The teacher preparation initiative: a professional development framework for faculty

Hungerford-Kresser, Holly; Amaro-Jiménez, Carla

doi:10.1080/02607476.2019.1708631

Cited by 4 publications

(4 citation statements)

References 4 publications

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“…Students may not feel that they have had the opportunities for academic preparation to attend college (Duncheon, 2018) and may question whether they have both the organizational and self-regulation skills to balance the increased academic workload and lack of direct supports in college (McAlister & Mevs, 2012). Having fewer peers or family members to offer guidance based on experience can make this especially troublesome for low-income, first-generation college students (Hungerford-Kresser & Amaro-Jiménez, 2012; Reid & Moore, 2008).…”

Section: Discussionmentioning

confidence: 99%

A mixed-methods analysis of mechanisms to support college enrollment among low-income high school students.

Ober¹,

Ahn²,

Ali³

et al. 2020

Translational Issues in Psychological Science

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The purpose of this study was to build a better understanding of the issues that students encounter during the summer that deter them from enrolling in the first semester of college in the fall. In Study 1, responses to a short survey were examined, and 4 critical factors were identified as deterring students: lack of college-bound identity, life circumstances and financial responsibilities, perceived lack of academic preparation, and opting for alternative career choices. In Study 2, transcription data were analyzed from texting dialogues between students and their college advisers. A thematic analysis revealed that several practical issues emerged with great frequency-most notably financial aid concerns. Social-emotional communication was also identified as a possible mechanism for developing the students' college-bound identity. These findings underscore the need to provide underrepresented students with not only information for completing college and financial aid applications but also with the opportunity for social support and emotional guidance during the summer leading up to college enrollment. What is the significance of this article for the general public?The two studies described in the present article advance our current understanding of factors that influence the college enrollment decisions of college-bound high school students from underrepresented communities. The students needed not only information for completing college and financial aid applications but also an opportunity for social support and emotional guidance during the summer prior to college enrollment.

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Section: Discussionmentioning

confidence: 99%

A mixed-methods analysis of mechanisms to support college enrollment among low-income high school students.

Ober¹,

Ahn²,

Ali³

et al. 2020

Translational Issues in Psychological Science

View full text Add to dashboard Cite

show abstract

“…These findings require policymakers, school heads, and teacher trainers to design a nuanced, continuous, and progressive professional development (PD) program that aligns with teachers' realities in SNS adoption. These PD efforts are crucial as they have been found to positively impact teachers' ability to teach online (Brinkley-Etzkorn, 2018;Hungerford-Kresser & Amaro-Jimenez, 2020). Second, our study indicated the adverse impact of limited and unclear policies on teachers' SNS adoption.…”

Section: Discussionmentioning

confidence: 72%

How university teachers navigate social networking sites in a fully online space: provisional views from a developing nation

Barrot

Acomular

2022

Int J Educ Technol High Educ

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Although social networking sites (SNS) have been widely investigated, very limited information is available about how teachers navigate them within a fully online learning space, the challenges they confront, and the strategies they use to overcome them. Thus, we examined these underexplored areas by interviewing 14 higher education teachers in the field of social sciences. Using a cross-case analysis, overall data indicates that teachers had varied reasons for and considered different factors when adopting SNS for online teaching. Our study also reveals that they used SNS affordances depending on their own teaching contexts and took different roles when teaching online via this platform. Although teachers generally viewed SNS as an instructional approach, they also reported several technical, pedagogical, and learner-related challenges, which they attempted to confront using a variety of strategies. These findings confirmed that teachers’ pedagogical practices and decisions in an SNS-mediated learning environment are shaped by the interaction between and among the teacher-related factors, SNS as an instructional tool, and teaching goals mediated by the policies (existing or not) and their peers. Some key implications of our findings are on designing teacher development programs, recalibrating national, institutional, and classroom policies, and implementing a systemic approach to mitigating pedagogical challenges in an online learning space. Implications for future studies are also discussed.

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“…To aid with the Faculty PD component, the university partnered with AVID (Advancement via Individual Determination) - known for promoting student success in K-20 settings. The AVID Framework aims to help develop culturally relevant teaching that creates a more equitable classroom and environment for all students (Hungerford-Kresser & Amaro-Jiménez, 2020). For SU, AVID was a good partner as both institutions use an asset-based approach that is focused in providing broader access to higher education for students from underserved populations, while fostering excellence in research and teaching.…”

Section: Methodsmentioning

confidence: 99%

“Feel Like More than a Number in the Classroom:” Faculty Perceptions of Professional Development for Student Success

Amaro-Jiménez

Martinez-Cosio

Patterson

et al. 2020

Journal of Hispanic Higher Education

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Students benefit when faculty develop their teaching practice. This study aimed to identify why faculty seek professional development (PD), barriers to addressing classroom needs, and the benefit of PD in developing an understanding of classroom diversity at an HSI. Data from over 400 participants indicate a desire for classroom and online engagement activities. Faculty also described PD as facilitating the building of a community of peers engaged in student success while better understanding shifting demographics.

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The teacher preparation initiative: a professional development framework for faculty

Cited by 4 publications

References 4 publications

A mixed-methods analysis of mechanisms to support college enrollment among low-income high school students.

A mixed-methods analysis of mechanisms to support college enrollment among low-income high school students.

How university teachers navigate social networking sites in a fully online space: provisional views from a developing nation

“Feel Like More than a Number in the Classroom:” Faculty Perceptions of Professional Development for Student Success

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