Laurie Brantley-Dias | Kennesaw State University (original) (raw)

Research Articles by Laurie Brantley-Dias

A science teacher educator returned to teaching adolescents after more than 10 years in the profe... more A science teacher educator returned to teaching adolescents after more than 10 years in the professoriate. We studied his beliefs, practice and daily use of inquiry pedagogy while implementing a reform-based curriculum. Reflection on practice was evidenced by a weekly journal, classroom observations and debriefings, and extensive interviews. Newly developed practical knowledge from this experience shifted the science teacher educator’s beliefs away from the Piagetian structuralism espoused in prescribed curricula towards a more culturally responsive, student-driven approach to teaching science to middle grades students. The merits and limitations of curricula attempting to follow traditional scientific practices are discussed.

Papers by Laurie Brantley-Dias

Proceedings of the 2019 AERA Annual Meeting, 2019

Journal of Computing in Teacher Education, Mar 3, 2014

This study used a variety of qualitative methods within the context of an exploratory single case... more This study used a variety of qualitative methods within the context of an exploratory single case study to examine the use of digital video as a means for a preservice teacher to capture personal teaching episodes and reflect on them as an integral part of her professional development. Results demonstrate how an urban preservice teacher's work with digital video of her teaching promoted reflection and the development of teacher identity. Results also demonstrated how a teacher educator was able to use the digital video as a tool to help the beginning teacher identify effective practices.

Science teacher educators prepare and provide professional development for teachers at all grade ... more Science teacher educators prepare and provide professional development for teachers at all grade levels. They seek to improve conditions in classroom teaching and learning, professional development, and teacher recruitment and retention. Science Teacher Educators as K-12 Teachers: Practicing What We Teach tells the story of sixteen teacher educators who stepped away from their traditional role and entered the classroom to teach children and adolescents in public schools and informal settings. It details the practical and theoretical insights that these members of the Association of Science Teacher Educators (ASTE) earned from experiences ranging from periodic guest teaching to full-time engagement in the teaching role. Science Teacher Educators as K-12 Teachers shows science teacher educators as professionals engaged in reflective analysis of their beliefs about and experiences with teaching children or adolescents science. With their ideas about instruction and learning challenged,...

Reflective Practice, 2020

ABSTRACT In this conceptual paper, we present a professional practice-oriented Multidimensional M... more ABSTRACT In this conceptual paper, we present a professional practice-oriented Multidimensional Model of Reflective Practice (MMRP) and a Critical Incident Reflection (CIR) protocol as worthwhile tools for supporting teacher candidates (TCs) to become more self-directed, multi-faceted, and holistic in their reflective practice. The model presents reflection as a complex endeavor situated in a dynamic milieu. It emphasizes the complementary nature of professional competencies of knowledge, skills, and disposition, and the interrogation of an incident through technical, contextual, and critical reflection as well as reflection-in, -on, and -for-action. The CIR protocol provides scaffolding support for TCs as they move toward becoming independent reflective practitioners. Together, the MMRP and CIR protocol facilitate multidimensional reflection. We present a case for providing a more deliberate support for reflection. In doing this, we define reflection, highlight its common frameworks, and discuss the significance of intentional and systematic reflection on professional competencies. In the conclusion, we bring these ideas together to discuss the implications for a self-directed and agentic approach to reflection and professional growth.

Contemporary Issues in Technology and Teacher Education Journal, 2018

A group of preservice science teachers edited video footage of their practice teaching to identif... more A group of preservice science teachers edited video footage of their practice teaching to identify and isolate critical incidents. They then wrote guided reflection papers on those critical incidents using different forms of media prompts while they wrote. The authors used a counterbalanced research design to compare the quality of writing that participants produced when they had access to either their edited video clip of the incident, audio from the clip only, or their memory of the incident alone while writing. All reflection papers were evaluated using a rubric developed by Ward and McCotter (2004). An analysis of variance among paper scores showed that participants wrote significantly higher quality papers on several indicators when prompted by video than when prompted by audio. There was also a difference in means between their reflections when prompted by video and when they worked from memory alone.

