Teacher turnover is a startling phenomenon in education. Much of the literature focuses on reasons newer teachers leave, while little has been done to study those who plan to stay. This study explored why veteran teachers leave or stay in the field. 597 teachers participated in a questionnaire that communicated long-term career plans. While most respondents planned to stay, their reasons varied. Teachers who plan to leave do so due to low wages and burnout. To conclude, researchers and school districts should consider solutions to increase veteran teacher retention to promote a higher quality of education for all students.
{"title":"Factors that Influence a Veteran Teacher’s Decision to Leave or Stay in the Classroom","authors":"Lori Toney, Casey Creghan, Michelle Parker","doi":"10.59719/txep.v7i2.23","DOIUrl":"https://doi.org/10.59719/txep.v7i2.23","url":null,"abstract":"Teacher turnover is a startling phenomenon in education. Much of the literature focuses on reasons newer teachers leave, while little has been done to study those who plan to stay. This study explored why veteran teachers leave or stay in the field. 597 teachers participated in a questionnaire that communicated long-term career plans. While most respondents planned to stay, their reasons varied. Teachers who plan to leave do so due to low wages and burnout. To conclude, researchers and school districts should consider solutions to increase veteran teacher retention to promote a higher quality of education for all students.","PeriodicalId":471559,"journal":{"name":"Texas Educator Preparation","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254091","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}
Classroom management is a leading challenge for teachers. Applied Behavior Analysis (ABA) strategies can improve classroom management, however, there is a lack of research on teaching ABA skills. One approach to teaching new skills is Project Based Learning (PBL). Using a PBL format, this study implemented a Behavior Change Project where participants completed a project that incorporated ABA strategies. Pre- and post-assessments showed positive increases, indicating participants gained a better knowledge about ABA and classroom management strategies. Results indicate participants felt more comfortable implementing ABA strategies and designing data collection procedures. In addition, this project helped participants increase professional skills.
{"title":"Using Project Based Learning to Teach Applied Behavior Analysis Knowledge and Skills to Pre-Service Teachers","authors":"Summer Koltonski, Tingting Xu","doi":"10.59719/txep.v7i2.4","DOIUrl":"https://doi.org/10.59719/txep.v7i2.4","url":null,"abstract":"Classroom management is a leading challenge for teachers. Applied Behavior Analysis (ABA) strategies can improve classroom management, however, there is a lack of research on teaching ABA skills. One approach to teaching new skills is Project Based Learning (PBL). Using a PBL format, this study implemented a Behavior Change Project where participants completed a project that incorporated ABA strategies. Pre- and post-assessments showed positive increases, indicating participants gained a better knowledge about ABA and classroom management strategies. Results indicate participants felt more comfortable implementing ABA strategies and designing data collection procedures. In addition, this project helped participants increase professional skills.","PeriodicalId":471559,"journal":{"name":"Texas Educator Preparation","volume":"298 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135301287","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}
Laura Allen, Courtney Crim, Benjamin Sosnaud, Ellen Barnett, Jonathan King
This study explores changes in well-being for 16 preservice teachers in natural and simulated professional development environments. The Rumination Questionnaire and Profile of Mood States (POMS) were used as indicators of well-being. A follow-up survey assessed changes in preservice teachers’ well-being strategies four months later. Compared to the professional development setting, the natural environment positively affected rumination and POMS scales of Tension-Anxiety, Confusion-Bewilderment, Esteem-Related Affect, and Total Mood Disturbance. Follow-up data found that participants agreed that spending time in natural settings improved their well-being; however, time constraints limited doing so. Conclusions suggest that preparation programs consider including nature-based experiences as one strategy for developing teacher well-being.
