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TxATE
Summer Conference
June 7-8, 2013
Austin, Texas
TxATE Summer Conference
June 7-8, 2013
Radisson Hotel & Suites Austin
111 E. Cesar Chavez St.
Phone: (512) 478-9611
Program Schedule
Friday—June 7, 2012
4:00 - 7:00
TxATE Executive Board meeting
Saturday—June 8, 2012
8:00 - 9:00
Continental Breakfast
9:00 – 9:15
Welcome
9:15 – 10:15
Opening Session
Speaker: Dr. Nancy Gallavan, ATE President
10:15 - 10:30
Break
10:30 – 11:15 Roundtable Presentations
11:15 - 12:30
Lunch and TxATE Business Meeting
12:30 - 1:30
Dyslexia Presentation
Speaker: Susan Patteson, Region 13
1:30 - 1:45
Break
1:45 - 2:30
Roundtables
2:30 - 3:00
Motivational Presentation
Speaker: Susan Patteson, Region 13
3:00 - 3:15
Closing
Upcoming ATE Meetings:
The 2013 Summer Conference will be August 2-6, 2013 at the Hyatt Regency Washington on Capitol
Hill, Washington DC. Theme for the Summer Conference is Advancing Teacher Education that Matters
in Teaching, Learning, & Schooling.
The 2014 Annual Meeting of the Association of Teacher Educators will be held February 14-18, 2014 in
St. Louis, Missouri, at the Hyatt Regency St. Louis River Front.
The theme is Advancing Teacher Education that Matters in Teaching, Learning, & Schooling.
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Speakers
Dr. Nancy Gallavan, ATE President
The Association of Teacher Educators was founded in 1920 and is an individual
membership organization devoted solely to the improvement of teacher
education both for school-based and post-secondary teacher educators. ATE
members represent over 700 colleges and universities, over 500 major school
systems, and the majority of state departments of education. The ATE office is
located in the Washington DC area where it represents its members’ interests
before governmental agencies and education organizations. In addition, ATE has
representatives on the National Council for Accreditation of Teacher Education.
Dr. Nancy Gallavan will serve as President of The Association of Teacher
Educators, 2012-2013.
Nancy Gallavan taught elementary and middle school in Colorado for 20 years before entering higher
education in Nevada and ATE in 1995. She joined University of Central Arkansas in 2006. Nancy served
as delegate from Nevada and Arkansas. She chaired Communications Committee; served on Fiscal
Affairs Committee and Commissions of Teacher Reflectivity and Affective Education and chairs SelfEfficacy. She has served on numerous conference committees; co-chair of the 2011 conference, ArATE
President, and SRATE President-Elect. Authoring ten books and 100+ peer-reviewed publications,
Nancy frequently presents at ATE, AERA, NAME, NCSS, and chaired the AERA Research in Social
Studies Education SIG.
Susan Patteson, M.Ed., LDT, CALT
Susan Patteson is Project Coordinator in the Department of Educator
Quality at Region 13 Education Service Center in Austin Texas. She
received a Master’s in Education, is a Licensed Dyslexia Therapist, a
Certified Academic Language Therapist, and a Wilson Reading
System instructor. She is certified through the State Board of
Educator Certifications as a school administrator and in the areas of
elementary education, secondary reading, special education, ELL,
and as a Master Reading Teacher. She has worked in public schools
and in adult education serving in the capacity of teacher,
interventionist, therapist, and district administrator. Susan currently works with teacher certification
trainings and outreach with a specialization in reading and dyslexia.
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Round Table Discussions
10:30 — 11:15
Table 1
An Investigation of Technology Integration in Teacher Preparation Programs
Presenter:
Jodi Pilgrim, Marlene Zipperlen
University of Mary Hardin-Baylor
Abstract:
The purpose of this study was to explore technology needs of teacher preparation programs. The presenters will
discuss findings from a 2013 survey of school leaders and teachers utilizing a one-to-one technology initiative.
Table 2
Grading the Teacher: Meeting Expectations of Teacher Education Students
Presenter:
Renea Fike
University of the Incarnate Word
Abstract:
This study entailed a survey of 338 university students to determine the ranking of 22 teacher qualities and
whether students’ expectations of teachers vary across two academic disciplines: Teacher Education and Economics.
According to the students, the most important qualities of the ideal teacher were “knowledgeable,” “grades fairly,”
and “conveys knowledge.” Teacher Education students had higher expectations of teacher qualities than the
Economics students in over 2/3 of the qualities analyzed. Students ranked “use of technology” as the least valued of
the faculty qualities assessed, and students who were older or stronger academically placed lower emphasis on
“makes class fun.”
