Location
Social Justice (Session 5 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
This study/survey was born from the construct that social inequities have a long history in the United States and beyond, impacting our social, historical, and cultural growth, and our ability to create a welcoming community. This is a continuation of a study begun at another institution and will add to our understanding of how best to support teacher candidates in their preparation and development as advocates. This study uses a pre-post survey design using purposive sampling of teacher candidates in an elementary writing methods course.
Keywords
writing, social studies, teacher preparation, ELA methods, elementary
Professional Bio
Karyn Allee-Herndon earned degrees in Elementary Education (BAE and MEd) with a concentration in Early Childhood Education from the University of Florida and Educational Leadership (EdS) from Stetson University, and a PhD in Education (Elementary) from the University of Central Florida. Dr. Allee-Herndon’s research focuses on how poverty affects cognitive development, executive function and self-regulation as predictors of school readiness and achievement, and instructional strategies (including play) to reduce achievement gaps. Dr. Allee-Herndon is currently an Assistant Professor of Elementary Education at Mercer University in Atlanta and has a career background in K-12 education and professional development spanning twenty-six years.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Allee-Herndon, Karyn A., "Is it "Just" a Methods Course? - Developing Elementary Teacher's Social Justice Advocacy Competency" (2020). Georgia Educational Research Association Conference. 66.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/66
Included in
Is it "Just" a Methods Course? - Developing Elementary Teacher's Social Justice Advocacy Competency
Social Justice (Session 5 Breakouts)
This study/survey was born from the construct that social inequities have a long history in the United States and beyond, impacting our social, historical, and cultural growth, and our ability to create a welcoming community. This is a continuation of a study begun at another institution and will add to our understanding of how best to support teacher candidates in their preparation and development as advocates. This study uses a pre-post survey design using purposive sampling of teacher candidates in an elementary writing methods course.
