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Mary Barksdale

Virginia Tech, Teaching & Learning, Faculty Member

Followers

22

Following

5

Co-authors

5

Public Views

Kwantlen Polytechnic University

Kansas State University

Andrew Langille

York University

Upsi

University of Melbourne

Clive Palmer (National Teaching Fellow)

University of Central Lancashire

Hacettepe University

Prof. Tafida S A Y E D A H M E D Ghanem

National Center for Educational Research and Development (NCERD)- Egypt

Mohamed M. Ghoneim Sywelem

Suez Canal University

Jacqueline DiSanto

Hostos Community College

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Papers by Mary Barksdale

The Quest for Excellence in University Teaching

The Journal of Higher Education, 1987

... Hoff-man [33] cited students&amp;amp;#x27; perception of stimulation of thought and in-te... more ... Hoff-man [33] cited students&amp;amp;#x27; perception of stimulation of thought and in-terest as inspiring their ... that teachers who do not highly value teaching excel-lence tend to blame students for failure, whereas those who do value it take personal responsibility for student failures [1 ...

Valuing Children's Voices About the Author(s)

This paper explores the voices of elementary children in public schools. Three databases were use... more This paper explores the voices of elementary children in public schools. Three databases were used including (a) interviews with 25 elementary students, (b) drawings and writings created by 225 third through sixth-grade students about their high stakes testing experiences, and (c) observations in two first-grade classrooms. The data demonstrate that elementary children have much to say about their overall school experiences, including their worries at school, their feelings of disconnect with their teachers, the lack of meaningful learning experiences, and their desire to be heard as unique individuals. These findings challenge educators to make changes in our American classrooms in order to best meet the needs of young children.

Valuing Children‘s Voices

This paper explores the voices of elementary children in public schools. Three databases were use... more This paper explores the voices of elementary children in public schools. Three databases were used including (a) interviews with 25 elementary students, (b) drawings and writings created by 225 third through sixth-grade students about their high stakes testing experiences, and (c) observations in two first-grade classrooms. The data demonstrate that elementary children have much to say about their overall school experiences, including their worries at school, their feelings of disconnect with their teachers, the lack of meaningful learning experiences, and their desire to be heard as unique individuals. These findings challenge educators to make changes in our American classrooms in order to best meet the needs of young children.

Perceptions of Preservice Elementary Teachers on Multicultural Issues

This paper reports an exploratory study of preservice teachers ’ knowledge of multicultural educa... more This paper reports an exploratory study of preservice teachers ’ knowledge of multicultural education and preparedness for literacy instruction with diverse populations. We conducted the study across a variety of college and university contexts. Results showed that preservice teachers did not feel well prepared to teach children of diverse linguistic and cultural backgrounds. We also found evidence that these preservice teachers had not developed a strong knowledge base about multicultural education, despite the fact that they had all been introduced to multicultural topics in their teacher education coursework. This study demonstrates that there is a need for examination of current methods of preparing teachers for providing literacy instruction that addresses diverse cultural and linguistic backgrounds. ∗Slippery Rock University

In Curriculum and Instruction

monitoring learning, constructing knowledge, testing, participatory learning, lesson evaluation, ... more

Teacher Education Quarterly Preservice Teachers ’ Observations of Cooperating Teachers and Peers While Participating in an Early Field Experience

Because of the value of authentic classroom experiences, teacher education programs in the United... more Because of the value of authentic classroom experiences, teacher education programs in the United States typically include one or more early field experiences prior to final full-time student teaching. These early field experiences play a crucial role in the prepara-tion of teachers (Guyton & McIntyre, 1990). In an early field experience, cooperating teachers serve as models who guide prospective teachers in the appli-cation of theory and instructional approaches intro-duced in university methods courses. The goal of such apprenticeship experiences is for preservice teachers to develop and practice their pedagogical skills, in part through close observation of the coop-erating teacher. However, such field experiences “do not always lead to analysis, reflection, and growth on the part of the novice teacher ” (McIntyre, Byrd, & Foxx, 1996, p. 171). In early field experiences, prospective teachers typically observe the cooperating teachers and as-Nancy A. Anderson is a professor with the

Lessons Learned from Designing a Comprehensive Case- Based Reasoning (CBR) Tool for Support of Complex Thinking

