Search results for: Waddell Jennifer
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This article is based on our experiences in designing and implementing an integrated literacy methods course in a field-based teacher education program. The authors describe issues involved in helping preservice teachers learn to differentiate literacy instruction for diverse learners in urban schools and describe how they use Grossman’s framework of representation, decomposition, and approximation of practice to connect theory and practice.
Updated: Mar. 01, 2017
Crossing Borders without Leaving Town: The Impact of Cultural Immersion on the Perceptions of Teacher Education Candidates
This article examines the impact of teacher education program courses on candidates’ perceptions of urban communities and urban teaching. The results reveal that candidates shared many common perceptions of urban communities and perceptions of teaching in urban schools, such as: understanding and appreciation for community agencies, Changed perception of families including a new understanding of self and others, new understanding of community. The findings of this study show that carefully-designed, non-school experiences in teacher education can have significant impact on the preparation of urban teachers.
Updated: Sep. 28, 2014