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OCTEO Spring 2018 Conference
Thursday 11:00 AM Breakout Sessions I

Advocacy for the Disengaged Learner Scioto A
Jennifer Webb, Walsh University
This session will share PBL implementation by teacher candidates in a diverse, urban school, to show potential and engagement of students with high-functioning disabilities.

Strengthening Our Partnerships to Promote Our Schools Franklin C
Melissa Askren Edgehouse, University of Mount Union
Linda Bigham, University of Mount Union
RuthAnn Rinto, University of Mount Union
This session discusses all phases of partnerships, including agreements, effectiveness surveys, data analysis, and positive unintended consequences, like press releases, presentations, and pooled resources.

iEducating Teacher Candidates for Policy Advocacy Franklin D
John Gillham, The University of Findlay
This presentation will equip teacher educators and teacher candidates with the necessary tools to take an active role in influencing education policy. Bring your laptops!

The Ripple Effect: Connecting with Community to Create Public Education Advocates Olentangy A
Ann Cell, Federal Hocking Secondary School
Amy Buchman, Federal Hocking Secondary School
Bill Elasky, Ohio University
Cindy Hartman, Ohio University
In this session, participants will learn how the CARE Professional Development Partnership is engaged in fostering community-to-school connections with two basic goals: making students into democratic citizens and creating advocates for public education within the community.

Affordances of a Content-Specific Model of Collaborative Mentoring Olentangy B
Danielle Dani, Ohio University
Allyson Hallman-Thrasher, Ohio University
Mathew Felton-Koestler, Ohio University
Kristin Diki, Ohio University
Jodi Dunham, Shawnee State University
This presentation will describe the benefits of a content-specific model of collaborative mentoring as reported by teacher candidates, mentor teachers, and faculty members.

Preparing pre-service teacher for diverse learners Are they REALLY prepared? Ohio A
Areej Ahmed, Ohio University
Mona Sulaimani, Ohio University
Teacher preparation programs are designed to equip future teachers with the skills required to work with diverse learners in their future classrooms. However, students and families from culturally and linguistically diverse backgrounds believe that some of the in-service teachers are not well prepared to provide their children with the help they need. This is a major concern that must be addressed in order to find out some of the reasons behind the parentsí perceptions. Such an investigation can shed some light on some of the challenges these children face and provide possibilities for addressing them.

Coaching Teacher Candidates Enrolled in Online Programs to Enhance Confidence and Teaching Capacity Ohio B
Jennifer Ottley, Ohio University
Ryan Pigman, Ohio University
Sara Helfrich, Ohio University
Christan Coogle, George Mason University
This presentation describes the feasibility, acceptability, and effectiveness of distance coaching to enhance the practices of teacher candidates enrolled in online teacher preparation programs.


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