Keywords: Preservice Teachers, Well-Being, Resilience, Environment, Professional Development
{"title":"Effects of Short-Term Natural Environment Exposure on Preservice Teacher Well-Being","authors":"Laura Allen, Courtney Crim, Benjamin Sosnaud, Ellen Barnett, Jonathan King","doi":"10.59719/txep.v7i2.31","DOIUrl":"https://doi.org/10.59719/txep.v7i2.31","url":null,"abstract":"This study explores changes in well-being for 16 preservice teachers in natural and simulated professional development environments. The Rumination Questionnaire and Profile of Mood States (POMS) were used as indicators of well-being. A follow-up survey assessed changes in preservice teachers’ well-being strategies four months later. Compared to the professional development setting, the natural environment positively affected rumination and POMS scales of Tension-Anxiety, Confusion-Bewilderment, Esteem-Related Affect, and Total Mood Disturbance. Follow-up data found that participants agreed that spending time in natural settings improved their well-being; however, time constraints limited doing so. Conclusions suggest that preparation programs consider including nature-based experiences as one strategy for developing teacher well-being. 
 Keywords: Preservice Teachers, Well-Being, Resilience, Environment, Professional Development","PeriodicalId":471559,"journal":{"name":"Texas Educator Preparation","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254085","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}
During teacher shortages, many school districts petitioned the Texas Education Agency for waivers to hire classroom teachers who are not fully certified. However, the quality of teachers must be considered during this time. This study considers the Texas Instructional Leadership (TIL) coaching model not only to coach pre-service teachers during preparation in Educator Preparation Programs (EPPs) but also using this model to support personnel hired without certification collaborating with EPPs to recruit potential candidates into programs. This article will consider the impact and sustainability of implementing the TIL coaching model in one EPP as an exemplar to ensure teacher quality.
{"title":"Sustaining Quality Coaching of Pre- and In-Service Teachers During a Teacher Shortage","authors":"Beth Garcia, Amy Clifton","doi":"10.59719/txep.v7i2.30","DOIUrl":"https://doi.org/10.59719/txep.v7i2.30","url":null,"abstract":"During teacher shortages, many school districts petitioned the Texas Education Agency for waivers to hire classroom teachers who are not fully certified. However, the quality of teachers must be considered during this time. This study considers the Texas Instructional Leadership (TIL) coaching model not only to coach pre-service teachers during preparation in Educator Preparation Programs (EPPs) but also using this model to support personnel hired without certification collaborating with EPPs to recruit potential candidates into programs. This article will consider the impact and sustainability of implementing the TIL coaching model in one EPP as an exemplar to ensure teacher quality.","PeriodicalId":471559,"journal":{"name":"Texas Educator Preparation","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135301288","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}
Artificial Intelligence in Education (AIED) is a powerful innovative technology that has the potential to dramatically change the way we teach students. While the possibilities are promising, there is still much to learn about how PreK-12 teachers will use AI in the classroom. Current pre-service teachers are graduating with limited exposure to AI and entering a field they could possibly be dominated by AI in a few short years. To understand the role teacher preparation programs, play in teaching students about AI, this study aimed to understand the current attitudes and perceptions of pre-service teachers toward AIED. Three areas of interest were uncovered, pre-service teachers’ knowledge and self-efficacy in the use of AI, pre-service teachers’ beliefs about using AI in their future classrooms, and pre-service teachers’ views of the necessity of AI being taught in teacher preparation programs. The hope is that this article will uncover the need to prepare pre-service teachers for utilizing AI in education.
