Search results for: Teacher preparation
Page 7/8 76 items
Programmatic Role of Education Libraries in Informatics to Support Preservice Teacher Preparation Programs
As education librarians seek to collaborate with preservice teacher preparation programs, they need to apply informatics principles to optimize the library’s ultimate impact on student achievement. Specifically, education librarians need to examine several levels of information processing systems: student, faculty, program, institution, and government entities. Furthermore, education librarians need to identify the conditions or environments of these information systems because the infrastructure, available resources, and knowledge base all impact student learning.
Updated: Jun. 13, 2010
Providing Qualified Teachers for Urban Schools: The Effectiveness of the Accelerated Collaborative Teacher Preparation Program in Recruiting, Preparing, and Retaining Teachers
In this article, the authors examine the effectiveness of the ACT program over a 6-year period in providing qualified teachers for urban schools. The program was designed to restructure teacher education as a shared school-university responsibility and to reflect best teacher preparation practices that address the diverse needs of students in urban communities. Demographic and survey data were gathered from 6 years of program graduates. Overall, graduates reported satisfaction with their preparation and teaching careers.
Updated: Nov. 18, 2009
This study describes a paid field experience designed to investigate teacher candidates' willingness to teach in urban schools. 73 undergraduate and graduate students enrolled in a teacher preparation program were recruited for participation in the SITC program. Data from pre and post surveys indicated no significant difference as the number of previous field hours increased, from the beginning to the conclusion of field experience, on ratings of field experience and willingness, and between ethnic and SES groups.
Updated: Jul. 22, 2009
Characteristics of Highly Effective Cooperating Teachers: A Study of Their Backgrounds and Preparation
The present study investigated the effectiveness of cooperating teachers at four sites where several of the factors associated with effective supervision were present. In the first stage of the research, information was gathered through interviews and artifact collection about cooperating teachers' supervisory preparation, practices, and perceptions. In the second stage of the research, researchers used ex post facto methods to used ex post facto methods to identify background and intervention factors associated with their effectiveness levels. 13 pairs of cooperating-teacher-student-teacher from four sites participated in the study.
Updated: Jul. 15, 2009
Exploring the Salient Experiences of Pre-Service Teacher Candidates Who Were Former Volunteer Tutors
Teacher candidates were tracked to monitor whether their former tutoring experience influenced their experiences as teacher candidates. The participants reflected on their teacher preparation experiences and their orientations to effective reading and writing instruction. The authors discuss the need for teacher education programs to assist candidates to assimilate newly acquired pedagogies into existing ones, including those acquired through volunteerism.
Updated: Jun. 22, 2009
The authors examine the literature on distance education. They offer a brief chronology of its past-to-present development, with special attention to the evolution of technology mediated instruction. Specifically, they look at the significance of the design of instruction and the importance of preserving faculty-student communication.
Updated: May. 07, 2009
Doth The Lady Protest Too Much? Pre-Service Teachers and The Experience of Dissonance As A Catalyst for Development
This article presents findings from an ethnographic study of 34 beginning pre-service teachers enrolled in a large U.S. teacher preparation program. Discussion focuses on participants' identity development as examined through the lens of the stories they learn and tell during and about their initial experiences of becoming teachers.
Updated: Apr. 01, 2009
New Peace, New Teachers: Student Teachers' Perspectives of Diversity and Community Relations in Northern Ireland
The article reflects upon student teachers' conceptions of inter-community relations. It also considers the preparation they receive to address issues of diversity and mutual understanding. The study in Northern Ireland is set against a backdrop of political, social and educational change, where a shared, peaceful future appears possible.
Updated: Mar. 31, 2009
From “Big Ideas” to Deliberate Action: Curriculum Revision and Alignment in An American Special Education Teacher Preparation Program
This paper presents an overview of how one American special education program used the model described by Kame'enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002) to articulate and organize key dimensions of the program. Specifically, the authors deliberately used the following six design principles to frame the curriculum revision and alignment process: big ideas, conspicuous strategies, mediated scaffolding, strategic integration, judicious review, and primed background knowledge. Although the model has been often emphasized for K-12 environments, this manuscript describes how it is also useful for the university setting.
Updated: Jan. 07, 2009
The study explores the term 'inquiry' to promote social justice in practical and theoretical knowledge for preservice teachers. It led the teachers to reflect on ideals of social justice with regard to teaching diverse learners. The inquiry process may assist teacher education programs that address ways of observing, questioning, and inventing may well be a valuable strategy in the development of social justice educators.
Updated: Jun. 18, 2008