School of Education Book Chapters

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Inservice Teachers' TPACK Development: Trends, Models, and Trajectories

Judi Harris

How is experienced teachers’ TPCK/TPACK developed? The full range of professional development (PD) models for inservice teachers’ TPACK-related professional learning is overviewed in this chapter, classified according to eight process-focused PD approaches and 12 specific strategies, and situated within the larger (non-TPACK) PD literature. Current and probable future trends in TPACK-related PD are documented and hypothesized, mirroring, in part, nascent assertions made by other researchers that effective PD for teachers is highly contextualized, personalized, and variable in structure, purpose, orientation, and process. Recommendations for future TPACK PD research and development are then made, based upon the trends and models discussed.
Tenet two: Commit to student learning as a primary focus

James P. Barber
Gifted Children and Peer Relationships

Jennifer Riedl Cross

The Social and Emotional Development of Gifted Children remains the only book that provides a comprehensive summary of the empirical research on the social and emotional development of gifted children by leading authorities in the field. It includes several features that make it the leading text on what we know about the social and emotional development of gifted children. For example, it summarizes the most significant findings from the empirical research on the topic. It also includes noteworthy variations that have been observed across cultural groups or global contexts. Each chapter also provides a short description of the practical applications that can be made from the research. This second edition includes an entirely new section on the psychosocial aspects of talent development, as well as addresses the burgeoning interest and research base regarding gifted performance. The text also includes several new topics that have emerged from the research in the past decade, such as the neuroscience of talent development and motivation for talent development. This book is a service publication of the National Association for Gifted Children.
Talent development as career development in gifted African American youth

A. D. Frazier, Jennifer Riedl Cross, and Tracy L. Cross

African American Students’ Career and College Readiness: The Journey Unraveled explores the historical, legal, and socio-political issues of education affecting African American students and their career and college readiness. Each chapter has been written based on the authors’ experience and passion for the success of students in the African American population. Some of the chapters will appear to be written in a more conversational and idiomatic tone, whereas others are presented in a more erudite format. Each chapter, however, presents a contextual portrayal of the contemporary, and often dysfunctional, pattern of society’s approach to supporting this population. Contributors also present progressive paradigms for future achievements. Through the pages of this book, readers will understand and hopefully appreciate what can be done to promote positive college bound self-efficacy, procurement of resources in the high school to college transition, exposure and access to college possibilities, and implications for practice in school counseling, education leadership, and higher education.
Science Teachers’ Beliefs: Perceptions of Efficacy and the Nature of Scientific Knowledge and Knowing

