Nicole Klimow - Academia.edu (original) (raw)
Papers by Nicole Klimow
Proceedings of the 2021 AERA Annual Meeting
Proceedings of the 2020 AERA Annual Meeting
International Journal of Educational Methodology, 2019
Our goal for this article is twofold: 1) to examine the efficacy of participatory concept mapping... more Our goal for this article is twofold: 1) to examine the efficacy of participatory concept mapping as an integration tool for mixed methods research (MMR), and 2) to explore, using concept mapping, pre-service teachers' epistemic cognition (EC) and its relationship to teaching orientation (TO). Using a combined developmental and dimensional framework, preservice teachers' (N=48) concept maps about their (EC) and (TO) were investigated. Analyses revealed that the majority of the participants were consistent with the EC profiles of either: 1) absolutist, 2) multiplist, or 3) evaluativist. Participants' EC and TO were clearly linked and implications for learning, instruction, and teacher education are discussed. Finally, concept mapping was deemed an effective tool for MMR especially as it pertains to integration.
Proceedings of the 2020 AERA Annual Meeting, 2020
Research concerning teachers' pedagogical beliefs shows a strong relationship between plannin... more Research concerning teachers' pedagogical beliefs shows a strong relationship between planning and instruction; however, the sources of pedagogical beliefs have not been researched thoroughly. Because teachers bring their histories and experiences to their interactions with students, their pedagogical beliefs may also be present in their instruction, mediating the relationship between knowledge (planning) and action (writing instruction). Framed by Sociocultural Theory (SCT), the purpose of this qualitative, multi-site, multi-case case study was first to understand teachers' expectations for teaching writing based on their beliefs about learning. A secondary intent was to examine ways in which high school English teachers' learning expectations are embodied in their classroom praxis for writing. A third intent sought to illustrate the impact of external pressures on teachers' writing praxis. Through multiple sources of data, and analytic techniques, the perspectives ...
This unit plan describes expectations for a unit plan that serves as the cumulative performance a... more This unit plan describes expectations for a unit plan that serves as the cumulative performance assessment for the ESEC 506-E course that single-subject-teacher-candidates in English Teaching Methods Course. In small groups, clustered by the grade level they will be teaching, create a six-week unit plan that incorporates multiple learning standards, assessment practices, and texts grounded by an overarching question(s). This assignment mimics expectations and dispositions that in-service teachers demonstrate daily. The unit must define the academic focus—the big learning expectation that will be assessed summatively—by identifying the learning sequence and formative checkpoints so that learners are “ready” to demonstrate their learning on the end of the unit summative assessment. For each sequence or step within the unit, the learning activities, specific resources, assessment practices and accompanying rubrics, and the context and texture texts that support the anchor text must be ...
Research concerning teachers' pedagogical beliefs shows a strong relationship between planning an... more Research concerning teachers' pedagogical beliefs shows a strong relationship between planning and instruction; however, the sources of pedagogical beliefs have not been researched thoroughly. Because teachers bring their histories and experiences to their interactions with students, their pedagogical beliefs may also be present in their instruction, mediating the relationship between knowledge (planning) and action (writing instruction). Framed by Sociocultural Theory (SCT), the purpose of this qualitative, multi-site, multi-case case study was first to understand teachers' expectations for teaching writing based on their beliefs about learning. A secondary intent was to examine ways in which high school English teachers' learning expectations are embodied in their classroom praxis for writing. A third intent sought to illustrate the impact of external pressures on teachers' writing praxis. Through multiple sources of data, and analytic techniques, the perspectives of six teachers from three high schools in the Southwest United States were illustrated in individual case reports and interpreted from cross-case analysis. Using a combination of discourse and event mappings, Burke's Pentad, situated meaning, and domain and taxonomic analyses data were triangulated resulting in a model of English teachers' writing praxis based on their learning beliefs. Findings suggest that teachers' writing praxis was grounded in a transmittal paradigmatic pedagogical perspective, resulting in a focus on function and form of writing rather than teaching for relevance and meaning. External pressures of professional and content standards, lack of adequate preparation, and push to graduate students have added to English teacher frustration and reliance on traditional teaching methods.