Table 3
Integrating Content Methods Instruction to Facilitate Student Learning: Reflecting on an Intensive
Field-Based Integrated Program
Presenter:
Elaine Hendrix, Debby Shulsky
University of Houston – Clear Lake
Abstract:
In an effort to better prepare teacher candidates with the knowledge and skills necessary to effectively facilitate
connected learning experiences, our university currently offers students an alternative to the traditional program
track for teacher preparation. Students accepted for the integrated track take methods courses concurrently, and
have the opportunity to implement content learned in weekly field experiences supervised by mentor teachers,
methods instructors, and assigned field supervisors.
This presentation focuses on an on-going study that examines the effectiveness of an integrated content methods
model in one teacher preparation program. Outcomes are encouraging and implications are widespread across
Texas preparation programs.
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Table 4
Pre-service Teachers Analysis of Their Own Practice Teaching Video: Lessons from the Field
Presenter:
Pamela Whitehouse, Janise McIntyre
Midwestern State University
Abstract:
How and to what extent does guided self-assessment of one’s teaching help pre-service teachers build pedagogical
content knowledge? This pilot study examined nascent pedagogical knowledge of teacher education students.
Students were video-recorded teaching their first practice lesson and then answered questions structured to assess
their pedagogical content knowledge. Students selected sections of their teaching video they deemed evidentiary in
supporting their responses. This data was then analyzed using a constant comparative method; early findings
indicate this type of video analysis can be of great value in improving course design and individualizing pedagogybuilding activities for students.
Table 5
Mind Mapping Philosophies of Education Online
Presenter:
Cathy Stearns, Chelleye Crow, Mary Harris
University of North Texas
Abstract:
In a foundations of education course required of elementary and middle school teacher candidates, we used
Mindomo mind mapping software to enable large groups of students to create concept maps that represent the
philosophical positioning of influential persons and programs. Each student created a multimedia report on one
topic, negotiated with others its placement on the mind map, and responded to the work of others from a
philosophical perspective. We will share our goals, methods, and samples of student work and reflect on what our
students gained from this experience pedagogically and in articulation of their own philosophies of education.
Table 6
An Examination of Generational Differences
Presenter:
Anna L. Fox
University of Mary Hardin-Baylor
Abstract:
Today’s new Generation Y teachers (born between 1982 and 1994) have a different mindset, perspective, set of
expectations, and outlook than teachers from previous generations. This quantitative research study was an
examination of generational differences within a school environment. Teachers from three generational cohorts
completed the Teaching Perspectives Inventory (Pratt, Collins, & Selinger, 2001). The research questions asked
whether teachers perceived teaching differently based on their generational cohort. The participants also responded
to two open-ended questions concerning the challenges and benefits of working with other generations. The
findings indicated no significant differences among generations concerning the actions, intentions, or beliefs of
teaching. However, the open-ended questions did show teachers perceive not only challenges when working with
other generations but also benefits. The results have applications for new teachers, experienced teachers, and school
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administrators in developing a cohesive and supportive working environment, which recognizes and accepts
generational differences.
Table 7
Bicultural Identity and Agency among Latino Teacher Candidates Attending a Hispanic-serving Institution
on the U.S.-Mexico Border
Presenter:
Amabilia Valenzuela, Judith H. Munter
The University of Texas at El Paso
Abstract:
Despite the significant growth among Latinos in the US, Latino teachers continue to be underrepresented within
teacher education programs. Studies attempting to understand Latino students’ success in teacher preparation
programs are growing. The purpose of this study was to explore the experiences of three female Hispanic teacher
candidates in the teacher preparation program at a predominantly Hispanic-serving institution (HSI) on the TexasMexico border. Utilizing qualitative methodology, researchers investigated the perceptions and experiences of three
female Mexican American teacher candidates. Three main themes emerged from the analysis: Bicultural identity,
social networks, and agency. Implications are discussed in the conclusion.
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Round Table Discussions
1:45 — 2:30
Table 1
College Readiness of Hispanic Future Teachers: The Effectiveness of a Cognitive Learning
Computer System in Improving Mathematics Skills
Presenter:
Julian Viera Jr., Judith Munter
University of Texas as El Paso
Abstract:
Web-based learning systems have been in use for many decades. However, curriculum and critical pedagogy have
yet to be discussed in hybrid courses utilizing such software. This presentation will discuss one particular intelligent
tutoring system, ALEKS, and its integration into UTEP’s College of Education college readiness project for preeducation students, future teachers. This interactive mathematics program is embedded in a summer bridging
program for high school students preparing for college at UTEP that aims to improve students’ basic math skills and
college readiness. Doctoral students will present preliminary research findings on its effectiveness.
