Search results for: Sobel Donna M.

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Deepening Culturally Responsive Understandings within a Teacher Preparation Program: It’s a Process
Authors: Sobel Donna M., Gutierrez Cindy, Zion Shelley, Blanchett Wanda
This article reviews the efforts of the teacher education program at the University of Colorado Denver to examine the extent to which culturally responsive practices were evident in their program and to provide professional development supports to faculty as they undertook course revision work. External evaluation of the program highlighted: a near absence of community-based learning experiences for teacher candidates, a glaring concern regarding their limited conceptualization of social justice and diversity, and a need for enhanced efforts at recruitment of diverse teacher candidates. The authors describe how professional development was designed and implemented and ensuing programmatic changes. The authors conclude with recommendations for such programmatic changes.
Published: 2011
Updated: Dec. 18, 2013
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Scaffolded Support Systems: Examining a Multi-Tiered Support Plan Protocol for Struggling Teacher Candidates
Authors: Sobel Donna M., Gutierrez Cindy
The tensions and challenges that preservice teachers experience are a reality for teacher education programs and must be planned for. The authors from a teacher preparation program describe the steps they have taken to support more authentic and integrated work with teacher candidates who struggle in their performance during their licensure program. The authors conclude with recommendations to support teacher candidates in acquiring the conceptual and technical knowledge, skills, and disposition needed to teach in today's classrooms.
Published: 2009
Updated: Jan. 31, 2010
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Teaching Intricate Content Online: It Can Be Done and Done Well
Authors: Sobel Donna M., Iceman Sands Deanna, Dunlap Joanna C.
This article describes an approach to online course planning and design. Special attention was paid to creating rich and meaningful student-to-content interactions, as well as student-to-instructor interactions. The instructors approached the design of this course to address personalization (student-to-instructor interaction), meaningful engagement (student-to-content interaction), and ongoing checks of student understanding (student-to-instructor and student-to-content interactions). The authors conclude the article with recommendations for future online course development and implementation in the field of teacher education.
Published: 2009
Updated: Jul. 09, 2009