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by Bree Picower — 2011
This article examines the strategies that new elementary school teachers develop to stay true to and implement their visions of teaching for social justice in the neoliberal context of urban schools.

by Heather Casey — 2011
“Virtual Constructions: Developing a Teacher Voice in the 21st Century” describes how web 2.0 tools invite preservice teachers to develop a professional identity. Drawing on a study of the use of blogging in a preservice literacy methods class, Casey links research and theories of identity development with 21st-century web 2.0 tools.

by Barbara Beatty — 2011
From an historical perspective, I compare teachers' reactions to two, long-lasting forms of scripted instruction, the Froebelian kindergarten and Montessori, with two widely used modern scripts, Direct Instruction and Success for All, and focus especially on the role of theory and research, teacher training, and teachers' assessments of effectiveness. I ask how these factors may influence teacher autonomy, fidelity, and resistance and what some implications may be for teacher education today.

by Eric Camburn & Seong Won Han — 2011
This paper presents a summary of generalizable evidence on classroom instruction from nineteen large scale surveys conducted during the past 20 years. The summary identified significant gaps in the evidence, found considerable evidence of low-SES students receiving diminished learning opportunities than more affluent peers, and found repeated evidence of a positive association between six instructional activities and student achievement.

by Motoko Akiba — 2011
This study conducted pre- and post-surveys of 243 pre-service teachers in a teacher education program to examine the relationship between characteristics of teacher preparation for diversity reported by pre-service teachers and changes in their beliefs about diversity in personal and professional contexts, controlling for their background characteristics. The study found that three characteristics of teacher preparation for diversity: 1) classroom as a learning community, 2) instructor modeling constructivist and culturally-responsive teaching, and 3) field experience for understanding diverse students were significantly associated with positive changes in pre-service teachers’ beliefs about diversity in both personal and professional contexts.

by Marisa Cannata — 2010
This article examines the processes by which teacher applicants find teaching positions and seeks to understand how teachers come to work in particular schools by developing a theoretical conception of the teacher job search process informed by Bourdieu’s cultural reproduction theory and theories of action. Longitudinal survey and interview data shed light on how teacher applicants’ social and cultural backgrounds influence job search decisions.

by Sara Rimm-Kaufman & Bridget Hamre — 2010
This article expands current approaches used to predict teacher quality and calls for future research on teacher quality that incorporates interdisciplinary perspectives, drawing from both psychological and developmental science.

by Laura Desimone & Daniel Long — 2010
This study contributes to understanding the school’s role in inequality by investigating the extent to which specific aspects of teacher and teaching quality influence student mathematics achievement growth and the achievement gap between White and Black students and low- and high-SES students in kindergarten and first grade, using a nationally representative sample of students, the Early Childhood Longitudinal Study (ECLS).

by Sean Kelly — 2010
The goal of the present study was to investigate differences in the prevalence of developmental or student-centered instruction in public and Catholic schools and to begin to identify how the social context of schools affects teachers’ adoption of a developmental approach.

by Xiaodong Lin & John Bransford — 2010
This study examined the affects on students of exposure to two types of background knowledge about a problem case that involved a disconnection between a foreign college professor and her students.

by Leslie Herrenkohl, Lezlie Dewater & Keiko Kawasaki — 2010
This chapter discusses a teacher–researcher partnership oriented toward phronesis, or wise action used to solve practical problems. The three practical problems the authors emphasize are: (1) How did they use their work together to improve teaching and learning? (2) How did they relate to each other in the work? and (3) How did they organize their time and resources to do the work, given their organizational settings and constraints?

by Catherine Lewis, Kiyomi Akita & Manabu Sato — 2010
This chapter examines lesson study as an example of human science. Lesson study is a form of educational research that originated in Japan and is credited for several important instructional improvements. Using two elementary school cases, the chapter examines lesson study as a form of research that (1) explicitly articulates values, (2) focuses on knowledge that teachers find useful, (3) places teachers and researchers on a level playing field, and (4) emphasizes spread of knowledge through development of the knower and knowledge embodied in print and artifacts.

