University of North Texas

Cadre Coordinator

Responsibilities include: observed and supervised pre-service teacher in the teacher education program at UNT, conducted monthly seminars, graded semester portfolios.

University of North Texas

Teaching Assistant

Dissertation-- Secondary Teachers Concerns About Response to Intervention: Using the Concerns-Based Adoption Model

Texas A&M University-Commerce

EdTPA Coordinator

Laura worked at Texas A&M University-Commerce as a EdTPA Coordinator

Texas A&M University-Commerce

Assistant Department Chair

Laura worked at Texas A&M University-Commerce as a Assistant Department Chair

IBM

Internal Sales Support Specialist

Laura worked at IBM as a Internal Sales Support Specialist

Texas A & M University- Commerce

Associate Professor

Laura worked at Texas A & M University- Commerce as a Associate Professor

Plano ISD

Elementary Teacher

Provide students with appropriate learning activities and experiences designed to fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society.

Arming Teachers for School Safety: Providing Clarity for State Policies

Texas Education Review

Student and School safety; understanding state policies

Arming Teachers for School Safety: Providing Clarity for State Policies

Texas Education Review

Student and School safety; understanding state policies

Sanders, A. & Isbell, L. (2016) Incorporating Modern Professional Development to Enhance Pre-Service Teachers’ Knowledge.

The Journal of the Effective Schools Project, 31-36.

Understanding and implementing the most current technology tools is essential in today’s changing classrooms. Technology is now being used as a supplemental tool more frequently and more diversely. As a result, teachers need to stay current about diverse technology tools and learning about those tools to support student learning. Traditionally, teachers attended face-to-face professional developments to learn about current innovations. Connect 2 Learn(C2L) offers a venue for teachers to enhance professional development skills, instructions, and deliveries to students through an online portal database. To investigate this problem, 85 pre-service teachers were given questionnaires using the connected to learning theory. Data was collected through the C2L website. Results indicated that this method is more conventional and encouraged educators to learn through open access to interest-driven topics. Additional insight from the study included the value of modern professional development to enhance pre-service teachers knowledge prior to entering the teaching profession.

Arming Teachers for School Safety: Providing Clarity for State Policies

Texas Education Review

Student and School safety; understanding state policies

Sanders, A. & Isbell, L. (2016) Incorporating Modern Professional Development to Enhance Pre-Service Teachers’ Knowledge.

The Journal of the Effective Schools Project, 31-36.

Understanding and implementing the most current technology tools is essential in today’s changing classrooms. Technology is now being used as a supplemental tool more frequently and more diversely. As a result, teachers need to stay current about diverse technology tools and learning about those tools to support student learning. Traditionally, teachers attended face-to-face professional developments to learn about current innovations. Connect 2 Learn(C2L) offers a venue for teachers to enhance professional development skills, instructions, and deliveries to students through an online portal database. To investigate this problem, 85 pre-service teachers were given questionnaires using the connected to learning theory. Data was collected through the C2L website. Results indicated that this method is more conventional and encouraged educators to learn through open access to interest-driven topics. Additional insight from the study included the value of modern professional development to enhance pre-service teachers knowledge prior to entering the teaching profession.

Isbell, L. (2015) Positive behavior intervention supports in schools: A collaborative approach to support student learning.

Texas Council for Exceptional Children: The Bulletin. 21,10.

Many schools face challenges when dealing with disruptive students and their challenging behaviors. Creating positive school environments can pose challenges when teachers continuously discipline students for disruptive behaviors and lose time during instruction. Teachers consistently identify traditional disciplinary approaches, such as detention and suspension, as the most frequently imposed disciplinary reaction to student infraction (Center & McKittrick, 1987). Offering school-wide positive behavior intervention supports may offer solutions to schools that continually lose time continually and frequently discipline students.

Arming Teachers for School Safety: Providing Clarity for State Policies

Texas Education Review

Student and School safety; understanding state policies

Sanders, A. & Isbell, L. (2016) Incorporating Modern Professional Development to Enhance Pre-Service Teachers’ Knowledge.

