residential Center

The field of integrated language arts is an ideal forum for sharing stories, discussing perspectives, expressing emotions in a healthy way, and challenging the systems that govern and shape our lives. Accomplishing this goal in a traditional classroom can sometimes be difficult, but for a moment, consider the physical space of a classroom within a juvenile residential center (JRC). This space brings many obstacles that traditional classrooms, teachers, and students do not have to address. To thrive, students need to be in a safe environment of trust. Trust is both critical and challenging to build in a space with so many limitations. By centering student agency, identity, and awareness of structural barriers, teachers may be able to make a positive difference in the lives of incarcerated students, especially those impacted by trauma. This could help students gain a new perspective on their own recidivism and cycles underneath a systemic context, hopefully forging a path toward freedom and healing. This qualitative case study focuses on two novice teachers’ journeys as they navigate their instructional decisions and practice within a JRC

Shared genetic risk between eating disorder- and substance-use-related phenotypes:Evidence from genome-wide association studies

First published: 16 February 202

The Evolution of the MILE Reading Mentoring Program: The Role of Collaboration in a Teacher Education–Juvenile Corrections Partnership

Despite repeated calls for teacher education programs to become more field-centric and develop stronger collaborative partnerships, little scholarship describes sustained mentoring partnerships between teacher education programs and school or community partners. In addition, despite strong documentation of the low levels of literacy among youth labeled “at-risk” in the juvenile justice system, there is limited research on university undergraduate mentoring programs that specialize in training pre-service teachers to provide reading mentorship to incarcerated youth. This chapter focuses on the evolution of a program, Mentoring In Literacy Enhancement (MILE), developed as a team effort by university researchers, administrators from the juvenile residential center, and undergraduate education majors who served as mentors. Grounded in this collaboration, this study is driven by the following questions: How did the collaboration of the participants shape the development of the organizational structure of the MILE program? How did the collaboration impact planning, instructional decision-making, and reflective practice? This collaborative approach has the potential to foster greater literacy growth and reading skills among incarcerated youth, but also serves as a strong rationale for including mentoring opportunities in teacher education programs