Kimy Liu | California State University, Stanislaus (original) (raw)

Papers by Kimy Liu

Behavioral Research and Teaching, 2008

IGI Global eBooks, 2022

Preservice teachers are developing their professional identity while honing their teaching skills... more Preservice teachers are developing their professional identity while honing their teaching skills. Without transformative learning experience, preservice teachers will teach students the ways they were taught. They can have exclusive and deficit mindsets about students with disabilities (SWDs), many of whom are also English learners. Exclusive and deficit mindsets can lead to two teaching approaches: One is to treat SWDs as inferior to their typical peers. The other is to insist on standardized instruction for the sake of equality. In this chapter, the authors, as the teacher preparation faculty, confronted this challenge by engineering a transformative learning experience to liberate preservice teachers from the deficit mindsets about teaching students with disabilities.

Proceedings of the 2021 AERA Annual Meeting, 2021

Intervention in School and Clinic

Applied behavior analysis (ABA), a mainstay treatment used in the education of students with auti... more Applied behavior analysis (ABA), a mainstay treatment used in the education of students with autism spectrum disorder (ASD), has grown in popularity in recent years. Paralleling the growth of ABA are increasing concerns regarding its inequitable treatment of vulnerable, and otherwise marginalized, populations of students. Although ABA has been shown to provide observable educational benefit, a growing number of professionals argue against its solitary use, believing it undermines respect for autonomy and social justice. In this column, a critical analysis of ABA practice is presented, through the lens of equity and the self-determined learning model of instruction. More specifically, advocacy for heightened emphasis on choice and personal agency, paired with strategies to support active learning within ABA-informed interventions, are discussed.

Planning and changing, 2021

Response-to-Intervention (RTI) is a complex process that addresses how to diagnose, label, instru... more Response-to-Intervention (RTI) is a complex process that addresses how to diagnose, label, instruct and evaluate low-performing students. Despite RTI being a common school practice in public elementary schools across the United States, there is little consensus on how to implement RTI within educational settings. In this validation study, the authors describe the development of a rubric that aims to evaluate the implementation of RTI as a school-wide reading intervention in elementary schools. Using a test development procedure (Downing & Haladyna; 2006), the rubric was developed based upon a review of the literature, validation by known experts in the field, and a comparison by two independent raters to evaluate two schools’ RTI implementation. Through this process, six components were identified, which include evaluating: Tier 1 instruction, universal screening procedures, Tier 2 and Tier 3 interventions, progress monitoring practices, evidence-based decision-making, and organizat...

During the COVID-19 crisis, teacher educators grappled to provide teacher candidates meaningful f... more During the COVID-19 crisis, teacher educators grappled to provide teacher candidates meaningful field experiences to serve English learners (ELs) during campus closures. The purpose of this study was to explore teacher candidates’ (TCs) beliefs on second language acquisition (SLA) in the context of teaching ELs in secondary schools. Multiple data sources were used to evaluate fishbowl simulations’ efficacy as a viable alternative to gain meaningful field experience. Findings suggest strong connections between participants’ beliefs and their chosen instructional moves, with participants realizing the importance of meaning-making. Teacher candidates and teacher educators gain unique insight on effectively teaching and implementing SLA strategies with fishbowl simulations.

Frontiers in Education, 2021

Teachers need the knowledge and dispositions to identify and dismantle barriers contributing to p... more Teachers need the knowledge and dispositions to identify and dismantle barriers contributing to persistent educational inequity. This work begins by centering equity in teacher education with a focus on developing teachers’ critical consciousness of the systems of power and privilege in educational institutions. Utilizing equity-focused instruction and coaching, this study explored the development of preservice teachers’ Equity Consciousness and Equity Literacy knowledge and dispositions during a teaching-coaching-reflection transformative learning experience. Participants demonstrated increased Equity Consciousness and Equity Literacy, recognizing their assumptions about learners’ lived experiences and the funds of knowledge students bring to the learning environment. Findings from this empirical study indicate this approach contributes to the development of the equity-based dispositions essential to dismantling current educational barriers and replacing them with inclusive and emp...

