ethanporcaro/eric-fulltext-meta huggingface dataset:
The Paucity of Asian-American Distinguished Professors and Endowed Chairs: Toward a More Racially Integrated System of Advancement in the Professoriate
Author: Freeman, Sydney, Jr.
Date: 2019-00-00
Type: Journal Articles
Subjects: Asian Americans,College Faculty,Department Heads,Career Development,Racial Differences,Equal Opportunities (Jobs),Disproportionate Representation,Racial Composition,Advocacy,Mentors,Organizational Culture

Although not discussed much in the literature related to faculty careers and development, increasing the amount of Asian American endowed chairs and distinguished professors is an important issue that needs to be addressed. The purpose of this article is to explore and account for the paucity of Asian Americans in prestigious academic faculty appointments, namely distinguished professorships and endowed chairs in the field of education. This article discusses the nature of distinguished professorships and endowed chairs and the racial compositions of current occupants of these positions. The successes of other underrepresented racial groups in achieving prestigious faculty positions are also explored. In the interest of racial parity in all levels of the professoriate, the following recommendations for policy and practice are shared, including exposing early career faculty to potential opportunities through intentional faculty development programs, along with mentoring, advocacy, and organizational cultural change.
The Education Value-Added Assessment System (EVAAS) on Trial: A Precedent-Setting Lawsuit with Implications for Policy and Practice
Author: Amrein-Beardsley, Audrey
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Accountability,Evaluation Methods,Court Litigation,Educational Policy,Value Added Models,School Districts,Teacher Dismissal,Achievement Gains,Civil Rights,Data Use,Access to Information

In &quot;Houston Federation of Teachers (Plaintiff) v. Houston Independent School District (Defendant),&quot; plaintiffs contested how teachers were being evaluated using a value-added model (VAM) as part of the districts' teacher accountability system. The VAM at issue was the Education Value-Added Assessment System (EVAAS), with potential consequences at issue involving teacher termination as per &quot;insufficient student academic growth&quot; reflected by teachers' EVAAS estimates. In this piece I describe this case, as well as a recent ruling of significance regarding teachers' Fourteenth Amendment rights as pertinent to this case, but also with broad implications for others using the EVAAS (and perhaps other VAMs) for similar teacher accountability purposes.
Implementation of Project-Based Learning (PjBL) Assisted by E-Learning through Lesson Study Activities to Improve the Quality of Learning in Physics Learning Planning Courses
Author: Widyaningsih, Sri Wahyu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Implementation,Student Projects,Active Learning,Electronic Learning,Educational Improvement,Educational Quality,Physics,Outcomes of Education,College Students,College Science,Instructional Design,Science Teachers,Lesson Plans

This study aims to improve the quality of learning in physics learning planning courses through the implementation of Project-Based Learning (PjBL) assisted by E-Learning through Lesson Study activities. This was qualitative research through the stages of Lesson Study activities. Subjects in this study were the 5th-semester students who program 11 physics learning planning subjects in the 2018-2019 academic year in the Department of Physics Education, University of Papua. The research data were obtained through the learning outcomes of student tests. The instrument was given after the submission of each topic of study, observation sheet of student activities, interview guidelines, documentation in the form of video recordings during open class implementation, and student response questionnaire. Data were analyzed through Rasch modeling with the help of the Winstep application to analyze student responses after learning. Lesson Study activities consist of three phases of activities, namely Plan, Do, and See. In the Planning stage, discussions with the team of lecturers were held to develop the Chapter Design and Lesson Plan. In the Do stage, the model lecturer was based on the tools that have been prepared. In the See stage, the reflection was carried to find out weaknesses and strengths during learning, which was then followed up on further learning. The results showed that student-learning outcomes increased student responses to good learning, and the learning atmosphere seemed very fun. Therefore, it could be concluded that the implementation of PjBL assisted E-Learning through Lesson Study activities can improve the quality of learning in physics learning planning subjects.
Structuring a New Socioscientific Issues (SSI) Based Instruction Model: Impacts on Pre-Service Science Teachers&apos; (PSTs) Critical Thinking Skills and Dispositions
Author: Gul, M. Davut
Date: 2020-00-00
Type: Journal Articles
Subjects: Science and Society,Preservice Teachers,Science Teachers,Critical Thinking,Thinking Skills,Climate,Foreign Countries,Measures (Individuals),Experimental Groups,Control Groups,Scores,Essay Tests,Cognitive Tests

