Podcasts about Teacher education

Exploring how simulations are shaping education research and practice, with insights from the book Promoting Equity through Approximations of Practice in Mathematics Education. It examines how approximations of practice can help educators sharpen their skills while keeping equity at the forefront. It's not just about improving instruction; it's about ensuring that all students, regardless of background, have access to high-quality learning experiences.Links:Lee, C., Bondurant, L., Sapkota, B., Howell, H. (2025). Promoting equity in approximations of practice for mathematics teachers. IGI Global. https://doi.org/10.4018/979-8-3693-1164-6Benoit, G., Barno, E., & Reich, J. (2025). Simulating Equitable Discussions Using Practice-Based Teacher Education in Math Professional Learning. In C. Wilkerson Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting Equity in Approximations of Practice for Mathematics Teachers (pp. 165-200). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-1164-6.ch008 Shaughnessy, M., Boerst, T. A., Garcia, N., & Claiborne, B. (2025). Orienting to Student Sense-Making: Using Simulations to Support the Development of Equitable Mathematics Teaching. In C. Wilkerson Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting Equity in Approximations of Practice for Mathematics Teachers (pp. 253-276). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-1164-6.ch011 Howell, H., Shaughnessy, M., Stengel, B., Lee, C., Bondurant, L., Sapkota, B., Benoit, G., & Lai, Y. (2025). Editorial insights: Reflections on the volume and charge to the field. In C. Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting equity in approximations of practice for mathematics teachers (pp. 395-414). IGI Global. https://doi.org/10.4018/979-8-3693-1164-6.ch017Ataide Pinheiro, W., Kaur Bharaj, P., Cross Francis, D., Kirkpatrick Darwin, T., Esquibel, J., & Halder, S. (2025). An Investigation of Gender Biases in Teacher-Student Interaction in Mathematics Lessons Within a Virtual Teaching Simulator. In C. Wilkerson Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting Equity in Approximations of Practice for Mathematics Teachers (pp. 201-228). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-1164-6.ch009 MIT's Teacher Moments digital simulation platform: https://teachermoments.mit.edu/ Becoming a More Equitable Educator https://openlearninglibrary.mit.edu/courses/course-v1:MITx+0.503x+T2020/about Reich, J. (2022). Teaching drills: Advancing practice-based teacher education through short, low-stakes, high-frequency practice. Journal of Technology and Teacher Education, 30(2), 217-228. https://doi.org/10.70725/023707spaywm Bima's lit review: https://doi.org/10.1080/14794802.2023.2207088 Hosted on Acast. See acast.com/privacy for more information.

Zafar Siddique joined me for a conversation about how AI can be used for inclusive learning and teaching, and teacher training.

Main topic: Talking about Teacher Education with Malba BarahonaWatch in YouTube ⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠***Check our Website: ⁠⁠⁠⁠⁠⁠https://www.eltinchile.com/⁠⁠⁠⁠⁠⁠Hope you enjoy this episode! We welcome your feedback and comments, feel free to email us at ⁠⁠⁠⁠⁠⁠podcast@eltinchile.com⁠⁠⁠⁠⁠⁠Follow us on ⁠⁠⁠⁠⁠⁠Facebook⁠⁠⁠⁠⁠⁠, ⁠⁠⁠⁠⁠⁠Instagram⁠⁠⁠⁠⁠⁠, ⁠⁠⁠⁠BlueSky⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠YouTube⁠⁠⁠⁠⁠⁠Connect with us on ⁠⁠⁠⁠⁠⁠LinkedIn

A university lecturer and author of Leaving Cert textbooks on construction studies has resigned from a group tasked with redeveloping the subject over claims that the new syllabus is being “dumbed down”. To discuss this further Trevor Hickey, Associate professor and Course Director of the Teacher Education programme for construction studies at University of Limerick.

A university lecturer and author of Leaving Cert textbooks on construction studies has resigned from a group tasked with redeveloping the subject over claims that the new syllabus is being “dumbed down”. To discuss this further Trevor Hickey, Associate professor and Course Director of the Teacher Education programme for construction studies at University of Limerick.

Send us a text with your feedback from this session! WHAT IS THE INTERNATIONAL ARRANGEMENT?Join this chAT to learn what it means to be an Athletic Trainer/Therapist around the globe and how this can lead to international work, collaboration and growth of our profession. Our distinguished panel discusses how to navigate the agreement, which countries are currently connected through the agreement and how it serves our profession around the globe.  The Panel: Steve Aspinall is a registered Sport Rehabilitator and has been the Chief Executive Officer for BASRaT since 2018 and prior to that he was Chair of the Executive Committee for 13 years. Previously, he was a lecturer in Sport Rehabilitation in the School of Health and Society at the University of Salford for over 20 years and was also an Associate Editor at the British Journal of Sports Medicine from 2015 to 2023; the worlds leading Sports and Exercise Medicine journal. (BASRaT)Pete Dewar currently serves as the Director of Operations for the Canadian Athletic Therapists Association (CATA). He is also a Board Member of the Association of Accrediting Agencies of Canada (AAAC), contributing to the oversight and development of accreditation practices across a broad range of disciplines. In addition to his leadership roles in Canada, Pete is internationally engaged as the Chair of the World Congress Committee for the World Federation of Athletic Training and Therapy (WFATT), where he helps shape global collaboration and knowledge exchange in the field. Pete holds a Bachelor of Science in Athletic Training from Purdue University and a Master's in Teaching and Teacher Education from the University of Arizona. He has been a Board of Certification Certified Athletic Trainer (ATC) since 2008. (CATA)Shannon Fleming is the Sr. Vice President of Credentialing for the BOC. Shannon began a career in athletic training as an Assistant Athletic Trainer at Nebraska Wesleyan University from August 1999 to May 2000. Educational credentials include a Master of Arts in Health and Physical Education/Fitness from Tennessee Technological University and a Bachelor of Science in Kinesiology and Exercise Science from Nebraska Wesleyan University. (BOC)Enda Whyte is an assistant professor in the School of Health and Human Performance and currently programme chair for the BSc in Athletic Therapy and Training at Dublin City University. Enda is the co-founder of the Centre for Injury Prevention and Performance in the School of Health and Human Performance. His research themes include determining risk factors for common musculoskeletal injuries related to physical activity and the subsequent development of injury prevention programmes which he has published widely on. (ARTI)

State Your P.E.A.C.E.: Dave Wolffe Fortieth Episode: Dave developed the Anger Management Power (A.M.P.) Program that's been used with more than 1,000 teens and 600 others, including parents, college students, and professionals who work with young people. It's been used with Dispute Resolution and Teacher Education students in several New York area colleges and with parent and professional groups. Dave is committed to helping young people manage their anger in positive ways, to giving them information and methods by which to curtail bullying, and to helping adults who work with youngsters save them from physical, emotional or psychological pain. Dave has been an Adjunct Lecturer/Anger Management Specialist at the John Jay College of Criminal Justice in Manhattan, teaching P.E.A.C.E. (Peace Enhancement Attained-Collaborative Efforts) and a teacher and guidance counselor in the New York City Department of Education. He joins me for what's sure to be an hour of enlightenment and learning. Video Version:  https://www.youtube.com/live/ahH2Tvl0I-8?si=lF0I8ddqzyrcOeox Learn more about Mark here: https://www.youtube.com/channel/UC4cXoftnMYJ7bREYG-K9eng https://www.linkedin.com/company/the-anxious-voyage/about/?viewAsMember=true https://www.facebook.com/profile.php?id=100095313165139 https://www.linkedin.com/in/markobrien/ https://www.facebook.com/MarkNelsonOBrien https://www.facebook.com/MartinTheMarlin/ mark@obriencg.com

Learning to teach math teachers better with Dr. Farshid Safi, K-12 Math Educator, Associate Director for Teaching and Service and Associate Professor in the School of Teacher Education at the University of Central Florida, as well as the President of the Association of Mathematics Teacher Educators. We discuss with Farshid the upcoming 2026 conference and how AMTE is continuing to live out its mission and position statements. Links from the episode AMTE Mission and Long Term Goals (https://amte.net/about) AMTE Position Statements (https://amte.net/positions) 2026 AMTE Annual Conference in Portland, OR (https://amte.net/content/2026-annual-amte-conference) Teaching Math Teaching Episode 47 - Farshid Safi: Sense-Making and Adjusting (https://www.teachingmathteachingpodcast.com/47) AMTE Awards (https://amte.net/about/awards) AMTE Affiliate Directory (https://amte.net/affiliates/directory) The Transition Years Podcast Series (https://amidonplanet.com/transitionyears/) Poem by Sa'adi (Persia, 13th Century), translation by M. Aryanpoor: (https://englisifarsi.com/blogs/news/saadi-poem-placed-at-the-entrance-of-the-united-nations-building-nyc?srsltid=AfmBOoqxtVuKuujoDjYmmZFUbQRLcooEftjkEu7Au3saKYc-57oq0rjE) Human beings are members of a whole, In creation of one essence and soul. If one member is afflicted with pain, Other members uneasy will remain. If you've no sympathy for human pain, The name of human you cannot retain! Special Guest: Farshid Safi.