... practice effective learning strategies and to demonstrate a personal interest in the domain (... more

Anxiety and attention in beginning readers

Perceptions about Learning to Read in 2nd-5th Graders

Journal of Research in Education, 2013

Literacy and Democracy in South African Primary Schools

Valuing Children's Voices

This paper explores the voices of elementary children in public schools. Three data bases were us... more This paper explores the voices of elementary children in public schools. Three data bases were used including (a) interviews with 25 elementary students, (b) drawings and writings created by 225 third through sixth-grade students about their high stakes testing experiences, and (c) observations in two first-grade classrooms. The data demonstrate that elementary children have much to say about their overall school experiences, including their worries at school, their feelings of disconnect with their teachers, the lack of meaningful learning experiences, and their desire to be heard as unique individuals. These findings challenge educators to make changes in American classrooms in order to best meet the needs of young children.

Preservice Teachers' Observations of Cooperating Teachers and Peers While Participating in an Early Field Experience

Because of the value of authentic classroom experiences, teacher education programs in the United... more Because of the value of authentic classroom experiences, teacher education programs in the United States typically include one or more early field experiences prior to final full-time student teaching. These early field experiences play a crucial role in the preparation of teachers (Guyton & McIntyre, 1990). In an early field experience, cooperating teachers serve as models who guide prospective teachers in the application of theory and instructional approaches introduced in university methods courses. The goal of such apprenticeship experiences is for preservice teachers to develop and practice their pedagogical skills, in part through close observation of the cooperating teacher. However, such field experiences "do not always lead to analysis, reflection, and growth on the part of the novice teacher" (McIntyre, Byrd, & Foxx, 1996, p. 171). In early field experiences, prospective teachers typically observe the cooperating teachers and assume increasingly higher levels of ...

2012-2013 Board of Reviewers

Journal of Teacher Education

Mona Abo-Zena, Tufts University Jonathan Adams, Florida State University Susan Adams, Butler Univ... more Mona Abo-Zena, Tufts University Jonathan Adams, Florida State University Susan Adams, Butler University So-Yeon Ahn, University at Buffalo Lasisi Ajayi, San Diego State University Bob Algozzine, University of North Carolina at Charlotte Ricky Allen, University of New Mexico Richard Allington, University of Tennessee Janet Alsup, Purdue University Ann Amicucci, Indiana University of Pennsylvania Dorothea Anagnostopoulos, Michigan State University Lauren Anderson, University of Southern California Carey Andrzejewski, Auburn University Kenneth Anthony, Mississippi State University Philip Armstrong, Utah State University Becky Atkinson, University of Alabama Kathryn Au, School Rise, Llc William Austin, University of Nebraska–Omaha Mary Avalos, University of Miami Amy Bacevich Bernard Badiali, The Pennsylvania State University Damon Bahr, Brigham Young University Ellen Ballock, Towson University Mary Alice Barksdale, Virginia Tech Reizelie Barreto, Towson University Diane Barrett, University of Hawaii at Hilo Keith Barton, Indiana University Anna Baynum, Hollins University Thomas Bean, University of Nevada, Las Vegas Catherine Beauchamp, Bishop’s University, Canada Linda Behar-Horenstein, University of Florida David Ben-Chaim, Technion Institute, Israel Lisa Bendixen, University of Nevada, Las Vegas Susanna Benko, Ball State University Susan Benner, University of Tennessee Susan Bennett, University of Mississippi Cynthia Benton, SUNY–Cortland Amanda Berry, Monash Univeristy, Australia Barnett Berry, Center for Teaching Quality Lynn Beudert, University of Arizona Kathy Bickmore, Oise-University of Toronto, Canada Steven Bickmore, Louisiana State University Deborah Bieler, University of Delaware Kathleen Bieschke, The Pennsylvania State University Emily Binks-Cantrell, Texas A&M University Mollie Blackburn, Ohio State University Dorothy Blanks, University of Tennessee Sigrid Blömeke, Humboldt University, Germany Timothy Boerst, University of Michigan Gail Boldt, The Pennsylvania State University Gina Borgioli Yoder, Indiana University Purdue Eurydice Bouchereau Bauer, University of Illinois Laura Bower, Southern Connecticut State University Mark Boylan, Sheffield Hallam University, United Kingdom Melissa Braaten, University of Wisconsin–Madison Susan Brookhart, Educational Consultant Alan Brown, University of Alabama Anthony Brown, University of Texas at Austin Elizabeth Brown, University of Louisville Elizabeth Brown, George Mason University Bridget Bunten, Washington College Wendy Burke, Eastern Michigan University Megan Burton, University of South Carolina Gerald Campano, University of Pennsylvania June Canty, Washington State University B. Stephen Carpenter, The Pennsylvania State University Cynthia Carver, Oakland University Alison Castro Superfine, University of Illinois, Chicago Samantha Caughlan, Michigan State University Cynthia Chapel, Lincoln University Christina Chavez, California State Poly University Joseph Check, University of Massachusetts, Boston Jeff Choppin, University of Rochester Kathryn Chval, University of Missouri Jim Cibulka, NCATE and CAEP Sarah Clark, Utah State University Courtney Clayton, University of Mary Washington Karina Clemmons, University of Arkansas at Little Rock Renee Clift, University of Arizona Leonora Cohen, Oregon State University Doyin Coker-Kolo, Millersville University Jamie Colwell, Old Dominion University Barbara Combs, University of North Dakota Hilary Conklin, DePaul University Annamarie Conner, University of Georgia Annamary Consalvo, University of Texas at Austin Jewell Cooper, University of North Carolina at Greensboro Roisin Corcoran, Yale University Cheryl Craig, University of Houston Patricia Cranton, The Pennsylvania State University Brett Criswell, Georgia State University Dionne Cross, Indiana University 505081 JTEXXX10.1177/0022487113505081Journal of Teacher Education research-article2013

