Participation Type
Paper
Presentation #1 Title
C.A.R.E. in a Nationally Recognized Appalachian High School: Creating Active, Reflective Educators in a Clinically-Based School-University Partnership
Presentation #1 Abstract or Summary
The purpose of this case-based qualitative study is to examine the perceptions high students about a unique school-university in the rural Appalachian region of Southeast Ohio. The partnership C.A.R.E., or Creating Active, Reflective Educators, is a democratic oriented program (based on the concepts of educational philosopher John Dewey) between Ohio University and Federal Hocking Local Schools. This partnership has received national recognition from the National Association of Professional Development Schools and from the National Network for Educational Renewal. The study explores high school students’ perceptions of teacher candidates (i.e. professional interns), engaged in sustained clinical immersion in their rural, Appalachian public school. Utilizing qualitative, semi-structured interviews and student focus groups, the data collected from this student reveal the impact and potential of the CARE program on their students’ learning and efficacy. In this paper we present the research findings relating to how students view the impact of teacher candidates on their Social/Cultural Development, the Nature of Methods (for example, project- and place-based learning), the Impact on Curriculum Delivery, the Development of Democratic Efficacy, and Partnerships for Social Justice and Equity in Appalachian Schools.
At-A-Glance Bio- Presenter #1
Charles L. Lowery is an assistant professor of Educational Administration for the Department of Educational Studies in the Patton College of Education, Ohio University. His research interests include the identity of the scholar-practitioner educational leader as a moral agent of democracy, justice, care, and critique.
At-A-Glance Bio- Presenter #2
Michael E. Hess is an assistant professor of Critical Studies in Educational Foundations for the Department of Educational Studies in the Patton College of Education, Ohio University. His research interests include rural Appalachia, rural schools, democratic education, and social foundations of education, including cultural studies.
At-A-Glance Bio- Presenter #3
Sarah Hartman is an assistant professor of Teacher Education in the Patton College of Education, Ohio University. Under an early childhood umbrella, her research interests are situated within themes pertaining to university/community/school partnerships, rural education, and the clinical model of teacher preparation.
At-A-Glance Bio- Presenter #4
Chris Kennedy is an associate lecturer in the Department of Teacher Education in the Patton College of Education, Ohio University. His research is focused on how PDS partnership experiences prepare teacher candidates to teach reading and how PDS partnerships influence student learning in the partnering PK-12 schools.
At-A-Glance Bio- Presenter #5
Ann Kaufman is a faculty in Education at Marietta College. Her research interests focus on middle childhood & special education, educational psychology & trauma-informed teachers/schools, and school-university partnerships that follow the clinical model of teacher preparation.
At-A-Glance Bio- Presenter #6
Marcy Keifer Kennedy serves as the Director of the OHIO Center for Clinical Practice in Education within The Patton College of Education. Her primary scholarly interests are mentoring teacher candidates and supporting new teachers. The Center supports a mission of positively impacting P-12 student learning.
C.A.R.E. in a Nationally Recognized Appalachian High School: Creating Active, Reflective Educators in a Clinically-Based School-University Partnership
The purpose of this case-based qualitative study is to examine the perceptions high students about a unique school-university in the rural Appalachian region of Southeast Ohio. The partnership C.A.R.E., or Creating Active, Reflective Educators, is a democratic oriented program (based on the concepts of educational philosopher John Dewey) between Ohio University and Federal Hocking Local Schools. This partnership has received national recognition from the National Association of Professional Development Schools and from the National Network for Educational Renewal. The study explores high school students’ perceptions of teacher candidates (i.e. professional interns), engaged in sustained clinical immersion in their rural, Appalachian public school. Utilizing qualitative, semi-structured interviews and student focus groups, the data collected from this student reveal the impact and potential of the CARE program on their students’ learning and efficacy. In this paper we present the research findings relating to how students view the impact of teacher candidates on their Social/Cultural Development, the Nature of Methods (for example, project- and place-based learning), the Impact on Curriculum Delivery, the Development of Democratic Efficacy, and Partnerships for Social Justice and Equity in Appalachian Schools.