The purpose of the study was to propose a new socioscientific issues based instruction model and to investigate the impacts of new model on PSTs? critical thinking skills and dispositions in climate change unit. Quasiexperimental method was applied. The sample of the study was determined by convenient sampling and it was comprised of 90 junior PSTs. The experimental group in which SSI based instruction was implemented, consists of 45 pre-service teachers, and there were 45 pre-service teachers in the control group. Data was gathered quantitatively with the help of Turkish version of the Ennis-Weir Critical Thinking Essay Test (E-WCTET) and the California Critical Thinking Disposition Inventory (CCTDI). Analysis of covariance (ANCOVA) was used to determine the impacts of new model on the critical thinking skills and dispositions of PSTs in experiment and control groups. Findings of the study revealed that there is no statistically significant difference between the treatment and the control group's critical thinking skills scores. However, the posttest scores of the treatment group were increased. Also, results indicated that there is a statistically significant difference between the treatment and the control group's critical thinking dispositions scores. Implications for teaching practice are discussed.
Constructing a Dialogic Pedagogy in Virtual Learning Environments: A Literature Review
Author: Farooq, Sana
Date: 2019-00-00
Type: Journal Articles
Subjects: Discussion Groups,Virtual Classrooms,Critical Theory,College Faculty,Reflective Teaching,Dialogs (Language),Foreign Countries,Web 2.0 Technologies,Influence of Technology,Distance Education,College Students,Teacher Student Relationship,Universities

This literature review is a condensed version of one prepared for a smallscale qualitative study of educators (Farooq, 2019) who have recently transitioned from face-to-face to online teaching at New Zealand tertiary providers of education. The study aimed to understand how online educators picked cues from the discussion platforms offered by virtual learning environments to critically reflect on their pedagogical practice, and the associated changes they made to help students achieve their learning outcomes. It critically assessed how dialogic pedagogy and critical reflection can be adapted to fit in the framework of virtual learning, and contrasted these philosophical ideas to the Western criticism of automation and de-professionalisation of universities in the wake of increased distance learning options provided by tertiary institutes. The findings were discussed within a post-intentional phenomenological framework. In what follows, significant literature that illuminates this question has been critically analysed.
Principals&apos; Perceptions of Education Equity: A Mindset for Practice
Author: Nadelson, Louis S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Equal Education,Academic Achievement,Instructional Leadership,School Culture,Transformational Leadership,Cooperation,Advocacy,Evidence Based Practice,Decision Making,Career Choice,Well Being,Individual Differences,Time on Task

In an effort to define a principal education equity mindset, we initially identified six essential attributes of the construct and attempted empirically to confirm our definition by gathering a combination of quantitative and qualitative data from 128 principals. We found variations in the expression of the mindset attributes and commitment by principals to create conditions that support success for all students. In addition, we exposed two unanticipated attributes and variations on attribute commitment. The principals' personal, professional, and school variables were associated with significant differences in the mindset attributes. We provide a discussion of our findings, implications for practice, and directions for future research.
Clinical Practice: Innovative Partnership Preparing Highly Effective Teachers
Author: Petrilli, Peggy
Date: 2019-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Teacher Education,Teacher Competencies,Preservice Teacher Education,Cooperating Teachers,Apprenticeships,College School Cooperation,Experiential Learning,Middle Schools,Intermediate Grades,Elementary Schools,Teacher Role,Faculty Development,College Faculty,Program Effectiveness

Due to low achievement among minorities and English Language Learners, a blue-ribbon panel was convened by NCATE to address the issue. It was determined that a transformation of teacher preparation was imperative. Out of this idea arose the clinical model for teacher preparation, which was deemed to be the important factor in preparing college pre-service teachers. A clinical experience exceeding thirty weeks and quality cooperating teachers contribute to the quality of clinical experiences. In Kentucky, the Education Professional Standards Board (EPSB) recommended the clinical model. The Council on Postsecondary Education awarded Eastern Kentucky University a grant to design and implement the clinical model that became the Clinical Apprenticeship for the Preparation of Teachers (CAPT). Eastern Kentucky University partnered with a local school district, Corbin Independent School System, to provide a three-semester clinical program. The university integrated course work with clinical experiences in the public school that were embedded proved to be key ingredients to make the program a success.
Community-Oriented PDS Programs: Professionalizing Teachers, Supporting Learners, and Reshaping Discourses around Teaching
Author: Fisher-Ari, Teresa R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Development Schools,College School Cooperation,Preservice Teacher Education,High School Students,Teacher Attitudes,Student Attitudes,High School Teachers,Preservice Teachers,Program Effectiveness,Faculty Development,Elementary Secondary Education,Teacher Shortage,Preschool Education,Summer Programs