Engaging African American parents: insights from a cultural arts after school program

Journal for Multicultural Education

Purpose Literature indicates African American parents can feel real or perceived discrimination t... more Purpose Literature indicates African American parents can feel real or perceived discrimination that strains their interactions with teachers, resulting in them feeling alienated from their children’s school. Design/methodology/approach This is an exploratory case study of two African American parents, who although guarded in their relationships with teachers, exposed their vulnerabilities to Project ESTEEM faculty as they requested support in resolving behavioral and academic challenges with their children. It is an exploratory case study in that the field notes were taken prior to defining the research question, positioning it as research that sets the stage for a future more comprehensive study. The researchers, as participant observers recorded field notes of events and interactions that occurred. The research question was, “What were the factors that influenced the relationships between the Project ESTEEM faculty and African American Parents? The subquestions were “What were th...

The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi

Many thanks should go to my research participants who gave me valuable information for this study... more

Preservice Teachers' Observations of Cooperating Teachers and Peers While Participating in an Early Field Experience

Teacher Education Quarterly, Sep 22, 2005

Because of the value of authentic classroom experiences, teacher education programs in the United... more Because of the value of authentic classroom experiences, teacher education programs in the United States typically include one or more early field experiences prior to final full-time student teaching. These early field experiences play a crucial role in the preparation of teachers (Guyton & McIntyre, 1990). In an early field experience, cooperating teachers serve as models who guide prospective teachers in the application of theory and instructional approaches introduced in university methods courses. The goal of such apprenticeship experiences is for preservice teachers to develop and practice their pedagogical skills, in part through close observation of the cooperating teacher. However, such field experiences "do not always lead to analysis, reflection, and growth on the part of the novice teacher" (McIntyre, Byrd, & Foxx, 1996, p. 171). In early field experiences, prospective teachers typically observe the cooperating teachers and as

Valuing Children's Voices

Current Issues in Education, Nov 4, 2010

This paper explores the voices of elementary children in public schools. Three databases were use... more This paper explores the voices of elementary children in public schools. Three databases were used including (a) interviews with 25 elementary students, (b) drawings and writings created by 225 third through sixth-grade students about their high stakes testing experiences, and (c) observations in two first-grade classrooms. The data demonstrate that elementary children have much to say about their overall school experiences, including their worries at school, their feelings of disconnect with their teachers, the lack of meaningful learning experiences, and their desire to be heard as unique individuals. These findings challenge educators to make changes in our American classrooms in order to best meet the needs of young children.

