May. 30, 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.

The Third International Online Conference, "Opening Gates in Teacher Education, 2011: Teacher Education in the Age of Globalization," will be held on January 25-26, 2011.
Call for Proposals and online registration is open now

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

May 30, 2010 International Portal of Teacher Education
May 2010
Featured Items
Increasing Racial Isolation and Test Score Gaps in Mathematics: A 30-Year Perspective
The authors analyze nationally representative data from 1972, 1982, 1992, and 2004, examining the mathematics achievement of four high school senior cohorts, and several school and family background characteristics. The authors examine how changes in these measures relate to the black-white and Latino-white test score gaps and to changes in school minority composition. Understanding how our society can address these countervailing forces—the improving socioeconomic conditions for black and Latino families on the one hand, and the increasing racial isolation of these students in schools on the other—necessitates innovative ideas and experimentation.
Peer Coaching and Pre-service Teachers: Examining An Underutilised Concept
The purpose of this study was to explore the effects of peer coaching on the classroom practices of pre-service teachers. Four teacher interns learned peer coaching functions and techniques before participating in coaching cycles with their peers. Findings show that peer coaching altered current teaching practices, but a trend of making suggestions for improvement without affirming strengths was also evident.
Developing Effective Teacher Beliefs about Learners: The Role of Sensitizing Teachers to Individual Learning Differences
The present study concerns the development of teachers’ beliefs about students as a result of a professional development (PD) course. The PD course sensitized 234 teachers to individual learning differences (ILDs), based on style strategy. Five learning/cognitive styles tools were used. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. The authors conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development.
Models and Predictors of Teacher Effectiveness: A Comparison of Research About Teaching and Other Occupations
This study compares research on the theoretical models and predictors of teacher effectiveness with those of other occupations. Four models of teaching are identified—labor, profession, craft, and art—each with its own (often implicit) objectives and theories about how learning takes place. In addition, there is considerable similarity between the teacher characteristics that predict teacher effectiveness and those predicting worker effectiveness in similarly complex occupations and professions. Specifically, cognitive ability and experience predict effectiveness for both groups, whereas personality and education are not predictive. These specific findings are informative for developing specific models of effectiveness.
“They Taught Me”: The Benefits of Early Community-Based Field Experiences in Teacher Education
This paper documents the experiences of pre-service educators participating in a service-learning experience at a Children's Defense Fund Freedom School in the south-eastern United States. Pre-service teachers praised the benefits of a service experience in an urban context and explained how interactions within the programme gave them the insight into the teaching profession. The author argues that this project successfully bridged the gap between teacher education theory and practice.
How to Exist Politically and Learn from It: Hannah Arendt and the Problem of Democratic Education
This article challenges the idea that the guarantee for democracy lies in the existence of a properly educated citizenry and argues that we should shift our attention from questions about the conditions of democracy to questions about the nature of political existence. The argument is developed through a critical discussion with the work of Hannah Arendt. The main conclusion of the article is that democratic education should not be seen as the preparation of citizens for their future participation in political life. Rather, it should focus on creating opportunities for political existence inside and outside schools.
May 2010
All Recent Items
Multiculturalism & Diversity
“To Not Be a Traitor of Black English”: Youth Perceptions of Language Rights in an Urban Context
“You Can Form Your Own Point of View”: Internally Persuasive Discourse in Northern Ireland Students’ Encounters With History
Increasing Racial Isolation and Test Score Gaps in Mathematics: A 30-Year Perspective
Race and Academic Achievement in Racially Diverse High Schools: Opportunity and Stratification

Professional Development

Learning From Success as Leverage for a Professional Learning Community: Exploring an Alternative Perspective of School Improvement Process
Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning From Colleagues in a Mathematics Teacher Community
Developing Effective Teacher Beliefs about Learners: The Role of Sensitizing Teachers to Individual Learning Differences

TE & Instruction

The Supporting Effective Teaching (SET) Project: The Relationship of Inclusive Teaching Practices to Teachers' Beliefs about Disability and Ability, and about their Roles as Teachers
School Cultures as Contexts for Informal Teacher Learning
Prospective Teachers' Metaphorical Conceptualizations of Learner
Investigating How and What Prospective Teachers Learn through Microteaching Lesson Study
What Predicts Fear of School Violence Among U.S. Adolescents?
Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development
Moral Reasoning of Education Students: The Effects of Direct Instruction in Moral Development Theory and Participation in Moral Dilemma Discussion
Making Adequate Yearly Progress: Teacher Learning in School-Based Accountability Contexts
Assessing English Language Learners’ Opportunity to Learn Mathematics: Issues and Limitations
The Salience of the Subtle Aspects of Parental Involvement and Encouraging That Involvement: Implications for School-Based Programs
Proceed With Caution: Interactive Rules and Teacher Work Sample Scoring Strategies, an Ethnomethodological Study
Models and Predictors of Teacher Effectiveness: A Comparison of Research About Teaching and Other Occupations
End-of-High-School Mathematics Attainment: How Did Students Get There?
School Composition and Context Factors That Moderate and Predict 10th-Grade Science Proficiency
Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003

TE Programs

“They Taught Me”: The Benefits of Early Community-Based Field Experiences in Teacher Education

Preservice Students

School Experience Influences on Pre-service Teachers' Evolving Beliefs about Effective Teaching
Peer Coaching and Pre-service Teachers: Examining An Underutilised Concept
Teacher Candidates' Transformative Thinking on Issues of Social Justice
Social Studies Teacher Candidates' Views on the Controversial Issues Incorporated into their Courses in Turkey

Technology & Computers

ICT Professional Development for Teachers in Online Forums: Analysing the Role of Discussion

Theories & Approaches

Teaching as Mediation: The Cogenerative Dialogue and Ethical Understandings
Human Conditions for Teaching: The Place of Pedagogy in Arendt’s Vita Activa
A “More General Crisis”: Hannah Arendt, World-Alienation, and the Challenges of Teaching for the World As It Is
Educational Thinking and the Conservation of the Revolutionary
And Worldlessness, Alas, Is Always a Kind of Barbarism: Hannah Arendt and the Challenge of Educating in Worldless Times
Schools as Architecture for Newcomers and Strangers: The Perfect School as Public School?
How to Exist Politically and Learn from It: Hannah Arendt and the Problem of Democratic Education
How Do School Peers Influence Student Educational Outcomes? Theory and Evidence From Economics and Other Social Sciences
May 2010
 
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