Mar. 14, 2010
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you the new issue of The MOFET ITEC Portal newsletter with the latest articles published in academic journals focusing on teacher education, pedagogy and instruction. 

This month, the portal crossed a meaningful milestone - over 1500 information items, making it one of the significant online databases in the field.

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

March 14, 2010 International Portal of Teacher Education
March 2010
Featured Items
Barriers to Success: A Narrative of One Latina Student's Struggles
In this article, the author discusses some common themes found in her experiences as a Latina undergraduate student. During the summer of 2008, the author conducted fieldwork in a rural town in Mexico. The author discusses her experience as the only Latina student on this trip which were similar to those discussed by Latina scholars. The author considers the pros and cons of being an insider and an outsider to a rural town in Mexico, the use of Latinos as cultural brokers while denying their contributions as social scientists, and the blame she experienced for her lack of adjustment.
To Be Or Not To Be… A Teacher? Exploring Levels of Commitment Related to Perceptions of Teaching among Students Enrolled in a Teacher Education Program
This study investigated preservice teachers' understanding of their goal of becoming teachers and their motivation for teaching. Participants were undergraduate students enrolled in a teacher education program at a major university in the southeast. Overall, findings from this study revealed that preservice teachers' understanding of their goal of becoming teachers and interpretations of their motivation for teaching were unique, yet the types of influences on their career choices were similar across participants' stories.
Elementary School Teachers' Attitudes toward Different Subjects
The purpose of this study was to investigate elementary teachers' attitudes toward the different subjects that they teach. The participants were 490 elementary school teachers from two rural school districts in the southeastern United States. Reading and language arts were consistently ranked among the favorite and most enjoyed subjects to teach, whereas science and writing were consistently ranked among the least favorite and least enjoyed subjects to teach. Implications for teacher preparation and policies related to elementary school teaching assignments are discussed.
The Boston Teacher Residency: District-Based Teacher Education
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.
How New Technologies Have (and Have Not) Changed Teaching and Learning in Schools
This article discusses the questions of whether and how technologies have influenced teaching and learning, and what paths are open (and closed) for future impact. The authors argue that technologies have fundamentally transformed schools – but not in ways anticipated by classroom technology enthusiasts. The authors propose a contrast between technologies for learning and technologies for learners to explain how technologies influence teaching and learning in and out of schools. The article considers how these contrasting models of technology use will come to shape schools and learning in a pluralistic society.
Evaluating Alignment Between Curriculum, Assessment, and Instruction
Alignment is a means for understanding the degree to which different components of an educational system work together to support a common goal. Alignment research is one method to demonstrate that state organizations, districts, and schools send a consistent message to teachers and students about what is required. The authors (1) discuss the importance of alignment for facilitating proper assessment and instruction, (2) describe the three most common methods for evaluating the alignment between state content standards and assessments, (3) discuss the relative strengths and limitations of these methods, and (4) discuss examples of applications of each method.
March 2010
All Recent Items
Multiculturalism & Diversity
Dimensions of the Transfer Choice Gap: Experiences of Latina and Latino Students Who Navigated Transfer Pathways
Barriers to Success: A Narrative of One Latina Student's Struggles

TE & Instruction

What Is Technological Pedagogical Content Knowledge?
Mathematics Teachers’ Development, Exploration, and Advancement of Technological Pedagogical Content Knowledge in the Teaching and Learning of Algebra
Elementary School Teachers' Attitudes toward Different Subjects
Insurance and Assurance: Teachers’ Strategies in the Regimes of Risk and Audit
Preschool as an Arena of Gender Policies: The Examples of Sweden and Scotland
Reading Disabilities in Adults: A Selective Meta-Analysis of the Literature
Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis

Mentoring & Supervision

Assessing Service in Faculty Reviews: Mentoring Faculty and Developing Transparency
Complexity Thinking Mentorship: An Emergent Pedagogy of Graduate Research Development
Mentoring Urban Interns: Amalgamation of Experiences in the Formation of Mathematics Teachers

TE Programs

Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
The Boston Teacher Residency: District-Based Teacher Education

Preservice Students

To Be Or Not To Be… A Teacher? Exploring Levels of Commitment Related to Perceptions of Teaching among Students Enrolled in a Teacher Education Program

Beginning Teachers

Seeing through a Different Lens: What Do Interns Learn When They Make Video Cases of their Own Teaching?

Teaching Assessment

Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers

Technology & Computers

Teaching Science with Technology: Case Studies of Science Teachers’ Development of Technology, Pedagogy, and Content Knowledge
Examining TPACK Among K-12 Online Distance Educators in the United States
Fight the Dragons: Using Online Discussion to Promote Critical Literacy in Teacher Education
Giving, Prompting, Making: Aligning Technology and Pedagogy Within TPACK for Social Studies Instruction
Ten Ways to Incorporate Technology Into a TESOL Teacher Preparation Program
Enhancing TPACK With Assistive Technology: Promoting Inclusive Practices in Preservice Teacher Education
How New Technologies Have (and Have Not) Changed Teaching and Learning in Schools
Web 2.0 Literacy and Secondary Teacher Education
Millennial Learners and Net-Savvy Teens? Examining Internet Use among Low-Income Students
'Key Moments' as Pedagogical Windows into the Video Production Process
Online Fan Fiction and Critical Media Literacy
Online Asynchronous Collaboration in Mathematics Teacher Education and the Development of Mathematical Knowledge for Teaching
Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience
Student Teachers' Intentions and Actions on Integrating Technology into Their Classrooms during Student Teaching: A Singapore Study
Commercial Software Programs Approved for Teaching Reading and Writing in the Primary Grades: Another Sobering Reality

Theories & Approaches

Evidence-Based Education Policy: Lip Service or Common Practice? Empirical Findings from Germany
Evaluating Alignment Between Curriculum, Assessment, and Instruction

TE - General Trends

Portfolios in Context: A Comparative Study in Two Preservice Teacher Education Programs
March 2010
 
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