Critical Issues in Teacher Education

Critical Issues in Teacher Education

Critical Issues in Teacher Education

The Journal of the Illinois Association of Teacher Educators

Volume XXIV, 2017

ISSN 2165-4913

CRITICAL ISSUES IN TEACHER EDUCATION The Journal of the Illinois Association of Teacher Educators

Volume XXIV, 2017 Table of Contents

Multi-Thematic

Funding Teacher Preparation Programs:

Recruitment and Revenue Generation

4

Janet M. Lear

Universal Prevention for Middle Childhood Students

and Candidates

10

Jason Fruth, Mary Huber, Alan Avila-John

Diversity Mindsets: An Investigation of Illinois Early

Childhood Teachers

23

Annie Reinking

Examining the Construct of Vision in Real Time:

Implications for Teacher Education

33

Aaron Samuel Zimmerman

Association of Teacher Educators' Standards:

Defining Teacher Education as a Profession

42

Romena Garrett Holbert and Sherrie Chan Pardieck

What?! No Final?

59

Gail Saunders-Smith

What Every Contemporary Teacher Educator Needs to Know

About Technology...But, Didn't Know Who To Ask!

65

Rosina Mete, Caitlin Riegel, Alice Kozen, Walter Polka

Mentoring Non-Traditionally Prepared Teachers:

A Focus on the Literature

80

Dwan V. Robinson and Belinda G. Gimbert

Impact of Perceptions and Experiences on Pre-Service Teachers' Levels of Self-Efficacy to Handle School Violence 99

Katie D. Lewis and Lorraine M. Dinkel

Volume XXIV, 2017 1

Editorial Consultants

Sandy Alber Debbie Barnes Andy Brulle Nanette Carli Renee Clift Ron Copenhaver Julie Rainer Dangel Annette D. Digby Robert Fisher Belinda Gimbert W. Robert Houston Donna Jurich Jerry Ligon Jane McCarthy John McIntyre Timothy Richards William Stone Patricia Tate Jim Vandergriff Martha Young

Oakland University University of Central Arkansas Wheaton College Eastern Illinois University University of Arizona Southern Illinois University Georgia State University Stephens College Illinois State University Ohio State University University of Houston University of Arizona National-Louis University University of Nevada Las Vegas Southern Illinois University McKendree University St. Xavier University George Washington University University of Arizona University of Nevada Las Vegas

Critical Issues in Teacher Education is a double blind reviewed scholarly journal published by the Illinois Association of Teacher Educators. The views presented are those of the authors and do not necessarily represent the views of the Illinois Association of Teacher Educators.

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Critical Issues in Teacher Education

REQUEST FOR MANUSCRIPTS

Critical Issues in Teacher Education

Critical Issues in Teacher Education (CITE) is a double blind reviewed refereed scholarly journal of the Illinois Association of Teacher Educators. CITE will publish empirically based or original research articles, synthesis papers, book reviews, and special reports on topics of interest to teacher educators.

The purposes of the publication of CITE are to: 1. Stimulate research and scholarly activity on teacher education; 2. Inform teacher educators about current research, promising practices, and

significant issues concerning teacher education; and 3. Provide a forum for discussion of significant issues and problems in teacher

education. Manuscript Submission

Submissions must be completed papers (not previously published) and should not exceed 25 pages (including references and appendices, double spaced, 12 pt. Times Roman font, 1" margins). The editors request that pages be numbered. Tables, charts, figures, and illustrations should be kept to a minimum and placed in the text at the appropriate location. Authors should follow APA sixth edition guidelines (2010). Notification of the status of manuscripts will take place after the submission deadline. The journal editors reserve the right to make editorial changes.

Include the following in your submission: 1. Cover page: Title of manuscript and complete contact information for ALL authors-- name, institutional affiliation, mailing address, e-mail, and phone (office & cell) numbers. 2. Author(s) biographical sketch (50 words max). Include your name, title, department, institution, and a brief description of your current research interests and publications. 3. One paper copy of abstract (100 - 150 words) and complete manuscript. 4. Two self-addressed stamped business envelopes. 5. An electronic version of the requested information (e.g. CD, USB flash drive, etc. in MS Word, pc preferred) as three separate files: (a) cover page, (b) biographical sketch, (c) abstract and manuscript (prepared for blind review). Provide author name(s), manuscript title, and word processing program on the electronic media. The hard copy of the manuscript and electronic media will not be returned.

Submit manuscripts to: Ed Pultorak, Ph.D., Co-Editor Critical Issues in Teacher Education 911 Donnie Court Joliet, IL 60435-4443 email: pultorak@siu.edu

Volume XXIV, 2017 3

FUNDING TEACHER PREPARATION PROGRAMS: RECRUITMENT AND REVENUE GENERATION by Janet M. Lear

Janet M. Lear is on faculty at University of Denver, CO.

Abstract Faced with a shrinking number of teacher candidates and increasing numbers of teacher preparation programs, Colleges of Education must become more strategic in finding ways to maintain student enrollments. Given the many alternatives routes to teacher licensure, traditional teacher preparation programs cannot count on drawing students by their mere presence at a college or university. Those programs that thrive are those that create a niche, causing teacher candidates to be excited to enroll in that particular program and generating a reason that potential donors will want to fund them. This paper describes five teacher preparation programs that have been successful at drawing in teacher candidates and sets out recommendations based on analysis of their characteristics.

Introduction While many teacher education faculty would be ethically challenged if asked to view their teacher preparation program (TPP) through a purely financial lens, the burgeoning number of TPPs throughout the United States has necessitated that TPP faculty consider ways to work within a marketplace where a decreasing number of teacher candidates have more options to obtain teacher licensure than ever before. Teacher preparation programs and the pathways to teacher licensure vary greatly. For many teacher education faculty, it becomes an ethical imperative to find strategies that increase the recruitment pool to their program, where teacher candidates will be provided with high-quality educational and field experiences intentionally designed to develop well-qualified teachers. In this paper, I describe the efforts of five TPPs that have been consistently successful at increasing enrollments of teacher candidates. In order to understand the particular dynamics that cause certain TPPs to prosper while others stagnate, semi-structured interviews were conducted with professionals who work in TPPs that are thriving. Through an analysis of the attributes that have enabled their success, I provide recommendations to teacher education programs.

Teacher Preparation Program Enrollment Trends TPPs have seen a steady decline in student enrollment since 2009 (U.S Department of Education, 2015). Whereas there has been a 3 percent decline of general post-secondary enrollments since 2009, TPPs have seen a decrease of 31 percent during the same time period (U.S. Department of Education, 2015). ACT data indicates that 16 percent less high school graduates report aspirations to go into the teaching profession (Higgins, 2015). Various factors have been cited to explain the consistent drop in enrollment. Historically, careers fueled by women, such as the teaching, tend toward lower pay than other careers with similar post-secondary educational requirements. In the past, teacher demand was also supplied by educated minority men and women who were unable to cross the racial barrier to other professions (Sedlak, & Schlossman, 1986). As barriers continue to be broken, these groups have increasingly chosen career paths with greater pay-offs.

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