ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Mentoring and Professional Development Approaches to Educate Urban Mathematics Teachers
Author: Fraser-Abder, Pamela
Date: 2005-05-00
Type: Journal Articles
Subjects: Mentors,Mathematics Teachers,Professional Development,Training Methods,Urban Teaching,Transformative Learning,Teacher Education Programs,Teacher Effectiveness,Teacher Persistence,Communities of Practice,Social Justice,Advocacy,Science Course Improvement Projects,Program Descriptions,Improvement Programs

Due to the dearth of qualified professional teachers, policymakers and professional development programs need to focus on improving the quality of high school mathematics teaching in order to diffuse this crisis. In the middle of this crisis, the demand for new teachers is predicted to rise significantly in the next ten years. Based on the statistics from the US Department of Education, close to two million new teachers will be needed for the nation's schools districts. This situation toughens the needs of effectively training and retaining qualified new teachers in the next decade. Recently, teacher mentoring has become especially useful in supporting mathematics teachers' attempts to increase the mathematics performance of their students in the context of new curricula and evaluation systems. In this article, the author describes a mentoring program that is designed to address all three kinds of teacher mentoring functions using the transformative professional development approach. In addition, the structure of the program in light of three functions of teacher mentoring and the transformative approach to professional development is discussed. (Contains 1 table.)
Mentoring in Preservice Mathematics Teacher Education
Author: Mewborn, Denise S.
Date: 2005-05-00
Type: Journal Articles
Subjects: Student Teaching,Preservice Teacher Education,Mentors,Field Experience Programs,Collegiality,Mathematics Teachers,Mathematics Instruction,Inquiry,Context Effect,Change Strategies,Educational Change,Program Descriptions,Models,Training Methods,Beliefs,Journal Writing,Student Writing Models,Educational Practices,Mathematics Activities,Teaching Experience

Mentoring is often assumed to be done by experienced teachers with new teachers in one-on-one settings and designed to help the mentee be successful with the tasks of teaching. In the context of preservice teacher education, mentoring usually takes place during field experiences, particularly student teaching when the mentor is the host classroom teacher. In this article, the author presents some examples of what mentoring might mean and look like in the context of preservice mathematics teacher education. In particular, the author describes ways in which mentoring might be used in preservice teacher education to foster a sense of collegiality and inquiry into teaching and learning that are critical to successful mentoring relationship. To set up the discussion of mentoring in preservice teacher education, the author first describes a fundamental shift in the focus of teacher education--from apprenticeship to assisted performance--in order to reenvision mentoring in a preservice context.
Factors That Affect Mathematical Discussion among Secondary Student Teachers and Their Cooperating Teachers
Author: Peterson, Blake
Date: 2005-05-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Teaching Experience,Cooperating Teachers,Performance Factors,Teacher Collaboration,Discourse Analysis,Questionnaires,Supervisor Supervisee Relationship,Supervisory Methods,Discussion (Teaching Technique),Secondary School Teachers,Participant Satisfaction,Student Teacher Attitudes,Teacher Attitudes,Teacher Education Programs

In an extensive review of research on teacher preparation, Wilson, Floden, and Ferrini-Mundy (2001) pointed out that "study after study show that experienced and newly certified teachers alike see clinical experiences (including student teaching) as a powerful--sometimes the single most powerful--component of teacher preparation". They go on to suggest that cooperating teachers exert a powerful influence on the development of student teachers. However, the research evidence on the nature of this influence is both conflicting and scant. This paper reports on research that is part of a larger study aimed at understanding some of the factors that affect what prospective secondary teachers learn during the student teaching experience. The authors focus on the nature of the mathematical conversations between student teacher and their cooperating teachers.
Challenges and Opportunities of Peer Mentoring: A Case Study of Mentor-Mentee's Conversations on Mentee's Teaching
Author: Sowder, Mary
Date: 2005-05-00
Type: Journal Articles
Subjects: Student Teachers,Mentors,Beginning Teachers,Reflective Teaching,Case Studies,Peer Groups,Mathematics Instruction,Educational Change,Urban Schools,Teacher Effectiveness,Teaching Experience,Teaching Methods

