Barri Tinkler

• Doctor of Philosophy
• Dean at Missouri State University

Competency-based learning (CBL) systems are becoming more common in K–12 schools across the United States. A range of studies demonstrate the effectiveness of CBL for students, but less research focuses on the manner in which CBL is being adopted in teacher education. This self-study, using Reform-Oriented Collaborative Inquiry protocol, offers ins...

In 1999, Bruce Uhrmacher developed an analytical framework to promote the study of monuments. The framework introduced three points of analysis: 1) an analysis of referent, 2) an analysis of design, and 3) an analysis of reception. This framework focused on developing a curriculum that supported a critical, interdisciplinary study of monuments. In...

Background/Context A number of states across the United States are seeking to implement school redesign efforts to support greater equity and to empower youth. Because these initiatives require teachers to implement strategies they typically have not experienced as learners, there is a need for models to prepare them to enact these innovations. Res...

In order to build connections with the community, the authors of this study undertook a participatory process for developing a comprehensive service-learning initiative within a teacher education program. This case study examines the impact of the service-learning initiative on building social capital for the community and preservice teachers. The...

To provide opportunities for preservice teachers to move beyond the limitations of their life experiences, the teacher preparation program at the University of Vermont has worked to advance service-learning experiences that push preservice teachers to examine their own identities and biases by providing them with opportunities to interact with othe...

To expand the field component of our secondary education program, we added service-learning field experiences to three courses. This qualitative study (n = 99) was designed to determine what our students learned from participating in these experiences and to examine whether the experiences supported our programmatic goals. The findings demonstrate...

This study investigates the impact of a proficiency-based learning (PBL) experi- ence on preservice teacher (PST) perspectives on PBL, assessment, and grading. The findings reveal several salient advantages and disadvantages of PBL from the student perspective and demonstrate that experiencing PBL can impact PST perspectives on assessment and gradi...

Because school reform spans so many dimensions, it is helpful to employ a framework that makes visible the complexity of the system. This conceptual essay uses the ecological frameworks of Elliot Eisner and Bruce Uhrmacher to define a comprehensive school remodeling effort in two diverse, high-poverty high schools in Vermont. The authors posit that...

Many U.S. college students are unaware of the processes for refugee resettlement and the steps that refugees must take to attain citizenship. We designed a college course to address these gaps. The course, ‘Citizenship and Education in the US,’ aims to provide a fundamental overview of the history and processes of immigration and naturalisation in...

Background: The ability to effectively teach culturally and linguistically diverse students is critically important. Research has shown that providing teacher candidates educative experiences through critical service-learning can better prepare future teachers and can foster a social justice stance. Purpose: This study examines teacher candidates’...

Reshaping professional programs through critical service‐learning experiences is a way to advance practice by empowering developing professionals to be more mindful of justice‐orientated outcomes. In addition to providing additional practicum experiences, service‐learning experiences allow preservice professionals to engage in work that challenges...

Poised at a bifurcation, the educator preparation community in Vermont faced either the adoption of a generic product for the assessment of initial educator licensure candidates or the comprehensive revision of a longstanding state-based assessment portfolio. Using a case study approach and narrative methods, specifically the Narrative Policy Frame...

Our teacher education program pursued a Learn and Serve grant with the goal of integrating service-learning experiences throughout the teacher education course sequence. We approached this work with social justice goals in mind, employing community conversations to ensure a participatory process when working with community partners, and we sought t...

Many U.S. college students are unaware of the processes for refugee resettlement and the steps that refugees must take to attain citizenship. We designed a college course to address these gaps. The course, ‘Citizenship and Education in the US,’ aims to provide a fundamental overview of the history and processes of immigration and naturalisation in...

Proficiency-based learning systems are becoming more common across the United States, yet few pre-service mathematics teachers have experienced this type of system in the classroom themselves. Teacher education courses are one opportunity for pre-service teachers to experience proficiency-based learning; however, we know little about the impact thi...

This interpretive study analyzes the outcomes of a service-learning experience using the conditions of Allport’s Contact Theory. The service-learning experience partnered preservice teachers completing a social foundations course with students at a local Job Corps center seeking academic support. Though the experience did not fully satisfy the cond...

This interpretive study examines the outcomes of using a social justice service-learning field experience in a social foundations course to help illuminate for teacher candidates the often “invisible” institutionalized inequities of public schools. The findings demonstrate how social justice service-learning can be used as a field placement to incr...

To more fully appreciate the nature of reciprocal service-learning relationships, the authors (two community partners and two faculty members at the University of Vermont) explore six things community partners want you to know about what makes effective service-learning partnerships. While the six are not intended to be a comprehensive tally, they...

This mixed methods study explores a service-learning experience embedded in a social foundations course in a teacher education program. The authors differentiate learning outcomes for social justice and charity service-learning, and utilize this framework to examine whether the service-learning experience fosters a social justice perspective. The f...

This article reports on how one teacher education program utilized a Learn and Serve America grant to embed service-learning experiences into its practices. Included are narrative reflections on how the program faculty developed a community-based, participatory approach to service-learning in order to act as a responsive partner to the needs of the...

This interpretive study explores the experiences of a group of preservice teachers (n=37) participating in a service-learning project as a course requirement for a foundations of education course. As part of the course, the preservice teachers partnered with students at a local Job Corps Center. This experience required the predominantly white, mid...

Given the increase in the numbers of ELLs in the United States, it is crucial that preservice teachers are prepared to be culturally and linguistically responsive. The challenge is to find field experiences that provide meaningful experiences with ELLs. At our university, one BRITE related initiative was to collaborate with school and community par...

This study examines online, threaded case discussions with regard to the ways teacher candidates displayed a morally reflective stance toward teaching and how unique features of online discourse shaped this stance. Thirty-one small-group case discussions and seven whole-class synthesis discussions were analyzed along two dimensions: (1) candidate's...

This qualitative study contrasts two community-based research (CBR) projects. While the first project fell short of CBR goals, it influenced how the author carried out the second project, which did meet those goals. The two experiences enabled the author to create a conceptual model that can be used to structure and evaluate CBR projects for those...

This essay provides an argument for the study of monuments and provides an analytical framework to promote thoughtful study. The essay focuses on three points of analyses that educational leaders should consider when exposing their students to monuments. These include: an analysis of referent - the person or event being memorialized; an analysis of...

The participation of parents in their children's education has positive impacts on school achievement, yet minority parental participation is decreasing. Parents and teachers have different perceptions of what constitutes parental participation. School personnel often misread the reserve, nonconfrontational manners, and noninvolvement of Hispanic p...

Thesis (Ph. D.)--University of Denver, 2004. Includes bibliographical references (leaves 209-216). Microfiche. s