Able: An Instrument for Assessing Elementary Students’ Perceptions of Access to Books, Beliefs, and Literacy Environment

Reading Psychology, 2015

Able: An Instrument for Assessing Elementary Students’ Perceptions of Access to Books, Beliefs, and Literacy Environment

Reading Psychology, 2015

Complexities in the Roles of Reading Specialists

by Ann Potts and Mary Barksdale

International Journal of Education, 2010

The Quest for Excellence in University Teaching

The Journal of Higher Education, 1987

... Hoff-man [33] cited students&amp;amp;#x27; perception of stimulation of thought and in-te... more ... Hoff-man [33] cited students&amp;amp;#x27; perception of stimulation of thought and in-terest as inspiring their ... that teachers who do not highly value teaching excel-lence tend to blame students for failure, whereas those who do value it take personal responsibility for student failures [1 ...

Valuing Children's Voices About the Author(s)

This paper explores the voices of elementary children in public schools. Three databases were use... more This paper explores the voices of elementary children in public schools. Three databases were used including (a) interviews with 25 elementary students, (b) drawings and writings created by 225 third through sixth-grade students about their high stakes testing experiences, and (c) observations in two first-grade classrooms. The data demonstrate that elementary children have much to say about their overall school experiences, including their worries at school, their feelings of disconnect with their teachers, the lack of meaningful learning experiences, and their desire to be heard as unique individuals. These findings challenge educators to make changes in our American classrooms in order to best meet the needs of young children.

Valuing Children‘s Voices

This paper explores the voices of elementary children in public schools. Three databases were use... more This paper explores the voices of elementary children in public schools. Three databases were used including (a) interviews with 25 elementary students, (b) drawings and writings created by 225 third through sixth-grade students about their high stakes testing experiences, and (c) observations in two first-grade classrooms. The data demonstrate that elementary children have much to say about their overall school experiences, including their worries at school, their feelings of disconnect with their teachers, the lack of meaningful learning experiences, and their desire to be heard as unique individuals. These findings challenge educators to make changes in our American classrooms in order to best meet the needs of young children.

Perceptions of Preservice Elementary Teachers on Multicultural Issues

This paper reports an exploratory study of preservice teachers ’ knowledge of multicultural educa... more This paper reports an exploratory study of preservice teachers ’ knowledge of multicultural education and preparedness for literacy instruction with diverse populations. We conducted the study across a variety of college and university contexts. Results showed that preservice teachers did not feel well prepared to teach children of diverse linguistic and cultural backgrounds. We also found evidence that these preservice teachers had not developed a strong knowledge base about multicultural education, despite the fact that they had all been introduced to multicultural topics in their teacher education coursework. This study demonstrates that there is a need for examination of current methods of preparing teachers for providing literacy instruction that addresses diverse cultural and linguistic backgrounds. ∗Slippery Rock University

In Curriculum and Instruction

monitoring learning, constructing knowledge, testing, participatory learning, lesson evaluation, ... more

Teacher Education Quarterly Preservice Teachers ’ Observations of Cooperating Teachers and Peers While Participating in an Early Field Experience

Because of the value of authentic classroom experiences, teacher education programs in the United... more Because of the value of authentic classroom experiences, teacher education programs in the United States typically include one or more early field experiences prior to final full-time student teaching. These early field experiences play a crucial role in the prepara-tion of teachers (Guyton & McIntyre, 1990). In an early field experience, cooperating teachers serve as models who guide prospective teachers in the appli-cation of theory and instructional approaches intro-duced in university methods courses. The goal of such apprenticeship experiences is for preservice teachers to develop and practice their pedagogical skills, in part through close observation of the coop-erating teacher. However, such field experiences “do not always lead to analysis, reflection, and growth on the part of the novice teacher ” (McIntyre, Byrd, & Foxx, 1996, p. 171). In early field experiences, prospective teachers typically observe the cooperating teachers and as-Nancy A. Anderson is a professor with the

Lessons Learned from Designing a Comprehensive Case- Based Reasoning (CBR) Tool for Support of Complex Thinking

... practice effective learning strategies and to demonstrate a personal interest in the domain (... more

Anxiety and attention in beginning readers

Perceptions about Learning to Read in 2nd-5th Graders

Journal of Research in Education, 2013

Literacy and Democracy in South African Primary Schools

Valuing Children's Voices

This paper explores the voices of elementary children in public schools. Three data bases were us... more This paper explores the voices of elementary children in public schools. Three data bases were used including (a) interviews with 25 elementary students, (b) drawings and writings created by 225 third through sixth-grade students about their high stakes testing experiences, and (c) observations in two first-grade classrooms. The data demonstrate that elementary children have much to say about their overall school experiences, including their worries at school, their feelings of disconnect with their teachers, the lack of meaningful learning experiences, and their desire to be heard as unique individuals. These findings challenge educators to make changes in American classrooms in order to best meet the needs of young children.

