Oct. 24, 2011
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you another issue of The MOFET ITEC Portal bulletin, presenting research findings and trends from the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.

We invite you to visit the Online Academy for the Professional Development of Teachers and Teacher Educators at The MOFET Institute. Registration for the upcoming semester is now open!

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

October 24, 2011 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
October 2011
Featured Items
Teacher Professional Development in Teaching and Teacher Education over Ten Years
This article describes a review of publications in Teaching and Teacher Education over ten years (2000–2010) on teacher professional development. The article concludes that what underlies the thematic emphasis of the studies reviewed is a recognition that teacher learning and development is a complex process. This process brings together a host of different elements and is marked by an equally important set of factors. But also, that at the center of the process, teachers continue to be both the subjects and objects of learning and development.
Effects of a Computerized Professional Development Program on Teacher and Student Outcomes
The purpose of the two studies reported in this article was to measure the effects of a computerized professional development program for a concept teaching routine. For each study, teachers were randomly assigned to either a virtual workshop group that used a multimedia software program for PD or an actual workshop group that participated in a live PD session. These two studies demonstrate that computerized professional development programs can be designed in ways that teachers gain a great deal of knowledge about an instructional practice and express high levels of satisfaction with what they have learned and how they have learned it.
‘Coming to a Place near You?’ The Politics and Possibilities of a Critical Pedagogy of Place-Based Education
This article explores the theoretical foundations of place-based education (PBE). The authors argue that there is a place for PBE in schools but contend that it must be informed by a far more critical reading of the notions of ‘place’, ‘identity’ and ‘community’. The authors use an empirically grounded study to illustrate the potential benefits and limitations of PBE, and conclude with some suggestions as to how schools and teacher education programs might promote the development of socially critical approaches to PBE.
Understanding Teacher Candidate Dispositions: Reflecting to Build Self-Awareness
The goal of this paper was to analyze the disposition domains teacher candidates draw from as they think about their early teaching experiences. The authors used the ICM framework which composed of three disposition domains—intellectual, cultural, and moral-as a heuristic for analyzing teacher candidates’ open-ended journals. The data indicate that candidates who possessed the greatest awareness of their dispositions also had the greatest capacity to unpack their assumptions.
Rethinking Assumptions of Demographic Privilege: Diversity among White Preservice Teachers
The findings reported in this article developed from a yearlong study of white preservice teachers (WPTs) engaged in a dialogue circle around issues of race in education. The author was interested to examine the ways preservice teachers are prepared for classrooms that include students’ diverse both amongst their peers and within themselves. The author concludes that many teacher educators engaged in the preparation of WPTs for diverse classrooms may rely on generalized assumptions that will inevitably lead to failure. Instead, teacher educators might recognize each student teacher as diverse both within and across multiple communities.
October 2011
All Recent Items
Multiculturalism & Diversity
Rethinking Assumptions of Demographic Privilege: Diversity among White Preservice Teachers
Democracy Now? Race, Education, and Black Self-Determination

Professional Development

Who Will Stay and Who Will Leave? Predicting Secondary English Teacher Attrition Risk
“Where Else Would We Teach?”: Portraits of Two Teachers in the Rural South
Teacher Professional Development in Teaching and Teacher Education over Ten Years
Teacher Learning in an Era of High-Stakes Accountability: Productive Tension and Critical Professional Practice

Teacher Education & Instruction

Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching
Cultural Contexts and Situated Possibilities in the Teaching of Second Language Writing
The Role of Teachers in Facilitating Situational Interest in an Active-Learning Classroom
Reflective Practice in an Online Literacy Course: Lessons Learned from Attempts to Fuse Reading and Science Instruction
The Dilemma of Scripted Instruction: Comparing Teacher Autonomy, Fidelity, and Resistance in the Froebelian Kindergarten, Montessori, Direct Instruction, and Success for All
Eco-Apartheid: Linking Environmental Health to Educational Outcomes
How Do Teachers Support Students’ Motivation and Learning in Their Classrooms?

Research Methods

Measuring Authoritative Teaching
The Situated Dynamics of Purposes of Engagement and Self-Regulation Strategies: A Mixed-Methods Case Study of Writing

Special Education

The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia

Teacher Education Programs

Identifying Program Characteristics for Preparing Pre-Service Teachers for Diversity

Preservice Students

Understanding Teacher Candidate Dispositions: Reflecting to Build Self-Awareness

Beginning Teachers

Learning from Young Adolescents: The Use of Structured Teacher Education Coursework to Help Beginning Teachers Investigate Middle School Students' Intellectual Capabilities

Teaching Assessment

Two Decades of Generalizable Evidence on U.S. Instruction from National Surveys
So NOT Amazing! Teach For America Corps Members’ Evaluation of the First Semester of Their Teacher Preparation Program

Technology & Computers

Effects of a Computerized Professional Development Program on Teacher and Student Outcomes
Policy, Technology, and Practice in Cyber Charter Schools: Framing the Issues

Theories & Approaches

‘Coming to a Place near You?’ The Politics and Possibilities of a Critical Pedagogy of Place-Based Education
Ethical and Moral Matters in Teaching and Teacher Education
Messy collaboration: Learning from a Learning Study
Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory
Regulation of Motivation: Contextual and Social Aspects
Tracing John Dewey’s Influence on Progressive Education, 1903–1951: Toward a Received Dewey
Toward the Integration of Meditation into Higher Education: A Review of Research Evidence
October 2011
 
The newsletter contains references to all the new items added to the ITEC Portal.

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