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Teacher Education

by Kristie Phillips, Laura Desimone & Thomas Smith - 2011
This article assesses the relationship between teachers’ participation in content-focused professional development and state and school policies.

by Jane Neapolitan - 2011
The idea of “currency” is implied in the title, for, as many of our contributors discuss within their chapters, the professional development school (PDS) cannot and will not prevail in its present form without dedicated fiscal backing and sustained commitment for integrating the PDS effort into new structures.

by Alison Rutter - 2011
As a result of the government’s criticism, a plethora of reform agendas and reports were commissioned, trying to make sense of the issues and find long-term solutions. Among these are four key efforts that laid the groundwork for the professional development schools (PDS) movement.

by Jane Neapolitan & Marsha Levine - 2011
In this chapter, we build on the discussion of the history, trends, and issues of the PDS effort described in Chapter 1 (Rutter, 2011) while examining the approaches for PDS implementation set forth by organizations that have had a major influence on PDS development.

by Kenneth Howey - 2011
The authors don’t attempt to overstate the scope of development or level of impact with respect to PDS. On the positive side, they remind us that hundreds of NCATE’s accredited institutions report that they are engaged in PDS partnerships, involving at least one, and often more than one, school partner.

by Sharon Castle & Kathleen Reilly - 2011
In this chapter, we build on the discussion of the history, trends, and issues of the PDS effort described in Chapter 1 (Rutter, 2011) while examining the approaches for PDS implementation set forth by organizations that have had a major influence on PDS development.

by Jim Nolan Jr., Doris Grove, Horatio Leftwich, Kelly Mark & Brian Peters - 2011
The focus of this chapter is on the evidence to date that documents the impact of PDS engagement on four specific groups of participants: veteran P–12 teachers, university faculty, P–12 school principals, and parents and community members.

by Pia Lindquist Wong & Ronald Davis Glass - 2011
In this chapter, we review the existing literature with a focus on three key areas: (1) the ways in which PDS models are structured to improve student learning, yielding a rich description of PDS interventions for student achievement; (2) the impact of PDSs on student learning and achievement, with a specific focus on publications that used rigorous research designs and/or captured student achievement with multiple measures; and (3) the extent to which PDSs have a differential impact on the learning of low-income and culturally and racially diverse students.

by A. Lin Goodwin - 2011
All the authors also caution us that the evidence is not always robust, that much more evidence is needed, and that there are many additional related lines of inquiry that require exploration. But, these cautions aside, the three chapters each use the research to go inside PDS settings and classrooms and provide an up-close look at implementation and results in relation to teacher preparation, professional development, and impact on students.

by Bernard Badiali - 2011
The purpose of the chapter is to serve program evaluators and stakeholders as they formulate an approach to assessing the effectiveness of their professional development school (PDS) program.

by Jeanne Tunks - 2011
This chapter represents an in-depth study of action research in the PDS with recommendations for future practice and collaboration.

by Linda Catelli - 2011
My approach to writing this chapter is to comment first on the two essays and then provide readers with my personal history intertwined with my own perspective and recommendations for the future. My history and past experiences with action research in school–university partnership settings and with schools as self-renewing institutions have dramatically shaped my perspective on PDS as leverage for education change, improvement, and reform.

by Carole Basile & Cindy Gutierrez - 2011
In this chapter, we briefly examine the literature related to roles, structures, and governance and the typical players in PDSs, while making a case for the rediscovery of the community as having a critical role in PDS work.

by Diane Yendol-Hoppey & Jason Smith - 2011
The rapid proliferation of newly established professional development schools (PDS) partnerships accentuated concern associated with the lack of conceptual clarity of the PDS concept itself. Levine and Churins (1999) warned the PDS community that this innovative institution needed standards to ensure the necessary rigor, accountability, and sustainability.

by Donna Wiseman - 2011
Long-term PDSs have been successful at navigating accountability, resource, and infrastructure issues as partnerships are shaped and modified to meet the needs of the schools and universities.