The teacher shortage calls for innovative recruitment, development, and retention practices. This qualitative inquiry highlights the Academy for Future Teachers (AFT), a teacher-cadet program for high-schoolers interested in teaching. We endeavored to understand how the varied participants' in AFT (high schoolers, teacher residents, and master teachers) perceived and experienced development and cultivation of their practiced identities of teacher through participation in this PDS program. Stakeholders in three different roles (high school participants, preservice teacher-residents; and master teachers/AFT faculty) offered perspectives on the role of AFT in their respective teaching trajectories through interviews and written reflections. Through invivo and pattern coding within participant groups, participants indicated AFT supported prospective, preservice, and current educators alike while serving learners in our community. Such community-oriented partnerships can create mutually developing opportunities that affirm faculty across university/P-12 settings, serve learners and communities well, and elevate our vocation.
Improving Teacher Candidate Readiness through Enhanced Articulation and Targeted Assistance
Author: Foran, Jim
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Preservice Teacher Education,Preservice Teachers,Readiness,Progress Monitoring,Standards,Articulation (Education),Student Improvement,Guides,Internship Programs

A crucial part of the teacher educator's job within the context of a Professional Development School (PDS) network is to prepare teacher candidates with the necessary skills to become highly effective teachers. In order to accomplish this, they must have a common understanding of a set of standards for teacher candidates to meet, and there must be communication about the measurement of these standards. This paper describes a PDS initiative that a team of instructors piloted to facilitate internal communication about the progress of their teacher candidates and areas where they needed assistance. The tool was designed to measure progress, or lack thereof, of teacher candidates, knowledge, skills, and application of those knowledge/skills as they progressed through key courses prior to beginning their full-time internship. Results of the piloted initiative helped inform the instructors and university supervisors where they should provide additional support to ensure that the candidates are of the highest quality possible, or, if necessary, counsel ineffective candidates into a different career path.
Partners in PDS: Designing, Implementing, and Examining a Collaborative Pedagogical Model
Author: MacPhee, Deborah
Date: 2019-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Professional Development Schools,College School Cooperation,Primary Education,Elementary Schools,Preservice Teacher Education,Mentors,Elementary School Teachers,College Faculty,Language Usage,Literacy Education,Learning,Attitudes,Feedback (Response),Knowledge Base for Teaching

This study examined the ways in which PDS participants use language to co-construct knowledge about literacy teaching and learning during debriefing conversations following shared instructional experiences in K-3 classrooms. The debriefing conversations were part of a collaboratively developed pedagogical model situated in a literacy methods course. The primary data sources for the study were transcriptions from one collaborative planning conversation and six debriefing conversations. Both qualitative and quantitative methods were employed (1) to understand how participants used language during debriefing conversations and (2) to identify the focus of the debriefing conversations as they related to Bransford, Darling-Hammond, and LePage's (2005) Framework for Understanding Teaching and Learning. The study was conducted during year four of a five-year design-based project. The goal of the project was to engage in continuous improvement to enhance, for all stakeholders in the PDS, the potential for professional growth. Findings reveal that, despite varied uses of language to explore literacy teaching and learning, participant interactions largely reflected institutionalized discourses of pre-service teacher education. Additionally, findings provide insight about the focus of debriefing conversations as they related to research on relevant knowledge in pre-service teacher preparation. Most importantly, the study demonstrates that pedagogical innovations in PDS settings can be continuously improved through collaborative design-based processes.
Playing to Learn Is for Grown-Ups, Too! A Summer Graduate Course on Play at a PDS Summer Camp and Teachers Bringing Play Back to Their Classrooms
Author: Capuozzo, Robert M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Summer Programs,Camps,Play,Child Development,Role,School Districts,Elementary School Students,Middle School Students,Partnerships in Education,Faculty Development,Beginning Teachers,Graduate Students,Preservice Teachers,Public Schools,Creativity,Teacher Attitudes,Practicums,Language Acquisition,Social Adjustment,Emotional Adjustment,Program Descriptions