Journal of Science Teacher Education, 2010

The authors ’ aim is to help novice teachers develop as purposeful instructional designers and re... more The authors ’ aim is to help novice teachers develop as purposeful instructional designers and reflective practitioners. This presentation will briefly describe a reflective instructional design model and report on three related studies that used digital video editing to support preservice teachers ’ ability to reflect and thus improve their practice. Prospective teachers bring prior educational experiences and beliefs about teaching, learning, children, and culture into their preservice teacher preparation. These powerful influences frame their initial attempts at designing instruction. In order for preservice teachers to challenge existing schemas, their beliefs and attitudes must be made explicit. Reflective practice in the education of teachers has been shown to be essential for meaningful professional growth and learning (LaBoskey, 1994; Zeichner & Liston, 1996; Posner, 2000) and for the development of culturally relevant pedagogy (Howard, 2003). Unfortunately, most instruction...

Open Learning: The Journal of Open, Distance and e-Learning

... Brendan D. Calandra, Ph.D. Middle/Secondary & Instructional Technology Georgia St... more ... Brendan D. Calandra, Ph.D. Middle/Secondary & Instructional Technology Georgia State University United States bcalandra@gsu ... for understanding how this unique context affects teacher attitudes, beliefs, and behaviors; Stephanie Kay-Sachs ... Tripp, SD & Bichelmeyer, B. (1990 ...

The purpose of this study was to measure and explore factors influencing K-12 online teachers’ tu... more The purpose of this study was to measure and explore factors influencing K-12 online teachers’ turnover intentions, with job satisfaction and organizational commitment serving as moderating variables. Using Fishbein and Ajzen’s Theory of Reasoned Action and Planned Behavior (1975), this study was conducted in public, private, charter, for-profit, and notfor-profit K-12 online schools in a single Southeastern state. Using a quantitative survey design, the study included responses from 108 participants. The results revealed that K-12 online teachers intend to remain teaching in the online setting in the immediate, intermediate, and long-term future. A logistic regression model indicated schedule flexibility, mentoring, number of students, number of years teaching experience, and affective commitment are predictors of online teacher’s likelihood of turnover. These results inform K-12 online school leaders who seek to retain new hires of statistically significant variables that influenc...

Introduction, Kathy Cabe Trundle.- Practicing What We Teach, Michael Dias.- K-12 Teaching with no... more Introduction, Kathy Cabe Trundle.- Practicing What We Teach, Michael Dias.- K-12 Teaching with no Ties to University.- Policy and the Planned Curriculum: Teaching High School Biology Every Day, Carolyn S. Wallace.- Get Real! Walking the Walk to Inform Talking the Talk: Full-time Teaching in an Urban High School, Paul Jablon.- The Nail in the Coffin: How Returning to the Classroom Killed My Belief in Schooling (But Not in Public Education), Don Duggan-Haas.- K-12 Teaching During University Sabbatical.- Becoming an Elementary Teacher of Nature of Science: Lessons Learned for Teaching Elementary Science, Valarie L. Akerson, Ingrid S. Weiland, Vanashri Nargund-Joshi, Khemmawadee Pongsanon.- A Sabbatical as a Middle Grades Science Teacher: Building New Practical Knowledge for Practice, Charles J. Eick.- Ten Years Out: The Long-Term Benefits of a Year Working as a Physical Science Teacher, Lee Meadows.- Elementary Science Teaching, Then and Now, Edward L. Shaw, Jr.- Being Ready to Learn: ...

Learning and leading with technology, 2006

Reflective Practice, 2020

In this conceptual paper, we present a professional practice-oriented Multidimensional Model of R... more In this conceptual paper, we present a professional practice-oriented Multidimensional Model of Reflective Practice (MMRP) and a Critical Incident Reflection (CIR) protocol as worthwhile tools for supporting teacher candidates (TCs) to become more self-directed, multi-faceted, and holistic in their reflective practice. The model presents reflection as a complex endeavor situated in a dynamic milieu. It emphasizes the complementary nature of professional competencies of knowledge, skills, and disposition, and the interrogation of an incident through technical, contextual, and critical reflection as well as reflection-in, -on, and -for-action. The CIR protocol provides scaffolding support for TCs as they move toward becoming independent reflective practitioners. Together, the MMRP and CIR protocol facilitate multidimensional reflection. We present a case for providing a more deliberate support for reflection. In doing this, we define reflection, highlight its common frameworks, and di...