Mentoring is proposed as an effective strategy for helping novice teachers develop professional knowledge. However, a recent analysis of mentor-novice conversations in the United States about teaching reveals that they may not be important to the development of teachers' reform-minded practice. While this might be the case involving student teachers or novice teachers, it might not necessarily reflect the nature of reflective conversations between more experienced mentees and their colleague-mentors. This case study explores the challenges and opportunities that peer mentoring (mentoring between two teachers with some degree of experience) create for learning to teach mathematics in the context of urban diverse school context. This case suggests that effective teaching, learning to teach, and mentoring share a similar feature. It also provides an example of a peer mentoring relationship that encouraged inquiry and reflective practice. (Contains 2 figures.)
Thoughts on Teacher Mentoring
Author: Lataille, Louise M.
Date: 2005-05-00
Type: Journal Articles
Subjects: Mentors,Change Strategies,Vignettes,Educational Practices,Reflection,Faculty Development,Training Methods,Economic Impact,Beginning Teacher Induction

Teacher mentoring programs have existed for only about a generation, but they are making a difference in the lives of young, not so young, and beginning or transitioning teachers. The prevailing financial crunch, increasing student enrollments, and escalating rates of teacher retirements are among current challenges facing all school systems. These pressing contexts eclipse the teacher mentoring need, but that fact does nothing for the teachers who are experiencing the need for guidance. In this article, the author shares her thoughts and reflections on teacher mentoring and describes three scenarios that illustrate the variety of forms that a teacher mentoring program could take.
How Teacher Educators Can Address Our Nation's Financial Crisis
Author: Dowdell, John
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Money Management,Teacher Educators,Financial Problems,Financial Exigency,Crisis Management,Economic Climate,Economic Impact,Higher Education,Teacher Education,School Role,Professional Development

This article from Ashland University reports on what one university, well known for its Teacher Education programs, is doing in an economically depressed state to address our country's financial crisis. Ohio has mandated that financial literacy be taught in high schools by 2010. Reported herein is what is being done to prepare teachers for this responsibility. Support for this effort comes from nine university-based Economic Centers, the Treasurer of the State, and from several foundations and community agencies. The role of the school is being expanded to include instruction in financial management, in hopes of reversing some very negative trends.
Understanding and Working with Attention Deficit Disorder Students
Author: Buttery, Thomas J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Attention Span,Attention Deficit Disorders,Special Needs Students,Academic Accommodations (Disabilities),Social Cognition,Etiology,Learning Disabilities,At Risk Persons,Drug Therapy,Teacher Attitudes,Student Needs,Classroom Techniques,Learner Engagement

From a holistic perspective the term attention refers to a student's capacity to focus, direct and sustain their attention on a particular stimulus within their environment for a significant period of time. The development of students' attention spans develops progressively from the time they enter school. From the beginning some students have more innate ability to pay attention than their peers. One may think of attention capacity as running from high to low with all learners falling somewhere along the continuum. Different issues hold varying levels of interest for students, and their attention spans will vary accordingly. Unfortunately, for some students the development of their attention does not progress normally. These students frequently need education accommodations.
The Principal's Role in Teacher Development
Author: Holland, Patricia E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Middle Schools,Beginning Teachers,Principals,Urban Schools,Elementary Schools,High Schools,Professional Development,Educational Strategies,Mentors,Educational Administration

This study is based on qualitative data from interviews and observations with seven principals representing two urban high schools, two urban middle schools, and three elementary schools. The study analyzes the views held by these principals about what novice teachers need to learn and grow, and examines what these principals are doing to meet these needs. The study contributes to a better understanding of the principal's role in furthering novice teachers' professional growth. The principals' responses address three issues: What novice teachers need to learn, how they learn, and what principals should do to help novices grow professionally.
Millennial Expectations, Constructivist Theory, and Changes in a Teacher Preparation Course
Author: Carter, Timothy L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Secondary Education,Teaching Methods,Constructivism (Learning),Teacher Education,Age Groups,Higher Education,College Students,Child Rearing,Parent Participation,Learning Theories,Grouping (Instructional Purposes)

The Millennial Generation (born [asymptotically equivalent to]1982-2002) is now well represented in the university setting. This cohort has its own unique expectations that are in many ways aligned with constructivist propositions of learning. These Millennial expectations will likely necessitate changes in instructional approaches used in the university environment. This paper considers such changes that were made in a six-hour secondary education course, which serves as the methods and assessment course that all students, regardless of academic major, complete in one university's secondary education program. By applying constructivist propositions and by considering Millennial Generation expectations, several revisions to this six-hour course were implemented.
A Study of Japanese Lesson Study with Third Grade Mathematics Teachers in a Small School District
Author: Hart, Lynn
Date: 2009-00-00
Type: Journal Articles
Subjects: Small Schools,School Districts,Grade 3,Mathematics Teachers,Lesson Plans,Elementary School Students,Elementary School Mathematics,Elementary School Teachers,Educational Change,Mathematics Instruction,Mathematics Education,Models,Foreign Countries,Professional Development

