Jun. 22, 2010
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you another edition of the MOFET ITEC Portal update with a selection of the latest articles and significant trends published in academic journals focusing on teacher education, pedagogy and instruction.

We would like to draw your attention to a new subject added to the portal's sections menu: Special Education and Teacher Education.
 
As always, we welcome your comments and insights.

The MOFET ITEC Portal Team

June 22, 2010 International Portal of Teacher Education
June 2010
Featured Items
Preservice and Early Career Teachers' Attitudes toward Inclusion, Instructional Accommodations, and Fairness: Three Profiles
The current study examined the attitudes of beginning general education teachers with respect to teaching in inclusion classrooms. Sixty graduate students, taking a survey at the conclusion of a special education course, completed Q-sorts constructed to evaluate responses regarding attitude toward (a) inclusion, (b) instructional accommodations, and (c) fairness, along two dimensions: positive/negative and anxious/confident. A three-factor solution resulted in profiles of three groups of teachers: keen, but anxious, beginners; positive doers; and resisters.
Children of Immigrants and Educational Expectations: The Roles of School Composition
This article explores the effect that the proportion of children of immigrants in a school has on all students’ expectations and examines the differential effects of school composition on the expectations of children of immigrants as compared with nonimmigrants. This analysis demonstrates that comparative and normative theories of school effects are not accurate for children of immigrants, at least not to the same degree as they are for nonimmigrants.
Special Education Teacher Education Research: Current Status and Future Directions
In this article, the authors propose an agenda for special education teacher education researchers. The authors emphasize that particular attention should be paid to policy work and studies of innovations in pre-service preparation, induction and mentoring, and professional development. The authors discuss strategies to bolster the research foundation, namely, by oversampling special education teachers in the Schools and Staffing Survey and the Teacher Follow-Up Survey and by fostering the development of models of teacher development and related measures of teacher quality.
On the Outs: Learning Styles, Resistance to Change, and Teacher Retention
This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. The participants were 237 elementary and middle school teachers from 11 low-income schools in North Carolina. Researchers found that teachers with sensing-thinking and sensing-feeling learning style preferences had higher levels of resistance to change. Teachers with the ST learning style were also three times more likely to leave their schools, compared to teachers with other learning style preferences.
Mediating Relationships across Research, Policy, and Practice in Teacher Education
This self-study explores the author’s mediation as a literacy teacher educator in the context of a professional development undertaking that involved developing and leading an early school years literacy course. The author examines the tensions that arose in the light of her own professional history and explore ways that the tensions led her to reconcile conflicting messages through processes of reframing. This self-study advances knowledge about teacher education in terms of its role in mediating connections between research, policy and practice, identifying some of the tensions that occur in this mediation and illustrating how, as teacher educators, we can use these tensions to reframe our mediation.
The Rocky Road: The Journey from Classroom Teacher to Teacher Educator
This articler examines the transition that classroom teachers experience moving into the academy as teacher educators. The authors outline the findings of a qualitative case study that utilised self-study and teacher narrative to explore the road travelled by a group of new teacher educators in a regional university in rural Australia. The research explored patterns of experience between the authors themselves and the other participants. The authors conclude that it is important to recognise both the context and process of the transition in order to retain teacher educators in higher education.
June 2010
All Recent Items
Multiculturalism & Diversity
Social Isolation and Social Cohesion: The Effects of K–12 Neighborhood and School Segregation on Intergroup Orientations
Children of Immigrants and Educational Expectations: The Roles of School Composition
After Seattle: Social Science Research and Narrowly Tailored School Desegregation Plans
The Storytelling Project Model: A Theoretical Framework for Critical Examination of Racism Through the Arts

TE & Instruction

A Crisis of Authority in Predominantly Black Schools?
An Organizational Perspective on the Origins of Instructional Segregation: School Composition and Use of Within-Class Ability Grouping in American Kindergartens
Family, Neighborhood, and School Settings Across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children?
Does Moving to Better Neighborhoods Lead to Better Schooling Opportunities? Parental School Choice in an Experimental Housing Voucher Program
International Evidence on Ability Grouping With Curriculum Differentiation and the Achievement Gap in Secondary Schools
A Bottom-Up Approach for Implementing Electronic Portfolios in a Teacher Education Program
Making Sense of Classroom Diversity: How Can Field Instruction Practices Support Interns’ Learning?
Mediating Relationships across Research, Policy, and Practice in Teacher Education

Research Methods

Open Access, Education Research, and Discovery

Teacher Educators

The Rocky Road: The Journey from Classroom Teacher to Teacher Educator
In Loco Paedagogus: The pedagogy of A Novice University Supervisor
Changing Conceptions of Effective Teacher Education: The Journey of A Novice Teacher Educator
Faculty Emotions: A Self-study of Teacher Educators

Special Education

Special Education Teacher Education Research: Current Status and Future Directions
Investment vs. Return: Outcomes of Special Education Technology Research in Literacy for Students with Mild Disabilities
The Changing Education Landscape: How Special Education Leadership Preparation Can Make a Difference for Teachers and Their Students With Disabilities
A HOUSSE Built on Quicksand? Exploring the Teacher Quality Conundrum for Secondary Special Education Teachers
Preparing Special Education Administrators for Inclusion in Diverse, Standards-Based Contexts: Beyond the Council for Exceptional Children and the Interstate School Leaders Licensure Consortium

TE Programs

Programmatic Role of Education Libraries in Informatics to Support Preservice Teacher Preparation Programs

Preservice Students

Online Dialog: A Tool to Support Preservice Teacher Candidates’ Understanding of Literacy Teaching and Practice

Beginning Teachers

Preservice and Early Career Teachers' Attitudes toward Inclusion, Instructional Accommodations, and Fairness: Three Profiles

Technology & Computers

Information-Seeking Behaviors of Education Literature User Populations
A Comparison Study of Web-Based and Traditional Instruction on Preservice Teachers’ Knowledge of Fractions
Meeting the Needs of Middle Grade Science Learners Through Pedagogical and Technological Intervention
GeoThentic: Designing and Assessing With Technology, Pedagogy, and Content Knowledge
Perceptions of the Value of Digital Mini-Games: Implications for Middle School Classrooms
Using Video Self-Analysis to Improve the 'Withitness' of Student Teachers
Validation of the Electronic Portfolio Student Perspective Instrument (EPSPI): Conditions under a Different Integration Initiative
Providing Immediate Feedback to Co-Teachers Through Bug-in-Ear Technology: An Effective Method of Peer Coaching in Inclusion Classrooms

TE - General Trends

On the Outs: Learning Styles, Resistance to Change, and Teacher Retention
Change, Changing, and Being Changed: A Study of Self in the Throes of Multiple Accountability Demands
June 2010
 
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