Laura B. Liu
Indiana University – Purdue University Columbus
26 Papers
88 Citations
Laura B. Liu is an academic researcher from Indiana University – Purdue University Columbus. The author has contributed to research in topics: Teacher education & Professional development. The author has an hindex of 7, co-authored 26 publications. Previous affiliations of Laura B. Liu include Purdue University & George Washington University.
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Papers
Beyond the paycheck: Chinese rural teacher well-being and the impact of professional learning and local community engagement
TL;DR: This paper proposed a theoretical framework to understand the structure and determinants for rural teacher well-being, with a focus on key factors that can mediate low pay and poor work conditions.
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Year One Implications of a Teacher Performance Assessment's Impact on Multicultural Education across a Secondary Education Teacher Preparation Program
Laura B. Liu,Natalie B. Milman +1 more
TL;DR: This paper examined the impact of the 1-year implementation of a state-mandated, standardized teacher performance assessment (TPA) on a faculty's infusion of multicultural education across a secondary education teacher preparation program.
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Technological innovation in twenty-first century multicultural teacher preparation
Laura B. Liu,Lottie L. Baker,Natalie B. Milman +2 more
- 31 Jul 2014
TL;DR: A review of research conducted from 2002 to 2012 explores how technology has been utilized in MTP to enhance face-to-face, online, and blended teacher preparation experiences as mentioned in this paper.
18
Preparing teacher candidates to teach diverse student populations through reflective practice
Laura B. Liu,Natalie B. Milman +1 more
TL;DR: In this article, a sequential QUAL → qual study examines: Phase 1 how reflective practice was implemented in a diversity course in a teacher education program by one teacher educator, and Phase 2 how two of the teacher candidates implemented reflective practice in their diverse student teaching contexts.
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•Journal Article
Poetry as Progress: Balancing Standards-Based Reforms with Aesthetic Inquiry.
TL;DR: The meaning of progress in U.S. educational institutions has undergone much debate (Tyack & Cuban, 1995) and standards-driven practices have often promoted a search for 'right' answers in place of critical and diverse thinking as mentioned in this paper.