Gregory Chamblee, Ph.D.
Gregory Chamblee, Ph.D., professor in the Department of Middle Grades and Secondary Education, made two presentations at the Fifteenth Consultation of the International Consortium for Research in Science and Mathematics Education in San Jose, Costa Rica, March 13-16. The first presentation, “Elementary Preservice Teachers’ Conceptions of Mean and Median,” was a research collaboration with Chamblee and Georgia Southern University mathematics colleagues Ha Nguyen, Chasen Smith and Eryn Stehr.
The second presentation, “Using Movement to Teach Mathematics,” was a hand-on workshop using movement to teach mathematical topics to middle grades and secondary students.
Cordelia D. Zinskie, Ed.D., professor in the Department of Curriculum, Foundations and Reading, presented alongside colleagues Marlynn Griffin, Ph.D. and Dan Rea, Ed.D., during the annual meeting of the American Research Association held in Toronto, Canada in April.
Zinskie and Griffin collaborated on “Trend Study of Pre-Service Teachers’ Social Media Use and Behaviors,” a poster presentation detailing their study on if any differences existed in pre-service teachers’ use of social media, posting behaviors, and the images they conveyed on social media sites in the years 2012–2013, 2016, and 2018. This study was prompted by the increase in use of social media content in hiring decisions as well as increased scrutiny of personal social media sites of employees in some professions (e.g., K–12 education). Results showed that changes in social media use for pre-service teachers over time reflected similar change in social media use seen for young adults in the U.S. Preservice teachers in 2012–2013 were less cautious with what they posted on social media while preservice teachers in 2016 and 2018 were more reticent to share personal information on social media. However, some of the preservice teachers in later years still were likely to convey inappropriate images and share problematic content on their social media sites. Teacher education programs must educate pre-service teachers about programmatic, ethical, and professional impacts of social media postings.
Zinskie and Rea hosted a roundtable discussion on “Exploratory Factor Structure of a Holistic Instrument assessing Need and Readiness of “Forgotten Middle” Students.”
Chelda Smith Kondo, Ph.D.
Chelda Smith Kondo, Ph.D., assistant professor in the Department of Elementary and Special Education, published an article in Anthropology & Education Quarterly. “Front Streeting: Teacher Candidates of Color and the Pedagogical Challenges of Cultural Relevancy” details the experiences of six African American preservice teachers enrolled in an advanced diversity course within an urban early childhood education program. Findings reveal that curricular material and pedagogical approaches in diversity courses can actually perpetuate the dominance of “whiteness.”
In this particular study, “front streeting” refers to the vulnerability teachers of color experience when their minoritized identities are fetishized in diversity classrooms, through an expectation of confirmed lived experiences or expert knowledge of their demographic groups.
Peggy Shannon-Baker, Ph.D.
Peggy Shannon-Baker, Ph.D., assistant professor in the Department of Curriculum, Foundations and Reading, authored a book chapter that appears in the recently published Exploring Gender and LGBTQ Issues in K-12 and Teacher Education: A Rainbow Assemblage.
Shannon-Baker’s chapter, titled “Battling Heteronormativity in Teacher Education: Pedagogy, Course Design, and Reflections from a Teacher and Student” was a reflection with a former student from the University of Cincinnati on human development from conception to age 11. The chapter talks about discussing trans and intersex students in human development courses for teacher education programs.
Karin Fisher, Ph.D.
Karin Fisher, Ph.D., assistant professor in the Department of Elementary and Special Education, published an article in the April 2019 edition of Technology & Engineering Teacher. “ESSA, Students with Disabilities, and Robotics,” was the feature article in the publication. Fisher explains how the Every Student Succeeds Act (ESSA) provides funding to states and school districts that can be earmarked to increase participation in informal learning environments for underrepresented students. According to ESSA, support can be provided to partner with nonprofits such as FIRST robotics, which offers four different science and technology, mentor-based programs to K-12 students. Fisher details the supports programs can offer students with disabilities as well as next steps needed to make the program successful in schools.
For more information read the full article.