Mar. 31, 2009
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to send you the latest and extended issue of The MOFET ITEC Portal resource list, which now contains over 1000 items.

It is our sad duty to inform you of the death of Mrs. Rachel Klein following a long illness bravely borne. Mrs. Klein was the ITEC portal's veteran information specialist and will be remembered for her major role and contribution to the portal's establishment.

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

March 31, 2009 International Portal of Teacher Education
March 2009
Featured Items
Novice Teachers' Attention to Student Thinking
The authors contribute to the empirical and theoretical arguments challenging stage theories of teacher development. The authors challenge those views with evidence of novices attending to students’ thinking early in their teaching. The authors also offer framing as an alternative perspective on whether and how teachers attend to student thinking.
Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction
The study investigates the impact of intensive mentoring as an induction program component aimed at improving teacher quality in ways that link teaching to student engagement. The Atmosphere, Instruction/Content, Management, and Student Engagement (AIMS) measure of teaching practice was used to measure the impact of the intervention. Using a matched comparison group design, the study tested the effects on teaching practice of intensive mentoring.
What We're Teaching Teachers: An Analysis of Multicultural Teacher Education Coursework Syllabi
The study is an examination of syllabi from multicultural teacher education (MTE) courses taught across the United States. Using qualitative content analysis and drawing on existing typologies for multicultural education, the author analyzed the theories and philosophies underlying MTE course designs.
It's Not All About School: Ways of Disrupting Pre-Service Teachers' Perceptions of Pedagogy and Communication
The paper reports on an authentic learning opportunity offered to 22 pre-service teachers in their first year at university, which attempts to disrupt these perceptions about learning and pedagogy. Using a new application of Butin's conceptual framework, the authors show that during the project these participants developed more complex notions of learners and ways of making meaning.
Designing Video-Based Professional Development for Mathematics Teachers in Low-Performing Schools
The paper describes the theoretical framework, research base, structure, and content of a video-based professional development program. This program was implemented during 2 consecutive years with sixth-grade mathematics teachers from five low-performing schools.First, difficulties teachers encountered in responding to video-based prompts during the 1st year are summarized. Changes that were made to the program to address teachers’ needs in the 2nd year are then described.
School Climate: Research, Policy, Practice, and Teacher Education
Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people’s experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.This article examines the relationship between school-climate-related research findings on the one hand and educational policy, school improvement practice, and teacher education on the other.
What Happens When Eighth Graders Become the Teachers?
This action research project focuses on expected and unexpected outcomes of eighth-grade students working in teams to teach younger students about Japan. The author's purpose was to find out if and how teaching younger students affected eighth graders in her K-8 inner city public school. She was also interested in whether and how the project affected the school community.
Arts-Informed Inquiry in Teacher Education: Contesting the Myths
Arts-informed inquiry has attracted a great deal of controversy in recent times as it has gained popularity as an educational research methodology in teacher education. The paper suggests principles for its use in exploring relevant questions in teacher education research and investigates some of the issues that have been used to challenge its integrity.
How to Capture Growth? – Video Narratives as An Instrument for Assessment in Teacher Education
Portfolios are widely used as instruments for assessment in initial teacher education courses.The article reports on the design process of one portfolio assignment that has been developed specifically to capture students' classroom performance and development in their portfolio.
Examining Preservice Teacher Inquiry through Video-Based, Formative Assessment e-Portfolios
A capstone electronic portfolio, usually focused on summative assessment, was altered for preservice social studies teachers to include video-based formative e-portfolio assessment. Using a case-study design with three participants, the authors found that use of video artifacts facilitated reflection. It also supported inquiry into classroom success and failure and influenced self-improvement plans.
Rethinking the Effects of Classroom Activity Structure on the Engagement of Low- Achieving Students
This study is a review of research on the association between student engagement and activity structure. In interpreting the evidence, the authors focus on studies of classroom discourse—particularly studies of dialogic and scaffolding instruction, which illustrate variability in the effects of whole-class instruction on student engagement.The authors find no conclusive evidence of a link between whole-class instruction and disengagement among low-achieving students.
March 2009
All Recent Items
Multiculturalism & Diversity

What We're Teaching Teachers: An Analysis of Multicultural Teacher Education Coursework Syllabi

Professional Development

The Curriculum Workshop: A Place for Deliberative Inquiry and Teacher Professional Learning
Making Sense of the Links: Professional Development, Teacher Practices, and Student Achievement
Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach
Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration
A Research Agenda for Online Teacher Professional Development
Effects of Video Club Participation on Teachers' Professional Vision
Designing Video-Based Professional Development for Mathematics Teachers in Low-Performing Schools
Video Annotation Tools: Technologies to Scaffold, Structure, and Transform Teacher Reflection
Self-directed Professional Development – Hope for Teachers Working in Deprived Environments?