The Journal of the Effective Schools Project, 31-36.

Understanding and implementing the most current technology tools is essential in today’s changing classrooms. Technology is now being used as a supplemental tool more frequently and more diversely. As a result, teachers need to stay current about diverse technology tools and learning about those tools to support student learning. Traditionally, teachers attended face-to-face professional developments to learn about current innovations. Connect 2 Learn(C2L) offers a venue for teachers to enhance professional development skills, instructions, and deliveries to students through an online portal database. To investigate this problem, 85 pre-service teachers were given questionnaires using the connected to learning theory. Data was collected through the C2L website. Results indicated that this method is more conventional and encouraged educators to learn through open access to interest-driven topics. Additional insight from the study included the value of modern professional development to enhance pre-service teachers knowledge prior to entering the teaching profession.

Isbell, L. (2015) Positive behavior intervention supports in schools: A collaborative approach to support student learning.

Texas Council for Exceptional Children: The Bulletin. 21,10.

Many schools face challenges when dealing with disruptive students and their challenging behaviors. Creating positive school environments can pose challenges when teachers continuously discipline students for disruptive behaviors and lose time during instruction. Teachers consistently identify traditional disciplinary approaches, such as detention and suspension, as the most frequently imposed disciplinary reaction to student infraction (Center & McKittrick, 1987). Offering school-wide positive behavior intervention supports may offer solutions to schools that continually lose time continually and frequently discipline students.

Perceptions of pre-service teachers concerns on incorporating technology in the 21st century classroom.

The Journal of the Effective Schools Project,

Arming Teachers for School Safety: Providing Clarity for State Policies

Texas Education Review

Student and School safety; understanding state policies

Sanders, A. & Isbell, L. (2016) Incorporating Modern Professional Development to Enhance Pre-Service Teachers’ Knowledge.

The Journal of the Effective Schools Project, 31-36.

Understanding and implementing the most current technology tools is essential in today’s changing classrooms. Technology is now being used as a supplemental tool more frequently and more diversely. As a result, teachers need to stay current about diverse technology tools and learning about those tools to support student learning. Traditionally, teachers attended face-to-face professional developments to learn about current innovations. Connect 2 Learn(C2L) offers a venue for teachers to enhance professional development skills, instructions, and deliveries to students through an online portal database. To investigate this problem, 85 pre-service teachers were given questionnaires using the connected to learning theory. Data was collected through the C2L website. Results indicated that this method is more conventional and encouraged educators to learn through open access to interest-driven topics. Additional insight from the study included the value of modern professional development to enhance pre-service teachers knowledge prior to entering the teaching profession.

Isbell, L. (2015) Positive behavior intervention supports in schools: A collaborative approach to support student learning.

Texas Council for Exceptional Children: The Bulletin. 21,10.

Many schools face challenges when dealing with disruptive students and their challenging behaviors. Creating positive school environments can pose challenges when teachers continuously discipline students for disruptive behaviors and lose time during instruction. Teachers consistently identify traditional disciplinary approaches, such as detention and suspension, as the most frequently imposed disciplinary reaction to student infraction (Center & McKittrick, 1987). Offering school-wide positive behavior intervention supports may offer solutions to schools that continually lose time continually and frequently discipline students.

Perceptions of pre-service teachers concerns on incorporating technology in the 21st century classroom.

The Journal of the Effective Schools Project,

Assessment: Teacher Efficacy and Response to Intervention

The Delta Kappa Gamma Bulletin. 81(2), 41-46.

Arming Teachers for School Safety: Providing Clarity for State Policies

Texas Education Review

Student and School safety; understanding state policies

Sanders, A. & Isbell, L. (2016) Incorporating Modern Professional Development to Enhance Pre-Service Teachers’ Knowledge.

The Journal of the Effective Schools Project, 31-36.