Networks: An Online Journal for Teacher Research, 2019

Educational Action Research, 2019

Journal of Visual Literacy, 2017

Educational Assessment, 2013

This research was supported by Project INFORM (H327B050013-07) from Office of Special Education P... more This research was supported by Project INFORM (H327B050013-07) from Office of Special Education Programs, US Department of Education. BRT is affiliated with the College of Education, University of Oregon. Opinions expressed herein do not necessarily reflect those of the US ...

Behavioral Research and Teaching, 2008

Journal of Education and Training Studies, 2016

This study explores the transformation of pre-service teachers in their attainment of effective t... more This study explores the transformation of pre-service teachers in their attainment of effective teaching skills. Pre-service teachers learn about the learning-to-read process and implementations of component skills of teaching reading within the practicum. More importantly, pre-service teachers achieve a meaningful understanding of the declarative, procedural and strategic knowledge of working with struggling readers as well as the merits, utilities and appropriate applications of important literacy skills. Through reflecting, rehearsing, and revising teaching/learning practices, pre-service teachers are able to augment scripted Direct Instruction curriculum to improve student reading performance, and further generate meaningful learning gains that promote sustainability for themselves and their students.

This study explores the transformation of pre-service teachers in their attainment of effective t... more This study explores the transformation of pre-service teachers in their attainment of effective teaching skills. Pre-service teachers learn about the learning-to-read process and implementations of component skills of teaching reading within the practicum. More importantly, pre-service teachers achieve a meaningful understanding of the declarative, procedural and strategic knowledge of working with struggling readers as well as the merits, utilities and appropriate applications of important literacy skills. Through reflecting, rehearsing, and revising teaching/learning practices, pre-service teachers are able to augment scripted Direct Instruction curriculum to improve student reading performance, and further generate meaningful learning gains that promote sustainability for themselves and their students.

Behavioral Research and Teaching, 2008

IGI Global eBooks, 2022

Preservice teachers are developing their professional identity while honing their teaching skills... more Preservice teachers are developing their professional identity while honing their teaching skills. Without transformative learning experience, preservice teachers will teach students the ways they were taught. They can have exclusive and deficit mindsets about students with disabilities (SWDs), many of whom are also English learners. Exclusive and deficit mindsets can lead to two teaching approaches: One is to treat SWDs as inferior to their typical peers. The other is to insist on standardized instruction for the sake of equality. In this chapter, the authors, as the teacher preparation faculty, confronted this challenge by engineering a transformative learning experience to liberate preservice teachers from the deficit mindsets about teaching students with disabilities.

Proceedings of the 2021 AERA Annual Meeting, 2021

Intervention in School and Clinic

Applied behavior analysis (ABA), a mainstay treatment used in the education of students with auti... more Applied behavior analysis (ABA), a mainstay treatment used in the education of students with autism spectrum disorder (ASD), has grown in popularity in recent years. Paralleling the growth of ABA are increasing concerns regarding its inequitable treatment of vulnerable, and otherwise marginalized, populations of students. Although ABA has been shown to provide observable educational benefit, a growing number of professionals argue against its solitary use, believing it undermines respect for autonomy and social justice. In this column, a critical analysis of ABA practice is presented, through the lens of equity and the self-determined learning model of instruction. More specifically, advocacy for heightened emphasis on choice and personal agency, paired with strategies to support active learning within ABA-informed interventions, are discussed.

