Nov. 09, 2010
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you another issue of The MOFET ITEC Portal resource list.

The current bulletin presents some significant trends from the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.

Please feel free to use the response system at the end of each item. We welcome your comments and insights.

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

November 9, 2010 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
November 2010
Featured Items
Investigating Ideological Clarity in Teacher Education
In this study, the authors investigated how beginning teachers’ ideologies were constructed and reconstructed by closely examining teachers’ discourse expressed in one graduate multicultural literacy course. This study took place at a large university in a southwestern city in the United States. Eight beginning teachers, with a range of teaching experiences participated in this study. This study emphasized the role of language and social interactions and highlighted the ways in which beginning teachers struggled with dominate discourses about culture and literacy instruction.
Who's Teaching Math to Our Most Needy Students? A Descriptive Study
The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. The participants were 26 students enrolled in a graduate program leading to an initial license in special education in an institution of higher education in southwestern Ohio. The results indicate a disconnect between the participants' perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test-Practice Eighth Grade Mathematics.
Significant Issues in Defining and Assessing Teacher Dispositions
This study explores the personal values and beliefs about students and learning of experienced teachers and teacher candidates during clinical practice internship. This study was conducted in the teacher education unit of an urban southern university. The majority of the respondents were female and White. Using the Rokeach Value Scale, results showed significant relationships between values and dispositions for teacher candidates and successful teachers.
An Interdisciplinary Approach to Preparing Early Intervention Professionals: A University and Community Collaborative Initiative
The purpose of this article is to describe a university-community collaborative initiative that provided an interdisciplinary approach to personnel preparation. Twelve students from various academic disciplines participated in early intervention coursework and practical experiences. Specifically, students were prepared to provide early intervention to infants/toddlers who were premature/medically fragile and their families. Outcome measures indicated increased knowledge and acquisition of skills related to early intervention, and intervention specific to the high-risk population. Employment outcomes and increased opportunities for professional collaboration are also described. Implications are discussed.
Exposing Conditional Inclusive Ideologies Through Simulated Interactions
This article examines how teacher candidates enacted their extensive inclusive classroom preparation within simulated interactions. The authors, therefore, designed an intervention where these future teachers would articulate their belief systems to other school professionals. Data indicate that teachers expressed a range of perspectives on classroom practice with a paraprofessional, including the support of conditional, exclusive practices that result in students being removed from classrooms.
Perceptions of Special Education Professors and Culturally Linguistically Diverse Doctoral Students on Cohorts
The authors investigate the perceptions related to cohort education models (CEMs) of special education professors and doctoral students. The doctoral program was located in a Carnegie-designated research extensive university in a multicultural, urban area in the southeastern United States. Three themes emerged: (a) Organizational efficiency of CEMs and benefits to student learning outweigh concerns, (b) structure of CEMs impacts students who are not in the CEM, and (c) CEM structure impacts professors.
November 2010
All Recent Items
Multiculturalism & Diversity
Themes in the Research on Preservice Teachers’ Views of Cultural Diversity: Implications for Researching Millennial Preservice Teachers
Perceptions of Special Education Professors and Culturally Linguistically Diverse Doctoral Students on Cohorts
Gendered Post-Compulsory Educational Choices of Non-Heterosexual Youth
Student Participation in Activities with Influential Outcomes: Issues of Gender, Individuality and Collective Thinking in Swedish Secondary Schools
Time, Space and Young People’s Agency in Vocational Upper Secondary Education: A Cross-Cultural Perspective
Gender Patterns and Student Agency: Secondary School Students’ Perceptions Over Time

Professional Development

Causes and Consequences of Cognitive Functioning Across the Life Course

TE & Instruction

Exposing Conditional Inclusive Ideologies Through Simulated Interactions
Vocational Teachers between Educational Institutions and Workplaces
The Effects of Morphological Instruction on Literacy Skills: A Systematic Review of the Literature
A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism
Chinese Number Words, Culture, and Mathematics Learning

Research Methods

Theory and Evidence on Governance: Conceptual and Empirical Strategies of Research on Governance in Education

Mentoring & Supervision

Mentoring Adjunct Faculty Using the Cornerstones of Effective Communication and Practice
Beginning Teacher Success: An Investigation into the Feedback from Mentors of Formal Mentoring Programs

Special Education

Who's Teaching Math to Our Most Needy Students? A Descriptive Study
Discourses on Inclusion, Citizenship and Categorizations of ‘Special’ in Education Policy: The Case of Negotiating Change in the Governing of Vocational Special Needs Education in Finland
A Preliminary Investigation of Why Few Special Educators Are Nationally Board Certified

TE Programs

Book Talks in Special Education Methods Courses: Using Literature to Influence, Inspire, and Prepare Teacher Candidates
An Interdisciplinary Approach to Preparing Early Intervention Professionals: A University and Community Collaborative Initiative

Teaching Assessment

Test-Based Grade Retention: Does It Stand Up to Professional Standards for Fair and Appropriate Test Use?
International Large-Scale Assessment Data: Issues in Secondary Analysis and Reporting
Moral and Instrumental Rationales for Affirmative Action in Five National Contexts
Methodology in Our Education Research Culture: Toward a Stronger Collective Quantitative Proficiency
Significant Issues in Defining and Assessing Teacher Dispositions

Technology & Computers

Video Production as an Instructional Strategy: Content Learning and Teacher Practice
(Re)Anchored, Video-Centered Engagement: The Transferability of Preservice Training to Practice
A Review of the “Digital Turn” in the New Literacy Studies

Theories & Approaches

Teachers’ Collective Actions, Alliances and Resistance within Neo-liberal Ideas of Education: The Example of the Individual Programme
Negotiating Identity: Conflicts between the Agency of the Student and the Official Diagnosis of Social Workers and Teachers
Investigating Ideological Clarity in Teacher Education
The Power of Time: Teachers’ Working Day – Negotiating Autonomy and Control

TE - General Trends

Mobilities of Youth: social and spatial trajectories in a segregated Sweden
Two Solitudes: Educational Research and the Pedagogical Realm
New Voices, New Knowledges and the New Politics of Education Research: The Gathering of a Perfect Storm?
November 2010
 
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