{"title":"Assessing Pre-service Teachers’ Attitudes and Perceptions of Using Artificial Intelligence in the Classroom","authors":"Melissa Gatlin","doi":"10.59719/txep.v7i2.35","DOIUrl":"https://doi.org/10.59719/txep.v7i2.35","url":null,"abstract":"Artificial Intelligence in Education (AIED) is a powerful innovative technology that has the potential to dramatically change the way we teach students. While the possibilities are promising, there is still much to learn about how PreK-12 teachers will use AI in the classroom. Current pre-service teachers are graduating with limited exposure to AI and entering a field they could possibly be dominated by AI in a few short years. To understand the role teacher preparation programs, play in teaching students about AI, this study aimed to understand the current attitudes and perceptions of pre-service teachers toward AIED. Three areas of interest were uncovered, pre-service teachers’ knowledge and self-efficacy in the use of AI, pre-service teachers’ beliefs about using AI in their future classrooms, and pre-service teachers’ views of the necessity of AI being taught in teacher preparation programs. The hope is that this article will uncover the need to prepare pre-service teachers for utilizing AI in education.","PeriodicalId":471559,"journal":{"name":"Texas Educator Preparation","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254089","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}
Tam Jones, Jeff Kirk, Elizabeth Casey, Kim Kuklies, Austin Vasek, Jaime Blassingame
Many researchers have studied the attrition problem that has been impacting teacher retention in K-12 classrooms for years, looking for ways to stem the tide of teachers leaving the workforce (e.g., Darling-Hammond, 2003; Ingersoll & Smith, 2004). However, almost half of educators continue to leave the workforce after three to five years of classroom teaching. After Covid-19, that number has increased, posing a difficult situation for school districts needing to hire effective, certified teachers. However, the question remains: how can institutions of higher education prepare effective educators to go into classrooms and remain there for the duration of their career? Research has demonstrated that teachers with more experience have a greater impact on students’ academic growth than teachers who have less than three years’ experience in a classroom. Ensuring that teachers are prepared to be effective teachers who remain in classrooms beyond the five-year mark is critical to student learning, especially students in lower socio-economic schools who may lag behind their more affluent peers. Researchers at a regional university in Texas determined that meetings with superintendents across a large swath of central Texas might assist all stakeholders in preparing effective teachers to enter and support the workforce in their area. This paper highlights strategic meetings and key findings that have been put into practice to work toward a certified and effective teacher workforce.
Keywords: teacher attrition, partnership-building, effective teacher workforce
{"title":"Addressing the Teacher Shortage Crisis: One Regional University's Approach to Mobilizing a Response to Partnering School Districts","authors":"Tam Jones, Jeff Kirk, Elizabeth Casey, Kim Kuklies, Austin Vasek, Jaime Blassingame","doi":"10.59719/txep.v7i2.34","DOIUrl":"https://doi.org/10.59719/txep.v7i2.34","url":null,"abstract":"Many researchers have studied the attrition problem that has been impacting teacher retention in K-12 classrooms for years, looking for ways to stem the tide of teachers leaving the workforce (e.g., Darling-Hammond, 2003; Ingersoll & Smith, 2004). However, almost half of educators continue to leave the workforce after three to five years of classroom teaching. After Covid-19, that number has increased, posing a difficult situation for school districts needing to hire effective, certified teachers. However, the question remains: how can institutions of higher education prepare effective educators to go into classrooms and remain there for the duration of their career? Research has demonstrated that teachers with more experience have a greater impact on students’ academic growth than teachers who have less than three years’ experience in a classroom. Ensuring that teachers are prepared to be effective teachers who remain in classrooms beyond the five-year mark is critical to student learning, especially students in lower socio-economic schools who may lag behind their more affluent peers. Researchers at a regional university in Texas determined that meetings with superintendents across a large swath of central Texas might assist all stakeholders in preparing effective teachers to enter and support the workforce in their area. This paper highlights strategic meetings and key findings that have been put into practice to work toward a certified and effective teacher workforce.
 Keywords: teacher attrition, partnership-building, effective teacher workforce","PeriodicalId":471559,"journal":{"name":"Texas Educator Preparation","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254087","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}
This paper focuses on the perceived preparedness of pre service teachers and their actual preparedness after teaching fulltime. Survey research was utilized to determine the preparedness and efficacy in the early years of teaching. This research will provide data to institutions so that they may discover what has proved useful to their graduates as well as improve training of future teacher candidates. The paper concludes with suggestions that further studies can provide data to institutions so that they may discover what has proved useful to their graduates as well as improve training of future teacher candidates.
