Search results for: Programs
Page 1/2 12 items
This paper describes the efforts to improve beginning teachers' induction experiences across the state of Illinois. This article describes the challenges faced by Illinois state-funded induction programs and the response of Illinois New Teacher Collaborative (INTC). The authors claim that this unique collaboration of organizations with broadly different interests continues to work together in the name of beginning teacher induction. However, the Illinois funded programs still have many unresolved and ongoing challenges, such as state funding cuts and low traffic in INTC's Website.
Updated: Dec. 25, 2012
This article describes the Boston Teacher Residency (BTR), a comprehensive teacher recruitment, preparation, and induction program created by and housed in an urban school district, the Boston Public Schools (BPS). The article argues for several core principles in the creation of such a program: a) the program serves the school district, b) the program is structured to blend theory and practice, c) the program emphasizes the selection, recruitment and support of the mentor teacher and treats the mentors as teacher educators, d) the program creates an aligned set of induction supports which extend for the first three years of the new teacher’s career, e) the program treats student achievement as its ultimate outcome.
Updated: Mar. 02, 2010
The purpose of this paper is to articulate a unique model of program collaboration between early childhood special education and early childhood regular education. This cooperation demonstrates a cohesive preservice teacher education program across two departments within one university. The paper presents an historical overview of the development of this collaborative program. It also describes the logistics of operating an interdisciplinary program at the administrative level.
Updated: Jun. 11, 2009
This study provides findings on assessments used to determine candidates' knowledge of pedagogy at program entry and exit. The general question this study explored was: What claims can be made about the knowledge and skills of early childhood teacher candidate graduates? Pre- and post-assessments were administered to 147 EC-4 teacher candidates to measure the growth of their knowledge from program entry to exit.
Updated: Jun. 11, 2009
The paper evaluates a programme of short alternative placements for final-year B.Ed. students in Northern Ireland. This programme aims to broaden student teachers’ experience and develop their transferable skills.
Updated: Jan. 19, 2009
The current administration strongly supports the belief that good schools can be created and has funded the Comprehensive School Reform Program (CSR) to support these beliefs. This article briefly reviews literature related to school reform throughout this period. The article describes this research plan to study CSR elementary schools in the state of Arizona and introduces the articles included in this special issue.The basic intent of this study was to inform working theories of learning, motivation, and social/emotional development in school contexts in Grades 3–5.
Updated: Dec. 22, 2008
This review has three goals: (a) to trace the evolution of mentoring programs in the United States in business and academe, (b) to provide insight on the challenges associated with the study of mentoring, and (c) to identify the limited research-based studies of faculty mentoring programs that currently inform the understanding of this professional development practice in American higher education.The findings indicate that the sophistication of research has not advanced over the past decade.
Updated: Dec. 15, 2008
In this article, the authors describe professional development institutes offered in 2001 and 2002 by the Harvard Graduate School of Education and the National Governors Association Center for Best Practices to familiarize state-level policymakers with research on adolescent literacy and to guide states’ development of effective literacy plans.
Updated: Jun. 26, 2008
Drawing on student and instructor diaries and diary summaries, the article reports on a self-study of a social foundations course as the author, inspired by C. Wright Mills, attempted to make foundations relevant and powerful by linking biography - students' life experience - and history. From the data, themes of importance to teacher educators are identified. Changes in student perceptions of teaching and learning and promising practices are noted and discussed.
Updated: Jun. 02, 2008
The article described a study using mail-in surveys regarding the most and least supportive element of mentoring. Among teachers who were mentored, the experience was the most supportive. Colleagues and administrative support were identified as the most supportive for teachers who were not mentored. Both groups cited similar least supportive factors. Both cited administration, training, and lack of materials.
Updated: Mar. 20, 2008