Volume 6 - September 2018 - GAUISUS - Scholarship on Teaching and Learning at Illinois State University

SELECTED SCHOLARSHIP ON TEACHING AND LEARNING at ILLINOIS STATE UNIVERSITY
Volume 6 • September 2018

EDITOR

Jennifer Friberg
Cross Endowed Chair in the Scholarship of Teaching and Learning

REVIEWERS (Double blind review process)

Phyllis McCluskey-Titus
Educational Administration and Foundations

Erin Mikulec
School of Teaching and Learning

Susan Hildebrandt
Languages, Literatures, and Cultures

TABLE OF CONTENTS

Consequential World Language edTPA: Outcomes, Successes, and Challenges
Susan Hildebrandt, Ph.D. • Department of Languages, Literatures and Cultures
This project examines ISU world language teacher candidates’ learning outcomes on edTPA, a high-stakes, content-specific portfolio assessment used since September 2015 by the State of Illinois to inform K-12 teacher licensure decisions and by ISU teacher education programs as a graduation requirement. This study investigates the 21 ISU world language teacher candidates’ edTPA performance since it became consequential for ISU graduation and teacher licensure, reporting means and standard deviations for the 13 World Language edTPA rubrics and composite scores. Implications for the ISU world language teacher education program and ideas for improving candidate performance are explored.

Demystifying Research: Graduate Student Learning from Three Out-of-Class Research Projects
Phyllis McCluskey-Titus, Ed.D. • Department of Educational, Administration and Foundations
Anne McDowell • Office of Admissions, Lincoln College – Normal
Sean Creedon • Office of Residential Life, Loyola University New Orleans
Erin Kuntz • College of Business and Management, University of Illinois Springfield
Skylar Guimond • Dean of Students Office
Brandon Hensley, Ph.D. • Department of Communication & Organizational Leadership, Millikin University
This qualitative research evaluated what students gained from developing and conducting research as a part of a team outside of their structured curriculum. The research revealed initial motivations, attitudes and expectations of graduate student researchers and their perspectives about conducting research after their projects were completed. Both intrinsic and extrinsic benefits were noted by participants. The article also provides implications for teaching and learning focused on how graduate students can learn from active involvement on research teams.

Improving Instructional Practices of Special Education Teachers through Virtual Simulation and Video Coding: A Demonstration
Shaqwana Freeman-Green, Ph.D. • Department of Special Education
Tara Kaczorowski, Ph.D. • Department of Special Education
The purpose of this multi-phase study was to connect pre-service teachers with emerging technologies to measure changes in providing reflective feedback and improving instructional practices. 120 participants engaged in technology-aided teaching experiences using the TLE TeachLivE™ program to provide students with a low-stakes teaching environment to practice research-based and culturally responsive teaching strategies. A video presents student reflections of their learning via the use of this technology.