Planning and changing, 2021

Response-to-Intervention (RTI) is a complex process that addresses how to diagnose, label, instru... more Response-to-Intervention (RTI) is a complex process that addresses how to diagnose, label, instruct and evaluate low-performing students. Despite RTI being a common school practice in public elementary schools across the United States, there is little consensus on how to implement RTI within educational settings. In this validation study, the authors describe the development of a rubric that aims to evaluate the implementation of RTI as a school-wide reading intervention in elementary schools. Using a test development procedure (Downing & Haladyna; 2006), the rubric was developed based upon a review of the literature, validation by known experts in the field, and a comparison by two independent raters to evaluate two schools’ RTI implementation. Through this process, six components were identified, which include evaluating: Tier 1 instruction, universal screening procedures, Tier 2 and Tier 3 interventions, progress monitoring practices, evidence-based decision-making, and organizat...

During the COVID-19 crisis, teacher educators grappled to provide teacher candidates meaningful f... more During the COVID-19 crisis, teacher educators grappled to provide teacher candidates meaningful field experiences to serve English learners (ELs) during campus closures. The purpose of this study was to explore teacher candidates’ (TCs) beliefs on second language acquisition (SLA) in the context of teaching ELs in secondary schools. Multiple data sources were used to evaluate fishbowl simulations’ efficacy as a viable alternative to gain meaningful field experience. Findings suggest strong connections between participants’ beliefs and their chosen instructional moves, with participants realizing the importance of meaning-making. Teacher candidates and teacher educators gain unique insight on effectively teaching and implementing SLA strategies with fishbowl simulations.

Frontiers in Education, 2021

Teachers need the knowledge and dispositions to identify and dismantle barriers contributing to p... more Teachers need the knowledge and dispositions to identify and dismantle barriers contributing to persistent educational inequity. This work begins by centering equity in teacher education with a focus on developing teachers’ critical consciousness of the systems of power and privilege in educational institutions. Utilizing equity-focused instruction and coaching, this study explored the development of preservice teachers’ Equity Consciousness and Equity Literacy knowledge and dispositions during a teaching-coaching-reflection transformative learning experience. Participants demonstrated increased Equity Consciousness and Equity Literacy, recognizing their assumptions about learners’ lived experiences and the funds of knowledge students bring to the learning environment. Findings from this empirical study indicate this approach contributes to the development of the equity-based dispositions essential to dismantling current educational barriers and replacing them with inclusive and emp...

Networks: An Online Journal for Teacher Research, 2019

Educational Action Research, 2019

Journal of Visual Literacy, 2017

Educational Assessment, 2013

This research was supported by Project INFORM (H327B050013-07) from Office of Special Education P... more This research was supported by Project INFORM (H327B050013-07) from Office of Special Education Programs, US Department of Education. BRT is affiliated with the College of Education, University of Oregon. Opinions expressed herein do not necessarily reflect those of the US ...

Behavioral Research and Teaching, 2008

Journal of Education and Training Studies, 2016

This study explores the transformation of pre-service teachers in their attainment of effective t... more This study explores the transformation of pre-service teachers in their attainment of effective teaching skills. Pre-service teachers learn about the learning-to-read process and implementations of component skills of teaching reading within the practicum. More importantly, pre-service teachers achieve a meaningful understanding of the declarative, procedural and strategic knowledge of working with struggling readers as well as the merits, utilities and appropriate applications of important literacy skills. Through reflecting, rehearsing, and revising teaching/learning practices, pre-service teachers are able to augment scripted Direct Instruction curriculum to improve student reading performance, and further generate meaningful learning gains that promote sustainability for themselves and their students.

This study explores the transformation of pre-service teachers in their attainment of effective t... more This study explores the transformation of pre-service teachers in their attainment of effective teaching skills. Pre-service teachers learn about the learning-to-read process and implementations of component skills of teaching reading within the practicum. More importantly, pre-service teachers achieve a meaningful understanding of the declarative, procedural and strategic knowledge of working with struggling readers as well as the merits, utilities and appropriate applications of important literacy skills. Through reflecting, rehearsing, and revising teaching/learning practices, pre-service teachers are able to augment scripted Direct Instruction curriculum to improve student reading performance, and further generate meaningful learning gains that promote sustainability for themselves and their students.