2015 Journals

1.  Ushering in a Combined Approach to Teaching Development in Rural Haiti

Florida Association of Teacher Educators Journal Volume 1 Number 15 2015 1-12.

Anasthasie N. Liberiste-Osirus, Ed.D, Georgia Gwinnett College

Current educational obstacles in rural Haiti has negatively impacted the needs of students in the area of teacher development. With the current state of Haiti’s educational structure, this article attempts to review the current style of teaching, introduce a new approach, and suggest ways in which the two can unite based on cultural norms. The article includes a practical template for teacher training based on the proposed method.

2. Making Sense of Collaboration in Pre-service Teacher Education

Florida Association of Teacher Educators Journal Volume 1 Number 15 2015 1-12.

Kara Holden, University of North Carolina at Greensboro
Stephanie Kurtts, University of North Carolina at Greensboro

The purpose of this paper is to offer a perspective on the use of sensemaking theory (Gioia & Chittipeddi, 1991; Weick, Sutcliffe, & Obstfeld, 2005) as a useful foundation in creating better teacher preparation programs and ultimately effective collaborative practices between general education teachers (GETs) and special education teachers (SETs). Moving towards more effective teacher preparation, we consider the complexities of the increased demands on collaborative practice and look for a framework that may help to guide the process. A foundation supporting the development of complex communities involved in the collaborative practices of GETS and SETS could create the potential to allow more students to achieve better academic outcomes.

3. Preparing Pre-service Teachers for Diversity

Florida Association of Teacher Educators Journal Volume 1 Number 16 2015 1-12.

Ms. Mashainah Mallory
University of South Florida

With the increase of culturally and linguistically diverse students in both urban and rural schools, it is mandatory that teacher education programs work diligently to prepare pre-service teachers to teach all children effectively since, unfortunately, students of color generally display lower levels of achievement than their White counterparts. Many universities are attempting to solve this issue by placing their pre-service teachers in schools with high levels of diversity, but is this really enough? This inquiry shares how a university supervisor at a large research one university embedded a focus on cultural responsiveness (the sociocultural context of schools, personal culture, dimensions of culture, and developing culturally responsive classroom environments) into seminars within a field experience.

4. Managing Behavior in Middle School Classrooms

Florida Association of Teacher Educators Journal Volume 1 Number 14 2015 1-15.

Emma Savage-Davis
Costal Carolina University

Richard Costner
Costal Carolina University

Nancy Ratcliff
Costal Carolina University

Cathy Jones
Costal Carolina University

Heather Sheehan
Horry County Schools

Gilbert Hunt
Costal Carolina University

This article discusses the findings and implications of a study of eight sixth- and eight eighthgrade teachers and their 628 students. Each teacher was observed six times for a total of 240 minutes. The study focused on 1) how teachers manage their students’ behavior and how those management strategies impact teachers’ interactions with their students and 2) how these strategies impacted student time-on-task behavior. Data analyses showed that as teacher management behaviors increased student time-on-task decreased and teacher instructional 2 behaviors decreased. The authors discuss ways teacher educators can help candidates develop important classroom management skills.

5. “We need books that reflect all our students”: Preservice teachers transformation in a multicultural children’s literature course

Florida Association of Teacher Educators Journal Volume 1 Number 14 2015 1-14.

Mary Ellen Oslick
Stetson University

Ruth M. Lowery
The Ohio State University

An education for our contemporary society must include critical interactions with themes of multiculturalism; children’s literature can serve as a first step. In a summer graduatelevel course on multicultural children’s literature, master’s education students were asked to examine their own statements of subjectivity, drawing on their own philosophies of teaching and their experiences with people of different needs, ethnicities, and religions. The students revised and challenged these statements in some instances through individual and group experiences they had with multicultural children’s literature. This paper explores the themes of these subjectivity statements and the process of transformation that some students experienced because of their critical interactions with children’s literature.