Send us a textGuest Bio:Claude Goldenberg is Nomellini & Olivier Professor of Education, emeritus, in the Graduate School of Education at Stanford University. A native of Argentina, his areas of research and professional interest have centered on promoting academic achievement among language minority children and youth. Prior to his arrival at Stanford, Goldenberg was Professor of Teacher Education, Associate Dean of the College of Education, and Executive Director of the Center for Language Minority Education and Research (CLMER) at California State University, Long Beach.Claude Goldenberg's thoughts on the article discussed-“It's propaganda masking as research.” Article Discussed-https://californianstogether.org/wp-content/uploads/2025/02/24-Voices-from-the-Field-FINAL-print.pdf“No-BS Literacy View Consulting Services with Judy and Faith are Now Available!”Unlock Unstoppable Success: Bring Faith and Judy's Transformative Consulting to Your School or District Today!Please check out all of our consulting offerings at- Services – The Literacy View. You can also contact us at FaithandJudy@gmail.comYou can also advertise- FaithandJudy@gmail.com Advertising With The Literacy View: Website: Homepage - LTR Tutoring AssociatesEmail Address- McManus.LTR@comcast.net Phone: 603-226-7190Our website includes upcoming public professional development opportunities. We also provide site-based PD. Please contact us for more details. Tumbleweed Publishing-DecodablesLink to order or contact our Friends at Tumbleweed Publishing for their amazing decodables! You can also text or call Christina Rodriguez, the author and publisher directly at (401)441-3353. She will help you with all order related questions.Support the showThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

In Episode 89, Kathryn and Theresa welcome Dr. Erin Zaffini, Director of Teacher Education at Longy School of Music in Cambridge, Massachusetts. Erin specializes in access, equity, and inclusion in music education, and works extensively with teachers through workshops, consulting, and graduate education. In this insightful conversation, Erin shares her journey from unintentionally tokenizing culture in her teaching to developing sustainable, authentic practices that center student voices and community traditions. She offers powerful reflections and practical steps for educators who want to move from surface-level cultural inclusion to more meaningful engagement.This episode is a must-listen for music educators striving to create inclusive classrooms without feeling overwhelmed. Erin reminds us that change doesn't have to happen all at once—it's about consistent, thoughtful progress over time. Whether you're teaching general music or conducting an ensemble, you'll walk away with actionable strategies to deepen cultural relevance in your teaching. Tune in and be inspired to take that next small, meaningful step toward more inclusive music education.Connect with Erin and learn more: LinkedIn Instagram - @doctorz_longyPersonal website - http://www.erinzaffini.com/School website - http://www.longy.edu/Other resources from this episode: Episode 86: The Power of Student Voice: Building Equity in Music Education, with Felipe Morales-Torres Learn more about Pass the Baton:Pass the Baton website⁠⁠Join the Coffee ClubSupport Pass the BatonAmplify student voice with Exit Tickets for Self Reflection!

The Robert Noyce program supports talented science, technology, engineering, and mathematics (STEM) undergraduate majors and professionals to become effective K-12 STEM teachers. It also supports experienced, exemplary K-12 STEM teachers to become teacher leaders who continue as classroom teachers in high-need school districts.  Each year the Southeast Regional Noyce Conference hosts recipients of the funding to network and to learn about new and innovative STEM teaching practices. In this special edition of Sincerely, South, Dr. Joe Gaston talks with Noyce scholars, teachers, and program personnel from throughout the southeast region. Tune in as they share their stories of growth and as they recount how the Noyce program has made a difference in their lives and in the lives of their students. Hear from first-generation college students, seasoned STEM professionals, and teacher leaders about their experiences with NSF Noyce.If you or someone you know is interested in becoming a STEM teacher through the NSF program contact Dr. Susan Ferguson (ferguson@southalabama.edu) or Dr. Katie Guffey-McCorrision (skguffey@southalabama.edu).

Dr. Fekede Tuli, Vice President for Academic Affairs and Associate Professor of Teacher Education at Kotebe University of Education, spoke with us about how Ethiopia is striving to sustain its education system amid local armed conflicts and economic hardship. Despite the serious challenges, he highlighted the dedication of teachers and the determination of students to continue learning, even under difficult circumstances. He also emphasized the importance of international collaboration and innovative approaches to keep education accessible in times of crisis. Joanna Williams, former university lecturer, academic and Visiting Fellow at MCC and researcher at the Learning Institute, made the podcast with him, delving deeper into these issues and exploring how education can remain a pillar of hope and resilience for Ethiopia's future.Dr. Joanna Williams – former university lecturer, academic, and Visiting Fellow at MCCDr. Fekede Tuli, Vice President for Academic Affairs and Associate Professor of Teacher Education at Kotebe University of EducationAz MCC Podcast adásaiban érdekes emberekkel izgalmas témákról beszélgetünk. Feldolgozzuk a közélet, a gazdaság, a társadalom fontosabb aktuális történéseit, de olyan kérdéseket is napirendre veszünk, mint például a művészet, a család vagy a vallás. Vendégeink között oktatóink, kutatóink, vendégelőadóink kapnak helyet. Mindenkinek kellemes időtöltést és szellemi feltöltődést kívánunk.

Want to share your feedback? Send us a message!Dr. Kathleen Scaler Scott, Ph.D., CCC-SLP, BCS-SCF, joins host Sara MacIntyre, M.A., CCC-SLP, for an in-depth discussion on the assessment and treatment of cluttering. In this episode, Dr. Scaler Scott breaks down the differential diagnosis process using the LCD definition, provides a comprehensive overview of assessment and treatment, and shares clinical examples and key considerations along the way. Packed with practical insights, this episode will leave listeners feeling more confident and ready to apply what they've learned immediately.Tip: For additional background, check out a Season 6 episode "All Things Cluttering with Dr. Kathleen Scaler Scott" Resources:'All Things Cluttering with Dr. Kathleen Scaler Scott,' Stuttering Foundation Podcast Episode [referenced in episode]'The Cluttering Experience' Rutger Wilhelm Stuttering Foundation Podcast Episode'Cluttering: Expanding Evaluation & Treatment' Virtual Learning Session'Cluttering: Shared Experiences' Virtual Learning SessionCluttering Conversations PodcastASHA Leader Article: Debunking Myths About ClutteringKathleen Scaler Scott, Ph.D., CCC-SLP, BCS-SCF, is a practicing speech-language pathologist, Board Certified Specialist in Stuttering, Cluttering and Fluency, and Professor of Speech-Language Pathology at Misericordia University. She has been a practicing clinician for 30 years in hospital, school, and private practice settings. Dr. Scaler Scott's research interests are largely in cluttering, atypical disfluency, and child language and literacy disorders. She has spoken nationally and internationally and authored peer reviewed articles, book chapters and books on the topic of fluency, literacy and pragmatic challenges. She was the first Coordinator of the International Cluttering Association, and is the recipient of the 2018 Deso Weiss Award for Excellence in the Field of Cluttering, and the 2018 Professional of the Year award from the National Stuttering Association. In 2020, Dr. Scaler Scott received the Judge Max and Tillie Rosenn Excellence in Teaching Award from Misericordia University. In 2022, she became a Fellow of the American Speech-Language-Hearing Association.She is co-editor of Cluttering: A Handbook of Research, Intervention, and Education, co-author of Managing Cluttering: A Comprehensive Guidebook of Activities, author of Fluency Plus: Managing Fluency Disorders in Individuals with Multiple Diagnoses and co-author of the recently released Second Edition of the Source for Stuttering and Cluttering. She is also co-founder and co-host of the podcast Cluttering Conversations, a free podcast available on SoundCloud. 

⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠It's YOUR time to #EdUpIn this episode, President Series #357,  (Powered By ⁠⁠⁠Ellucian⁠⁠⁠), & brought to YOU by Ellucian LIVE 2025 & HigherEd PodConYOUR guest is ⁠⁠Dr. Susanne Thompson, President, Moreland UniversityYOUR host is ⁠⁠⁠⁠Dr. Joe SallustioHow can new institutions innovate without bureaucratic constraints?Why is mindset crucial for handling regulatory changes?How can AI enhance rather than replace teacher-student connections?What makes the cohort model effective for teacher preparation?How can for-profit institutions maintain focus on student success?Topics include:Creating innovative teacher preparation programsMaintaining student-centered policies & operationsLeveraging AI as an educational toolBuilding strong faculty-student relationshipsSupporting career changers entering educationDeveloping professional learning communitiesFor #EdUp Subscribers only via the extended conversation:Leadership philosophy for growing institutionsBuilding infrastructure for scaleMaintaining institutional agilityCreating inclusive educational pathwaysFuture trends in higher education deliverySupporting underserved populationsListen in to #EdUpDo YOU want to accelerate YOUR professional development?Do YOU want to get exclusive early access to ad-free episodes, extended episodes, bonus episodes, original content, invites to special events, & more?Then ⁠⁠⁠⁠⁠⁠BECOME A SUBSCRIBER TODAY⁠⁠ - $19.99/month or $199.99/year (Save 17%)!Want to get YOUR organization to pay for YOUR subscription? Email ⁠⁠⁠EdUp@edupexperience.comThank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp!Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠⁠● Join YOUR EdUp community at ⁠⁠⁠⁠⁠⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠⁠⁠⁠⁠⁠!We make education YOUR business! 

In this episode of Educate to Self-Regulate, Matt Pittman - educator, author of The Connection Curriculum, and Head of School at Catholic Regional College, Caroline Springs - joined me to unpack why genuine connection between students, staff, and parents is the foundation of an effective learning environment—and how it directly supports self-regulated learning.Want students to better self-regulate their learning? Start here:✔️ Help students understand the connections between their own interests and the learning occurring in lessons.✔️ Co-create goals so students feel a sense of ownership over learning directions.✔️ Encourage students to have an active voice in their learning, and listen deeply ensuring they feel "seen, heard and valued".  Listen now: www.educatetoselfregulate.com or tune in on Spotify & Apple Podcasts.Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students.Love this Episode? Have questions?Share your thoughts with us on Instagram or Twitter: @edtoselfreg

Dan Corder is joined by with Ass. Prof. Dr. Surette van Staden from the Department for Teacher Education and School Research at the University of Innsbruck in Austria to delve into the findings of the latest Progress in International Reading Literacy Study (PIRLS) and its implications for South African learnersSee omnystudio.com/listener for privacy information.

If you find FreshEd a valuable educational resource, please consider becoming a member. You can sign up at our website, Freshedpodcast.com. Also, if you're going to be at the comparative and international education society's annual conference this week, stop by the FreshEd booth. Me and a few other FreshEd team members will be there! -- Today we explore the status of the teaching profession across the world. With me are Xavier Dumay, Tore Bernt Sorensen and Lynn Paine, the co-editors of the 2025 World Yearbook of Education. The volume explores teacher polices, teacher employment relations, and teacher education. Xavier Dumay is a Professor of Education at UCLouvain in Belgium; Tore Bernt Sorensen is a Lecturer of Education at the School of Education, University of Glasgow in the UK; and Lynn Paine is an Emerita Professor of Teacher Education at Michigan State University, in the USA. They co-edited the 2025 World year Book of Education entitled “The Teaching Profession in a Globalizing World: Governance, Career, Learning.” freshedpodcast.com/dumay-sorensen-paine/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Learning to teach math teachers better with Dr. Elham Kazemi, Professor in the College of Education at the University of Washington, as she shares her advice and expertise on being a mathematics teacher educator, and her perspective on helping educational leaders make space for good mathematics teaching to happen in schools. Links from the episode: Elham's Faculty page at the University of Washington (https://education.uw.edu/about/directory/elham-kazemi) TMT Episode 99: Rodrigo Gutiérrez and Melissa Hosten: Being Responsive and Engaged to Elevate the Work of Math Teachers (https://www.teachingmathteachingpodcast.com/99) Megan Franke's Math Ed Podcast episode (https://www.podomatic.com/podcasts/mathed/episodes/2014-03-14T09_11_46-07_00) Learning Together: Organizing Schools for Teacher and Student Learning by Elham Kazemi, Jessica Calabrese, Teresa Lind, Becca Lewis, Alison Fox Resnick and Lynsey K. Gibbons (https://hep.gse.harvard.edu/9781682539194/learning-together/) Intentional Talk: How to Structure and Lead Productive Mathematical Discussions By Elham Kazemi, Allison Hintz (2nd Edition Coming Soon) (https://www.routledge.com/Intentional-Talk-How-to-Structure-and-Lead-Productive-Mathematical-Discussions/Kazemi-Hintz/p/book/9781571109767?srsltid=AfmBOookJh-vCReUrhraOvIKmraXQFl0YPMzqzJGGJwR3g_Wu_unBcEC) Yeh, C., Rigby, L., Huerta, S., & Engelhard, C. (2024). Culturally sustaining universal design for mathematics learning. Mathematics Teacher: Learning and Teaching PK-12, 117, 792-801. https://doi.org/10.5951/MTLT.2023.0364 Lincoln-Moore, C., Howse, T., Strong, J., Jones, S., Seda, P., Kebreab. L. (2024, September 23). Black Womxn in Mathematics Education (BWXME) presents Teach and Think like a BLACK Woman: Learning How to Engage and Connect with Marginalized Students [Conference presentation]. National Council of Supervisors of Mathematics (NCSM). Chicago, IL, United States. Lampert, M. (2001). Teaching Problems and the Problems of Teaching. Yale University Press. http://www.jstor.org/stable/j.ctt32bpsx Slow Productivity: The Lost Art of Accomplishment without Burnout by Cal Newport (https://calnewport.com/my-new-book-slow-productivity/) Teachers Empowered to Advance Change in Mathematics Project (TEACH Math Project) (https://teachmath.info/) Teacher Education by Design (https://tedd.org/) Upcoming talk at TERC https://www.terc.edu/mathequityforum/past-events/

Today's guest, Dr. Maggie Broderick is a creative and experienced educator with over 20 years of expertise in higher education and K-12 settings. Currently an Associate Professor and Dissertation Chair in the Department of Teacher Education, she is a leader in curriculum development and passionate about fostering social-emotional learning (SEL) in students. In this episode we explore how to go beyond box-checking with our SEL programs, to a truly relational and effective approach.   Resources: Unlock zero-prep, high-impact learning with Heroes Made, an SEL and literacy platform. Over 210 lessons, mood tracker, and customizable avatars so that students are the heroes of their own SEL journey.  Aligned with CASEL standards, Heroes Made measures impact via Hero Journals for daily emotional tracking and Periodic Assessments to identify and enhance areas of student growth. Sign up for a TWO-MONTH FREE Trial using the "request trial form"   Dr. Broderick Find Maggie Broderick's writing and research HERE Connect to Maggie Broderick on LinkedIn BLOG: Social Emotional Learning: Embracing Empathy and Connection WEBINAR: You've Earned an A+ Celebrating the "A" in the Acronym LGBTQIAA++: Allyship at its FInest    More great stuff: Explore our Micro Professional Learning ExPLorations fun and free, 1-hour digital, on-demand Professional Learning for teachers from all content areas and grades levels EdCuration's Blog: Learning in Action

