This qualitative study examines how modeling a pedagogy of play in higher education shifts pre-service teachers’ perceptions. Findings reveal a transition from viewing play as just fun to recognizing it as an intentional pedagogical tool that supports engagement, problem solving, and deep learning across grade levels.
This presentation examines the development of an Integrative Coursework Model that embeds literacy into mathematics and STEM methods courses in teacher preparation. The session highlights features of the model and how coordinated coursework, learning experiences, and planning can support educator preparation programs responding to changing interdisciplinary instructional expectations and literacy initiatives.
Dr. Caitlin Riegel is an Assistant Professor in the Department of Education at Daemen University and previous program coordinator for online graduate elementary and secondary education programs at two institutions. As the current president of the International Society for Educati... Read More →
There is an overall lack of engagement in undergraduate classrooms across college and university settings, even though student engagement contributes to positive learning outcomes and success. However, "engagement" is a broad term and can encompass many smaller, more specific measure, like in-class participation. Using in-class participation as a proxy for engagement, instructors in higher-education have tried implementing a variety of strategies, like iClicker technology, response cards, and Kahoot! to try to promote student engagement. Some of these strategies, may be costly (e.g., iClickers), time consuming or childish (e.g., response cards), or not practice (e.g., use of smartphones or other devices to participate in Kahoot! or similar programs). This study investigated the use of the Good Behavior Game (GBG), a behavioral strategy requiring minimal resources to try to increase in-class participation in a college classroom to try to promote student engagement. In the class in which the GBG was implemented, we saw a large and immediate increase in in-class participation, which lasted for the duration of the period in which the GBG was implemented, in comparison to the class that did not play the GBG, where we saw much lower levels of in-class participation. Implications of our results, limitations, and ideas for future research and implementation will be discussed.
This proposal examines how a community-engaged data visualization project in art teacher preparation became a model for pedagogical transfer, as a preservice teacher adapted its multimodal methods into their student teaching practicum with K-12 learners. The project began in a university art education context where preservice teachers engaged with environmental data collected from Lake Erie as a material for artistic inquiry, visual communication, and media-based learning. Working across data literacy, visual literacy, and digital tools, students translated complex environmental information into creative forms that connected artmaking with natural phenomena.This case traces how one student team member carried their project experience forward into student teaching, designing a data visualization project for their own students. This application of university coursework to classroom practice illustrates how preservice teachers reinterpret art- and science-based methodologies in relation to learners, settings, curricular goals, and available materials. The presentation will examine this process as an example of multimodal pedagogy, cross-generational mentorship, and emerging teacher identity formation.By foregrounding the relationship between the original data visualization project and its later adaptation in a student teaching practicum, this work offers insight into how educator preparation programs can support candidates in developing transferable and innovative pedagogical practices. It also considers how data visualization can function as a bridge between art education, environmental inquiry, and digital media. Ultimately, the project demonstrates how multimodal learning experiences in teacher preparation can travel beyond the university classroom and become meaningful teaching practices in K–12 settings.
We present findings from a study examining NYS school and district leader perspectives of teacher preparation, residency models, and school-university collaboration. Leaders valued teacher residencies and their benefits, but emphasized the need for more shared responsibility, funding, and administrative support. Findings underscore the importance of sustainable, mutually beneficial partnerships between districts and EPPs and highlight areas of tension inherent to year-long residencies.
