Search results for: Draper Roni Jo
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The current study describes the experiences of a group of teacher educators as they worked together in a collaborative research activity investigating theories of literacy and the preparation of secondary teachers. After four years of collaboration, the narratives of the members of the group revealed (a) changes to the practices and identities of the participants, (b) how the group formed a community, and (c) the ways in which the institution supported the work of the group.
Updated: Aug. 22, 2012
More than A Place to Teach: Exploring the Perceptions of the Roles and Responsibilities of Mentor Teachers
The goal of this study was to shed light on mentor teachers' perceptions of their roles and responsibilities and to contrast their understandings with a normative view of mentoring (Goldsberry, 1998; Hawkey, 1997). The authors hypothesized that the mentor teachers' perceptions would likely differ from established conceptions of this construct. This difference has significant implications for mentor preparation and university collaboration.
Updated: Feb. 02, 2009
The authors explore how differences in cognitive complexity were related to role expectations, conceptions of teaching problems, and the use of evidence for justifying beliefs. They draw on data from a US study of nine mentors and mentees, including mentee scores on the Reasoning about Current Issues (RCI) Test, which offers a measure of cognitive complexity.
Updated: Jan. 26, 2009
In this essay, Roni Jo Draper reflects upon her professional journey as a content-area literacy teacher educator, describing how she first became a literacy teacher educator and how she later came to collaborate with a group of teacher educators who specialize in disciplines such as music, theater, and mathematics.
Updated: Jun. 16, 2008