Table 2
Making Technology Relevant
Presenter:
Charles Allen, Lauren Snead
University of Houston
Abstract:
Technology is not only necessary, but relevant for today’s education and our pre-service teachers are learning by our
example. The days of utilizing technology for “special” lessons are in the past. Our students live in a digital
environment where information is consistently at their fingertips. Modern technology is essential for learning and
student engagement. Learn ways to incorporate technology into your teacher education classes. Google Drive,
Dropbox, social media sites, Web 2.0 tools, SmartBoard use, mobile learning, and flipping the classroom will be
shared. BYOD (Bring your own device) and follow along. Handouts and examples will be provided.
Table 4
The Self-Efficacy and Field Commitment of Undergraduate Education Students
Presenter:
Nancy Dubinski Webber, Tracey S. Hodges
Texas A&M University
Abstract:
Teacher preparation programs have a great responsibility to provide teacher candidates not only with the credentials
they need to pursue a career, but also with the tools necessary to succeed in the classroom. The purpose of the
present study is to determine the significance of any existing relationship between students’ classification,
certification area, and whether or not they have undergone a field experience and the students’ self-efficacy
regarding teaching skills and their long-term commitment to the teaching field. Exploratory factor analyses,
analyses of variance, and multivariate analyses of variance are used to examine the how the variables affect each
other.
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Table 5
Novice Teacher Self-efficacy Regarding Classroom Management and the Student-Teacher
Relationship
Presenter:
Chris Everett
University of Mary Hardin-Baylor
Abstract:
Excellence in teaching is essential for high levels of student achievement. Schools and the teachers working in them
face increasing pressure to educate students to higher levels. Quality classroom management is a crucial component
for developing a high-yield instructional environment. Teachers must understand that building a meaningful,
appropriate relationship with students is the first step to achieving quality classroom management. The purpose of
this quantitative study was to examine the perspectives of novice educators regarding perceived self-efficacy related
to classroom management and the amount of exposure to curriculum specific to building the student-teacher
relationship received during preservice preparation. No correlation was found between the amount of exposure a
novice teacher received during preservice preparation and their perceived level of self-efficacy.
Table 6
Field Experiences: Using Video and Protocol to Influence Perceptions of Shared Personal Practice
Presenter:
Jeff Blacklock
Midwestern State University
Abstract:
The purpose of this qualitative project is to investigate whether or not video and a developed protocol for reflecting
on teaching practices influences pre-service teachers’ perceptions to shared personal practice. Shared personal
practice is a dimension of professional learning community organizational theory which focuses on teachers
collectively working together to improve teaching practices and learning. During a methods course at a regional
state university teacher preparation program pre-service teachers use their video lessons and a shared personal
practice protocol to reflect on their instructional practice. Findings suggest that this approach can positively
influence pre-service teachers’ attitudes to sharing practice.
Table 7
Technology Challenges: Successful Integration of Classroom Technology
Presenter:
Karen Lee Jackson
University of Mary Hardin-Baylor
Abstract:
Teachers lead students in technology instruction by modeling and using the tools of the 21st century. The general
problem is teachers do not implement technology best practices in classroom instruction. Possible contributing
factors include the fear of technology integration, fear of change, unsupportive school culture, and lack of effective
professional development. In this qualitative study, seven teachers described their experiences with successfully
integrating technology. The data gathered reveal the perceptions, experiences, and challenges that have been
overcome. The teachers, who are integrating technology, do so despite lack of equipment, finances, and change
process required to educate in the 21st century.
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2012 TxATE Award Recipients
2012 Ted Booker Memorial Award Recipient: Dr. Josefina Villamil Tinajero
Josefina (“Josie”) Villamil Tinajero, Dean of the College of Education at the University of Texas at El Paso (UTEP),
Director of the Mother-Daughter/Father-Son Program, and Professor of Bilingual Education is a leading scholar,
educator and advocate on issues of equity and excellence for culturally and linguistically diverse children and
families. She has been a major force in shaping public policy in the U.S. in support of linguistically diverse children
and families, and has founded educational programs that provide novice and experienced educators with the skills
and knowledge needed for educating an increasingly diverse society.
2012 Distinguished Clinician Award Recipient: Mr. Philo Waters
Philo Waters is the principal of Ann Brock Elementary in Burleson ISD. He is an outstanding example of a campus
administrator who understands and embraces his role in the development of new teachers. He supports and
cooperates with the director of field experience from Texas Wesleyan University in the placement of teacher
candidates. He welcomes teacher candidates on his campus and ensures their needs are met. Mr. Waters is key in
the development of relationships between the university and new schools through his willingness to talk to other
principals about the benefits that he sees for all stakeholders.