Jason A. Chen, David B. Morris, and Nasser Mansour

As we write this chapter, teachers across the United States are preparing for their first days of school. Besides the excitement associated with teaching students who are newly energized after a long summer break, science teachers also come into the school year with a host of beliefs that may well shape the ways in which they teach and may ultimately have some bearing on their students’ overall experiences with science. Although there are countless beliefs that teachers hold with regard to science, in this chapter we focus specifically on two beliefs that have received the most research attention—teachers’ self-efficacy, which describes their beliefs about their capability to teach science, and their epistemic beliefs, which describe their beliefs about the nature of scientific knowledge and knowing. Science has been described by many as one of the most difficult school subjects (Drew, 2011; Dweck, 2006; National Academies of Science, 2011). For this reason, the National Academies of Science has noted that a strong sense of competence is critical for success in science and for persistence in science-related careers. For science teachers in particular, this same robust sense of competence is required both to understand science and to teach it well, as teachers who feel incompetent in science are more likely to avoid teaching it (Grindrod, Klindworth, Martin, & Tytler, 1991; Skamp, 1995). Given the importance of competence beliefs in learning and teaching science, we focus on one of the most well-studied constructs dealing with this belief—teachers’ self-efficacy for teaching science. Besides self-efficacy, scholars and practitioners alike have documented the regrettable lack of sophistication that students have with regard to their basic scientific literacy. For example, many students in middle school believe that science is composed entirely of absolute truths (BouJaoude, 1996), and that the development of scientific knowledge leaves little room for creativity and imagination (Griffiths & Barman, 1995; Lederman & O’Malley, 1990; Smith, Maclin, Houghton, & Hennessey, 2000). These troubling cases can be traced to teachers not understanding the complex nature of scientific knowledge well enough to communicate that level of sophistication to their students (Brickhouse, 1990; Duschl & Wright, 1989; Hashweh, 1996; Keys & Bryan, 2001). They can also be traced to institutional structures, such as an undue emphasis on testing, which can lead some science teachers to avoid teaching about the complexities of science (Brickhouse & Bodner, 1992; Munby, Cunningham, & Lock, 2000). The development of students’ deep understanding and appreciation for the complexity of science starts first with teachers. Teachers must have a deep level of understanding about the complexity of scientific knowledge. That is, they must understand that knowledge in science is connected to other fields of knowledge; that scientific knowledge is often revised with new evidence; that scientists often disagree; and that scientific knowledge must be justified with evidence from multiple sources and multiple experiments. Teachers must also possess the selfefficacy to lead their students through learning activities that model that complexity. Being able to teach in such a manner is certainly no easy task. It requires substantial skills in planning and organizing. It requires teachers to possess excellent classroom management skills, the ability to engage and motivate students, as well as the ability to connect these rich learning activities to the standards on which students will be tested. Given these issues that science teachers must grapple with, we chose to study science teachers’ self-efficacy and their epistemic beliefs about science.
Faculty as border crossers: A study of Fulbright faculty

Pamela L. Eddy

As adult learners, faculty members approach new experiences based on events of the past, but this underlying framework of understanding is challenged when they work abroad for an extended period of time.
The Construct is in the Eye of the Beholder: School Districts’ Appropriations and Reconceptualizations of TPACK

Judi Harris and Mark J. Hofer

Despite debates about the specific parameters of its eight subcomponents, TPACK is generally understood within university-based teacher education communities as the knowledge needed to incorporate technologies—especially digital tools and resources—effectively in teaching and learning. How do professional development providers working within primary and secondary schools and districts conceptualize and operationalize TPACK? Our study of educational technology-related professional development in seven North American schools and districts in seven states/provinces found that educational leaders’ discussion and operationalization of the TPACK construct differs from that of university-based researchers in intriguing and important ways. In these organizations, TPACK was both appropriated to reconnect curriculum and pedagogy with educational technology use after prior technocentric professional development was found to be lacking, and reconceptualized to focus more upon practice than knowledge.
Education as the Property of Whites: African Americans' Continued Quest for Good Schools

Jamel K. Donnor

Historically, White people, and by default whiteness (i.e., White racial hegemony/White supremacy), have played a central role in determining Black people’s 1 access to education in the United States (Anderson, 1988; Du Bois, 1973/2001; Woodson, 1933/1993). Beginning with the country’s founding, with the outlawing of teaching slaves how to read and write to the imposition of the Hampton model of industrial education, which emphasized “an ideology [that was] inherently opposed to the political and economic advancement of [B]lack southerners” (Anderson, 1988, p. 53), to state-authorized and enforced public school racial segregation (i.e., Jim Crow), White people have shaped the educational fortunes of their Black counterparts. Despite African Americans being the first racial group in the US to advocate for universal public schooling, Whites have traditionally sought to maintain an inherently separate and unequal public schooling system (Anderson, 1988).
Big fish in a small pond: Leadership succession at a rural community college

Pamela L. Eddy

This book presents leaders and aspiring leaders in community colleges with a theoretical and practical framework for analyzing their leadership styles, and determining the dimensions of leadership they need to improve in order to strengthen their capacity to resolve complex issues and effectively guide their institutions.

It does so through presenting theories about leadership that are congruent with the notions of equity, access, diversity, ethics, critical inquiry, transformational change, and social justice that drive the missions of community colleges, and at the same time provides the reader with the strategic skills to prepare for and navigate the profound changes ahead.

