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Section archive - Theories & Approaches

Page 9/53 523 items
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81
A Five-Year Retrospective on the Arkansas Department of Education Co-teaching Project
Authors: Pearl Cynthia, Dieker Lisa A., Kirkpatrick Rose Merry
This paper provides the details of the systemic change occurring over a five-year period through a comprehensive evaluation model. The results of the comprehensive evaluation plan indicate, over time, increases in the implementation of building-level supports, rated performance of co-teaching partnerships and grades for students with disabilities in co-taught classrooms. The evolution of the model extended to include web resources, interactive webinars, onsite coaching and specific evaluation feedback and recommendations to individual schools and teachers.
Published: 2012
Updated: Sep. 04, 2016
82
Unraveling the Complexity of Student Teachers’ Learning in and From the Workplace
Authors: Leeferink Han, Koopman M., Beijaard Douwe, Ketelaar Evelien
The present study reports on how student teachers’ workplace experiences were transformed into learning experiences. In total, 26 stories from 10 student teachers were collected by means of digital logs and in-depth interviews and unraveled using a new technique of reconstructing stories into webs. The results show that student teachers’ learning from experiences is a process involving many interrelated personal and social aspects, including past and present experiences gained in multiple situations and contexts over time. The findings indicate that reconstructing stories into webs is a promising technique for unraveling the complexity of learning from workplace experiences.
Published: 2015
Updated: Aug. 31, 2016
83
Field Placement Schools and Instructional Effectiveness
Authors: Ronfeldt Matthew
Drawing on extensive survey and administrative data on all teachers, students, and schools in a large, urban district, this study investigates whether certain kinds of field placement schools predict later teacher performance. It finds that teachers who learned to teach in field placements with stronger teacher collaboration, achievement gains, and, to a lesser degree, teacher retention were subsequently more effective at raising student achievement. However, these kinds of schools were less likely to be used as field placements.
Published: 2015
Updated: Aug. 31, 2016
84
“Slaying Ghosts in the Room:” Identity Contingencies, Teacher Licensure Testing Events, and African American Preservice Teachers
Authors: Petchauer Emery
This study examined the subjective and social psychological ways African American test takers experience teacher licensure testing events. Findings illustrate how the licensure testing event can become a racialized experience for some participants through (a) interactions with test proctors and site administrators before and during examinations and (b) actions of other test takers that inadvertently signaled racial stereotypes about test preparation, intelligence, and character. Racialized experiences for participants were not based upon any specific test questions or content.
Published: 2014
Updated: Aug. 31, 2016
85
Generating a Networked Improvement Community to Improve Secondary Mathematics Teacher Preparation: Network Leadership, Organization, and Operation
Authors: Martin W. Gary, Gobstein Howard
The purpose of this article is to describe an important aspect of organizing a Networked Improvement Community (NIC) by a large national effort, namely, the role of leadership structures. The article analyses a case study of the formation of a particular NIC, the Mathematics Teacher Education Partnership (MTE-Partnership). Six factors were identified as particularly important: convening the network, development of a membership framework, development of participation structures, building the leadership and hub functions of the partnership, development of an effective infrastructure for communications and developing human and material resources needed for the partnership to function effectively.
Published: 2015
Updated: Aug. 10, 2016
86
Through A Freirean Lens: Professional Learning, Faith-Based Schooling and Liberatory Education
Authors: Scott John Trevitt, Armstrong Ann Cheryl
This article draws on a broader qualitative study of professional learning in schools of the Peoples of the Book (Christians, Jews and Muslims) in post-colonial Australia, addressing the role that the growing number of Australian faith-based schools play in shaping a just and inclusive Australian society. By reviewing material in the public domain, the authors consider in their projection to the public the stated and implied commitment of six Australian faith-based schools of the Peoples of the Book to a transformative, liberatory education. They argue that faith-based schools should articulate their purpose and values to the wider secular society, recognizing that this task also calls upon the secular society to engage with the faith traditions, to strengthen mutual respect and tolerance.
Published: 2014
Updated: Aug. 01, 2016
87
“Welcome to the Real World”: Navigating the Gap Between Best Teaching Practices and Current Reality
Authors: Perrow Margaret
In this self-study, the author investigates the gap between best and actual practices, as experienced by a university teacher educator who spent a year as a student teacher in a middle and high school English language arts program. Occupying the identities of a student, a student teacher, a teacher educator, and a researcher, she explored the gap from these multiple perspectives, with the intent of learning how to better support student teachers' development. Her findings fall into three distinct phases: (1) In “Mind the gap,” she explains the dilemma she encountered as a student teacher. (2) In “Mine the gap,” she describes the process of exploring the nature and extent of this dilemma. (3) In “The gap is mine,” she analyzes a shift in her understanding of where the gap is located.
Published: 2013
Updated: Aug. 01, 2016
88
Quality Teaching Rounds in Mathematics Teacher Education
Authors: Prieto Elena, Howley Peter, Holmes Kathryn, Osborn Judy-anne, Roberts Malcolm, Kepert Andrew
The goal of this study is to evaluate the effectiveness of an implementation of teaching rounds as a practice-based approach to pre-service teacher education in mathematics. The main findings are that pre-service teachers found practice-based experience and the subsequent reflections using teaching rounds very valuable compared to other learning experiences. The authors also found that pre-service teachers undertaking a Masters teaching degree were significantly more insightful about planning for and reflecting about teaching practice than those undertaking an undergraduate degree.
Published: 2015
Updated: Jul. 31, 2016
89
Learning to Teach within Practice-based Methods Courses
Authors: Kazemi Elham, Wæge Kjersti
The present study follows three teachers through a practice-based elementary methods course. The course was focused on learning teaching practices through planning, rehearsing, enacting and reflecting on routine instructional activities that travel back and forth between field-based methods course and field placements. All three teachers grew in their capacity to lead goal-directed lessons by eliciting and responding to students’ thinking.
Published: 2015
Updated: Jul. 31, 2016
90
Does Preservice Preparation Matter? Examining an Old Question in New Ways
Authors: Ronfeldt Matthew, Schwartz Nathaniel, Jacob Brian A.
This article aimed to investigate relationships between teacher preparation and teacher outcomes. The findings suggest that features of preservice teacher preparation are positively related to teacher outcomes. Teachers who completed more practice teaching and more methods-related courses felt significantly better instructionally prepared in their first year of teaching. Results suggest that estimated effects of preparation also vary by kind of school, and particularly by school level and urbanicity. Secondary school teachers, more than elementary school teachers, seem to benefit from additional preparation. The findings also indicate that estimated positive effects of preparation are stronger among teachers employed in urban and rural settings as compared to teachers in suburban settings.
Published: 2014
Updated: Jul. 27, 2016
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