Research concerning teachers' pedagogical beliefs shows a strong relationship between planning an... more Research concerning teachers' pedagogical beliefs shows a strong relationship between planning and instruction; however, the sources of pedagogical beliefs have not been researched thoroughly. Because teachers bring their histories and experiences to their interactions with students, their pedagogical beliefs may also be present in their instruction, mediating the relationship between knowledge (planning) and action (writing instruction). Framed by Sociocultural Theory (SCT), the purpose of this qualitative, multi-site, multi-case case study was first to understand teachers' expectations for teaching writing based on their beliefs about learning. A secondary intent was to examine ways in which high school English teachers' learning expectations are embodied in their classroom praxis for writing. A third intent sought to illustrate the impact of external pressures on teachers' writing praxis. Through multiple sources of data, and analytic techniques, the perspectives of six teachers from three high schools in the Southwest United States were illustrated in individual case reports and interpreted from cross-case analysis. Using a combination of discourse and event mappings, Burke's Pentad, situated meaning, and domain and taxonomic analyses data were triangulated resulting in a model of English teachers' writing praxis based on their learning beliefs. Findings suggest that teachers' writing praxis was grounded in a transmittal paradigmatic pedagogical perspective, resulting in a focus on function and form of writing rather than teaching for relevance and meaning. External pressures of professional and content standards, lack of adequate preparation, and push to graduate students have added to English teacher frustration and reliance on traditional teaching methods.
Conceptual Analyses of Curriculum Inquiry Methodologies
This chapter focuses on collective case study: (1) what it is, (2) what separates it from other c... more This chapter focuses on collective case study: (1) what it is, (2) what separates it from other case study formats (case study and multiple case study), and (3) how to effectively use collective case study design for research. This chapter walks researchers through the overarching components necessary in conducting research using collective case study design, providing helpful strategies and examples the authors have found useful in their own research. While highly useful in qualitative research, this chapter also notes possible challenges to using collective case study design. This chapter concludes with a list of additional resources for more in-depth explorations of the procedural elements addressed.
Proceedings of the 2021 AERA Annual Meeting
Proceedings of the 2020 AERA Annual Meeting
International Journal of Educational Methodology, 2019
Our goal for this article is twofold: 1) to examine the efficacy of participatory concept mapping... more Our goal for this article is twofold: 1) to examine the efficacy of participatory concept mapping as an integration tool for mixed methods research (MMR), and 2) to explore, using concept mapping, pre-service teachers' epistemic cognition (EC) and its relationship to teaching orientation (TO). Using a combined developmental and dimensional framework, preservice teachers' (N=48) concept maps about their (EC) and (TO) were investigated. Analyses revealed that the majority of the participants were consistent with the EC profiles of either: 1) absolutist, 2) multiplist, or 3) evaluativist. Participants' EC and TO were clearly linked and implications for learning, instruction, and teacher education are discussed. Finally, concept mapping was deemed an effective tool for MMR especially as it pertains to integration.
Proceedings of the 2020 AERA Annual Meeting, 2020
Research concerning teachers' pedagogical beliefs shows a strong relationship between plannin... more Research concerning teachers' pedagogical beliefs shows a strong relationship between planning and instruction; however, the sources of pedagogical beliefs have not been researched thoroughly. Because teachers bring their histories and experiences to their interactions with students, their pedagogical beliefs may also be present in their instruction, mediating the relationship between knowledge (planning) and action (writing instruction). Framed by Sociocultural Theory (SCT), the purpose of this qualitative, multi-site, multi-case case study was first to understand teachers' expectations for teaching writing based on their beliefs about learning. A secondary intent was to examine ways in which high school English teachers' learning expectations are embodied in their classroom praxis for writing. A third intent sought to illustrate the impact of external pressures on teachers' writing praxis. Through multiple sources of data, and analytic techniques, the perspectives ...