Preservice Teachers' Observations of Cooperating Teachers and Peers While Participating in an Early Field Experience

Because of the value of authentic classroom experiences, teacher education programs in the United... more Because of the value of authentic classroom experiences, teacher education programs in the United States typically include one or more early field experiences prior to final full-time student teaching. These early field experiences play a crucial role in the preparation of teachers (Guyton & McIntyre, 1990). In an early field experience, cooperating teachers serve as models who guide prospective teachers in the application of theory and instructional approaches introduced in university methods courses. The goal of such apprenticeship experiences is for preservice teachers to develop and practice their pedagogical skills, in part through close observation of the cooperating teacher. However, such field experiences "do not always lead to analysis, reflection, and growth on the part of the novice teacher" (McIntyre, Byrd, & Foxx, 1996, p. 171). In early field experiences, prospective teachers typically observe the cooperating teachers and assume increasingly higher levels of ...

2012-2013 Board of Reviewers

Journal of Teacher Education

Mona Abo-Zena, Tufts University Jonathan Adams, Florida State University Susan Adams, Butler Univ... more Mona Abo-Zena, Tufts University Jonathan Adams, Florida State University Susan Adams, Butler University So-Yeon Ahn, University at Buffalo Lasisi Ajayi, San Diego State University Bob Algozzine, University of North Carolina at Charlotte Ricky Allen, University of New Mexico Richard Allington, University of Tennessee Janet Alsup, Purdue University Ann Amicucci, Indiana University of Pennsylvania Dorothea Anagnostopoulos, Michigan State University Lauren Anderson, University of Southern California Carey Andrzejewski, Auburn University Kenneth Anthony, Mississippi State University Philip Armstrong, Utah State University Becky Atkinson, University of Alabama Kathryn Au, School Rise, Llc William Austin, University of Nebraska–Omaha Mary Avalos, University of Miami Amy Bacevich Bernard Badiali, The Pennsylvania State University Damon Bahr, Brigham Young University Ellen Ballock, Towson University Mary Alice Barksdale, Virginia Tech Reizelie Barreto, Towson University Diane Barrett, University of Hawaii at Hilo Keith Barton, Indiana University Anna Baynum, Hollins University Thomas Bean, University of Nevada, Las Vegas Catherine Beauchamp, Bishop’s University, Canada Linda Behar-Horenstein, University of Florida David Ben-Chaim, Technion Institute, Israel Lisa Bendixen, University of Nevada, Las Vegas Susanna Benko, Ball State University Susan Benner, University of Tennessee Susan Bennett, University of Mississippi Cynthia Benton, SUNY–Cortland Amanda Berry, Monash Univeristy, Australia Barnett Berry, Center for Teaching Quality Lynn Beudert, University of Arizona Kathy Bickmore, Oise-University of Toronto, Canada Steven Bickmore, Louisiana State University Deborah Bieler, University of Delaware Kathleen Bieschke, The Pennsylvania State University Emily Binks-Cantrell, Texas A&M University Mollie Blackburn, Ohio State University Dorothy Blanks, University of Tennessee Sigrid Blömeke, Humboldt University, Germany Timothy Boerst, University of Michigan Gail Boldt, The Pennsylvania State University Gina Borgioli Yoder, Indiana University Purdue Eurydice Bouchereau Bauer, University of Illinois Laura Bower, Southern Connecticut State University Mark Boylan, Sheffield Hallam University, United Kingdom Melissa Braaten, University of Wisconsin–Madison Susan Brookhart, Educational Consultant Alan Brown, University of Alabama Anthony Brown, University of Texas at Austin Elizabeth Brown, University of Louisville Elizabeth Brown, George Mason University Bridget Bunten, Washington College Wendy Burke, Eastern Michigan University Megan Burton, University of South Carolina Gerald Campano, University of Pennsylvania June Canty, Washington State University B. Stephen Carpenter, The Pennsylvania State University Cynthia Carver, Oakland University Alison Castro Superfine, University of Illinois, Chicago Samantha Caughlan, Michigan State University Cynthia Chapel, Lincoln University Christina Chavez, California State Poly University Joseph Check, University of Massachusetts, Boston Jeff Choppin, University of Rochester Kathryn Chval, University of Missouri Jim Cibulka, NCATE and CAEP Sarah Clark, Utah State University Courtney Clayton, University of Mary Washington Karina Clemmons, University of Arkansas at Little Rock Renee Clift, University of Arizona Leonora Cohen, Oregon State University Doyin Coker-Kolo, Millersville University Jamie Colwell, Old Dominion University Barbara Combs, University of North Dakota Hilary Conklin, DePaul University Annamarie Conner, University of Georgia Annamary Consalvo, University of Texas at Austin Jewell Cooper, University of North Carolina at Greensboro Roisin Corcoran, Yale University Cheryl Craig, University of Houston Patricia Cranton, The Pennsylvania State University Brett Criswell, Georgia State University Dionne Cross, Indiana University 505081 JTEXXX10.1177/0022487113505081Journal of Teacher Education research-article2013