TE & Instruction

The Effect of Scaffolded Vignette Instruction on Student Mastery of Subject Matter
Learning to Read: Learning Disabled Post-Secondary Students Talk Back to Special Education
Culturally Responsive Differentiated Instruction: Narrowing Gaps Between Best Pedagogical Practices Benefiting All Learners
Constrained Professionalism: Dilemmas of Teaching in the Face of Test-Based Accountability
Shared Planning Time: A Novel Context for Studying Teachers’ Discourse and Beliefs About Learning and Instruction
What Happens When Eighth Graders Become the Teachers?
Teaching Practice: A Cross-Professional Perspective
Relation of Instruction and Poverty to Mathematics Achievement Gains During Kindergarten
The Quest for a Mainstream EAL Pedagogy
Reverence in Classroom Teaching
Pedagogical Possibilities: Engaging Cultural Rules of Emotion
A Two-Dimensional Model of Teacher Retention and Mobility: Classroom Teachers and Their University Partners Take a Closer Look at a Vexing Problem
Experienced Science Teachers' Learning in the Context of Educational Innovation
Exploring Prospective Teachers' Critical Thinking: Case-based Pedagogy and The Standards of Professional Practice
The Association of School Environment to Student Teachers' Satisfaction and Teaching Commitment
Situated in School Scripts: Contextual Early Childhood Teaching
Assessing In-service Teachers' Instructional Beliefs about Student-centered Education: A Turkish Perspective
Grounding Practice in Scholarship, Grounding Scholarship in Practice: Knowledge of A Mathematics Teacher Educator–Researcher
Multitasking and Synchronous Work: Complexities in Teacher Work

Mentoring & Supervision

Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction

TE Programs

Arts-Informed Inquiry in Teacher Education: Contesting the Myths
Narrative Inquiry for Teacher Education and Development: Focus on English as A Foreign Language in China

Preservice Students

I'M Prepared for Anything Now”: Student Teacher and Cooperating Teacher Interaction as A Critical Factor in Determining the Preparation of “Quality” Elementary Reading Teachers
Pre-service Teacher Education Students' Epistemological Beliefs and Their Conceptions of Teaching
New Peace, New Teachers: Student Teachers' Perspectives of Diversity and Community Relations in Northern Ireland
A Course on Gender Equity in Education: Does It Affect Gender Role Attitudes of Preservice Teachers?
It's Not All About School: Ways of Disrupting Pre-Service Teachers' Perceptions of Pedagogy and Communication

Beginning Teachers

Finding Freedom in Dialectic Inquiry: New Teachers’ Responses to Silencing
The Art and Science of Educational Inquiry: Analysis of Performance-Based Focus Groups with Novice Bilingual Teachers
Novice Teachers' Attention to Student Thinking
When Intentions and Reality Clash: Inherent Implementation Difficulties of An Induction Program for New Teachers
Benefits of Collaborative Action Research for The Beginning Teacher

Teaching Assessment

Assessment for Learning to Teach: Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers
How to Capture Growth? – Video Narratives as An Instrument for Assessment in Teacher Education
The Video Viewing Task: A Source of Information for Assessing and Addressing Teacher Understanding of Text-based Discussion

Technology & Computers

Preservice Teachers’ Perceptions of Instant Messaging in Two Educational Contexts
Student Perceptions of Using Instant Messaging Software to Facilitate Synchronous Online Class Interaction in a Graduate Teacher Education Course
When Curriculum and Technology Meet: Technology Integration in Methods Courses
Examining Preservice Teacher Inquiry through Video-Based, Formative Assessment e-Portfolios
Student Views of Hybrid Learning: A One-Year Exploratory Study
The Evolution of the Required Educational Technology Course
Analyzing Online Teacher Networks: Cyber Networks Require Cyber Research Tools

Theories & Approaches

Reflecting on the Use of Metaphor: Two Professors' Processes of Discovery
Smuggling Authentic Learning Into the School Context: Transitioning From an Innovative Elementary to a Conventional High School
Rethinking the Effects of Classroom Activity Structure on the Engagement of Low- Achieving Students
Becoming a Thinking Thinker: Metacognition, Self-Reflection, and Classroom Practice
Learning through Action: Parallel Learning Processes in Children and Adults

TE - General Trends

Modeling Compassion in Critical, Justice-Oriented Teacher Education
Two Profiles of Teacher Education Graduates: A Discriminant Analysis of Teaching Commitment
The Quality of Vocational Teachers: Teacher Education, Institutional Roles and Professional Reality
An Urban Schools-University Partnership that Prepares and Retains Quality Teachers for “High Need” Schools
School Climate: Research, Policy, Practice, and Teacher Education
A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education
Making Retention Count: The Power of Becoming a Peer Tutor
Minding the Gate: Data-Driven Decisions about the Literacy Preparation of Elementary Teachers
Exploring A Triad Model of Student Teaching: Pre-service Teacher and Cooperating Teacher Perceptions
Supporting Presence in Teacher Education: The Connection between the Personal and Professional Aspects of Teaching
Sexuality, Schooling, and Teacher Identity Formation: A Critical Pedagogy for Teacher Education

March 2009
 
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