This unit plan describes expectations for a unit plan that serves as the cumulative performance a... more This unit plan describes expectations for a unit plan that serves as the cumulative performance assessment for the ESEC 506-E course that single-subject-teacher-candidates in English Teaching Methods Course. In small groups, clustered by the grade level they will be teaching, create a six-week unit plan that incorporates multiple learning standards, assessment practices, and texts grounded by an overarching question(s). This assignment mimics expectations and dispositions that in-service teachers demonstrate daily. The unit must define the academic focus—the big learning expectation that will be assessed summatively—by identifying the learning sequence and formative checkpoints so that learners are “ready” to demonstrate their learning on the end of the unit summative assessment. For each sequence or step within the unit, the learning activities, specific resources, assessment practices and accompanying rubrics, and the context and texture texts that support the anchor text must be ...
Research concerning teachers' pedagogical beliefs shows a strong relationship between planning an... more Research concerning teachers' pedagogical beliefs shows a strong relationship between planning and instruction; however, the sources of pedagogical beliefs have not been researched thoroughly. Because teachers bring their histories and experiences to their interactions with students, their pedagogical beliefs may also be present in their instruction, mediating the relationship between knowledge (planning) and action (writing instruction). Framed by Sociocultural Theory (SCT), the purpose of this qualitative, multi-site, multi-case case study was first to understand teachers' expectations for teaching writing based on their beliefs about learning. A secondary intent was to examine ways in which high school English teachers' learning expectations are embodied in their classroom praxis for writing. A third intent sought to illustrate the impact of external pressures on teachers' writing praxis. Through multiple sources of data, and analytic techniques, the perspectives of six teachers from three high schools in the Southwest United States were illustrated in individual case reports and interpreted from cross-case analysis. Using a combination of discourse and event mappings, Burke's Pentad, situated meaning, and domain and taxonomic analyses data were triangulated resulting in a model of English teachers' writing praxis based on their learning beliefs. Findings suggest that teachers' writing praxis was grounded in a transmittal paradigmatic pedagogical perspective, resulting in a focus on function and form of writing rather than teaching for relevance and meaning. External pressures of professional and content standards, lack of adequate preparation, and push to graduate students have added to English teacher frustration and reliance on traditional teaching methods.
Research concerning teachers' pedagogical beliefs shows a strong relationship between planning an... more Research concerning teachers' pedagogical beliefs shows a strong relationship between planning and instruction; however, the sources of pedagogical beliefs have not been researched thoroughly. Because teachers bring their histories and experiences to their interactions with students, their pedagogical beliefs may also be present in their instruction, mediating the relationship between knowledge (planning) and action (writing instruction). Framed by Sociocultural Theory (SCT), the purpose of this qualitative, multi-site, multi-case case study was first to understand teachers' expectations for teaching writing based on their beliefs about learning. A secondary intent was to examine ways in which high school English teachers' learning expectations are embodied in their classroom praxis for writing. A third intent sought to illustrate the impact of external pressures on teachers' writing praxis. Through multiple sources of data, and analytic techniques, the perspectives of six teachers from three high schools in the Southwest United States were illustrated in individual case reports and interpreted from cross-case analysis. Using a combination of discourse and event mappings, Burke's Pentad, situated meaning, and domain and taxonomic analyses data were triangulated resulting in a model of English teachers' writing praxis based on their learning beliefs. Findings suggest that teachers' writing praxis was grounded in a transmittal paradigmatic pedagogical perspective, resulting in a focus on function and form of writing rather than teaching for relevance and meaning. External pressures of professional and content standards, lack of adequate preparation, and push to graduate students have added to English teacher frustration and reliance on traditional teaching methods.
Conceptual Analyses of Curriculum Inquiry Methodologies
This chapter focuses on collective case study: (1) what it is, (2) what separates it from other c... more This chapter focuses on collective case study: (1) what it is, (2) what separates it from other case study formats (case study and multiple case study), and (3) how to effectively use collective case study design for research. This chapter walks researchers through the overarching components necessary in conducting research using collective case study design, providing helpful strategies and examples the authors have found useful in their own research. While highly useful in qualitative research, this chapter also notes possible challenges to using collective case study design. This chapter concludes with a list of additional resources for more in-depth explorations of the procedural elements addressed.