Online Learning

The purpose of this study was to measure and explore factors influencing K-12 online teachers’ jo... more The purpose of this study was to measure and explore factors influencing K-12 online teachers’ job satisfaction, organizational commitment, and turnover intentions. Using Maslow’s Hierarchy of Needs (1954), Herzberg’s Two-Factor Theory of Satisfaction (1959, 1968), Meyer and Allen’s measure of Organizational Commitment (1997), and Fishbein and Ajzen’s Theory of Reasoned Action and Planned Behavior (1975), this mixed-methods study was conducted in public, private, charter, for-profit, and not-for-profit K-12 online schools in a single Southeastern state. The researchers used a sequential explanatory design by collecting and analyzing quantitative data and then qualitative data in two consecutive phases. Phase I included a 74-item survey with responses from 108 participants. Results revealed that K-12 online teachers have a moderate to high level of job satisfaction, which corresponds to their affective commitment to their organization and their intent to remain teaching in the online...

Journal of Research on Christian …, 2007

We conducted an empirical study aimed at identifying and quantifying the relationship between wor... more We conducted an empirical study aimed at identifying and quantifying the relationship between work characteristics, organizational commitment, job satisfaction, job involvement and organizational policies and procedures in the transition economy of Serbia, South Eastern Europe. The study, which included 566 persons, employed by 8 companies, revealed that existing models of work motivation need to be adapted to fit the empirical data, resulting in a revised research model elaborated in the paper. In the proposed model, job involvement partially mediates the effect of job satisfaction on organizational commitment. Job satisfaction in Serbia is affected by work characteristics but, contrary to many studies conducted in developed economies, organizational policies and procedures do not seem significantly affect employee satisfaction.

A science teacher educator returned to teaching adolescents after more than 10 years in the profe... more A science teacher educator returned to teaching adolescents after more than 10 years in the professoriate. We studied his beliefs, practice and daily use of inquiry pedagogy while implementing a reform-based curriculum. Reflection on practice was evidenced by a weekly journal, classroom observations and debriefings, and extensive interviews. Newly developed practical knowledge from this experience shifted the science teacher educator’s beliefs away from the Piagetian structuralism espoused in prescribed curricula towards a more culturally responsive, student-driven approach to teaching science to middle grades students. The merits and limitations of curricula attempting to follow traditional scientific practices are discussed.

Proceedings of the 2019 AERA Annual Meeting, 2019

Journal of Computing in Teacher Education, Mar 3, 2014

This study used a variety of qualitative methods within the context of an exploratory single case... more This study used a variety of qualitative methods within the context of an exploratory single case study to examine the use of digital video as a means for a preservice teacher to capture personal teaching episodes and reflect on them as an integral part of her professional development. Results demonstrate how an urban preservice teacher's work with digital video of her teaching promoted reflection and the development of teacher identity. Results also demonstrated how a teacher educator was able to use the digital video as a tool to help the beginning teacher identify effective practices.

Science teacher educators prepare and provide professional development for teachers at all grade ... more Science teacher educators prepare and provide professional development for teachers at all grade levels. They seek to improve conditions in classroom teaching and learning, professional development, and teacher recruitment and retention. Science Teacher Educators as K-12 Teachers: Practicing What We Teach tells the story of sixteen teacher educators who stepped away from their traditional role and entered the classroom to teach children and adolescents in public schools and informal settings. It details the practical and theoretical insights that these members of the Association of Science Teacher Educators (ASTE) earned from experiences ranging from periodic guest teaching to full-time engagement in the teaching role. Science Teacher Educators as K-12 Teachers shows science teacher educators as professionals engaged in reflective analysis of their beliefs about and experiences with teaching children or adolescents science. With their ideas about instruction and learning challenged,...