In this week's episode, I sit down with Professor Laura Chávez-Moreno to chat about her latest book - How Schools Make Race, Teaching Latinx Racialization in America. Laura's work covers how race influences institutions, like schools, and pushes white supremacist ideology. As Latinos, we've all seen who is accepted into honors classes and who is in remedial classes, or which schools get the best books and which ones get the torn-up ones. In this very special interview, Laura shares how the concept of race works to divide us within these institutions in real-time and how we can combat it.  Laura C. Chávez-Moreno is an award-winning researcher, qualitative social scientist, and assistant professor in the Department of Chicana/o & Central American Studies and Department of Education at the University of California, Los Angeles (UCLA). Her work is at the intersection of education, pedagogy, language, literacy, and ethnic studies. Her research has been published in top-tier journals such as Review of Educational Research, Educational Researcher, American Educational Research Journal, Research in the Teaching of English, and Journal of Teacher Education. Y'all ready to be radicalized? Tune in! For all Hella Latin@ updates, follow @hellalatinopodcast on Instagram and connect on LinkedIn. More at odalysjasmine.com. To learn more about your ad choices visit megaphone.fm/adchoices Podcast production for this episode was provided by CCST. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of the Ready, Set, Growth podcast,  Nick welcomes Ainissa Ramirez, a passionate advocate for making science engaging for learners of all ages. With a rich background as a former engineering professor at Yale and a PhD in material science from Stanford, Ainissa shares her insights on the power of storytelling in education. She discusses her influential works, including her TED book "Save Our Science," which focuses on enhancing science education, and "The Alchemy of Us," which explores the intersection of science and everyday life. Ainissa emphasizes the importance of incorporating narrative into subjects like math and science to captivate students and enhance their learning experience. Join us for an inspiring conversation that reimagines how we can connect with our students through the art of storytelling.

An encore episode from season 9 of Highest Aspirations, where we discuss how schools are accommodating English learners with disabilities and the impacts that EL and disability status have on reclassification or exiting with Dr. Sara Kangas. Key questions we address: What impacts have we seen on recent policy changes to reclassification or exiting of ELs with disabilities? How can schools prioritize collaboration and improve their current processes for determining reclassification for SPED ELs? What strategies can we use to ensure that these students are integrated into general education classrooms without compromising on learning in a supportive, language rich environment? For additional episode and community resources: Dual Language Development and Disorders book recommended by Dr. Kangas National Center for Systemic Improvement - Thought Leader Series Visit Dr. Sara Kangas' website to learn more about her work For additional free resources geared toward supporting English learners, ⁠visit our blog  Dr. Sara Kangas is an associate professor in the College of Education at Lehigh University. She is an applied linguist whose research focuses on the school-age population of multilingual learners (MLs) with disabilities. Using ethnography and interpretive policy analysis, Dr. Kangas investigates opportunity to learn for MLs with disabilities, with particular attention to the ways in which education policies, school structures, and ideologies affect their everyday learning experiences. Dr. Kangas has published in top-tier journals such as the American Educational Research Journal, Teaching and Teacher Education, and TESOL Quarterly, among others. Her scholarship has received the James E. Alatis Prize (2018), TESOL Award for Distinguished Research (2015), and the Wilga Rivers Memorial Graduate Student Award (2015). Dr. Kangas earned her Ph.D. in Education with a concentration in applied linguistics at Temple University.

In this LMScast episode, Jason Coleman and Chris Badgett discuss teaching tactics for online courses, with an emphasis on how to interact with novices. They discuss the value of comprehending the “beginner’s mindset” and the difficulties associated with being an expert. One important issue they raise is that it might be challenging for specialists to […] The post Part 3/5: Becoming the Teacher, Education Entrepreneur Mentor Series appeared first on LMScast.

NOTE: This podcast was recording in November, 2024. Today, Clark and Matt are joined once again by our dear friend, Nidhi Sachdeva.  We talk about Desirable Difficulties, originally coined by Robert Bjork and further explored with him and his wife, Elizabeth Bjork. A great overview paper can be found here: https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/04/EBjork_RBjork_2011.pdf Of course, we talk about the five strategies to foster desirable difficulties: Spaced Learning/ Distributed Practice Retrieval Practice/ The Testing Effect Interleaving Contextual Interference Reduced Feedback We even take a brief detour on whether note taking is effective. And of course, the answer is nuanced... see more here, from Paul Kirschner: https://3starlearningexperiences.wordpress.com/2023/05/09/longhand-notetaking-is-worth-using/ Clark references Mihaly Robert Csikszentmihalyi's Flow... and frankly, the wiki page on it is pretty darn good. https://en.wikipedia.org/wiki/Flow_(psychology)#:~:text=Flow%20state%20theory%20suggests%20that,key%20determinant%20of%20learning%20success. He also mentions Lev Vygotsky's Zone of Proximal Development. https://en.wikipedia.org/wiki/Zone_of_proximal_development Matt references Thiagi's jolt called THE DAYS OF THE WEEK. Here is a video of the short activity: https://ldaccelerator.com/days-of-the-week-jolt Clark references MAKE IT STICK, by Brown, Roediger, and McDaniel: https://www.amazon.com/Make-Stick-Science-Successful-Learning/dp/B0DG1195CM, as well as their colleague, Pooja Argawal, and her book, POWER TEACHING: https://www.amazon.com/Powerful-Teaching-Unleash-Science-Learning/dp/111952184X/ref=as_li_ss_tl?keywords=powerful+teaching&qid=1572929667&smid=ATVPDKIKX0DER&sr=8-3&linkCode=sl1&tag=retrievalprac-20&linkId=a877fbf2e13704463c6402641571742c&language=en_US We do mention the LDA Learning Science Conference 2024... and how Nidhi will be there presenting about Desirable Difficulties... However, the conference is now past. But, Nidhi will be at the upcoming LDA The Evidence-Informed Practitioner Conference in April, 2025 and repeating her work in the 2025 Learning Science Conference. ________________________________________________ More about Nidhi… Nidhi Sachdeva is an evidence-informed learning designer, post-secondary educator, researcher, and educational technology specialist. She is interested in designing and integrating evidence-informed instructional practices using various educational technology tools, including GenAI. Recently, she has been researching this through microlearning and cognitive science. Nidhi is the co-author of a newsletter called The Science of Learning, which aims to reduce gaps between educational research and instructional practice. She also chaired the ResearchEd Toronto conference 2024, ' Discovering the Science of Learning.'  With almost 20 years of experience developing and facilitating learning content for both face-to-face and online courses within formal higher education, Nidhi is extremely passionate about integrating the Science of Learning into her pedagogical practice. She is currently teaching in the Teacher Education program at the Ontario Institute for Studies in Education (OISE).  

