Event Title
Professional Preparation for Those Entering Education as a Career
Location
Burnell 109
Start Time
9-5-2012 2:45 PM
End Time
9-5-2012 3:45 PM
Description
2:45-3:15 PM – The Value of Rewriting in Educator Graduate Preparatory Programs
Dr. Phyllis Gimbel, Mr. David Mills
Apart from this exploratory study, there appears to be a gap in the literature about the writing skills of graduate students pursuing education programs leading to certification (Abbate-Vaughn, 2007). Yet, an effective educator must possess strong writing skills to communicate his or her message to students, teachers, and the community (Rammer, 2007). Little formal academic research exists that has specifically looked at how graduate educator licensure candidates feel about rewriting their assignments and what impact that has on their writing skills. The purpose of this retrospective, exploratory study is to understand the motivation of a random sample of 50 graduate students who responded to an electronic questionnaire with regard to why these students, enrolled in educator preparatory programs, chose to rewrite an assignment. Findings suggest that integrating the teaching of writing into school licensure programs and providing focused, detailed instructor feedback is helpful to guiding students to revise and improve their writing.
3:15-3:45 PM – Teaching our Future Teachers about the Law of the (Public School) Jungle
Dr. T.C. “Chris” Mattocks
Nearly all of this nation’s teachers enter the classroom after graduation without any, or far less than sufficient, knowledge of the special legal environment that exists in a K-12 school district. This presentation will present a Six-Pack of legal concepts that could prevent the beginning teacher from making a "professionally fatal" mistake.
Professional Preparation for Those Entering Education as a Career
Burnell 109
2:45-3:15 PM – The Value of Rewriting in Educator Graduate Preparatory Programs
Dr. Phyllis Gimbel, Mr. David Mills
Apart from this exploratory study, there appears to be a gap in the literature about the writing skills of graduate students pursuing education programs leading to certification (Abbate-Vaughn, 2007). Yet, an effective educator must possess strong writing skills to communicate his or her message to students, teachers, and the community (Rammer, 2007). Little formal academic research exists that has specifically looked at how graduate educator licensure candidates feel about rewriting their assignments and what impact that has on their writing skills. The purpose of this retrospective, exploratory study is to understand the motivation of a random sample of 50 graduate students who responded to an electronic questionnaire with regard to why these students, enrolled in educator preparatory programs, chose to rewrite an assignment. Findings suggest that integrating the teaching of writing into school licensure programs and providing focused, detailed instructor feedback is helpful to guiding students to revise and improve their writing.
3:15-3:45 PM – Teaching our Future Teachers about the Law of the (Public School) Jungle
Dr. T.C. “Chris” Mattocks
Nearly all of this nation’s teachers enter the classroom after graduation without any, or far less than sufficient, knowledge of the special legal environment that exists in a K-12 school district. This presentation will present a Six-Pack of legal concepts that could prevent the beginning teacher from making a "professionally fatal" mistake.
Comments
Moderator: Pamela Russell