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Consortium of State Organizations for Texas teacher Education
CALL FOR PROPOSALS
October 20-22, 2013 Omni Colonnade Hotel– 9821 Colonnade Blvd – San Antonio, Texas
Proposal Deadline: July 15, 2013
Please submit proposals addressing one of the following strands:
Accountability
College Readiness
Professional Harmony
Accreditation
Data Analysis
Recruitment / Retention
Assessment
Diversity
Special Populations
Brain-based Research
Ethics
Teacher Quality
Best Practices
Leadership
Technology
Critical Issues
Partnerships
Value Added
Presentation Tracks: Standard Professional Track and Emerging Scholars Track
Standard Professional Track: This track is for practicing professionals in teacher preparation. All
presentations in the Professional Track will be 30 minutes in length. We invite presentations with either a
practical or research focus. Professional Track proposals should be submitted to Alma Rodriguez,
University of Texas at Brownsville, via Email at [email protected] in electronic format as
attachment (Microsoft Word or PDF file) by July 15, 2013. Proposals must include the following
(incomplete proposals will not be reviewed):
1. Cover sheet, to include
title of session / presentation strand relevant to your proposal (see above)
name of preparation program and names of presenters and affiliations (educator preparation
program / organization)
CSOTTE organization affiliation(s) of each presenter (EDICUT, TACA, TACO, TACTE,
TAECTE, TCTCT, TDFE, TAHPERD, TxATE, or NONE)
phone number(s), and email address of contact person
abstract, 100 words or less, for conference program
2. Presentation proposal, 750 words or less, as a separate document void of identifying information (for
blind review process)
If you have not received acknowledgement of receipt of your proposal by July 20, 2013, contact Alma
Rodriguez, University of Texas at Brownsville ([email protected]). Proposals will be reviewed
and presenters notified by July 31, 2013. All presenters must register for the conference by September 15,
2013. In order to be included in the online repository, all presenters must submit presentation handouts
electronically by October 1, 2013.
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Emerging Scholars Track: This track is provided for teacher candidates completing initial certification
at the undergraduate or graduate level and is offered at a reduced rate of 25.00. This track includes a full
day of sessions specifically designed for beginning professional educators and the Emerging Scholars
Poster Session. The Emerging Scholars sessions are open to all undergraduate and graduate teacher
candidates whether or not they choose to submit their work presentation. Participation in this one-day
track will have a reduced cost of $25.00. The Emerging Scholars registration option is included in the
online registration form. The reduced conference fee does not include the lunch general session.
Participants will provide their own meals.
Teacher candidates wishing to participate in the Emerging Scholars Poster Session should submit
proposals for presentation in the Emerging Scholars Track. This track provides teacher candidates the
opportunity to showcase research completed during the pre-service preparation process. Candidates must
submit their own proposals independently to Dana Kennamer Pemberton, Abilene Christian University,
via Email at [email protected] in electronic format as attachments (Microsoft Word or PDF file) by
September 1. Applicants will receive notification of the status of their proposals by September 15.
Proposals must include the following:
1. Cover sheet, to include
Title of session
Name of preparation program and name(s) of presenter(s)
Name and email address of contact person
2. Abstract, 100 words or less for conference program.
3. Summary of research, 600-800 words
4. Letter of support from faculty sponsor
If you have not received acknowledgement of receipt of your proposal by September 15, 2013, contact
Dana Kennamer Pemberton, Abilene Christian University, at [email protected]. All Emerging Scholars
presenters must register for the conference by September 30, 2013. Again, all presentations in this track
are in poster format. Posters must not exceed a width of 3.5 feet, be free-standing and of an appropriate
height to be placed on top of a table for viewing. Presenters may also wish to provide handouts that
summarize their research to be distributed during the poster session.
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TxATE 2012-2013 Officers/Executive Board/Committee
President
Amanda M. Rudolph
Stephen F. Austin State University
First Vice-President
Alma Rodriquez
University of Texas-Brownsville
Treasurer
Renea Fike
University of the Incarnate Word
Secretary
Jodi Pilgrim
University of Mary Hardin Baylor
Executive Director
Ginny Fender
University of Texas at Tyler
Past President
Elda Martinez
University of the Incarnate Word
Conference Liaison
Denise Staudt
University of the Incarnate Word
2012 Forum Editor
2013 Forum Editor
Sharon Woodall
University of Mary Hardin Baylor
Amanda M. Rudolph
Stephen F. Austin State University
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