Search results for: Polly Drew
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Examining the Development and Implementation of an Embedded, Multi-Semester Internship: Preliminary Perceptions of Teacher Education Candidates, Clinical Educators, and University Faculty
This article describes the development of an embedded, multi-semester internship that incorporated an intensive field experience delivered in partnership with a local district. It was theorized that the activities associated with the internship and the related partnership have the potential to be a powerful way to structure teacher learning to impact theory-practice connections and improve candidates’ efficacy for teaching and learning. Preliminary data collection in the form of surveys and focus group meetings have revealed positive outcomes, including perceptions of readiness to teach and the development of relationships between various stakeholders. Subsequent analyses will examine the impact on observable classroom behaviors, performance on the edTPA, and impact on teacher self-efficacy.
Updated: Oct. 08, 2021
This paper presents findings from a study in which the author served as an expert coach and provided ongoing support to four elementary school teachers related to employing standards-based pedagogies in their mathematics classrooms. In addition to assisting teachers, the author examined which supports they sought and the impact of them on mathematics instruction.
Updated: Jul. 03, 2016
The purpose of this research was to explore perceived roles and responsibilities of professionals providing support for mathematics instruction in a large school district. The elementary mathematics leaders who completed the survey indicated a statistically significant lack of alignment between their current role and their idea of what should be their role as an elementary mathematics leader. Further, there were statistically significant differences on 24 of the 30 items between coaches’ actual roles and what they thought that their roles should include.
Updated: May. 03, 2016
Evidence of Impact: Transforming Teacher Education with Preparing Tomorrow's Teachers to Teach with Technology (PT3) Grants
This paper uses the framework of technological pedagogical content knowledge to analyze findings across projects from the U.S. Department of Education's Preparing Tomorrow's Teachers to Use Technology (PT3) initiative. Approaches such as mentoring methods course faculty, teachers, and creating technology-rich instructional materials were associated with increases in preservice teachers' technological knowledge and their frequency of technology-rich instruction during field experiences.
Updated: Aug. 22, 2010
In this study, 32 teachers participated in a year-long professional development project related to technology integration in which they designed and implemented a WebQuest. This article describes the extent to which higher-order thinking skills and levels of technology implementation occur in the WebQuests that participants designed. The authors also discuss implications related to the findings and ways to support teachers’ integration of technology.
Updated: Jan. 12, 2010