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Articles
by Nathan Jones & Peter Youngs — 2012
The increasing number of districts implementing mentoring and induction programs suggests that policymakers are aware of the need to increase the support available to new teachers. The argument underlying many of these programs is based, at least partly, on assumptions about beginning teachers’ emotional responses to their work. While considerable research has studied the effects of induction programs, this article aims to address how beginning teachers’ affective experiences seem to impact their career plans.

by Michael Knoll — 2012
This article explores the origins of the Project Method by reconstructing William H. Kilpatrick’s celebrated paper of 1918.

by Pamela Grossman — 2011
In this introduction to a special section on teaching practice, Pam Grossman introduces the ideas from the original study on teaching practice that inspired the work in teacher education described in the articles that follow. She describes the constructs of the representation, decomposition, and approximation of practice and how these help us understand more deeply how professional practice is taught.

by Pamela Moss — 2011
Building on Grossman and colleagues’ (2009) framework for analyzing and comparing practices of professional education in terms of representations, decomposition, and approximations to support professional educators’ learning, I argue for the importance of including “conceptions of quality” in the analysis of professional education practice and for tracing novices’ learning opportunities as they unfold over time. I illustrate the argument by comparing approaches to teaching novice teachers to lead discussions in literacy and mathematics.

by Linda Kucan, Annemarie Sullivan Palincsar, Tracy Busse, Natalie Heisey, Rachel Klingelhofer, Michelle Rimbey & Kristine Schutz — 2011
This article describes the application of the theoretical framework developed by Grossman and her colleagues to the practice of teaching text-based discussion. Specifically, we used the framework to develop a set of modules, resources for teacher educators, that provided representations of text-based discussion, decompositions of the planning for such discussions, and opportunities for teacher candidates to approximate the practice of enacting text-based discussions.

by Doris Santoro — 2011
This article introduces a category of teacher attrition that is rooted in the moral and ethical aspects of teaching: principled leavers. The study looks at how 13 former teachers weigh the competing responsibilities of what they consider good teaching in relation to their responsibilities to society, the profession, their institutions, students, and themselves.

by Gail Richmond, Mary Juzwik & Michael Steele — 2011
This article provides narrative accounts of three secondary teacher candidates with different subject matter specializations moving along identity trajectories in various contexts and with varying difficulties. Understanding and untangling these complexities from a narrative perspective can help teacher educators (TEs) to deliberate about situations in which teacher candidates (TCs) face trouble for reasons that are hard to characterize. This perspective on teacher identity development can also help teacher educators make critical, consequential, and morally weighty judgments as they foster the developing identity trajectories of TCs.

by Nienke Moolenaar, Alan Daly & Peter Sleegers — 2011
This study examines the influence of teachers’ social network structure on their school’s innovative climate. Findings from an empirical study in 53 Dutch elementary schools suggest that the density of teacher networks is positively related to schools’ innovative climates. Moreover, this relationship could be partially explained by increased shared decision-making across the school.

by Peter Youngs, Nathan Jones & Mark Low — 2011
This article explicates differences in the curricular, instructional, and role expectations experienced by beginning special and general education elementary teachers. It also documents variations in how novices from both groups addressed expectations they encountered.

by Spyros Konstantopoulos — 2011
This study uses high-quality data from Project STAR to examine whether teacher effects predict student achievement in early grades. Teacher effects are defined as teacher-specific residuals adjusted for student background and class size effects. Findings indicate that teacher effects in early grades are useful predictors of mathematics and reading achievement through the third grade.

by Magdalene Lampert, Timothy Boerst & Filippo Graziani — 2011
This article examines the collective use of social, intellectual and material resources by teachers in a school as a framework for understanding how teaching toward ambitious learning goals is consistently maintained across classrooms, time, and varieties of students.

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.

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Resources
  • 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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