Power, Partnership and Participation: Engaging Communities and Community Assets
Engaging Pre-service teachers in High-impact Practices through research in partnership Schools
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Engaging Pre-Service Teachers in High Impact Practices through Research in Partnership Schools Project Co-Investigators: Keith W. Whinnery Amanda Sellers
Transcript of Engaging Pre-service teachers in High-impact Practices through research in partnership Schools
Engaging Pre-Service Teachers in High Impact Practices
through Research in Partnership Schools
Project Co-Investigators:
Keith W. Whinnery
Amanda Sellers
Project Emerge
O Developed in CEPS at UWF
O Faculty training during summer 2013
O Faculty projects designed to engage
faculty and students in High Impact
Practices (HIPs)
O 22 projects were approved
O Dissemination required within & outside of
UWF
Goal of Emerge:
OProvide UWF students with High-Impact Practices (HIPs)
O Learning opportunities that immersestudents in activities
O Hands-on, meaningful learning activities that engage the student
O Provide feedback & require critical reflection
Avenues for HIPs
OStudy Abroad / Study Away
OUndergraduate Research
OCapstone Courses or Projects
OCollaborative Assignments or Projects
ODiversity/ Global Learning Experiences
OCommunity-Based LearningG. Kuhn (2008)
Avenues for HIPs
OStudy Abroad / Study Away
OCollaborative Assignments or
Projects
OCapstone Courses or Projects
OUndergraduate Research
ODiversity/ Global Learning
Experiences
OCommunity-Based Learning
Benefits of HIPs
HIPs have been associated with:
O Greater persistence & higher GPA
O Higher rates of student- faculty interactions
O Greater experience /appreciation for diversity
O Greater appreciation of the learning experience
Undergraduate Research for Future Teachers
O Additional and deeper engagement within
a classroom
O Collaborative relationship with teacher
and staff
O Deeper understanding & appreciation for
Evidence-based Practices
O Understanding how to conduct and
consume research
Research Project: Class Wide Peer Tutoring in Reading
Class Wide Peer Tutoring
Evidence-based technique to
increase student engagement &
guided practice
O Class divided into 2 teams
O Pairs assigned on teams
O Pairs earn points for team
O “Repeated Readings” to work on fluency
O “Passage Summaries” to work on
comprehension
HIPs in Research
O IRB certification
O Research design selection
O Random assignment of classrooms
O Selection & administration of pre-tests
O Training of students
O Implementation of CWPT
O Post-testing
O Dissemination
Collaboration HIPs
Collaboration
on:
OTesting
OTraining
OProblem-
solving
OScheduling
Collaboration HIPs
Collaboration
w/:
OFaculty
OTeacher
OSoE Intern
OStaff
Community Engagement HIPs
OWorking in a Partnership school
OAddressing an expressed need
OLearning inner-workings of school
OMaking contacts with local
educators
ODeveloping insights for future
teaching careers
Pre-Service Teachers Reflections
O Amanda – fill in notes for yourself
Professor’s Reflections
O My reflections
Questions & Comments
Reflections