What is the difference between English as a Second Language (ESL) and Bilingual curricula? How might bilingual education programs unintentionally harm Latinx students, and what can be done to mitigate that harm? In this series on healthcare and social disparities, Dr. Jill Wener, a board-certified Internal Medicine specialist, anti-racism educator, meditation expert, and tapping practitioner, interviews experts and gives her own insights into multiple fields relating to social justice and anti-racism. In this episode, Jill interviews Dr. Laura Chávez-Moreno. They cover the topic of how our societal biases seep into the school system and create early segregation and false perceptions of our children. They also discuss the importance of fostering Latinx critical consciousness in classrooms and communities.  Dr. Laura C. Chávez-Moreno is an award-winning researcher, qualitative social scientist, and assistant professor at the University of California, Los Angeles, in the Departments of Chicana/o and Central American Studies and Education. She is the author of How Schools Make Race: Teaching Latinx Racialization in America (Harvard Education Press, 2024). Dr. Chávez-Moreno researches, writes, and teaches about Chicanx/Latinx education. She works at the intersection of education, pedagogy, language,literacy, and ethnic studies, particularly Chicanx/Latinx Studies. Her research has been published in top-tier journals such as Review of Educational Research, Educational Researcher, American Educational Research Journal, Research in the Teaching of English, and Journal of Teacher Education. LINKS laurachavezmoreno.com Book: How Schools Make Race: Teaching Latinx Racialization in America Twitter handle @lauraccm LinkedIN https://www.linkedin.com/in/laura-ch%C3%A1vez-moreno-8a00b0329/ ** Our website www.consciousantiracism.com You can learn more about Dr. Wener and her online meditation and tapping courses at www.jillwener.com, and you can learn more about her online social justice course, Conscious Anti Racism: Tools for Self-Discovery, Accountability, and Meaningful Change at https://theresttechnique.com/courses/conscious-anti-racism. If you're a healthcare worker looking for a CME-accredited course, check out Conscious Anti-Racism: Tools for Self-Discovery, Accountability, and Meaningful Change in Healthcare at www.theresttechnique.com/courses/conscious-anti-racism-healthcare Join her Conscious Anti-Racism facebook group: www.facebook.com/groups/307196473283408 Follow her on: Instagram at jillwenerMD LinkedIn at jillwenermd

Climate change is among the most significant challenges facing modern society, and it impacts everyone across the world. How do people in different socio-cultural contexts perceive the climate crisis, and how willing are they to engage in climate-related action? In this episode, we will compare perceptions about climate change and willingness for climate action in South Korea and Finland, two countries that represent very different cultural backgrounds. Dr. Jingoo Kang and Dr. Sakari Tolppanen from the University of Eastern Finland introduce their cross-cultural comparative research on willingness for climate action among students in South Korea and Finland. This episode is produced with the support of the Otto A. Malm Foundation, and it relates to the Finland-Korea Symposium organised in 2023 to mark the 50th anniversary of diplomatic relations between Finland and the Republic of Korea. Dr. Jingoo Kang is an Academy Research Fellow at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Dr. Sakari Tolppanen is a Senior Researcher at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Ari-Joonas Pitkänen is a Doctoral Researcher at the Centre for East Asian Studies, University of Turku. The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the following academic partners: Asia Centre, University of Tartu (Estonia), Asian studies, University of Helsinki (Finland), Centre for Asian Studies, Vytautas Magnus University (Lithuania), Centre for East Asian Studies, University of Turku (Finland) and Centre for East and South-East Asian Studies, Lund University (Sweden) and Norwegian Network for Asian Studies. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Climate change is among the most significant challenges facing modern society, and it impacts everyone across the world. How do people in different socio-cultural contexts perceive the climate crisis, and how willing are they to engage in climate-related action? In this episode, we will compare perceptions about climate change and willingness for climate action in South Korea and Finland, two countries that represent very different cultural backgrounds. Dr. Jingoo Kang and Dr. Sakari Tolppanen from the University of Eastern Finland introduce their cross-cultural comparative research on willingness for climate action among students in South Korea and Finland. This episode is produced with the support of the Otto A. Malm Foundation, and it relates to the Finland-Korea Symposium organised in 2023 to mark the 50th anniversary of diplomatic relations between Finland and the Republic of Korea. Dr. Jingoo Kang is an Academy Research Fellow at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Dr. Sakari Tolppanen is a Senior Researcher at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Ari-Joonas Pitkänen is a Doctoral Researcher at the Centre for East Asian Studies, University of Turku. The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the following academic partners: Asia Centre, University of Tartu (Estonia), Asian studies, University of Helsinki (Finland), Centre for Asian Studies, Vytautas Magnus University (Lithuania), Centre for East Asian Studies, University of Turku (Finland) and Centre for East and South-East Asian Studies, Lund University (Sweden) and Norwegian Network for Asian Studies. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/east-asian-studies

Climate change is among the most significant challenges facing modern society, and it impacts everyone across the world. How do people in different socio-cultural contexts perceive the climate crisis, and how willing are they to engage in climate-related action? In this episode, we will compare perceptions about climate change and willingness for climate action in South Korea and Finland, two countries that represent very different cultural backgrounds. Dr. Jingoo Kang and Dr. Sakari Tolppanen from the University of Eastern Finland introduce their cross-cultural comparative research on willingness for climate action among students in South Korea and Finland. This episode is produced with the support of the Otto A. Malm Foundation, and it relates to the Finland-Korea Symposium organised in 2023 to mark the 50th anniversary of diplomatic relations between Finland and the Republic of Korea. Dr. Jingoo Kang is an Academy Research Fellow at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Dr. Sakari Tolppanen is a Senior Researcher at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Ari-Joonas Pitkänen is a Doctoral Researcher at the Centre for East Asian Studies, University of Turku. The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the following academic partners: Asia Centre, University of Tartu (Estonia), Asian studies, University of Helsinki (Finland), Centre for Asian Studies, Vytautas Magnus University (Lithuania), Centre for East Asian Studies, University of Turku (Finland) and Centre for East and South-East Asian Studies, Lund University (Sweden) and Norwegian Network for Asian Studies. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/world-affairs

Climate change is among the most significant challenges facing modern society, and it impacts everyone across the world. How do people in different socio-cultural contexts perceive the climate crisis, and how willing are they to engage in climate-related action? In this episode, we will compare perceptions about climate change and willingness for climate action in South Korea and Finland, two countries that represent very different cultural backgrounds. Dr. Jingoo Kang and Dr. Sakari Tolppanen from the University of Eastern Finland introduce their cross-cultural comparative research on willingness for climate action among students in South Korea and Finland. This episode is produced with the support of the Otto A. Malm Foundation, and it relates to the Finland-Korea Symposium organised in 2023 to mark the 50th anniversary of diplomatic relations between Finland and the Republic of Korea. Dr. Jingoo Kang is an Academy Research Fellow at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Dr. Sakari Tolppanen is a Senior Researcher at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Ari-Joonas Pitkänen is a Doctoral Researcher at the Centre for East Asian Studies, University of Turku. The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the following academic partners: Asia Centre, University of Tartu (Estonia), Asian studies, University of Helsinki (Finland), Centre for Asian Studies, Vytautas Magnus University (Lithuania), Centre for East Asian Studies, University of Turku (Finland) and Centre for East and South-East Asian Studies, Lund University (Sweden) and Norwegian Network for Asian Studies. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/environmental-studies

Climate change is among the most significant challenges facing modern society, and it impacts everyone across the world. How do people in different socio-cultural contexts perceive the climate crisis, and how willing are they to engage in climate-related action? In this episode, we will compare perceptions about climate change and willingness for climate action in South Korea and Finland, two countries that represent very different cultural backgrounds. Dr. Jingoo Kang and Dr. Sakari Tolppanen from the University of Eastern Finland introduce their cross-cultural comparative research on willingness for climate action among students in South Korea and Finland. This episode is produced with the support of the Otto A. Malm Foundation, and it relates to the Finland-Korea Symposium organised in 2023 to mark the 50th anniversary of diplomatic relations between Finland and the Republic of Korea. Dr. Jingoo Kang is an Academy Research Fellow at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Dr. Sakari Tolppanen is a Senior Researcher at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Ari-Joonas Pitkänen is a Doctoral Researcher at the Centre for East Asian Studies, University of Turku. The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the following academic partners: Asia Centre, University of Tartu (Estonia), Asian studies, University of Helsinki (Finland), Centre for Asian Studies, Vytautas Magnus University (Lithuania), Centre for East Asian Studies, University of Turku (Finland) and Centre for East and South-East Asian Studies, Lund University (Sweden) and Norwegian Network for Asian Studies. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

