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Volume 110, Number 1 (2008)

by Daniel C. Humphrey, Marjorie E. Wechsler & Heather J. Hough
Alternative certification programs exhibit as much variation within programs as across programs, rendering program comparisons unhelpful. By clustering individuals across programs based on common background characteristics and program experiences, we identify how program components, teaching contexts, and personal characteristics impact teacher outcomes.
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by Steven Z. Athanases & Luciana C. De Oliveira
New teachers who graduated from a credential program that featured advocating for equity in its mission, goals, and practices reported challenges of meeting needs of diverse students, and ways that they advocated for equity in and beyond the classroom. Their acts of advocacy shared several features, were grounded in the credential program, and demonstrate how even in their demanding first years, teachers can focus on underserved and underperforming students and on ways to advocate on their behalf.
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by Peter Rennert-Ariev
The article analyzes the hidden curriculum of a performance-based teacher education program focusing on ways that faculty and students subverted formal program expectations. The study raises cautions for teacher educators regarding the vigor of performance-based reform.
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by Christine E. Sleeter
This article contrasts democracy with corporatocracy, showing that the accountability movement today is rooted more in the latter than the former. Case studies of two teachers explore how democratically minded teachers can navigate accountability pressures in a corporatocratic context, as well as limitations that context places on them.
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by Jason Margolis
This article explores how teachers with 4–6 years’ experience conceive of their career path in education, as well as ways that universities and schools can better partner to increase teacher job satisfaction. It also examines how taking on a teacher educator role via hosting an intern impacts longer-term career plans.
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by Julie A. Edmunds
Much of the literature on technology use with low-performing students is limited and often contradictory. This is partially because most research has looked at technology use through a single lens: that of the technology itself. Looking at technology use through multiple lenses, including teachers’ instructional practices, can help resolve some of the contradictions. This study used a collective case study approach to examine the use of technology by elementary school teachers who were effective at improving the achievement of their low-performing students. Analysis of the data found that these teachers used technology in a balanced way that was continuous with their general instructional practices. Their use of technology reflected nine primary roles: to target instruction more effectively; to incorporate a variety of strategies; to support teacher-guided instruction; to increase student involvement in instruction; to facilitate remediation and reinforcement; to promote advanced thinking strategies; to increase access to resources; to motivate students; and to meet the needs of the whole child.
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by Karen Hunter Quartz, Andrew Thomas, Lauren Anderson, Katherine Masyn, Kimberly Barraza Lyons & Brad Olsen
Teacher retention, especially of qualified teachers within high-poverty schools, is an issue of local, national, and international concern. School staffing research typically regards attrition as a dichotomous variable measurable at the school system level: stay in versus leave the teaching profession. This article, using data from a 6-year longitudinal study of 838 well-prepared urban educators in their first through eighth career year, adds a third category of attrition: role changing.
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