Search results for: Graduates
Page 2/3 25 items
The purpose of this study was to discover how colleges with graduate programs in teacher leadership were defining the concept, especially in light of federal emphasis on teacher effectiveness. The investigation identified 21 other graduate programs in teacher leadership. Using criteria developed from the literature on teacher leadership and teacher effectiveness, the authors were able to sort the 21 programs into five distinct categories. This study unpacked the confusion around the conceptualization of teacher leadership and explored how this was reflected in American teacher leadership programs.
Updated: Jul. 20, 2016
Prior Study of Mathematics as a Predictor of Pre-service Teachers’ Success on Tests of Mathematics and Pedagogical Content Knowledge
This study examined the level of mathematics content knowledge that pre-service teachers brought to elementary teacher preparation. The findings revealed that the level of high school mathematics undertaken was highly correlated with success in the teacher education unit designed to prepare prospective teachers to teach elementary mathematics.
Updated: Jun. 27, 2016
The purpose of this article is understanding the limitations of value-added measures (VAM) and the inferences that they do and do not support. These limitations fall into three categories. First, value-added measures (VAM) provide information about only one of several important dimensions of teacher preparation program quality, focusing on one outcome measure, but not addressing other program characteristics. Second, comparing programs on the average VAM scores begs the question of whether mean performance is the most appropriate way to look at program quality. Third, the measurement of program graduates’ VAM is strongly affected by the labor market for teachers, which weakens the inferences from VAM scores to the quality of preparation programs.
Updated: May. 04, 2016
Collaborative Application of the Adaptive Mentorship© Model: The Professional and Personal Growth within a Research Triad
This article aims to describe a qualitative action research study into the collective experiences of establishing a mentoring culture within a research triad consisting of a university professor together with a doctoral student and a master’s level student who served as research assistants (RA). The authors believe the establishment of the mentoring culture facilitated the identification of individual needs within the triad, which in turn allowed for increased confidence, adaptive support, and appropriate skills development necessary for all members to contribute to the successful completion of the project. The authors concluded that the application of the model to graduate RAships with multiple participants might lead to enhancement of working environments and professional growth due to multiple contact-points and exposures to specific tasks or skill-sets around which the work is organized.
Updated: Dec. 06, 2015
Development of a Scale to Assess the Demand for Specific Competences in Teachers after Graduation from University
This study provides the information on demands and abilities in teaching graduates for the universities in Germany. A specialised teacher module was developed in the framework of the German Cooperation Project for Graduate Tracer Studies. Overall, the results of the first analyses emphasise the scale’s potential to provide insight into the demands for which students should be prepared by their teaching studies.
Updated: Dec. 23, 2014
Preparing the Next Generation of Early Childhood Teachers: The Emerging Role of Interprofessional Education and Collaboration in Teacher Education
This article reports on an interprofessional pilot project. This pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework. This study suggests that graduate early childhood education and social work students recognize the benefits of preservice interprofessional education, but the experience of working across disciplines can be very challenging. The challenges include a lack of clarity around professional roles and responsibilities, differences in understandings of children’s behavior, and a perception that there will be little opportunity for interdisciplinary collaboration in early childhood settings. Despite these challenges, participants expressed how important it was for them to experience firsthand some of the potential benefits and challenges to interdisciplinary collaboration as preservice students.
Updated: Aug. 24, 2014
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
A Bridge Over Troubling Waters: A Snapshot of Teacher Graduates' Perceptions of their Ongoing Professional Learning Needs
This article discusses a pilot university program of extended teacher preparation in Ausralia. The paper reports on the perceived professional learning needs of a group of graduates as they transition to teaching. The key findings indicate that these graduates are seeking ongoing support as they develop confidence in their canonical skills of teaching.
Updated: Sep. 16, 2013
The current study examines the potential of employing recent graduates to facilitate the learning of current students in a BEd program. The study included 46 participants. The authors argue that the use of recent graduates is a form of intergenerational learning that is characterised by knowledge-based, as opposed to age-based, generations. The authors refer to the Jared Phenomenon as a special instance of intergenerational learning. The authors define this phenomenon, describe the contexts which it is applicable and identify three dilemmas associated with the application of this phenomenon.
Updated: Nov. 27, 2012
Reflection through Discomfort: What Resistance Reveals When Communication Technologies Mediate Authentic Writing Mentorships
This article examines the role that discomfort and resistance played in the experiences of participants by using online communication technologies to facilitate mentor relationships with high school students in writing. The authors argue that the Online Writing Partnership provided the future English teachers in this particular case an opportunity to feel uncomfortable with their approach to student writing during a period when they were not responsible for it and in contexts that were supportive of approaching writing as a process.
Updated: Nov. 27, 2012