Climate change is among the most significant challenges facing modern society, and it impacts everyone across the world. How do people in different socio-cultural contexts perceive the climate crisis, and how willing are they to engage in climate-related action? In this episode, we will compare perceptions about climate change and willingness for climate action in South Korea and Finland, two countries that represent very different cultural backgrounds. Dr. Jingoo Kang and Dr. Sakari Tolppanen from the University of Eastern Finland introduce their cross-cultural comparative research on willingness for climate action among students in South Korea and Finland. This episode is produced with the support of the Otto A. Malm Foundation, and it relates to the Finland-Korea Symposium organised in 2023 to mark the 50th anniversary of diplomatic relations between Finland and the Republic of Korea. Dr. Jingoo Kang is an Academy Research Fellow at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Dr. Sakari Tolppanen is a Senior Researcher at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Ari-Joonas Pitkänen is a Doctoral Researcher at the Centre for East Asian Studies, University of Turku. The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the following academic partners: Asia Centre, University of Tartu (Estonia), Asian studies, University of Helsinki (Finland), Centre for Asian Studies, Vytautas Magnus University (Lithuania), Centre for East Asian Studies, University of Turku (Finland) and Centre for East and South-East Asian Studies, Lund University (Sweden) and Norwegian Network for Asian Studies. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science

Climate change is among the most significant challenges facing modern society, and it impacts everyone across the world. How do people in different socio-cultural contexts perceive the climate crisis, and how willing are they to engage in climate-related action? In this episode, we will compare perceptions about climate change and willingness for climate action in South Korea and Finland, two countries that represent very different cultural backgrounds. Dr. Jingoo Kang and Dr. Sakari Tolppanen from the University of Eastern Finland introduce their cross-cultural comparative research on willingness for climate action among students in South Korea and Finland. This episode is produced with the support of the Otto A. Malm Foundation, and it relates to the Finland-Korea Symposium organised in 2023 to mark the 50th anniversary of diplomatic relations between Finland and the Republic of Korea. Dr. Jingoo Kang is an Academy Research Fellow at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Dr. Sakari Tolppanen is a Senior Researcher at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Ari-Joonas Pitkänen is a Doctoral Researcher at the Centre for East Asian Studies, University of Turku. The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the following academic partners: Asia Centre, University of Tartu (Estonia), Asian studies, University of Helsinki (Finland), Centre for Asian Studies, Vytautas Magnus University (Lithuania), Centre for East Asian Studies, University of Turku (Finland) and Centre for East and South-East Asian Studies, Lund University (Sweden) and Norwegian Network for Asian Studies.

Climate change is among the most significant challenges facing modern society, and it impacts everyone across the world. How do people in different socio-cultural contexts perceive the climate crisis, and how willing are they to engage in climate-related action? In this episode, we will compare perceptions about climate change and willingness for climate action in South Korea and Finland, two countries that represent very different cultural backgrounds. Dr. Jingoo Kang and Dr. Sakari Tolppanen from the University of Eastern Finland introduce their cross-cultural comparative research on willingness for climate action among students in South Korea and Finland. This episode is produced with the support of the Otto A. Malm Foundation, and it relates to the Finland-Korea Symposium organised in 2023 to mark the 50th anniversary of diplomatic relations between Finland and the Republic of Korea. Dr. Jingoo Kang is an Academy Research Fellow at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Dr. Sakari Tolppanen is a Senior Researcher at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Ari-Joonas Pitkänen is a Doctoral Researcher at the Centre for East Asian Studies, University of Turku. The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the following academic partners: Asia Centre, University of Tartu (Estonia), Asian studies, University of Helsinki (Finland), Centre for Asian Studies, Vytautas Magnus University (Lithuania), Centre for East Asian Studies, University of Turku (Finland) and Centre for East and South-East Asian Studies, Lund University (Sweden) and Norwegian Network for Asian Studies. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/korean-studies

In this episode of the Ready, Set, Growth podcast, Nick welcomes Sherill Knezel, an experienced educator and graphic recorder, to discuss the transformative power of sketchnoting and graphic note-taking in the classroom. Sherill shares her journey through 32 years of teaching public school art, highlighting the differences between elementary, middle, and high school education. She emphasizes the importance of equipping teachers with the skills to incorporate visual learning strategies, which can significantly enhance student engagement and understanding. Listeners will gain insights into how to visually communicate ideas and the benefits of encouraging students to express their thoughts graphically. Tune in to discover practical tips and inspiration for integrating sketch noting into your teaching practice! Follow us on social media: www.readysetgrowthpodcast.com https://bit.ly/3jN3eEz - Instagram https://bit.ly/3lC5ccp - X https://bit.ly/2YWVW91 - Facebook  Follow our guest:  https://www.youtube.com/watch?v=wB1DH1Q_d94&t=196s  https://www.meaningfulmarks.net/about - Website  https://www.instagram.com/sherrill_knezel/?hl=en - Instagram  [00:02:58] Beautiful Oops in teaching. [00:06:44] Sketchnoting as a learning tool. [00:09:05] Drawing in the classroom. [00:12:28] The power of drawing in learning. [00:19:08] Sketchnoting in education. [00:22:29] Kids as inspiration for sketchnotes. [00:25:02] Knowledge sharing among teachers.

Claire de Mézerville López welcomes Shana Haines, Ph.D., to the Restorative Works! Podcast.  Join us as Dr. Haines shares her expertise on the urgent need for meaningful connections in education with a focus on historically marginalized students and families, especially in a post-COVID landscape where isolation and technology-driven interactions are on the rise. Dr. Haines discusses the implementation of restorative practices, particularly tier-one restorative practices circles, as tools for fostering authentic relationships among students. She emphasizes how these practices can combat the increasing disconnect in classrooms, encouraging students to engage with each other on a deeper level.  Dr. Haines explores the significant challenges educators face today, including the burnout of teaching professionals and the detrimental impact of efficiency-driven approaches. She highlights the importance of intentional relationship-building and community engagement through service learning, where students actively participate in addressing local needs while forming genuine connections with community partners. Dr. Haines research focuses on improving meaningful family, school and community collaborations to increase well-being and belonging especially for historically marginalized students and families. She has done this work in the US and abroad as a Fulbright scholar at the Universidad de Dos Ángeles. She is also a co-PI on Project RESILIENCY, an OSEP-funded leadership grant funding scholars pursuing a Ph.D. in social, emotional, and behavioral health and inclusive education. She recently co-authored two books, Humanizing Methodologies in Education Research and Families and Professionals: Trusting Partnerships in General and Special Education. Her record of a scholarship includes 45 published articles in peer reviewed journals, such as the School Community Journal, Exceptional Children, Teaching and Teacher Education, and Preventing School Failure and Qualitative Inquiry. Tune into gain valuable insights into Dr. Haines' vision for an educational future that lays the foundations for thriving educational environments.

Want to share your feedback? Send us a message!Kathleen Scaler Scott, Ph.D., CCC-SLP, BCS-SCF, joins host Sara MacIntyre, M.A., CCC-SLP, to discuss all things cluttering. In this episode, Dr. Scaler Scott provides an updated overview of cluttering, including how we define and diagnose it with our current understanding. She shares insights into how the field is evolving, debunks myths, and explores the cluttering experience. Dr. Scaler Scott also highlights valuable resources for further learning and offers practical takeaways. Think of this episode as your updated foundation for understanding cluttering.Resources:'The Cluttering Experience' Rutger Wilhelm Stuttering Foundation Podcast Episode'Cluttering: Expanding Evaluation & Treatment' Virtual Learning Session'Cluttering: Shared Experiences' Virtual Learning SessionCluttering Conversations PodcastASHA Leader Article: Debunking Myths About ClutteringCluttering Curriculum Resources (as mentioned in episode)Kathleen Scaler Scott, Ph.D., CCC-SLP, BCS-SCF, is a practicing speech-language pathologist, Board Certified Specialist in Stuttering, Cluttering and Fluency, and Professor of Speech-Language Pathology at Misericordia University. She has been a practicing clinician for 30 years in hospital, school, and private practice settings. Dr. Scaler Scott's research interests are largely in cluttering, atypical disfluency, and child language and literacy disorders. She has spoken nationally and internationally and authored peer reviewed articles, book chapters and books on the topic of fluency, literacy and pragmatic challenges. She was the first Coordinator of the International Cluttering Association, and is the recipient of the 2018 Deso Weiss Award for Excellence in the Field of Cluttering, and the 2018 Professional of the Year award from the National Stuttering Association. In 2020, Dr. Scaler Scott received the Judge Max and Tillie Rosenn Excellence in Teaching Award from Misericordia University. In 2022, she became a Fellow of the American Speech-Language-Hearing Association.She is co-editor of Cluttering: A Handbook of Research, Intervention, and Education, co-author of Managing Cluttering: A Comprehensive Guidebook of Activities, author of Fluency Plus: Managing Fluency Disorders in Individuals with Multiple Diagnoses and co-author of the recently released Second Edition of the Source for Stuttering and Cluttering. She is also co-founder and co-host of the podcast Cluttering Conversations, a free podcast available on SoundCloud. 