by Douglas Harris & Stacey Rutledge — 2010
This study compares research on the theoretical models and predictors of teacher effectiveness with those of other occupations. We start by defining models of worker effectiveness as theory-driven relationships between organizational objectives and worker characteristics (predictors) and then review evidence on four specific predictors. We find that in research on other workers, experience is a strong predictor, but that cognitive ability appears to be the best predictor, particularly in complex jobs. In research on teaching, we find that teacher experience is the best predictor of effectiveness and that cognitive ability is rarely considered. However, because teaching is complex, the evidence on other workers implies that cognitive ability probably is a strong predictor of teacher effectiveness. Worker personality and education do not appear to be strong predictors in either occupational category. More broadly, we find that empirical research on other workers is more tightly linked to theories of effectiveness than in teacher studies. Theoretical models from other occupations, such as person-job fit, hold promise for understanding teaching, given the role of the school as an organization. While we advocate no particular theoretical model of teacher effectiveness, these findings inform the various conceptions of teaching and suggest a need to more clearly define models of teacher effectiveness and test these models with empirical evidence.

by Lisa Miller — 2009
This article is an introduction to the Teachers College Record special section, "Present to Possibility: The Classroom as a Spiritual Space."

by Frances Schoonmaker — 2009
In this article, literature on children's spirituality is juxtaposed with the author's personal experiences as a classroom teacher and researcher to make an argument for public school classrooms as spiritual spaces.

by Craig Richards — 2009
This article describes a pedagogical method of increasing the self-awareness of aspiring school leaders and analyzes student qualitative responses to their experiences, using NVivo qualitative data analysis.

by Jeanette Cohen & Lisa Miller — 2009
The study investigated a novel 6-week interpersonal mindfulness training (IMT) program modeled after the manualized mindfulness-based stress reduction, with an added emphasis placed on relational awareness. Results suggest that IMT with psychology graduate students is a feasible intervention that positively affects mindfulness, perceived stress, social connectedness, emotional intelligence, and anxiety.

by Elizabeth Reid & Lisa Miller — 2009
This pilot study investigates the feasibility and acceptability of creating a more mindful classroom environment through the use of an interactive workbook for elementary school-age children. Participants were 4 teachers and 24 children in a summer program serving families of low socioeconomic status in Connecticut. Qualitative and quantitative data showed the mindfulness workbook to be readily accepted and successfully used, and to initiate a series of additional mindfulness practices by both teacher and students.

by Lydia Cho, Lisa Miller, Mark Hrastar, Nina Sutton & John Younes — 2009
This study evaluated a 6-week synchronicity discussion group, Synchronicity Awareness Intervention (SAI), aimed at increasing awareness of synchronistic events and investigating the potential helpfulness for personal spirituality and mental health for graduate students in a Teachers College class. It showed promising support for the feasibility, acceptability, and potential helpfulness of an SAI in a group setting, suggesting that synchronicity awareness is a form of spiritual awakening that represents a powerful strategy for increasing personal spirituality and improving mental health.

by Pamela Grossman, Christa Compton, Danielle Igra, Matthew Ronfeldt, Emily Shahan & Peter Williamson — 2009
This study investigates how people are prepared for professional practice in the clergy, teaching, and clinical psychology.

by Frances Rust — 2009
In this article, teacher action research is positioned as a bridge connecting research, practice, and policy—as an important and practical way to engage teachers as consumers of research, as researchers of their own practice, as designers of their own professional development, and as informants to scholars and policy-makers regarding critical issues in the field.

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

by Ching Sing Chai & Seng Chee Tan — 2009
In this case study, the knowledge-building community (KBC) model was adopted for the professional development of 7 Singaporean teachers. The teachers’ patterns of online interactions were analyzed using social network analysis and the interaction analysis model. The findings indicate that the teachers formed a socially cohesive community and participated rather actively, with a healthy distribution of online posts at various phases of knowledge construction.

by James S. Damico & Cheryl L. Rosaen — 2009
This study examines how a group of fifth graders and their teacher created and navigated an epistemological pathway as they explored their ideas about the meaning(s) of freedom. Findings from this study show how dialogic literature discussions can help us see children and teachers as intimately involved in the exploration and coconstruction of knowledge and ways of knowing fundamental to developing an informed, critical citizenry.

by Jennifer Goldstein — 2009
This article explores a policy intended to improve the quality of teaching by improving the quality of teacher evaluation. It examines a Peer Assistance and Review (PAR) program, and specifically one aspect of the program—its oversight panel—asking how an oversight panel alters the practice of teacher evaluation. The core argument of the article is that oversight panels have the potential to fundamentally alter the transparency of the teacher evaluation process and, in turn, the nature of accountability.

