Feedback is one of the most critical, crucial aspects of instruction and pedagogy, yet is often overlooked. There are many different types and forms of feedback and many different scenarios in which it can be provided. In this interview, two clinical teachers provide an overview of the realm of feedback, discuss ways in which it can be provided and review its use in the domain of pre-service teachers and teacher training.Amy Broemmel started her career as a 2nd grade teacher in a small town in northern Illinois before making a much earlier than expected transition to higher education. After teaching at Eastern Illinois University and the University of Wisconsin-LaCrosse, she was hired at the University of Tennessee where she is currently an Associate Professor of Elementary and Literacy Education. Her research focuses primarily on teacher development, but she also collaborates with a science education colleague to use picture books to build science content knowledge with elementary students. Her work has appeared in the American Educational Research Journal, The Reading Teacher, and Action in Teacher Education. She has also co-authored a book, Learning to be Teacher Leaders: A Framework for Assessment, Planning, and Instruction with Dr. Jennifer Jordan. Jennifer Jordan is a Clinical Associate Professor of elementary education and literacy at the University of Tennessee. She received her BA in sociology with a minor in elementary education from the University of Tennessee, Knoxville in 1998 and earned her MS in elementary education in 1999. After graduation she taught for 9 years in the Hamilton County and Knox County school systems teaching first and fourth grades. Her research focuses on the professional development of pre-service elementary teachers and in-service literacy teachers. Currently, she supervises elementary education teaching interns and teaches reading courses.
{"title":"An Interview with Jennifer Jordan and Amy Broemmel- Mastering the Art of Feedback for Pre-Service Teachers","authors":"M. Shaughnessy","doi":"10.51383/jesma.2021.18","DOIUrl":"https://doi.org/10.51383/jesma.2021.18","url":null,"abstract":"Feedback is one of the most critical, crucial aspects of instruction and pedagogy, yet is often overlooked. There are many different types and forms of feedback and many different scenarios in which it can be provided. In this interview, two clinical teachers provide an overview of the realm of feedback, discuss ways in which it can be provided and review its use in the domain of pre-service teachers and teacher training.Amy Broemmel started her career as a 2nd grade teacher in a small town in northern Illinois before making a much earlier than expected transition to higher education. After teaching at Eastern Illinois University and the University of Wisconsin-LaCrosse, she was hired at the University of Tennessee where she is currently an Associate Professor of Elementary and Literacy Education. Her research focuses primarily on teacher development, but she also collaborates with a science education colleague to use picture books to build science content knowledge with elementary students. Her work has appeared in the American Educational Research Journal, The Reading Teacher, and Action in Teacher Education. She has also co-authored a book, Learning to be Teacher Leaders: A Framework for Assessment, Planning, and Instruction with Dr. Jennifer Jordan. Jennifer Jordan is a Clinical Associate Professor of elementary education and literacy at the University of Tennessee. She received her BA in sociology with a minor in elementary education from the University of Tennessee, Knoxville in 1998 and earned her MS in elementary education in 1999. After graduation she taught for 9 years in the Hamilton County and Knox County school systems teaching first and fourth grades. Her research focuses on the professional development of pre-service elementary teachers and in-service literacy teachers. Currently, she supervises elementary education teaching interns and teaches reading courses. ","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124053019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Colin G. Pennington, Ashely Evans, Deja-Nelle Smith, S. Cruz
Coaches strive to push athletes toward their full technical and physical potential while surpassing the previous generation of athletes. In doing so, comprehending how to integrate and organize various learning experiences is essential. This article seeks to describe the stages of learning (Fitts Posner, 1967) and the transfer of learning (Perkins Salomon, 1992) in relationship to planning and executing a soccer practice schedule. In situations where coaches understand these phenomena, more effective instruction may result and produce a greater service to the athlete. Thus, the purpose of this brief is to recognize how coaches may train athletes more efficiently and prolifically as a means to initiate the transfer of learning from other activities to soccer.
{"title":"Preparing Soccer Players with Consideration to the “Stages of Learning” and the “Transfer of Learning”","authors":"Colin G. Pennington, Ashely Evans, Deja-Nelle Smith, S. Cruz","doi":"10.51383/jesma.2021.2","DOIUrl":"https://doi.org/10.51383/jesma.2021.2","url":null,"abstract":"Coaches strive to push athletes toward their full technical and physical potential while surpassing the previous generation of athletes. In doing so, comprehending how to integrate and organize various learning experiences is essential. This article seeks to describe the stages of learning (Fitts Posner, 1967) and the transfer of learning (Perkins Salomon, 1992) in relationship to planning and executing a soccer practice schedule. In situations where coaches understand these phenomena, more effective instruction may result and produce a greater service to the athlete. Thus, the purpose of this brief is to recognize how coaches may train athletes more efficiently and prolifically as a means to initiate the transfer of learning from other activities to soccer.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121624069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Heather Hamilton, F. Lunenburg, J. Slate, Wally Barnes
In this statewide, multiyear analysis, the extent to which differences were present in reading by the economic status of Grade 3 Asian, Black, and Hispanic boys was determined. Specifically examined was the relationship of poverty to the three State of Texas Assessment of Academic Readiness (STAAR) Reading Reporting Categories for Grade 3 Asian, Black, and Hispanic boys in the 2015-2016 through the 2018-2019 school years. Also examined was the relationship of poverty to the STAAR Grade Level Phase-in Standards for Grade 3 Asian, Black, and Hispanic boys. Inferential statistical analyses revealed the presence of statistically significant differences in reading as a function of the economic status of Asian boys, Black boys, and Hispanic boys. In every instance, Asian boys, Black boys, and Hispanic boys who were Poor were outperformed by their counterparts who were Not Poor. Considering the majority of students in Texas come from poverty backgrounds, these findings are of great concern. Implications of these findings and recommendations for future research are discussed.
{"title":"Texas Grade 3 Underrepresented Boys and Economic Status Differences in Reading: A Statewide, Multiyear Study","authors":"Heather Hamilton, F. Lunenburg, J. Slate, Wally Barnes","doi":"10.51383/jesma.2021.1","DOIUrl":"https://doi.org/10.51383/jesma.2021.1","url":null,"abstract":"In this statewide, multiyear analysis, the extent to which differences were present in reading by the economic status of Grade 3 Asian, Black, and Hispanic boys was determined. Specifically examined was the relationship of poverty to the three State of Texas Assessment of Academic Readiness (STAAR) Reading Reporting Categories for Grade 3 Asian, Black, and Hispanic boys in the 2015-2016 through the 2018-2019 school years. Also examined was the relationship of poverty to the STAAR Grade Level Phase-in Standards for Grade 3 Asian, Black, and Hispanic boys. Inferential statistical analyses revealed the presence of statistically significant differences in reading as a function of the economic status of Asian boys, Black boys, and Hispanic boys. In every instance, Asian boys, Black boys, and Hispanic boys who were Poor were outperformed by their counterparts who were Not Poor. Considering the majority of students in Texas come from poverty backgrounds, these findings are of great concern. Implications of these findings and recommendations for future research are discussed.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115752126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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