At the heart of this paper is a well-founded belief in the importance of play in the lives of children; play that leads to social, emotional, physical, and cognitive development. Teacher educators have the responsibility and opportunity to educate and enlighten in-service and pre-service teachers on the role of play in schools. At our university we offer a graduate level course entitled The Educational Foundations of Play. Conveying the role that play can have in today's classrooms is imperative since many new teachers did not have the opportunity to themselves have a play-based education even in their earliest years in school. Learning about play in a graduate-level course is appropriate as well as honorable, admirable, and worthy; the addition of an opportunity to enact play-based strategies takes it a step further and helps ensure the practices take hold. We had precisely this opportunity through a summer camp for rising K-8 students from the local school district, which grew out of a well-established Professional Development School District partnership. As part of the camp, the Play class, and other college of education courses, were taught on-site and included daily opportunities to interact with children and enact a play-based curriculum. Children thoroughly enjoyed the play-based sessions and graduate students appreciated the opportunities to practically apply play strategies and engage firsthand with theories of play. While this was positive and could be painted as a win, our work was not done. We went on to challenge the graduate students, a mix of beginning teachers and recently certified teachers, to bring play back to their classrooms in the fall. Enacting play in a summer camp was one-thing; implementing these same strategies in a public-school classroom would require dedication and creativity. Multiple teachers took up this challenge to bring play back to the classroom. The work of two teachers working in PDS-affiliated schools will be highlighted for their valiant attempts to uphold the notion that children learn through play and that teachers can find a variety of ways to facilitate this process. Recommendations for other teachers and teacher-educators are offered based on our findings that have implications for play, practicum experiences, and graduate coursework in PDS work.
Mentor Matching: Innovations in Clinical Practice across PDS Networks
Author: Fisher-Ari, Teresa R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Mentors,College School Cooperation,Faculty Development,Preservice Teachers,Experienced Teachers,Interpersonal Relationship,Elementary Secondary Education

As more PDS [Professional Development School] and ITP [Initial Teacher Preparation] programs move toward year-long teacher residency/co-teaching models, it becomes even more critical that we--university faculty, P-12 administrators and PDS leadership--strategically match teacher candidates and experienced teachers. How might we go about doing this very complex work of matching and building partnerships that will be inherently personal and professional, longitudinal and deep, vulnerable and supportive, between two individuals who have never met? How do we and can we match mentors and candidates in order to foster positive, professionalizing, reciprocal, and mutually-developing partnerships? How might we match individuals in ways that promote the critically transformative experiences for mentor, mentee, and pupils? We posed these questions at a Questions Session at the 2019 NAPDS [National Association for Professional Development Schools] Conference. This manuscript forwards and extends that conversation, highlighting the innovative clinical practices for mentor matching shared across multiple PDS networks.
&apos;&apos;Bless Your Heart,&apos;&apos; BBQ, and Clinical Practitioners as Neologists: Developing a Lexicon for Clinical Practice and School/University Partnerships
Author: Zenkov, Kristien
Date: 2019-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Teacher Education Programs,Elementary Secondary Education,Preschool Education,Vocabulary,Language Usage,Preservice Teacher Education

Recent reports from professional associations and accreditation agencies have highlighted a need for a rigorous, common set of expectations for clinical preparation experiences--a hallmark of educator preparation programs that are embedded in school/university partnerships and Professional Development Schools (PDSs). Missing in the movement toward consistent clinical practice guidelines is a shared language to describe these experiences and the roles they encompass. In this conceptual paper, we propose that without a unified vision of clinical practice and school/university partnerships--represented by a common lexicon--teacher education structures and policies will continue to develop for rather than by our field's growing number of boundary-spanning practitioners, collaborating across PK-12 school and university contexts. In support of this proposal, we summarize two national studies of the lexicon used by constituents of award-winning and PDS-based teacher preparation programs, revealing how the range of terms employed across programs can be perplexingly large, even to constituents in the same school or university setting. A shared lexicon drawn from the experiences of these educators--many of whom are leading members of the National Association for Professional Development Schools (NAPDS)--could have significant impacts on the practices and policies of teacher education.
Mort Elementary Community Partnership School 2019 Exemplary Professional Development School Award Winner
Author: Burns, Rebecca West
Date: 2019-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Professional Development Schools,College School Cooperation,Elementary Schools,Public Schools,Disadvantaged Schools,Urban Schools,Poverty,Cooperation,College Faculty,Cooperating Teachers,Preservice Teachers,Teacher Education Programs,Faculty Development,Reflection

Since their conception in the mid-1980s, Professional Development Schools (PDSs) have been seen as vehicles for the simultaneous renewal. Each year, the National Association for Professional Development School (NAPDS) selects PDSs that are exemplars of the NAPDS Nine Essentials. The purpose of this article is to share the comprehensive design of the Mort Elementary Community Partnership School, one of the 2019 NAPDS Exemplary PDS Achievement Award Winners. In this article, we describe, in great detail, the structures, shared norms and values, and positive outcomes for students that make Mort an exemplary PDS.