Jeremy Wendt sits down with Dr. Amy Brown, who is the Director of Teacher Education at the College of Education at TnTech. They talk all about her past, her favorite teachers, the work she does now, getting into education, and more! Listen to the latest Local Matters Podcast today. News Talk 94.1

In episode two of our 'Off the Podium' series, Jenn sits down with Erin Zaffini, Director of Teacher Education at Longy School of Music, to discuss the development of the next generation of music educators and the challenge of navigating equity in music education. --- Support this podcast: https://podcasters.spotify.com/pod/show/musicast-podcast/support

With the industrial revolution came a revolution in the education of Americans. In this episode, Connie Goddard discusses her latest book on the industrial education system that taught Americans how to do trades, skilled labor activities, and generally find work in factories and industrial jobs.Essential Reading:Connie Goddard, Learning for Work: How Industrial Education Fostered Democratic Opportunity (2024).Recommended Reading:Kelly Ann Kolondy, Normalites: The First Professionally Prepared Teachers in the United States (2014).Christopher J. Lucas, Teacher Education in America: Reform Agendas for the Twenty-First Century (1997).Helen Proctor and Kellie Burns, The Curriculum of the Body and the School as Clinic: Histories of Public Health and Schooling (2023). Hosted on Acast. See acast.com/privacy for more information.

This is the third Australian Article Club. It covers the following article: Nyberg, G., Backman, E., & Tinning, R. (2022). Moving online in physical education teacher education. Sport, Education and Society, 29(3), 358–370. https://doi.org/10.1080/13573322.2022.2142776   In this article the authors discuss the challenges that the COVID-19 pandemic created for preservice teachers' knowledge in and about movement and their developing movement capability in PETE in a Swedish University. In a way, covid potentially accelerated the process of a Physical Education degree transitioning to fully online. We discuss why this continues in some universities and the factors that contribute to it. We also discuss some of the effects we think it is having on graduate teachers and ultimately the effect it may have on students – all because the PE community and others do not value the 3 dimensions of Arnold's model equally. --- Support this podcast: https://podcasters.spotify.com/pod/show/pwrhpe/support

A more humane education feels very necessary right now. Our planet and its inhabitants all over the world seem to be crying out for it.  Humane Educators Zoe Weil and Rae Sikora created IHE In 1996 to do precisely this. And so it is a huge pleasure this week to be able to welcome Zoe, and her colleague Julie Meltzer, from the Institute onto the podcast. Zoe Weil is the co-founder and president of the Institute for Humane Education (IHE) and is considered a pioneer in the comprehensive humane education movement. Zoe created IHE's M.Ed., M.A., and graduate certificate programs, as well as IHE's Solutionary Framework, which guides teachers in bringing solutionary thinking and action to their students.  Zoe is the author of eight books including Amazon #1 New Release in Social Philosophy and Popular Applied Psychology, The Solutionary Way: Transform Your Life, Your Community, and the World for the Better with a Foreword by Jane Goodall (2024), Amazon #1 Best Seller in the Philosophy and Social Aspects of Education, The World Becomes What We Teach: Educating a Generation of Solutionaries (2021/2016), Nautilus Silver Medal winner, Most Good, Least Harm: A Simple Principle for a Better World and Meaningful Life (2009), The Power and Promise of Humane Education (2004), and Above All, Be Kind: Raising a Humane Child in Challenging Times (2003). She has also written books for young people, including Moonbeam Gold Medal winner, Claude and Medea: The Hellburn Dogs (2023/2007), about 12-year-old activists inspired by their teacher to right wrongs where they find them, and So, You Love Animals: An Action-Packed, Fun-Filled Book to Help Kids Help Animals (1994). Julie Meltzer, Ph.D., is a self-described “pragmatic visionary” who is committed to creating schools that truly help students prepare to successfully meet their futures. She is a tireless advocate for literacy, justice and equity which she sees as integrally related. Julie supports teachers and administrators to develop collective efficacy to teach their students how to become changemakers. She agrees with Zoe Weil that our best hope for the planet is to educate a generation of solutionaries. After extensive experience in education including as a teacher, teacher education faculty member, district administrator, consultant, researcher, program evaluator, and project lead, to her current role as Director of K-12 and Teacher Education for IHE. Julie is also a published author, sought-after speaker and editor/reviewer. When not focused on teaching and learning, Julie enjoys hiking, dancing, writing poetry, reading international women's and children's literature, traveling, and working for social and environmental justice. Social Links

The Tom Ficklin Show: (Jesse Turner) Teacher Education Trends by WNHH Community Radio

In this episode, we are joined by Dr. Diana Turk to discuss civic engagement and supporting children in their engagement. We explore traditional and critical civic engagement. Diana provides a definition of civic engagement that includes community building, empathy, and understanding diverse perspectives. She emphasizes the importance of involving children in civic activities from a young age, modeling thoughtful discussions, and explaining the "why" behind our actions. Diana provides practical examples, like discussing the reasoning behind supporting a particular cause or candidate, and involving children in community service. She also highlights the importance of empowering neurodivergent children to participate in civic life and provides resources for families to support their children's civic engagement. For more information on Dr. Turk and her work please visit her website   Diana Turk is the Director of Teacher Education at NYU Steinhardt's School of Culture Education, and Human Development and an associate professor of Teaching and Learning. Diana received her MA and PhD in American Studies from the University of Maryland at College Park. She brings to her work in teacher education a passion for civic engagement, a commitment to teaching for democratic change, and a dedication to the fundamental belief that all teachers must be prepared to reach and teach all learners. Actively committed to an ongoing anti-racist journey, Diana recognizes the need for all students to have teachers who see, know, and understand them, as well as look like them, Diana is passionate about building a highly diverse and effective teacher corps that is anti-racist, culturally sustaining, and rigorously dedicated to teaching and guiding the nation's children.   

Ever feel like your role as a math coordinator is more about putting out fires than making real instructional progress?In this episode, we dive into the struggles many coordinators face when urgent distractions pull them away from their goals—helping you regain control of your time and refocus on what matters: building teacher capacity and improving student outcomes in math.Discover how to protect your time for instructional leadership, even when distractions are constant.Learn practical strategies for supporting teachers in productive math struggle, without getting derailed by daily crises.Hear how one math coordinator transformed their approach and achieved lasting change in their district.Tune in now to learn how you can stop firefighting and start making a real impact on your school's math instruction!Show Notes Page. District Math Leaders: K-12 Math Coordinators, Coaches, Directors and Math Leaders. Get Professional Development Support from Make Math MomentsLearn how you can create, coordinate, and implement an aligned school and district math action plan for improved student success. So that you can create long term sustainable student success in mathematics and proficiently & pedagogically strong educators.Book a call with us to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Love the show? Text us your big takeaway!

Senior policy analyst for K-12 Education at the Center for American Progress, Paige Shoemaker DeMio joins us to discuss her recent article about states reducing qualifications of teachers. As a former high school social studies teacher, Paige has a passion for designing inclusive and comprehensive curriculum and creating education policy that will ensure a more equitable education system in the United States. Shoemaker DeMio earned a Bachelor of Arts degree from Ohio University and a Master of Public Administration degree from The Ohio State University. Tune in for this broadcast on Wednesday, October 2 @ 6pm EST!