Understanding and implementing the most current technology tools is essential in today’s changing classrooms. Technology is now being used as a supplemental tool more frequently and more diversely. As a result, teachers need to stay current about diverse technology tools and learning about those tools to support student learning. Traditionally, teachers attended face-to-face professional developments to learn about current innovations. Connect 2 Learn(C2L) offers a venue for teachers to enhance professional development skills, instructions, and deliveries to students through an online portal database. To investigate this problem, 85 pre-service teachers were given questionnaires using the connected to learning theory. Data was collected through the C2L website. Results indicated that this method is more conventional and encouraged educators to learn through open access to interest-driven topics. Additional insight from the study included the value of modern professional development to enhance pre-service teachers knowledge prior to entering the teaching profession.

Isbell, L. (2015) Positive behavior intervention supports in schools: A collaborative approach to support student learning.

Texas Council for Exceptional Children: The Bulletin. 21,10.

Many schools face challenges when dealing with disruptive students and their challenging behaviors. Creating positive school environments can pose challenges when teachers continuously discipline students for disruptive behaviors and lose time during instruction. Teachers consistently identify traditional disciplinary approaches, such as detention and suspension, as the most frequently imposed disciplinary reaction to student infraction (Center & McKittrick, 1987). Offering school-wide positive behavior intervention supports may offer solutions to schools that continually lose time continually and frequently discipline students.

Perceptions of pre-service teachers concerns on incorporating technology in the 21st century classroom.

The Journal of the Effective Schools Project,

Assessment: Teacher Efficacy and Response to Intervention

The Delta Kappa Gamma Bulletin. 81(2), 41-46.

Fields, M., Williams, J., & Isbell, L. (2017). Changes in Preservice Teacher Beliefs: Indication of Learning.

The Texas Forum of Teacher Education, 7,21-27.

Conventionally field experiences of preservice candidates occur towards the end of a program. This study investigated the beliefs of three preservice teachers who were enrolled in a unique program, which allowed them to experience teaching as freshman in college. With these experiences earlier in their program, they were challenged to reflect on the complexity of teaching. Four semi-structured interviews and observations were conducted over a year to examine what the teachers were learning and thinking about teaching through teaching experiences at elementary and middle schools. As Lave and Wenger (1991) suggest, a person learns through being an apprentice interacting within the community of practice. Through these rare early experiences the preservice teachers were better situated to learn about teaching. The findings indicate that the early experiences change their beliefs about the reality of teaching.

Arming Teachers for School Safety: Providing Clarity for State Policies

Texas Education Review

Student and School safety; understanding state policies

Sanders, A. & Isbell, L. (2016) Incorporating Modern Professional Development to Enhance Pre-Service Teachers’ Knowledge.

The Journal of the Effective Schools Project, 31-36.

Understanding and implementing the most current technology tools is essential in today’s changing classrooms. Technology is now being used as a supplemental tool more frequently and more diversely. As a result, teachers need to stay current about diverse technology tools and learning about those tools to support student learning. Traditionally, teachers attended face-to-face professional developments to learn about current innovations. Connect 2 Learn(C2L) offers a venue for teachers to enhance professional development skills, instructions, and deliveries to students through an online portal database. To investigate this problem, 85 pre-service teachers were given questionnaires using the connected to learning theory. Data was collected through the C2L website. Results indicated that this method is more conventional and encouraged educators to learn through open access to interest-driven topics. Additional insight from the study included the value of modern professional development to enhance pre-service teachers knowledge prior to entering the teaching profession.

Isbell, L. (2015) Positive behavior intervention supports in schools: A collaborative approach to support student learning.

Texas Council for Exceptional Children: The Bulletin. 21,10.

Many schools face challenges when dealing with disruptive students and their challenging behaviors. Creating positive school environments can pose challenges when teachers continuously discipline students for disruptive behaviors and lose time during instruction. Teachers consistently identify traditional disciplinary approaches, such as detention and suspension, as the most frequently imposed disciplinary reaction to student infraction (Center & McKittrick, 1987). Offering school-wide positive behavior intervention supports may offer solutions to schools that continually lose time continually and frequently discipline students.

