Search results for: Collaboration
Page 4/11 101 items
This article reviews the efforts of the teacher education program at the University of Colorado Denver to examine the extent to which culturally responsive practices were evident in their program and to provide professional development supports to faculty as they undertook course revision work. External evaluation of the program highlighted: a near absence of community-based learning experiences for teacher candidates, a glaring concern regarding their limited conceptualization of social justice and diversity, and a need for enhanced efforts at recruitment of diverse teacher candidates. The authors describe how professional development was designed and implemented and ensuing programmatic changes. The authors conclude with recommendations for such programmatic changes.
Updated: Dec. 18, 2013
In this collaborative self-study, the authors were interested to examine their own transition from doctoral students to assistant professors. Data revealed three turning points highlight the impact of the authors' new roles on all aspects of their practice as teacher educators and their thinking about teaching and teachers. The first turning point speaks to how the authors were challenged to reframe what counts as quality teaching in the academy. The second turning point revealed the authors' feeling that it is important to be strategic about the research they conduct to ensure sufficient opportunities for publication. Finally, the third turning point was an expression of the pressure the authors felt to do an outstanding job at each of the three components of their roles: teaching, research, and service.
Updated: Dec. 10, 2013
This research examines a neighborhood educational opportunity zone. The goal is to scaffold school-community collaboration that reduces inequities in this area, including, but not limited to, educational inequities. The unit of analysis is Clare Horizon Community School (CHCS) as a subset of the neighborhood educational opportunity zone of Clare Horizon. In the case of CHCS, there is a clear community of individuals committed to the initiative. There is less clarity about the purpose of the enterprise and the ways to pursue it.
Updated: Nov. 12, 2013
This article considers the experience of mature trainee teachers in the United Kingdom, who participated in employment-based models of training. The paper documents collaborative action research by teacher educators focusing on the changing demands of their development work with the trainees.
Updated: Sep. 16, 2013
Interacting and Learning Together: Factors Influencing Preservice Teachers’ Perceptions of Academic Wiki Use
The authors investigated the use of an academic wiki within a technology teacher preparation course. The results showed that although the preservice teachers believed that the wikis were useful in organizing and presenting information, their interactions within the wiki were somewhat immature and included little constructive feedback or editing others’ work.
Updated: Jun. 25, 2013
Exploring the nature of the researcher–practitioner relationship in qualitative educational research publications
The current literature review looks at the way in which the researcher–practitioner relationship is described in research publications.
Updated: Feb. 27, 2013
This article describes a multi-layered series of reflection processes which were developed by the authors, a lecturer and a school teacher, worked together in a collaborative action research project. The authors conclude that they have identified that key characteristics were collaboration discussions, stimulation from action research literature and the crucial role of the practitioner in developing knowledge.
Updated: Dec. 25, 2012
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 reflects on the challenges and benefits of multidimensional collaboration in an action research study to evaluate and improve preoperative education for patients awaiting colorectal surgery. Three cycles of planning, acting, observing and reflecting were designed to evaluate practice and implement change in this interactive setting, calling for specific and distinct collaborations.
Updated: Nov. 26, 2012
In this article, the authors build a framework for studying collaborative teacher education, emphasizing linkages among theory, innovation, and outcomes.
Updated: Sep. 24, 2012