Readers will gain an understanding of how to use theory as a tool to guide their practice, better understand the intricacies of the issues confronting them, the power dynamics and organizational context in which they operate, predict potential outcomes, and develop processes to achieve desired outcomes. Utilizing theory in conjunction with case study analysis provides community college leaders with the tools needed to comprehensively interrogate and inform decision-making processes.

The authors provide a number of rich and realistically complex case studies, all of which are situated in a community college environment, to which readers can apply the various theories and perspectives, develop their view about the principles and actions most likely to lead to satisfactory outcomes, and hone the approaches to leadership that are authentic to them, and effective.

The authors aim to help readers develop the multi-faceted approach to leadership that is essential to running complex organizations. They aim to promote development of the “whole” leader through a three-fold framework of theory, practice, and introspection in context of institutional change. In doing so, leaders will be better equipped to lead community colleges in challenging times.

The authors tie AACC’s competencies to the leadership theories they cover, as well as to the analysis of the case studies, and leadership inventories, as an essential framework for developing the skill sets to enact the community college mission.

The book is suitable for personal reading and reflection, institutional leadership retreats and training, and as a text for higher education courses.
Managing today’s community colleges: A new era?

Pamela L. Eddy

Understanding Community Colleges provides a comprehensive review of the community college landscape―management and governance, finance, student demographics and development, teaching and learning, policy, faculty, and workforce development―and bridges the gap between research and practice. This contributed volume brings together highly respected scholars in the field who rely upon substantial theoretical perspectives―critical theory, social theory, institutional theory, and organizational theory―for a rich and expansive analysis of community colleges. The latest text to publish in the Core Concepts in Higher Education series, this exciting new text fills a gap in the higher education literature available for students enrolled in Higher Education and Community College graduate programs.

This text provides students with:
- A fresh examination of emerging issues and insight into contemporary community college practices and policy.
The impact of state policy on community college STEM programs

Pamela L. Eddy and Tiffany N. F. Pugh

As United States policymakers and national leaders are increasing their attention to producing workers skilled in science, technology, engineering, and mathematics (STEM), community colleges are being called on to address persistence of minorities in these disciplines. In this important volume, contributors discuss the role of community colleges in facilitating access and success to racial and ethnic minority students in STEM. Chapters explore how community colleges can and do facilitate the STEM pipeline, as well as the experiences of these students in community college, including how psychological factors, developmental coursework, expertiential learning, and motivation affect student success. Community Colleges and STEMultimately provides recommendations to help increase retention and persistence. This important book is a crucial resource for higher education institutions and community colleges as they work to advance success among racial and ethnic minorities in STEM education.
Coming into Focus: Positioning Student Learning from The Student Personnel Point of View to Today

James P. Barber and Daniel A. Bureau

Excerpt from "Coming into Focus: Positioning Student Learning from The Student Personnel Point of View to Today" by James P. Barber (2012)

"Although 75 years have passed, it is evident that recent student affairs documents carry the same DNA as The Student Personnel Point of View. For example, The Student Learning Imperative, Principles of Good Practice for Student Affairs, and Learning Reconsidered each advocate a holistic approach to student experience and express the relevance of the student affairs educator. However, the context of higher education today is vastly different from the landscape of 1937... For the last century, the student affairs profession has been responsive to environmental changes. One way in which the profession has evolved is through strengthening its alignment with the goal of learning. Today promoting student learning is central to, not simply a byproduct of, good student affairs practice."
A holistic perspective of leadership competencies

Pamela L. Eddy

The AACC competencies were initially developed to help provide guidance in developing community college leaders because of predictions of a leadership crisis in the two-year college sector.

Since their creation, the competencies have been used to direct topics in leadership development programs and to guide future leaders about what skills are critical to master. Yet scant research exists on the use of the competencies in practice or on analysis of the competencies within the changing higher education climate.

This issue provides a review of the research on the competencies in the field and posits several strategies for the future use of the competencies and potential changes to the competencies.