Perceptions of pre-service teachers concerns on incorporating technology in the 21st century classroom.

The Journal of the Effective Schools Project,

Assessment: Teacher Efficacy and Response to Intervention

The Delta Kappa Gamma Bulletin. 81(2), 41-46.

Fields, M., Williams, J., & Isbell, L. (2017). Changes in Preservice Teacher Beliefs: Indication of Learning.

The Texas Forum of Teacher Education, 7,21-27.

Conventionally field experiences of preservice candidates occur towards the end of a program. This study investigated the beliefs of three preservice teachers who were enrolled in a unique program, which allowed them to experience teaching as freshman in college. With these experiences earlier in their program, they were challenged to reflect on the complexity of teaching. Four semi-structured interviews and observations were conducted over a year to examine what the teachers were learning and thinking about teaching through teaching experiences at elementary and middle schools. As Lave and Wenger (1991) suggest, a person learns through being an apprentice interacting within the community of practice. Through these rare early experiences the preservice teachers were better situated to learn about teaching. The findings indicate that the early experiences change their beliefs about the reality of teaching.

bell, L, & Hott, B. (2016) The RTI Stoplight strategy.

. New Teacher Advocate. Winter 2016, 18-19.

The first years of teaching can be an exciting time filled with new experiences, new students, new lessons, and new challenges. With the growing number of diverse students needing specialized small group or individualized instruction, you may feel overwhelmed about what strategies to implement to reach every student. The Response to Intervention (RTI) model serves as a guide to monitor and track all students’ progress. The stoplight strategy will help you implement appropriate academic and behavioral interventions as students need them.

Arming Teachers for School Safety: Providing Clarity for State Policies

Texas Education Review

Student and School safety; understanding state policies

Sanders, A. & Isbell, L. (2016) Incorporating Modern Professional Development to Enhance Pre-Service Teachers’ Knowledge.

The Journal of the Effective Schools Project, 31-36.

Understanding and implementing the most current technology tools is essential in today’s changing classrooms. Technology is now being used as a supplemental tool more frequently and more diversely. As a result, teachers need to stay current about diverse technology tools and learning about those tools to support student learning. Traditionally, teachers attended face-to-face professional developments to learn about current innovations. Connect 2 Learn(C2L) offers a venue for teachers to enhance professional development skills, instructions, and deliveries to students through an online portal database. To investigate this problem, 85 pre-service teachers were given questionnaires using the connected to learning theory. Data was collected through the C2L website. Results indicated that this method is more conventional and encouraged educators to learn through open access to interest-driven topics. Additional insight from the study included the value of modern professional development to enhance pre-service teachers knowledge prior to entering the teaching profession.

Isbell, L. (2015) Positive behavior intervention supports in schools: A collaborative approach to support student learning.

Texas Council for Exceptional Children: The Bulletin. 21,10.

Many schools face challenges when dealing with disruptive students and their challenging behaviors. Creating positive school environments can pose challenges when teachers continuously discipline students for disruptive behaviors and lose time during instruction. Teachers consistently identify traditional disciplinary approaches, such as detention and suspension, as the most frequently imposed disciplinary reaction to student infraction (Center & McKittrick, 1987). Offering school-wide positive behavior intervention supports may offer solutions to schools that continually lose time continually and frequently discipline students.

Perceptions of pre-service teachers concerns on incorporating technology in the 21st century classroom.

The Journal of the Effective Schools Project,

Assessment: Teacher Efficacy and Response to Intervention

The Delta Kappa Gamma Bulletin. 81(2), 41-46.

Fields, M., Williams, J., & Isbell, L. (2017). Changes in Preservice Teacher Beliefs: Indication of Learning.

The Texas Forum of Teacher Education, 7,21-27.

