Laurie Brantley-Dias

• Kennesaw State University

This study examined how seven math and science secondary teachers addressed social justice teaching during the COVID-19 pandemic and how their instructional practices mapped onto their pedagogical intentions. Guided by trauma-informed teaching practices and learner engagement conceptual frameworks, the authors argue STEM induction teachers need gre...

In this paper, the authors describe an investigation of Kennesaw State University’s inaugural MOOC, a professional development opportunity designed to enhance educator skills in designing blended and online learning environments for their K-12 learners. Additionally, the authors discuss design aspects of the MOOC in regard to learning impact and fi...

This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner e...

This study examined how seven math and science secondary teachers addressed social justice teaching during the COVID-19 pandemic and how their instructional practices mapped onto their pedagogical intentions. Guided by trauma-informed teaching practices and learner engagement conceptual frameworks, the authors argue STEM induction teachers need gre...

We present our Multidimensional Model for Reflective Practice (MMRP) and an accompanying Critical Incident Reflection Protocol (CIR) to bridge theories about reflection and the practice of reflection. The model envisions reflection as a developmental process where practitioners examine the nature of their reflective practice in terms of which profe...

In this conceptual paper, we present a professional practice-oriented Multidimensional Model of Reflective Practice (MMRP) and a Critical Incident Reflection (CIR) protocol as worthwhile tools for supporting teacher candidates (TCs) to become more self-directed, multi-faceted, and holistic in their reflective practice. The model presents reflection...

Across the U.S., dimensions of reform-based teaching practice and reflective thinking of preservice teachers are being evaluated via the Teacher Performance Assessment (edTPA) currently used by over 750 Educator Preparation Programs (SCALE, 2018). We present our efforts to expand our preservice teachers’ reflective practice via a Critical Incident...

Across the U.S., dimensions of reform-based teaching practice and reflective thinking of preservice teachers are being evaluated via the Teacher Performance Assessment (edTPA) currently used by over 750 Educator Preparation Programs (SCALE, 2018). We present our efforts to expand our preservice teachers' reflective practice via a Critical Incident...

The purpose of this study was to measure and explore factors influencing K-12 online teachers’ job satisfaction, organizational commitment, and turnover intentions. Using Maslow’s Hierarchy of Needs (1954), Herzberg’s Two-Factor Theory of Satisfaction (1959, 1968), Meyer and Allen’s measure of Organizational Commitment (1997), and Fishbein and Ajze...

This paper presents a new lens for analyzing written reflections on the teaching experiences of pre-service [science] teachers. The lens, which borrows heavily from Activity Theory, allows science education researchers and teacher educators to identify tensions, disturbances, conflicts, and contradictions within teachers’ written reflections as a m...

Science teacher educators prepare and provide professional development for teachers at all grade levels. They seek to improve conditions in classroom teaching and learning, professional development, and teacher recruitment and retention. Science Teacher Educators as K-12 Teachers: Practicing What We Teach tells the story of sixteen teacher educator...

Most of the professors contributing to this book had spent several years away from teaching children and adolescents, and they yearned to return to K-12 teaching to prove to themselves that they could (still) be effective teachers of youth. They could not move forward as credible people of reform and reform-based practices without putting into prac...

In the education community, the Technological Pedagogical Content Knowledge (TPACK) framework has become a popular construct for examining the types of teacher knowledge needed to achieve technology integration. In accordance with Katz and Raths’s ’Goldilocks Principlen’ (cited in Kagan, 1990), TPACK, with its seven knowledge domains, may be too la...

This paper presents a new lens for analyzing written reflections on the teaching experiences of pre-service [science] teachers. The lens, which borrows heavily from Activity Theory, allows science education researchers and teacher educators to identify tensions, disturbances, conflicts, and contradictions within teachers’ written reflections as a m...

Science teacher educators prepare and provide professional development for teachers at all grade levels. They seek to improve conditions in classroom teaching and learning, professional development, and teacher recruitment and retention. Science Teacher Educators as K-12 Teachers: Practicing What We Teach tells the story of sixteen teacher educator...

Science teacher educators prepare and provide professional development for teachers at all grade levels. They seek to improve conditions in classroom teaching and learning, professional development, and teacher recruitment and retention.Science Teacher Educators as K-12 Teachers: Practicing What We Teach tells the story of sixteen teacher educators...

A science teacher educator returned to teaching adolescents after more than 10years in the professoriate. We studied his beliefs, practice and daily use of inquiry pedagogy while implementing a reform-based curriculum. Reflection on practice was evidenced by a weekly journal, classroom observations and debriefings, and extensive interviews. Newly d...

Readers may access the absract from the journal referenced below: Development of Pedagogical Technology Integration Content Knowledge in Preparing Mathematics Preservice Teachers: The Role of Instructional Case Analyses and Reflection. Authors: KINUTHIA, WANJIRA1, wkinuthia@gsu.edu BRANTLEY-DIAS, LAURIE1, lbdias@gsu.edu CLARKE, PIER ANGELI JUNOR...

This article reports research concerning the effective use of video editing to help cultivate novice teachers’ reflective practice. The study reported here is part of a larger body of research on video-enhanced teacher reflection. For this study, we used a qualitative research design to examine two guided reflection activities for two groups of nov...

This introduction to a special issue on TPACK provides an overview of TPACK and the articles in the issue.

Purpose The purpose of this paper is to propose an electronic support tool that can be used by teacher educators and novice teachers to foster habits of reflective, systematic instructional planning. Design/methodology/approach The authors provide a rationale for their work, present a theoretical framework, propose a unique instructional design mo...

Novice teachers encounter a variety of challenges and uncertainties, not limited to classroom management, cultural diversity, subject matter expertise, integrating technology, and instructional design. The act of planning, both physically and mentally, is a way to diminish these uncertainties. The purpose of this article is to suggest a design mode...

This research examined the effects of case-based instructional strategies on the development of Pedagogical Technology Integration Content Knowledge (PTICK) in alternative teacher preparation students. The study was part of the Crossroads Project funded by the Preparing Tomorrow's Teachers for Using Technology (PT3) grant from the United States Dep...

This study used a variety of qualitative methods within the context of an exploratory single case study to examine the use of digital video as a means for a preservice teacher to capture personal teaching episodes and reflect on them as an integral part of her professional development. Results demonstrate how an urban preservice teacher's work with...

Without Abstract

The authors' aim is to help novice teachers develop as purposeful instructional designers and reflective practitioners. This presentation will briefly describe a reflective instructional design model and report on three related studies that used digital video editing to support preservice teachers' ability to reflect and thus improve their practice...