Reflective Practice, 2020

ABSTRACT In this conceptual paper, we present a professional practice-oriented Multidimensional M... more ABSTRACT In this conceptual paper, we present a professional practice-oriented Multidimensional Model of Reflective Practice (MMRP) and a Critical Incident Reflection (CIR) protocol as worthwhile tools for supporting teacher candidates (TCs) to become more self-directed, multi-faceted, and holistic in their reflective practice. The model presents reflection as a complex endeavor situated in a dynamic milieu. It emphasizes the complementary nature of professional competencies of knowledge, skills, and disposition, and the interrogation of an incident through technical, contextual, and critical reflection as well as reflection-in, -on, and -for-action. The CIR protocol provides scaffolding support for TCs as they move toward becoming independent reflective practitioners. Together, the MMRP and CIR protocol facilitate multidimensional reflection. We present a case for providing a more deliberate support for reflection. In doing this, we define reflection, highlight its common frameworks, and discuss the significance of intentional and systematic reflection on professional competencies. In the conclusion, we bring these ideas together to discuss the implications for a self-directed and agentic approach to reflection and professional growth.

Contemporary Issues in Technology and Teacher Education Journal, 2018

A group of preservice science teachers edited video footage of their practice teaching to identif... more A group of preservice science teachers edited video footage of their practice teaching to identify and isolate critical incidents. They then wrote guided reflection papers on those critical incidents using different forms of media prompts while they wrote. The authors used a counterbalanced research design to compare the quality of writing that participants produced when they had access to either their edited video clip of the incident, audio from the clip only, or their memory of the incident alone while writing. All reflection papers were evaluated using a rubric developed by Ward and McCotter (2004). An analysis of variance among paper scores showed that participants wrote significantly higher quality papers on several indicators when prompted by video than when prompted by audio. There was also a difference in means between their reflections when prompted by video and when they worked from memory alone.

Journal of Science Teacher Education, 2010

The authors ’ aim is to help novice teachers develop as purposeful instructional designers and re... more The authors ’ aim is to help novice teachers develop as purposeful instructional designers and reflective practitioners. This presentation will briefly describe a reflective instructional design model and report on three related studies that used digital video editing to support preservice teachers ’ ability to reflect and thus improve their practice. Prospective teachers bring prior educational experiences and beliefs about teaching, learning, children, and culture into their preservice teacher preparation. These powerful influences frame their initial attempts at designing instruction. In order for preservice teachers to challenge existing schemas, their beliefs and attitudes must be made explicit. Reflective practice in the education of teachers has been shown to be essential for meaningful professional growth and learning (LaBoskey, 1994; Zeichner & Liston, 1996; Posner, 2000) and for the development of culturally relevant pedagogy (Howard, 2003). Unfortunately, most instruction...

Open Learning: The Journal of Open, Distance and e-Learning

... Brendan D. Calandra, Ph.D. Middle/Secondary & Instructional Technology Georgia St... more ... Brendan D. Calandra, Ph.D. Middle/Secondary & Instructional Technology Georgia State University United States bcalandra@gsu ... for understanding how this unique context affects teacher attitudes, beliefs, and behaviors; Stephanie Kay-Sachs ... Tripp, SD & Bichelmeyer, B. (1990 ...

The purpose of this study was to measure and explore factors influencing K-12 online teachers’ tu... more The purpose of this study was to measure and explore factors influencing K-12 online teachers’ turnover intentions, with job satisfaction and organizational commitment serving as moderating variables. Using Fishbein and Ajzen’s Theory of Reasoned Action and Planned Behavior (1975), this study was conducted in public, private, charter, for-profit, and notfor-profit K-12 online schools in a single Southeastern state. Using a quantitative survey design, the study included responses from 108 participants. The results revealed that K-12 online teachers intend to remain teaching in the online setting in the immediate, intermediate, and long-term future. A logistic regression model indicated schedule flexibility, mentoring, number of students, number of years teaching experience, and affective commitment are predictors of online teacher’s likelihood of turnover. These results inform K-12 online school leaders who seek to retain new hires of statistically significant variables that influenc...