Engaging African American parents: insights from a cultural arts after school program

Journal for Multicultural Education

Purpose Literature indicates African American parents can feel real or perceived discrimination t... more Purpose Literature indicates African American parents can feel real or perceived discrimination that strains their interactions with teachers, resulting in them feeling alienated from their children’s school. Design/methodology/approach This is an exploratory case study of two African American parents, who although guarded in their relationships with teachers, exposed their vulnerabilities to Project ESTEEM faculty as they requested support in resolving behavioral and academic challenges with their children. It is an exploratory case study in that the field notes were taken prior to defining the research question, positioning it as research that sets the stage for a future more comprehensive study. The researchers, as participant observers recorded field notes of events and interactions that occurred. The research question was, “What were the factors that influenced the relationships between the Project ESTEEM faculty and African American Parents? The subquestions were “What were th...

The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi

Many thanks should go to my research participants who gave me valuable information for this study... more

Preservice Teachers' Observations of Cooperating Teachers and Peers While Participating in an Early Field Experience

Teacher Education Quarterly, Sep 22, 2005

Because of the value of authentic classroom experiences, teacher education programs in the United... more Because of the value of authentic classroom experiences, teacher education programs in the United States typically include one or more early field experiences prior to final full-time student teaching. These early field experiences play a crucial role in the preparation of teachers (Guyton & McIntyre, 1990). In an early field experience, cooperating teachers serve as models who guide prospective teachers in the application of theory and instructional approaches introduced in university methods courses. The goal of such apprenticeship experiences is for preservice teachers to develop and practice their pedagogical skills, in part through close observation of the cooperating teacher. However, such field experiences "do not always lead to analysis, reflection, and growth on the part of the novice teacher" (McIntyre, Byrd, & Foxx, 1996, p. 171). In early field experiences, prospective teachers typically observe the cooperating teachers and as

Valuing Children's Voices

Current Issues in Education, Nov 4, 2010

This paper explores the voices of elementary children in public schools. Three databases were use... more This paper explores the voices of elementary children in public schools. Three databases were used including (a) interviews with 25 elementary students, (b) drawings and writings created by 225 third through sixth-grade students about their high stakes testing experiences, and (c) observations in two first-grade classrooms. The data demonstrate that elementary children have much to say about their overall school experiences, including their worries at school, their feelings of disconnect with their teachers, the lack of meaningful learning experiences, and their desire to be heard as unique individuals. These findings challenge educators to make changes in our American classrooms in order to best meet the needs of young children.

Able: An Instrument for Assessing Elementary Students’ Perceptions of Access to Books, Beliefs, and Literacy Environment

Reading Psychology, 2015

Able: An Instrument for Assessing Elementary Students’ Perceptions of Access to Books, Beliefs, and Literacy Environment

Reading Psychology, 2015

Complexities in the Roles of Reading Specialists

by Ann Potts and Mary Barksdale

International Journal of Education, 2010