Search results for: Yendol-Hoppey Diane

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Teacher Learning through Self-Regulation: An Exploratory Study of Alternatively Prepared Teachers’ Ability to Plan Differentiated Instruction in an Urban Elementary School
Authors: Tricarico Katie, Yendol-Hoppey Diane
The purpose of this research is to understand alternative certification candidates’ development as planners and implementers of Differentiated Instruction. This article presents three cases which introduces three female apprentices. The important role of self-regulation in apprentice development is an overarching conclusion in this study because the development of each of the other conditions (collegial relationships, classroom management, planning for a standard and student need, accepting feedback) was greatly influenced by the apprentice’s ability to self-regulate. Apprentices with strong self-regulatory capabilities demonstrated a stronger ability to plan and implement Differentiated Instruction. This stronger ability is possibly due to the fact that teachers who engage in self-regulatory behaviors are more likely to know what is going on with students, and lessons.
Published: 2012
Updated: Mar. 01, 2017
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Data Literacy: Understanding Teachers' Data Use in a Context of Accountability and Response to Intervention
Authors: Gregory Angela, Hoppey David, Yendol-Hoppey Diane, Jacobs Jennifer
The purpose of this study is to understand the qualitatively different ways that current practicing teachers are using data to inform instruction. Nine elementary schools teachers participated in this study. Findings from teacher interviews are presented through the image of a ladder representing the stages that teachers experience as they engage in data usage to inform their instructional decision making. These findings have implications for teacher educators and school-based practitioners alike in better supporting the professional development of preservice and in-service teachers for this data-driven context of schools.
Published: 2009
Updated: Sep. 02, 2010
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(E)pistemological Awareness, Instantiation of Methods, and Uninformed Methodological Ambiguity in Qualitative Research Projects
Authors: Koro-Ljungberg Mirka, Yendol-Hoppey Diane, Smith Jason Jude, Hayes Sharon B.
This article examines epistemological awareness and instantiation of methods, as well as uninformed ambiguity, in qualitative methodological decision making and research reporting. Through an analysis of researchers' decision junctures drawn from studies published in high-impact education journals in 2006, the authors illustrate current methodological awareness and instantiation of methods in the field of education research.
Published: 2009
Updated: May. 09, 2010
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Inquiry as a Tool for Professional Development School Improvement: Four Illustrations
Authors: Yendol-Hoppey Diane, Gregory Angela, League Martha B., Jacobs Jennifer
The paper illustrates the University of Florida's efforts to understand the ways that prospective teacher education can be linked to individual school improvement efforts. It explains how teacher educators and their school-based partners collaboratively craft their professional development school work with prospective and practicing teachers to target school improvement and teacher learning. The authors illustrate four models for engaging in inquiry-oriented school improvement and outline the factors that underlie their design.
Published: 2008
Updated: Apr. 22, 2009