Ashlie R. Jack

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    Meaningful feedback in an online classroom
    (Rowman & Littlefield, 2021) Jack, Ashlie R.; Lefever-Davis, Shirley
    Meaningful feedback can come naturally, almost instinctually, for instructors in a brick-and-mortar classroom. A simple nod of affirmation, eye contact, or a brief comment from a professor can be a powerful reinforcement for learners. When moving to an online classroom, strategies for providing feedback might not always come this naturally. However, if approached with an emphasis on intentionality, meaningful feedback can become a more natural or regular process for any instructor teaching online through a learning management system.
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    Making an impact: A description of a collaborative partnership between a university teacher preparation program and an urban school district
    (WFATE, 2016-12) Jack, Ashlie R.; Lefever-Davis, Shirley
    This paper will describe an existing partnership between a university teacher preparation program and an urban school district that has a mission to jointly prepare teachers. The paper will begin with a brief overview of the development and evolution of the partnership over the years followed by a discussion of current practices and policies in the partnership that have led to positive outcomes for student learning. Specifically, the authors will describe the educator preparation program with an emphasis on the curriculum and clinical field experiences that comprise the program. The authors will share data regarding the partnership between the university and an urban school district that has had a positive and significant impact on student achievement. The authors will also focus on the final year-long field placement in the program and learn how this along with the other factors in the partnership results in teacher education candidates who are confident and highly sought after by employing school districts.
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    Curriculum as a reflection of teacher self-efficacy
    (Rowman & Littlefield, 2017) Jack, Ashlie R.; McDowell, Kimberly D.; Lefever-Davis, Shirley
    A well-established sense of efficacy has been positively correlated with student achievement and teacher retention. Given this, there is a strong need to promote teacher self-efficacy. Chief among the strategies to promote early-career teachers' self-efficacy is professional learning that engages teachers in the kind of practice-based, action research that helps build a community of local scholars, a comprehensive approach to mentoring that fosters growth and success through Bandura's contributors to the development of self-efficacy, and time for self-reflection practices in order to foster accomplished teaching and impact student learning.
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    Creating a support system that launches the Paraprofessional-to-Teacher in a Grow Your Own Program
    (IGI Global, 2022-06-24) Jack, Ashlie R.; Thiele, Julie; Wilson, Kimberly
    As teacher shortages continue to increase in the wake of the pandemic and an increased number of retirement-eligible teachers take advantage of the benefits of retiring, more communities and school districts are looking toward their local university for teacher education pathway programs to attract and prepare paraprofessionals (paraeducators) as a certified teacher while remaining in the community and employed within the school as a paraprofessional or teacher-of-record on a restricted license. Traditionally, these types of grow your own (GYO) programs attract and admit non-traditional candidates who have not attended school in more than five years and have other life factors that require a network of support not always found in a traditional teacher education program.
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    PD with distance-based instructional coaching to improve elementary teacher’ self-efficacy in teaching science
    (Springer Verlag, 2021-09-10) Lee, Soon-chun; Jack, Ashlie R.; Novacek, Greg
    Elementary students’ interest in science and careers in STEM are typically associated with their curiosity along with engagement in science activities and whether they find these activities to be fun, exciting, and enjoyable. Thus, early exposure of elementary students to STEM lessons must be engaging and enjoyable, which in turn increases the students’ awareness and interests in these fields. Elementary school teachers are typically a major influence on their students’ attitudes toward STEM. However, many elementary teachers have negative or unfavorable attitudes toward STEM areas. Consequently, many elementary students receive science instruction only a few days a week or only during some weeks of the year. This study aimed to enhance elementary teachers’ interest, knowledge, and self-efficacy in teaching science that, in turn, will effectively build their students’ interest in STEM areas. To accomplish this goal, we developed a PD program that consists of practice-based interventions with inquiry-based science curricula and instructional models. Then, we examined the effects of the interventions within the PD program, a practice-based summer workshop, and distance-based instructional coaching. We also investigated the effects of the instructional coaching delivered by two different types of coaches, peer elementary teacher vs. high-school science teacher, on the elementary teachers’ inquiry-based instructional practices.