This is the 159th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Editor’s Notes

Pamela L. Eddy

The AACC competencies were initially developed to help provide guidance in developing community college leaders because of predictions of a leadership crisis in the two-year college sector.

Since their creation, the competencies have been used to direct topics in leadership development programs and to guide future leaders about what skills are critical to master. Yet scant research exists on the use of the competencies in practice or on analysis of the competencies within the changing higher education climate.

This issue provides a review of the research on the competencies in the field and posits several strategies for the future use of the competencies and potential changes to the competencies.

This is the 159th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Testing an Instrument Using Structured Interviews to Assess Experienced Teachers’ TPACK

Judi Harris, Neal Grandgenett, and Mark J. Hofer

In 2010, the authors developed, tested, and released a reliable and valid instrument that can be used to assess the quality of inexperienced teachers’ TPACK by examining their detailed written lesson plans. In the current study, the same instrument was tested to see if it could be used to assess the TPACK evident in experienced teachers’ planning in the form of spoken responses to semi-structured interview questions. Interrater reliability was computed using both Intraclass Correlation (.870) and a score agreement (93.6%) procedure. Internal consistency (using Cronbach’s Alpha) was .895. Test-retest reliability (score agreement) was 100%. Taken together, these results demonstrate that the rubric is robust when used to analyze experienced teachers’ descriptions of lessons or projects offered in response to the interview questions that appear in the Appendix.
TPACK Research with Inservice Teachers: Where’s the TCK?

Mark J. Hofer and Judi Harris

Researchers are increasingly exploring the development and expression of experienced teachers’ technological pedagogical content knowledge (TPACK). While the majority of extant studies focus on evidence and growth of TPACK holistically, some have begun to distinguish teacher knowledge in TPACK’s subdomains, including technological pedagogical knowledge (TPK) and technological content knowledge (TCK). In reviewing this literature, one pattern has become apparent: teachers’ TPK is documented considerably more often than their TCK across studies that have disaggregated results according to these subdomains. This paper reviews the studies that together illustrate this trend, offering potential explanations and suggestions for further investigation.
Navigating the Drinking Culture to Become Productive Citizens

James P. Barber

Contested Issues in Student Affairs augments traditional introductory handbooks that focus on functional areas (e.g., residence life, career services) and organizational issues. It fills a void by addressing the social, educational and moral concepts and concerns of student affairs work that transcend content areas and administrative units, such as the tensions between theory and practice, academic affairs and student affairs, risk taking and failure; and such as issues of race, ethnicity, sexual orientation, and spirituality. It places learning and social justice at the epicenter of student affairs practice.

The book addresses these issues by asking 24 critical and contentious questions that go to the heart of contemporary educational practice. Intended equally for future student affairs educators in graduate preparation programs, and as reading for professional development workshops, it is designed to stimulate reflection and prompt readers to clarify their own thinking and practice as they confront the complexities of higher education.
The Education of Black Males in a 'Post-Racial' World

Anthony L. Brown and Jamel K. Donnor

The Education of Black Males in a ‘Post-Racial’ World examines the varied structural and discursive contexts of race, masculinities and class that shape the educational and social lives of Black males. The contributing authors take direct aim at the current discourses that construct Black males as disengaged in schooling because of an autonomous Black male culture, and explore how media, social sciences, school curriculum, popular culture and sport can define and constrain the lives of Black males. The chapters also provide alternative methodologies, theories and analyses for making sense of and addressing the complex needs of Black males in schools and in society. By expanding our understanding of how unequal access to productive opportunities and quality resources converge to systemically create disparate experiences and outcomes for African-American males, this volume powerfully illustrates that race still matters in 'post-racial' America.
Motivated dogmatism and the high ability student