Have you ever been in a PD session where the goals were unclear, and the entire experience felt scattered? It's a common issue that leaves participants frustrated and disengaged.Clarity is the key to transforming professional development sessions into impactful learning experiences. Research by John Hattie shows that teacher clarity significantly affects learning outcomes, and the same principle applies to PD. When facilitators clearly articulate their objectives, participants are more engaged and able to apply what they learn.Imagine facilitating a PD session where participants know exactly what they will walk away with, how it will solve their real classroom challenges, and why it matters. By using clear goals, transparent communication, and framing content around participants' needs, you can create sessions that inspire lasting, meaningful change.Ready to fix your PD sessions? Listen in. Start by outlining clear objectives, connecting them to participants' needs, and guiding them through the process with transparency and purpose. Swap confusion for clarity, and watch your PD sessions transform into powerful learning experiences.Show Notes Page. District Math Leaders: K-12 Math Coordinators, Coaches, Directors and Math Leaders. Get Professional Development Support from Make Math MomentsLearn how you can create, coordinate, and implement an aligned school and district math action plan for improved student success. So that you can create long term sustainable student success in mathematics and proficiently & pedagogically strong educators.Book a call with us to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Love the show? Text us your big takeaway!

We speak with Dr. Diana Turk, Chair of the Department of Teaching and Learning and Director of Teacher Education at NYU. Students in NYU's unique teacher residency program work full-time in classrooms, for which they are paid, making it possible for students without a lot of money to attend. By design, the program attracts BIPOC students. Students receive support from NYU faculty, both on location in their schools and online. They attend classes in the evenings, virtually. The program is uncompromisingly justice- and equity-centered. The post Equity by design: residency-focused teacher education first appeared on Ethical Schools.

Kristin Chmela, M.A., CCC-SLP, BCS-SCF joins host, Sara MacIntyre, M.A., CCC-SLP to explore and discuss the importance of committing to easier and relaxed microtransitions to build mindfulness and connection. Kristin recently gave a TEDx talk, 'Microtransitions Build Connections,' which was the inspiration for this conversation. During this episode, we explore the concept of microtransitions, the potential positive impact on communication, creating connection, the stuttering experience, and more!Resources mentioned:Microtransitions Build Connections TEDx TalkLife is in the Transitions: Mastering Change at Any Age by Bruce FeilerThe Miracle of Mindfulness by Thich Nhat HanhBooks (for adults and children) by Dr. Christopher WillardWherever You Go There You Are: Jon Kabat-ZinnSearch Inside Yourself: Chade Meng-TanBuddha's Brain:  The Practical Neuroscience of Happiness, Love, & Wisdom Rick Hanson with Richard MendiusMindfulness Speaks: Considerations in Stuttering Therapy, previous Virtual Learning Session by Kristin ChmelaBio: Kristin Chmela, M.A., CCC-SLP, BCS-SCF is a board certified fluency specialist and has provided services to individuals with fluency disorders for thirty-five years.  She is an author, lecturer, consultant, and owner and director of Chmela Communication Center in the Chicago suburban area. Kirstin is the co-founder and co-director of the Treatment and Training Program at Camp Shout Out.  In addition, Kristin has completed 400 hours of training in yoga and mindfulness as well as the Stop and Breathe training course.  She is passionate about sharing the mindfulness experience with professionals, clients, and others. References:Michael P. Boyle, Mindfulness training in stuttering therapy: A tutorial for speech-language pathologists. Journal of Fluency Disorders, Volume 36, Issue 2, 2011, Pages 122-129, ISSN 0094-730X, https://doi.org/10.1016/j.jfludis.2011.04.005.Harley J. The role of attention in therapy for children and adolescents who stutter: Cognitive behavioral therapy and mindfulness-based interventions. Am J Speech Lang Pathol. 2018;27:1139–51 Mongia, M., Gupta, A. K., Vijay, A., & Sadhu, R. (2019). Management of stuttering using cognitive behavior therapy and mindfulness meditation. Industrial psychiatry journal, 28(1), 4–12. https://doi.org/10.4103/ipj.ipj_18_19 Moreno- Jiménez, Jennifer & Carvajal, Raquel & García Rubio, Carlos & Castillo Gualda, Ruth & Montero, Ignacio. (2021). Long-Term Effectiveness of a Mindfulness Based IntervenTang, Yi-Yuan (2017). The neuroscience of mindfulness meditation: How the body and mind work together to change our behavior. Springer International Publishing: Cham, Switzerland.

Dr. Joshua Barnett is an educational thought leader who has spent his career working to improve the effectiveness of teacher leaders. In an interview, he discussed how teacher leaders can establish trust, develop deep instructional knowledge, and build credibility with their colleagues. He also shared his thoughts on why the teaching profession is challenged with recruitment and turnover and how teacher leaders can be a key solution to helping principals manage the teaching situation. Barnett emphasized the importance of getting it right, rather than being right, and reminded us that localized solutions are often the most effective.Bringing professional learning to effective teacher leaders. Supported over 300,000 educators and 3.5 million studentsHow teacher leadership matters. Engage with and serve as the bridge between the leadership team and the rest of the schoolProvide instructional support - Collaboration with other teachersCoaching other adultsInstructional feedback1. Establish trust2. Deep instructional knowledgeIdentify the needs of other adults3. CredibilityOwnership of their learningHow do we help them take ownership of their learningWhat is the expectation that teachers have by going?Autonomy, capacity, and supportTeacher leader as conduit from national/regional training. The only learning that is valued is the “approved” learning. System-wide approach to help teacher leaders take on an approachWhy is our profession challenged with recruitment and turnover. Committed to building educator effectiveness. Practical conversations - teacher leaders are a key solution to helping principals manage the teaching situation. Get it right, rather than being right. Reminded vs. instructed.Localized solutions.How the role of the principal plays into this paradigm. District-based certification modelHow to be a transformative principal? Key strategy is to rely on teacher leaders for success. Giving them the time to go through the building and have a conversation. Dr. Joshua Barnett is NIET's chief executive officer, responsible for overseeing all of the organization's operations including service delivery, research and evaluation, professional learning and learning technology development, policy and communications, financial operations, and higher education partnerships. He is also the author of Unleashing Teacher Leadership: A Toolkit for Ensuring Effective Instruction in Every Classroom Previously, Josh served as president and chief operating officer for NIET, where he supported NIET partnerships with strategic oversight of research, NIET's higher education innovation, and service delivery. He was also the principal leader and investigator for NIET's successful federal projects. He has been with NIET since January 2013 when he joined as the organization's senior vice president of research and evaluation. In that role, he led NIET's research agenda and production of evidentiary support for all initiatives and grant programs. He also directed all external evaluation projects and research services.Josh's research work throughout his career has explored how to improve educator quality in all schools for all students by addressing two related issues: examining how teachers and principals are evaluated and how resources are distributed to and used within schools.Before joining NIET, Josh worked as an assistant professor of education policy and evaluation at Arizona State University, a visiting scholar at Massey University in New Zealand and a research associate in the Office for Education Policy at the University of Arkansas.Josh has taught courses in research methods, school finance, evaluation, and educational psychology; worked as an evaluator for nearly three dozen federal and state grants; served as an evaluator for the U.S. Institute of Education Sciences; and worked with local, state and national government agencies and organizations on projects aimed at improving educator effectiveness.He is author of Unleashing Teacher Leadership: A Toolkit for Ensuring Effective Instruction in Every Classroom and has been published in a variety of outlets, including Review of Educational Research, Teachers College Record, Educational Leadership, New Zealand Education Review, and Issues in Teacher Education. He is also co-author of A Straightforward Guide to Teacher Merit Pay: Encouraging and Rewarding Schoolwide Improvement and Learning on the Job: How Evaluation Systems Can Support Teacher Growth. We're thrilled to be sponsored by IXL and MyFlexLearning. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you simplify and streamline technology, reliably meet Tier 1 standards, improve assessment performance, and more. Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.MyFlexLearning is the scheduling platform that helps middle and high schools meet the individual needs of all students. Create and manage time for flex blocks, WIN time, activity periods, RTI, counselor and teacher appointments and much more. And with a built-in accountability tool and reporting features, solve your challenges around getting kids where they need to be and understanding how flex time is spent. Make your flex time work for you. Visit myflexlearning.com/BE to learn more and receive $500 off the first year.