Conventionally field experiences of preservice candidates occur towards the end of a program. This study investigated the beliefs of three preservice teachers who were enrolled in a unique program, which allowed them to experience teaching as freshman in college. With these experiences earlier in their program, they were challenged to reflect on the complexity of teaching. Four semi-structured interviews and observations were conducted over a year to examine what the teachers were learning and thinking about teaching through teaching experiences at elementary and middle schools. As Lave and Wenger (1991) suggest, a person learns through being an apprentice interacting within the community of practice. Through these rare early experiences the preservice teachers were better situated to learn about teaching. The findings indicate that the early experiences change their beliefs about the reality of teaching.

bell, L, & Hott, B. (2016) The RTI Stoplight strategy.

. New Teacher Advocate. Winter 2016, 18-19.

The first years of teaching can be an exciting time filled with new experiences, new students, new lessons, and new challenges. With the growing number of diverse students needing specialized small group or individualized instruction, you may feel overwhelmed about what strategies to implement to reach every student. The Response to Intervention (RTI) model serves as a guide to monitor and track all students’ progress. The stoplight strategy will help you implement appropriate academic and behavioral interventions as students need them.

Isbell, L. Cranmore, J., Sennette, J.D.,& Morton, T. (2017) Oral Histories and Teacher Preparation Programs

The Journal of the Effective Schools Project. (JESP), 22-27.

The recent resurgence of oral histories as educational techniques offers great insight into the past for current high school students. While oral history projects are gaining more prominence in social studies classrooms, other disciplines have yet to adopt this model of instruction to the same level. The purpose of this study was to explore the use of oral histories in the high school teacher preparation program, Instructional Practices in Education. The study involved a qualitative methodology using a case study of the Instructional Practices in Education teacher, as she went through the process of assigning and evaluating an oral history project for her students. A model oral history project was developed by the authors, for use as a pilot study of this project. At the completion of the process, the teacher shared her experiences and evaluations of the use of this particular oral histories project in her classroom.

Arming Teachers for School Safety: Providing Clarity for State Policies

Texas Education Review

Student and School safety; understanding state policies

Sanders, A. & Isbell, L. (2016) Incorporating Modern Professional Development to Enhance Pre-Service Teachers’ Knowledge.

The Journal of the Effective Schools Project, 31-36.

Understanding and implementing the most current technology tools is essential in today’s changing classrooms. Technology is now being used as a supplemental tool more frequently and more diversely. As a result, teachers need to stay current about diverse technology tools and learning about those tools to support student learning. Traditionally, teachers attended face-to-face professional developments to learn about current innovations. Connect 2 Learn(C2L) offers a venue for teachers to enhance professional development skills, instructions, and deliveries to students through an online portal database. To investigate this problem, 85 pre-service teachers were given questionnaires using the connected to learning theory. Data was collected through the C2L website. Results indicated that this method is more conventional and encouraged educators to learn through open access to interest-driven topics. Additional insight from the study included the value of modern professional development to enhance pre-service teachers knowledge prior to entering the teaching profession.

Isbell, L. (2015) Positive behavior intervention supports in schools: A collaborative approach to support student learning.

Texas Council for Exceptional Children: The Bulletin. 21,10.

Many schools face challenges when dealing with disruptive students and their challenging behaviors. Creating positive school environments can pose challenges when teachers continuously discipline students for disruptive behaviors and lose time during instruction. Teachers consistently identify traditional disciplinary approaches, such as detention and suspension, as the most frequently imposed disciplinary reaction to student infraction (Center & McKittrick, 1987). Offering school-wide positive behavior intervention supports may offer solutions to schools that continually lose time continually and frequently discipline students.

Perceptions of pre-service teachers concerns on incorporating technology in the 21st century classroom.

The Journal of the Effective Schools Project,

Assessment: Teacher Efficacy and Response to Intervention

The Delta Kappa Gamma Bulletin. 81(2), 41-46.

Fields, M., Williams, J., & Isbell, L. (2017). Changes in Preservice Teacher Beliefs: Indication of Learning.

The Texas Forum of Teacher Education, 7,21-27.

