Kayla Mead ’23, elementary education major and Teaching Fellow, and Katie Baker, assistant professor of education, presented at the International Academic Forum’s International Conference on Education in Honolulu, Hawaii.
Kayla Mead ’23, elementary education major and Teaching Fellow, and Katie Baker, assistant professor of education, presented at the International Academic Forum’s International Conference on Education in Honolulu, Hawaii on Jan. 5-8.
The conference aims to host an exchange of ideas and new research across “any area of education, from academics and theorists to policymakers and practitioners, in both the private and public sectors, for challenging debate and stimulating discussions around the latest concepts and newest approaches.”
Mead presented a poster about her study entitled, “What is Mathematics and Mathematics Teaching?: A Study Exploring Prospective Teachers’ Perceptions.” Survey data showed that perceptions can change over the length of a semester, and can improve to a more positive regard of mathematics and to perceptions of mathematics teaching more aligned to the current vision of reform-based teaching and learning.
Follow-up interviews connected improved mathematics perceptions to the following themes of pedagogy: the use of multiple problem solving strategies and time to process them, welcoming classroom environment and affirming teaching, connections from the higher education classroom to K-8 classrooms.
Mead’s research was developed for her Teaching Fellows Inquiry Project and she formerly presented at the North Carolina Council of Teachers of Mathematics Annual Conference in November 2022 and plans to present at SURF 2023. Her project and travel was supported with a Rawls Grant and by the Dr. Jo Watts Williams School of Education.
Baker co-presented at the conference with Western Oregon University colleague Danielle Lane on two presentations: “Access to Integrative and Experiential Learning: An Examination of Co-teaching in Teacher Education” and “Narrative Inquiry of Teacher Candidates’ Experiences With Performance-based Assessments.”
In the first presentation, the colleagues examined their experiences as teacher educators collaborating in cross-programmatic coursework to benefit their personal teaching development and the learning and teaching of prospective teachers. The second presentation highlighted the lived experiences of five dual-major teacher candidates completing their performance-based teaching assessment required for licensure.
Baker was the session chair for one of the higher education presentation strands during the conference.
Baker also visited Elon education alumni Dory Boudett ‘21, Fulbright U.S. Student Award recipient, and Alyssa Herrmann ‘21, Teaching Fellow, at their elementary school site, Waialae Elementary School. Boudett now teaches fourth grade and Herrmann teaches first grade. Baker was a guest speaker and collaborated with the teachers and their students for a morning.