Browsing by Author "Pennington, Lisa K."
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- Bridging disciplines - Driving change: Promoting classroom activism by utilizing picture books and the inquiry design model in educator preparation programsFortune, Donna J.; Pennington, Lisa K.; Tackett, Mary E.; Horst, Paige (Kentucky Council for the Social Studies, 2024-12-15)Embedding inclusive strategies and practices into Educator Preparation Programs (EPPs), can ensure that future social studies teachers are well-equipped to create dynamic, inclusive, and empowering learning environments for all students. The Inquiry Design Model (IDM) provides a framework for encouraging social studies preservice teachers to explore activism and social change through the lens of children’s picture books. Such inquiry is essential for promoting equity, enhancing learning outcomes, and fostering critical thinking and empathy, while also preparing teachers for diverse classrooms and for meeting legal and ethical obligations to provide inclusive education for all students.
- Putting Things Into Focus: Using a Focus Inquiry Design Model (IDM) to Cultivate Cross-Disciplinary Connections in the Elementary ClassroomTackett, Mary; Pennington, Lisa K.; Fortune, Donna J. (Journal of the Virginia State Literacy Association, 2022-12)“I don’t have time to teach Social Studies!” In today’s classrooms, this lament is all too familiar. As teachers, finding time to address all required and necessary content in a single school day can be challenging. With a greater testing emphasis on language arts and math, ancillary subjects like science and social studies are often squeezed into the final minutes of the day, put into alternative rotation, or disregarded (Fitchett, et al., 2014; McGuire, 2007). The Inquiry Design Model (IDM), provides a cross-disciplinary solution for infusing social studies concepts into language arts instruction so that history can become an asset rather than an afterthought. In this article, we introduce the IDM and provide two concrete examples of how this model can be used in lower (K-2) and upper (3-5) elementary school settings. These examples provide a case for how teachers can implement this engaging instructional tool in their own classrooms to integrate social studies into language arts instruction.
- Using Virtual Book Clubs to Elevate Discussion and Diverse VoicesFortune, Donna J.; Horst, Paige; Kessler, Meghan A.; Tackett, Mary E.; Pennington, Lisa K. (IGI Global, 2021-08-03)Preservice teachers in educator preparation programs (EPPs) are rarely cognizant of programmatic structures outside their own EPP. This lack of awareness isolates preservice teachers within their own programs and university cultures. As teacher educators, the authors wondered: How might interacting with peers in other EPPs bolster our preservice teachers' disciplinary literacies, praxis, and cultural competency? How might cross-institutional virtual interaction expand preservice teachers' pre-professional networking opportunities? Virtual book clubs offer a structured way for preservice teachers to experience peer interaction across institutions and cultural contexts. These book clubs provide opportunities for preservice teachers to explore a diverse array of cultural, societal, and professional perspectives as they prepare to enter teaching as young professionals.
- Windows, mirrors, and doors into Mexico: Children’s literature reflecting Mexican and Mexican-American VoicesPennington, Lisa K.; Fortune, Donna J. (Texas Council for Social Studies, 2021-07-01)