Conventionally field experiences of preservice candidates occur towards the end of a program. This study investigated the beliefs of three preservice teachers who were enrolled in a unique program, which allowed them to experience teaching as freshman in college. With these experiences earlier in their program, they were challenged to reflect on the complexity of teaching. Four semi-structured interviews and observations were conducted over a year to examine what the teachers were learning and thinking about teaching through teaching experiences at elementary and middle schools. As Lave and Wenger (1991) suggest, a person learns through being an apprentice interacting within the community of practice. Through these rare early experiences the preservice teachers were better situated to learn about teaching. The findings indicate that the early experiences change their beliefs about the reality of teaching.

bell, L, & Hott, B. (2016) The RTI Stoplight strategy.

. New Teacher Advocate. Winter 2016, 18-19.

The first years of teaching can be an exciting time filled with new experiences, new students, new lessons, and new challenges. With the growing number of diverse students needing specialized small group or individualized instruction, you may feel overwhelmed about what strategies to implement to reach every student. The Response to Intervention (RTI) model serves as a guide to monitor and track all students’ progress. The stoplight strategy will help you implement appropriate academic and behavioral interventions as students need them.

Isbell, L. Cranmore, J., Sennette, J.D.,& Morton, T. (2017) Oral Histories and Teacher Preparation Programs

The Journal of the Effective Schools Project. (JESP), 22-27.

The recent resurgence of oral histories as educational techniques offers great insight into the past for current high school students. While oral history projects are gaining more prominence in social studies classrooms, other disciplines have yet to adopt this model of instruction to the same level. The purpose of this study was to explore the use of oral histories in the high school teacher preparation program, Instructional Practices in Education. The study involved a qualitative methodology using a case study of the Instructional Practices in Education teacher, as she went through the process of assigning and evaluating an oral history project for her students. A model oral history project was developed by the authors, for use as a pilot study of this project. At the completion of the process, the teacher shared her experiences and evaluations of the use of this particular oral histories project in her classroom.

Reading reflections: exploring various cultures with the use of book clubs

Ubiquity: The Journal of Literature, Literacy, and the Arts, Praxis Stand, 4, 32-55

Literature circles and book clubs are frequently used in elementary, middle, and high schools. The instructor of a master’s level diversity and equity in education course faced the challenge of implementing book club groups so that they were impactful and meaningful. The purpose of this article is to share how book clubs were used and connected to the student outcomes. The instructor shares a brief reflection on the process.

Arming Teachers for School Safety: Providing Clarity for State Policies

Texas Education Review

Student and School safety; understanding state policies

Sanders, A. & Isbell, L. (2016) Incorporating Modern Professional Development to Enhance Pre-Service Teachers’ Knowledge.

The Journal of the Effective Schools Project, 31-36.

Understanding and implementing the most current technology tools is essential in today’s changing classrooms. Technology is now being used as a supplemental tool more frequently and more diversely. As a result, teachers need to stay current about diverse technology tools and learning about those tools to support student learning. Traditionally, teachers attended face-to-face professional developments to learn about current innovations. Connect 2 Learn(C2L) offers a venue for teachers to enhance professional development skills, instructions, and deliveries to students through an online portal database. To investigate this problem, 85 pre-service teachers were given questionnaires using the connected to learning theory. Data was collected through the C2L website. Results indicated that this method is more conventional and encouraged educators to learn through open access to interest-driven topics. Additional insight from the study included the value of modern professional development to enhance pre-service teachers knowledge prior to entering the teaching profession.

Isbell, L. (2015) Positive behavior intervention supports in schools: A collaborative approach to support student learning.

Texas Council for Exceptional Children: The Bulletin. 21,10.

Many schools face challenges when dealing with disruptive students and their challenging behaviors. Creating positive school environments can pose challenges when teachers continuously discipline students for disruptive behaviors and lose time during instruction. Teachers consistently identify traditional disciplinary approaches, such as detention and suspension, as the most frequently imposed disciplinary reaction to student infraction (Center & McKittrick, 1987). Offering school-wide positive behavior intervention supports may offer solutions to schools that continually lose time continually and frequently discipline students.

Perceptions of pre-service teachers concerns on incorporating technology in the 21st century classroom.