by Lee Teitel - 2011
Writing this afterword pulls me back in. The fine scholarly work of the Yearbook—its focus on history and purpose, on research and impacts, on structures, roles and accountability, and on leveraging change—has enabled me to reconnect with my roots and passion. Rip Van Winkle, looking with a fresh set of eyes on something that is both familiar and removed. Here’s what stands out to me.

by Morva McDonald, Kersti Tyson, Kate Brayko, Michael Bowman, John Delport & Fuyu Shimomura - 2011
In this article, the authors share findings from a longitudinal study of one teacher education program’s community-based learning innovation. The work examines the ways in which partnerships with community organizations can add to the resources available to candidates as they prepare to become teachers in diverse urban schools.

by Duck-Joo Kwak - 2011
This article explores an unjustly neglected humanistic approach to teacher education by showing how Stanley Cavell’s practice of ordinary language philosophy can be reformulated as a pedagogical practice in the essay form.

by Mark Windschitl, Jessica Thompson & Melissa Braaten - 2011
We tested the hypothesis that first-year teachers could take up forms of ambitious pedagogy under the following conditions: 1) that reform-based practices introduced in teacher preparation would be the focus of collaborative inquiry throughout the first year of teaching, 2) that participants use analyses of their students’ work as the basis of critique and change in practice, and 3) that special tools be employed that help participants hypothesize about relationships between instruction and student performance.

by Jamy Stillman - 2011
Highlighting themes from qualitative case studies of three equity-minded California teachers, this article draws on social learning and activity theories to examine equity-minded teachers’ learning and agency as they responded to accountability-driven language arts reforms in underperforming schools. The article underscores the importance of balanced leadership in an era of high stakes accountability, particularly as it relates to teacher professionalism, learning, and agency.

by Christian Faltis & Guadalupe Valdés - 2010
This essay introduces the issue, Educating Immigrant Students, Refugees, and English Language Learners: A No Borders Perspective

by Tamara Lucas & Ana María Villegas - 2010
This chapter examines what some teacher educators are already doing and what all teacher educators need to do to prepare general classroom teachers to teach English Language Learners (ELLs). The authors argue that, because of the trend toward inclusion of ELLs in the mainstream class and the role of language in schooling, it is essential that all teachers be prepared to teach ELLs. They then present a conception of linguistically responsive teaching that outlines essential curriculum content for preparing teachers for ELLs, and they highlight elements of program design that can support the preparation of teachers for teaching ELLs.

by Rebecca Blum Martínez & Susan Baker - 2010
In this chapter, the authors describe the changes that have taken place in Bilingual Teacher Preparation since 1993 and analyze these changes in light of national and international political and social changes. Their analysis also reveals persistent problems that have yet to be resolved and highlights possible next steps in the field.

by George Bunch - 2010
Given the increasing likelihood that secondary teachers either are or will be responsible for teaching English learners (ELs) and other language minority students from immigrant backgrounds, this chapter explores recent efforts to conceptualize and act upon what mainstream secondary teachers need to know about language. While widespread agreement exists regarding the importance of “academic language” for ELs in secondary school, there is less agreement about how this language should be conceptualized or how teachers should be prepared to facilitate students’ development of it. The chapter reviews different conceptions of academic language and argues for the importance of collaborative efforts between content-area and language specialists to promote ELs access to mainstream curriculum and opportunities to expand their linguistic repertoire for increasingly challenging academic endeavors.

by Rhoda Cummings, Cleborne Maddux, Aaron Richmond & Antonia Cladianos - 2010
Although concerns about the moral dimension of teaching have been raised for decades, little attention has been given to empirical research on moral reasoning in preservice teacher education students. Results of only a few previous studies indicate that moral reasoning may be less advanced in education students than in college students majoring in other disciplines. This study (a) compared preintervention levels of moral reasoning in undergraduate elementary and secondary education students and in undergraduates enrolled in courses in philosophy and English literature; (b) implemented an intervention program (classroom instruction in moral development theory and dilemma discussion via online bulletin boards) to advance moral reasoning in undergraduate elementary and secondary education students; and (c) compared pre-/postintervention moral reasoning scores of the intervention group with those of control groups (elementary and secondary education students and students enrolled in philosophy and English literature courses). Results indicate that direct instruction in moral development theory and dilemma discussion advanced students’ moral reasoning scores. These results are preliminary and provide only partial information. To address this limitation, suggestions for future research are provided.

