Search results for: Grossman Pam
Page 1/1 8 items
The Test Matters: The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment
This study examined how the relationships between one observation protocol, the Protocol for Language Arts Teaching Observation (PLATO), and value-added measures shift when different tests are used to assess student achievement. The findings revealed that PLATO was more strongly related to the Stanford Achievement Test (SAT-9), the alternative assessment used by MET to assess more ambitious outcomes. Furthermore, the authors found that the SAT-9 is more instructionally sensitive to the PLATO factor of Cognitive and Disciplinary Demand than the state tests used in MET study.
Updated: Feb. 11, 2015
In this article, the authors report on a study in which they examined the multiple interactions and activity settings in which student teachers learn to teach language arts. The study explores the student teachers' experiences from the perspective of the three key triad members- student teachers, cooperating teachers and university supervisors- using activity theory. The findings reveal that all members of the triad were simultaneously operating in multiple settings and facing competing demands that shaped their actions and stances
Updated: Sep. 29, 2009
In this paper, the authors argue that teacher educators need to add pedagogies of enactment to an existing repertoire of pedagogies of reflection and investigation. In order to make this shift, teacher educators will need to undo a number of historical divisions that underlie the education of teachers. Finally, the authors propose that teacher education be organized around a core set of practices in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.
Updated: Jul. 20, 2009
The study examines how people are prepared for professional practice in the clergy, teaching, and clinical psychology. The purpose of the study is to develop a framework to describe and analyze the teaching of practice in professional education programs, specifically preparation for relational practices. : The authors have identified three key concepts for understanding the pedagogies of practice in professional education: representations, decomposition, and approximations of practice. The authors conclude that, in the program they studied, prospective teachers have fewer opportunities to engage in approximations that focus on contingent, interactive practice than do novices in the other two professions.
Updated: Mar. 18, 2009
This article explores how beginning teachers use and learn from curriculum materials. As part of a longitudinal study of beginning English teachers who teach in the Pacific Northwest of the United States, the researchers tracked teachers’ responses to and use of materials over time, and how these materials shaped their classroom practice. The authors found that the teachers spent an enormous amount of time searching out curriculum materials for their classes and that the curriculum materials they encountered did, indeed, powerfully shape their ideas about teaching language arts as well as their classroom practice.
Updated: Jan. 19, 2009
Constructing Coherence- Structural Predictors of Perceptions of Coherence in NYC Teacher Education Programs
The article explores the concept of coherence. The authors investigate the relationship between students' perceptions of coherence and a number of structural features of teacher education programs to help develop a stronger definition of one important dimension of coherence—the relationship between fieldwork and coursework,
Updated: Oct. 26, 2008
The article explores the preparation of teaching professionals to respond to resistance. The study examined three clinical psychology programs and two teacher education programs. Data was drawn from classroom observations, interviews and observations of field experiences. Results reveal that although both programs prepare students to respond to resistance, the clinical psychology programs provided students with more opportunities to rehearse responses to client resistance in the moment, through the use of role-play and other simulations.
Updated: Mar. 13, 2008
The article analyzes challenges facing university-based teacher educators. The author suggests that teacher educators are losing jurisdiction over the preparation of new professionals and the production of academic knowledge for the teaching profession. The author recommends that researchers in teacher education focus on pressing policy issues regarding both issues.
Updated: Jan. 22, 2008