The Journal of the Effective Schools Project,

Assessment: Teacher Efficacy and Response to Intervention

The Delta Kappa Gamma Bulletin. 81(2), 41-46.

Fields, M., Williams, J., & Isbell, L. (2017). Changes in Preservice Teacher Beliefs: Indication of Learning.

The Texas Forum of Teacher Education, 7,21-27.

Conventionally field experiences of preservice candidates occur towards the end of a program. This study investigated the beliefs of three preservice teachers who were enrolled in a unique program, which allowed them to experience teaching as freshman in college. With these experiences earlier in their program, they were challenged to reflect on the complexity of teaching. Four semi-structured interviews and observations were conducted over a year to examine what the teachers were learning and thinking about teaching through teaching experiences at elementary and middle schools. As Lave and Wenger (1991) suggest, a person learns through being an apprentice interacting within the community of practice. Through these rare early experiences the preservice teachers were better situated to learn about teaching. The findings indicate that the early experiences change their beliefs about the reality of teaching.

bell, L, & Hott, B. (2016) The RTI Stoplight strategy.

. New Teacher Advocate. Winter 2016, 18-19.

The first years of teaching can be an exciting time filled with new experiences, new students, new lessons, and new challenges. With the growing number of diverse students needing specialized small group or individualized instruction, you may feel overwhelmed about what strategies to implement to reach every student. The Response to Intervention (RTI) model serves as a guide to monitor and track all students’ progress. The stoplight strategy will help you implement appropriate academic and behavioral interventions as students need them.

Isbell, L. Cranmore, J., Sennette, J.D.,& Morton, T. (2017) Oral Histories and Teacher Preparation Programs

The Journal of the Effective Schools Project. (JESP), 22-27.

The recent resurgence of oral histories as educational techniques offers great insight into the past for current high school students. While oral history projects are gaining more prominence in social studies classrooms, other disciplines have yet to adopt this model of instruction to the same level. The purpose of this study was to explore the use of oral histories in the high school teacher preparation program, Instructional Practices in Education. The study involved a qualitative methodology using a case study of the Instructional Practices in Education teacher, as she went through the process of assigning and evaluating an oral history project for her students. A model oral history project was developed by the authors, for use as a pilot study of this project. At the completion of the process, the teacher shared her experiences and evaluations of the use of this particular oral histories project in her classroom.

Reading reflections: exploring various cultures with the use of book clubs

Ubiquity: The Journal of Literature, Literacy, and the Arts, Praxis Stand, 4, 32-55

Literature circles and book clubs are frequently used in elementary, middle, and high schools. The instructor of a master’s level diversity and equity in education course faced the challenge of implementing book club groups so that they were impactful and meaningful. The purpose of this article is to share how book clubs were used and connected to the student outcomes. The instructor shares a brief reflection on the process.

"Preservice teachers' self-reflection practices when integrating educational technology in the classroom." (p. 254-271). In Fostering reflective teaching practice in pre-service education edited by Z. Djoub

IGI Global: Hershey, PA.

As digital tools become common in the modern classroom, teachers must be equipped with understanding how to create lessons for modern learning. Reflective teaching practices are one such way to help preservice teachers learn quality skills for both creating and implementing digital tools. The focus of the research was to understand how preservice teachers were integrating the reflective teaching practices into planning and teaching; the objective of the chapter is to explain and explore those findings. While working through the six traits of the reflective practitioner (Eby & Kujawa, 1998) over the course of one semester, 29 participants kept a reflective journal detailing their process of creating a lesson using technology. The creation process also included complete lesson plans and a video presentation of the lesson; the video presentation was submitted to an online education technology conference (www.c2lconference.com). Sources of data included reflective journals, lesson plans, self-reflection questionnaires, and conference evaluations. The emergent themes for both the reflective journals and the comments on the self-reflection were aligned to produce three main themes, which were then connected to the six traits. Findings showed participants demonstrated the six traits in their planning were also able to enhance their lessons with technology instead of simply including a technology tool.