Search results for: Young Janet R.

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An Examination of Teacher Education in Literacy Instruction and Candidate Perceptions of Their Learned Literacy Practices
Authors: Wolsey Thomas DeVere, Young Janet R., Scales Roya Q., Scales W. David, Lenski Susan, Yoder Karen K., Wold Linda, Smetana Linda, Grisham Dana L., Ganske Kathy, Dobler Elizabeth, Chambers Sandra A.
The authors identified signature aspects of the programs that captured key elements unique to each institution and compared teacher candidate perceptions of learning with the expressed intentions of the faculty. Findings indicate some deficiencies across the institutions as well as many strengths and key attributes.
Published: 2013
Updated: Feb. 28, 2016
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Imagining, Becoming, and Being a Teacher: How Professional History Mediates Teacher Educator Identity
Authors: Young Janet R., Erickson Lynnette B.
The context of this self-study is a professional development project involving primary-grade teachers in one public school and two university teacher educators. The authors are two teacher educators who are both former public school elementary-grade teachers.The aim of this self-study was to illuminate their understanding of their own professional identities as teachers. Analysis of their narratives revealed that fundamental aspects of their teacher identity have remained constant as their careers have evolved. Regardless of the setting, the age of their students, or the expanded expectations of the university to engage in research and professional service, the authors are, first and foremost, teachers.
Published: 2011
Updated: Jan. 08, 2014
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Toward Transparency: Competing Discourses of Teacher Educators and Teachers
Authors: Erickson Lynnette B., Young Janet R.
This article describes a school-based professional development project, which established collaboration between two teacher educators and a group of elementary public school teachers. This collaborative project was called “Book in a Bag” (BIB), which was launched this project as a way to promote curriculum integration in classrooms and at the same time to provide a venue for research. The authors used a self-study to collect data. The authors came to understand that the tensions they experienced in the BIB project were evidence of real differences between the discourses of teacher educators and teachers. The authors identified competing discourses of teachers, teacher educators, and partnership, noting paradoxes that focused on discourse-bound knowledge, discourse-driven motivation, and discourse-limited aspirations.
Published: 2011
Updated: Nov. 25, 2013
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Cognitive Complexity, The First Year of Teaching, and Mentoring
Authors: Bullough Jr. Robert V., Young Janet R., Hall Kendra M., Draper Roni Jo, Smith Leigh K.
The authors explore how differences in cognitive complexity were related to role expectations, conceptions of teaching problems, and the use of evidence for justifying beliefs. They draw on data from a US study of nine mentors and mentees, including mentee scores on the Reasoning about Current Issues (RCI) Test, which offers a measure of cognitive complexity.
Published: 2008
Updated: Jan. 26, 2009