Jennifer Riedl Cross

This title looks at the dogmatism that limits the perspectives of professionals, policymakers, and other stakeholders in gifted education. In a field where concepts and definitions surrounding high ability have been contested for many years, there is increasing interest in clarifying these notions today. This book offers such clarity, searching outside of the predominant conceptual frameworks that dominate thinking about giftedness and talent, and examining ways in which this conceptual fog stunts and warps the development of gifted minds and limits the effectiveness of curriculum development and instruction. The book directly addresses the connection between dogmatism and high ability, exploring ways in which otherwise bright individuals can make unintelligent decisions.
Peer relationships

Jennifer Riedl Cross

The Handbook of School Counseling for Students With Gifts and Talents: Critical Issues for Programs and Services provides the definitive overview of research on the general knowledge that has been amassed regarding the psychology of gifted students, introducing the reader to the varied conceptions of giftedness, issues specific to gifted children, and various intervention methods. Additionally, this handbook describes programs designed to fulfill the need these children have for challenge. With chapters authored by leading experts in the field, The Handbook of School Counseling for Students With Gifts and Talents offers a place for professionals to turn for answers to a wide variety of questions about gifted children.
Designs for Curriculum-Based Telementoring

Judi Harris

Telementoring for K-12 students is done primarily outside of school, typically addressing topics that are extrinsic to school curricula. As beneficial as extracurricular telementoring can be, bringing mentors virtually into classrooms to interact with students and teachers over time holds great potential—and considerable challenge—for both. How can telementoring be integrated effectively into content-based curricula taught in face-to-face educational contexts like classrooms? What is key to the success of this type of curriculum-based telementoring? Answers to these questions appear below, illustrated by examples from an informal taxonomy of curriculum-based telementoring projects that were facilitated by the Electronic Emissary (http://Emissary.wm.edu/), the longest-running formal telementoring program for K-12 students and their teachers.
Testing a TPACK-Based Technology Integration Observation Rubric

Mark J. Hofer, Neal Grandgenett, Judi Harris, and Kathy Swan

Teachers' knowledge for technology integration - conceptualized as technological pedagogical content knowledge, or TPACK (Mishra & Koehler 2006) - is difficult to discern, much less assess. Given the complexity, situatedness and interdependence of the types of knowledge represented by the TPACK construct, well-triangulated ways to assess demonstrated technology integration are needed. In 2009, three of the authors created and tested a rubric that was found to be a valid and reliable instrument to assess the TPACK evident in teacher's written lesson plans (Harris, Grandgenett & Hofer 2010). We have now also developed a TPACK-based observation rubric that testing has shown to be robust. Seven TPACK experts confirmed the rubric's construct and face validity. The instrument's interrater reliability coefficient (.802) was computed using both Intraclass Correlation and a percent score agreement (90.8%) procedure. Internal consistency (Cronbach's Alpha) was .914. Test-retest reliability (score agreement) was 93.9%.
Editor’s notes

Pamela L. Eddy
Institutional Collaborations in Ireland: Leveraging an Increased International Presence

Pamela L. Eddy

Five case examples highlight how Ireland is using collaborations to meet national goals
New faculty issues—Fitting in and figuring it out

Pamela L. Eddy

The first chapter in this volume presents an overview of the faculty personnel challenges facing community colleges; the next three discuss the socialization and professional development of new faculty. Authors stress the importance of understanding differences among the typs of community colleges and the importance of gender and racial/thnic diversity among the facultry of the institutions who educate the majority of undergraduate females and students of color. The volume concludes with chapters on legal aspects related to the faculty employment and the experiences of presidents and senior instructional administrators, giving valuable guidance to those actively involved in the hiring process. At the heart of this volume is the continued commitment to the community college ideal of providing educational access and, through quality instruction, facilitating student learning and success.

Previous research indicated that community college faculty retire at or near the traditional age of sixty-five. With an aging faculty, enrollments that are reaching unprecedented levels, and the federal goverment calling for the community college to take an even greater role in workforce training, community colleges will need to both replace significant portions of their faculty and hire additional faculty lines between now and 2020. This next hiring wave has implications for community colleges, the diverse student populations who attend these institutions, and society in general.

This is the 152nd volume of the Jossey-Bass quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.