by Deborah Bieler & Anne Burns Thomas — 2009
This article explores how two groups of new urban teachers experienced the inquiry-based programs of support in which they participated as silencing and uncritical. It offers a distinction between the practices of false inquiry and dialectic inquiry in structures designed to support new teachers.

by William Penuel, Margaret Riel, Ann Krause & Kenneth Frank — 2009
This article explores how social network analysis can help researchers studying teachers' professional interactions understand the internal structure of teacher communities and assess teachers' social capital for implementing ambitious reforms. Case study data from two schools in California illustrate how network data complement interview data to help explain the success or failure of reforms to take hold in schools.

by Teresa Crawford — 2008
Using an ethnographic and critical discourse approach to examine the actions and interactions in an elementary classroom, this study reveals how a teacher and her students construct a cultural model of shared authority and the effects that this model has on opportunities for learning.

by Betty Achinstein & Julia Aguirre — 2008
Drawing from a 3-year study of 15 new teachers of color in urban high-minority schools, this article examines the complexity of a “cultural match” between teachers and students of color. Findings highlight a new form of practice shock when students of color challenged their teachers’ cultural identifications and reveal how the new teachers of color drew on “emergent multicultural capital” to negotiate challenges in ways that shaped teaching practice.

by Tamara Nelson, David Slavit, Mart Perkins & Tom Hathorn — 2008
This research examines what a group of professional development providers learned by engaging as a collaborative group conducting inquiry on the development and implementation of a professional development model. The research informs efforts to support secondary science and mathematics teachers using collaborative inquiry in professional learning communities.

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  • Teacher Quality
    Overall, the chapters in this edited volume provide the reader with a portrait of a good teacher and good teaching methods and encourage districts to set high standards for teachers, to develop strong accountability systems for measuring performance, to reward those who perform and frown on those who do not.
  • Innovations in Education and Teaching International
    The content of IETI includes a range of perspectives, and important contributions on new developments in educational technology.
  • Center for the Study of Teaching and Policy
    CTP is one of 12 national research centers funded by the Department of Education. It functions as a consortium, drawing together researchers from five universities—Teachers College/Columbia, Stanford University, the University of Michigan, the University of Pennsylvania and the University of Washington (lead institution). CTP tracks the enactment and effects of policies aimed at the improvement of teaching in various contexts and at multiple levels of the system, identifying ways these policies support, stimulate, impede, or otherwise affect the quality of teaching and learning in U.S. elementary and secondary schools.
  • Improving Teacher Evaluation to Improve Teaching Quality
    Reforming teacher evaluation holds promise as a strategy to improve instruction and raise student achievement.
  • Oxford Review of Education
    The object of the Oxford Review of Education is to advance the study of education. It especially wishes to promote the elaboration and evaluation of a body of speculative and empirical theory, the development of which might improve educational practice.
  • The National Commission on Teaching & America's Future (NCTAF)
    The National Commission on Teaching & America's Future (NCTAF) is a nonpartisan and nonprofit group dedicated to improving the quality of teaching nationwide as a means of meeting America's educational challenges.
  • Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality
    Examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence.
  • 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.
  • The Consortium for Policy Research in Education
    The Consortium for Policy Research in Education (CPRE) unites researchers from five of the nation's leading universities to improve elementary and secondary education through research on policy, finance, school reform, and school governance.
  • Teacher Test Accountability: From Alabama to Massachusetts
    The purpose of this article is to highlight some of the psychometric results reported by National Evaluation Systems (NES) in their 1999 Massachusetts Educator Certification Test (MECT) Technical Report, and more specifically, to identify those technical characteristics of the MECT that are inconsistent with the Standards. A second purpose of this article is to call for the establishment of a standing test auditing organization with investigation and sanctioning power.
  • Educational Evaluation and Policy Analysis (EEPA)
    Published by the American Educational Research Association, the EEPA focuses on educational evaluation, educational policy analysis, and the relationship between the two activities.
  • The National Center for Restructuring Education, Schools, and Teaching
    NCREST, established at Teachers College in 1990, supports restructuring efforts by documenting successful initiatives, creating reform networks to share new research findings with practitioners, and linking policy to practice.
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