by Ann Lieberman - 2009
This paper is a commentary on the special issue on teacher research.

by Debra Miretzky - 2009
An introduction to the special issue on teacher research.

by Michele Gill & Bobby Hoffman - 2009
The purpose of our study was to investigate teacher talk during shared planning time to provide insight into the rationales behind teachers’ decision making that may be related to their underlying beliefs about subject matter, teaching, learning, and their students. This study supported our hypothesis that teachers’ collaborative planning time discourse provides a unique lens for understanding teachers’ beliefs.

by Chrystalla Mouza - 2009
This qualitative case study investigates the longitudinal impact of research-based professional development on teacher learning and practice with respect to technology. It also examines the conditions that facilitate or hinder teachers’ capacity for change and the process by which changes in knowledge, practices, and beliefs occur over time.

by Anita M. Varrati, Mary E. Lavine & Steven L. Turner - 2009
The major research questions for this study were: (1) What are the level and types of support that building principals provide for the preparation of new teachers? (2) What are the obstacles that may be preventing principals from becoming more involved with teacher preparation? (3) What are the types of activities that make sense for principal involvement with field experience and student teaching? (4) What are suggestions for more meaningful collaboration between schools and teacher/administrator preparation programs?

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  • Streaming videos showcasing the work of exemplary teachers
    With a shortage of teachers nationwide, but particularly in the New York City area, more and more educators are entering school this fall with little or no hands-on classroom experience. Over-crowded classes, pressure to “teach to tests,” and a more diversified student population will also put added stress on this new crop of teachers. Guidance in the form of professional development, via the Internet, is now available providing access to an archive of wisdom and best practices from some of the greatest teachers on the front lines. Teachers Network, with a grant from the AT&T Foundation, has developed a series of interactive streaming videos, which offers practical instruction for the novice teacher, and serves as a form of “digital mentoring.”
  • Teaching Education
    Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education.
  • Teachers Network
    Teachers Network is a nationwide, non-profit education organization that identifies and connects innovative teachers exemplifying professionalism and creativity within public school systems. Over 40,000 public school teachers have received Teachers Network grants and fellowships in the areas of curriculum, leadership, policy, and new media.
  • The Benedum Collaborative Model of Teacher Education: A Preliminary Evaluation
    Results of a preliminary study of the teacher education program at West Virginia University based on the Holmes Group model
  • Journal of Education for Teaching
    The Journal of Education for Teaching is an established international periodical which publishes original contributions on the subject of teacher education.
  • Tapped In
    TAPPED IN™ is the online workplace of an international community of education professionals. K-12 teachers and librarians, professional development staff, teacher education faculty and students, and researchers engage in professional development programs and informal collaborative activities with colleagues.
  • Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations
    An executive summary of a review of research on teacher preparation
  • Asia-Pacific Journal of Teacher Education
    The Asia-Pacific Journal of Teacher Education is an international medium for educators with an interest in the pre-service and continuing education of teachers.
  • National Council for Accreditation of Teacher Education
    NCATE is the profession's mechanism to help establish high quality teacher preparation.
  • Professional Development: Learning From the Best
    This site is designed for school and district-level teachers, administrators, and others interested in improving professional development.
  • Phi Delta Kappan
    The Phi Delta Kappan publishes articles concerned with educational research, service, and leadership; issues, trends, and policy are emphasized.
  • Teacher Education Accreditation Council
    The Teacher Education Accreditation Council (TEAC)is a nonprofit organization of institutions of higher education and other groups and individuals devoted to the improvement of academic degree programs for professional educators.
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