{"title":"From Candidate to Professional","authors":"Dana Mayhall","doi":"10.59719/txep.v7i2.19","DOIUrl":"https://doi.org/10.59719/txep.v7i2.19","url":null,"abstract":"This paper focuses on the perceived preparedness of pre service teachers and their actual preparedness after teaching fulltime. Survey research was utilized to determine the preparedness and efficacy in the early years of teaching. This research will provide data to institutions so that they may discover what has proved useful to their graduates as well as improve training of future teacher candidates. The paper concludes with suggestions that further studies can provide data to institutions so that they may discover what has proved useful to their graduates as well as improve training of future teacher candidates.","PeriodicalId":471559,"journal":{"name":"Texas Educator Preparation","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254086","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}
The purpose of this study was to investigate the ways in which co-teaching strategies were used in 4th to 8th grade English Language Arts inclusion classrooms. Through the use of a qualitative approach, data collection included interviews, a focus group, and surveys. The following themes were revealed: advantages of co-teaching, weaknesses of co-teaching, and planning. In addition, a theme of inconsistency was discovered. Results indicated that all of the participants used the one teach, one assist approach regularly. Teachers identified problems with implementing co-teaching such as lack of time to plan, classroom support, and professional development.
{"title":"The Effectiveness of Co-Teaching in Middle School ELA Inclusion Classrooms","authors":"Sarah Joanne Hays, None Janna Brendle, Robin Lock","doi":"10.59719/txep.v7i2.22","DOIUrl":"https://doi.org/10.59719/txep.v7i2.22","url":null,"abstract":"The purpose of this study was to investigate the ways in which co-teaching strategies were used in 4th to 8th grade English Language Arts inclusion classrooms. Through the use of a qualitative approach, data collection included interviews, a focus group, and surveys. The following themes were revealed: advantages of co-teaching, weaknesses of co-teaching, and planning. In addition, a theme of inconsistency was discovered. Results indicated that all of the participants used the one teach, one assist approach regularly. Teachers identified problems with implementing co-teaching such as lack of time to plan, classroom support, and professional development.","PeriodicalId":471559,"journal":{"name":"Texas Educator Preparation","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254088","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}
Sang Hwang, Janet Hindman, Elaina Robinson, Karime Cervantes
Addressing critical issues in multilingual education requires tackling various challenges to ensure effective learning experiences for students who speak multiple languages. These challenges include planning for linguistic diversity, equitable access to resources, teacher training, inclusive pedagogies, family engagement, and sufficient funding. The article focuses on difficulties faced by multilingual students, providing practical strategies to support their academic growth. The study involved 55 multilingual students in Texas, predominantly refugee children speaking 38 languages on campus. The study highlights the importance of recognizing the children’s unique needs and implementing effective strategies for improved educational outcomes and successful transitions to higher grades.
{"title":"Navigating Challenges in Multilingual Education: Ensuring Equitable Learning for Diverse Students","authors":"Sang Hwang, Janet Hindman, Elaina Robinson, Karime Cervantes","doi":"10.59719/txep.v7i2.27","DOIUrl":"https://doi.org/10.59719/txep.v7i2.27","url":null,"abstract":"Addressing critical issues in multilingual education requires tackling various challenges to ensure effective learning experiences for students who speak multiple languages. These challenges include planning for linguistic diversity, equitable access to resources, teacher training, inclusive pedagogies, family engagement, and sufficient funding. The article focuses on difficulties faced by multilingual students, providing practical strategies to support their academic growth. The study involved 55 multilingual students in Texas, predominantly refugee children speaking 38 languages on campus. The study highlights the importance of recognizing the children’s unique needs and implementing effective strategies for improved educational outcomes and successful transitions to higher grades.","PeriodicalId":471559,"journal":{"name":"Texas Educator Preparation","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254090","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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