Introduction, Kathy Cabe Trundle.- Practicing What We Teach, Michael Dias.- K-12 Teaching with no... more Introduction, Kathy Cabe Trundle.- Practicing What We Teach, Michael Dias.- K-12 Teaching with no Ties to University.- Policy and the Planned Curriculum: Teaching High School Biology Every Day, Carolyn S. Wallace.- Get Real! Walking the Walk to Inform Talking the Talk: Full-time Teaching in an Urban High School, Paul Jablon.- The Nail in the Coffin: How Returning to the Classroom Killed My Belief in Schooling (But Not in Public Education), Don Duggan-Haas.- K-12 Teaching During University Sabbatical.- Becoming an Elementary Teacher of Nature of Science: Lessons Learned for Teaching Elementary Science, Valarie L. Akerson, Ingrid S. Weiland, Vanashri Nargund-Joshi, Khemmawadee Pongsanon.- A Sabbatical as a Middle Grades Science Teacher: Building New Practical Knowledge for Practice, Charles J. Eick.- Ten Years Out: The Long-Term Benefits of a Year Working as a Physical Science Teacher, Lee Meadows.- Elementary Science Teaching, Then and Now, Edward L. Shaw, Jr.- Being Ready to Learn: ...

Learning and leading with technology, 2006

Reflective Practice, 2020

In this conceptual paper, we present a professional practice-oriented Multidimensional Model of R... more In this conceptual paper, we present a professional practice-oriented Multidimensional Model of Reflective Practice (MMRP) and a Critical Incident Reflection (CIR) protocol as worthwhile tools for supporting teacher candidates (TCs) to become more self-directed, multi-faceted, and holistic in their reflective practice. The model presents reflection as a complex endeavor situated in a dynamic milieu. It emphasizes the complementary nature of professional competencies of knowledge, skills, and disposition, and the interrogation of an incident through technical, contextual, and critical reflection as well as reflection-in, -on, and -for-action. The CIR protocol provides scaffolding support for TCs as they move toward becoming independent reflective practitioners. Together, the MMRP and CIR protocol facilitate multidimensional reflection. We present a case for providing a more deliberate support for reflection. In doing this, we define reflection, highlight its common frameworks, and di...

Online Learning

The purpose of this study was to measure and explore factors influencing K-12 online teachers’ jo... more The purpose of this study was to measure and explore factors influencing K-12 online teachers’ job satisfaction, organizational commitment, and turnover intentions. Using Maslow’s Hierarchy of Needs (1954), Herzberg’s Two-Factor Theory of Satisfaction (1959, 1968), Meyer and Allen’s measure of Organizational Commitment (1997), and Fishbein and Ajzen’s Theory of Reasoned Action and Planned Behavior (1975), this mixed-methods study was conducted in public, private, charter, for-profit, and not-for-profit K-12 online schools in a single Southeastern state. The researchers used a sequential explanatory design by collecting and analyzing quantitative data and then qualitative data in two consecutive phases. Phase I included a 74-item survey with responses from 108 participants. Results revealed that K-12 online teachers have a moderate to high level of job satisfaction, which corresponds to their affective commitment to their organization and their intent to remain teaching in the online...

Journal of Research on Christian …, 2007

We conducted an empirical study aimed at identifying and quantifying the relationship between wor... more We conducted an empirical study aimed at identifying and quantifying the relationship between work characteristics, organizational commitment, job satisfaction, job involvement and organizational policies and procedures in the transition economy of Serbia, South Eastern Europe. The study, which included 566 persons, employed by 8 companies, revealed that existing models of work motivation need to be adapted to fit the empirical data, resulting in a revised research model elaborated in the paper. In the proposed model, job involvement partially mediates the effect of job satisfaction on organizational commitment. Job satisfaction in Serbia is affected by work characteristics but, contrary to many studies conducted in developed economies, organizational policies and procedures do not seem significantly affect employee satisfaction.

Journal of Research on Technology in Education, 2021

This case study examines how a cohort of eleven induction secondary STEM teachers engaged learner... more This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended t...