This paper describes implementation of a Lesson Study project with third grade teachers in a small school district to study the development of the critical lenses (perspectives) necessary for meaningful lesson study work. Adapting the Lesson Study process to meet school system needs, two outside facilitators stimulated teacher thinking with math explorations and probing/what if questioning. Using a qualitative methodology and the group as the unit of analysis, data were coded for evidence of and change in the lenses. After one year, the 8 participating teachers showed a qualitative difference in two of the three lenses: the student lens and the curriculum developer lens. (Contains 2 tables and 2 figures.)
Investigating Technologies in Teacher Education: Does PowerPoint Enhance Retention or Influence Attitudes?
Author: Giles, Rebecca M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Teacher Education Curriculum,Grade Point Average,Statistical Analysis,Teacher Education,Surveys,Visual Aids,Computer Software,Teaching Methods,Projection Equipment,Questionnaires,Tests,Scores,Undergraduate Students,Higher Education,Effect Size,Statistical Significance

This study investigated the impact of presentation formats on preservice teachers' ability to retain information along with their perceptions regarding subject matter and instructor's effectiveness. Participants were 79 preservice teachers in three sections of an elementary methods course. Each section received instruction using lecture and discussion accompanied by a different presentation format: black and white overhead transparencies, color overhead transparencies, and PowerPoint slides. Following treatment, participants responded to the Course Presentation Survey (CPS), a 7-item questionnaire developed to measure perceptions of presentation effectiveness, and completed a 10-item content quiz. Quantitative data from the CPS were analyzed using an analysis of variance while quiz scores were analyzed using an analysis of covariance with overall grade point average as the covariate. (Contains 3 tables.)
Growing Your Own: Keys to Successful First-Year Teaching
Author: Ference, Ruth
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teaching,Education Majors,Teaching (Occupation),Teaching Experience,Beginning Teachers,Evaluation,Teacher Surveys,Higher Education,Middle Schools,Teacher Education,Teacher Persistence,Middle School Students,Likert Scales,Middle School Teachers,Mentors

This descriptive study examines the unique cases of three middle grades education majors who completed a year-long student teaching experience in the same school where they were hired for their first year of teaching. Surveys of the new teachers, their mentors, and observations of the new teachers were used to examine the preparation received in the year-long student teaching experience as well as their transition into the teaching profession. While all three new teachers recognized their first year of teaching was still a challenging one, their experiences provide insights for easing the transition from pre-service to full-time teacher. (Contains 1 table.)
Using the Reading Maturity Survey in Teacher Education Program Evaluation
Author: Theiss, Deb
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Program Evaluation,Teacher Attitudes,Preservice Teachers,Surveys,Higher Education,Reading Attitudes,Reading Interests,Reading,Reading Ability,Literacy,Early Childhood Education,Likert Scales,College Students

This study surveyed pre-service teachers to determine their reading maturity using The Reading Maturity Survey (Thomas, 2001). Results indicate that pre-service teachers self-report high levels of confidence in their reading maturity with the exception of two areas that may relate to developing skills in critical reflection and transformational thinking. A continuing study of reading maturity in pre-service teachers focuses on correlating reading maturity with other measurements to predict teacher readiness as part of program evaluation for elementary licensure majors. (Contains 1 table.)
Do Individual Learner Variables Contribute to Differences in Mathematics Performance
Author: Shores, Melanie L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Ethnicity,Mathematics Achievement,Mathematics Tests,Multiple Regression Analysis,Scores,Grade 5,Mathematics,Mathematics Instruction,Mathematics Education,Grade 6,Gender Differences,Socioeconomic Status,Grades (Scholastic),Achievement Gap,Elementary School Students,Middle School Students,Low Income Groups,Racial Relations,Academic Achievement

The present study (n = 761, 58.1% female) examined whether or not individual learner variables (gender, ethnicity, SES) contribute to differences in mathematics performance as measured by test score and mathematics grade for fifth and sixth grade mathematics students in Alabama. Multiple regression analysis revealed that gender and SES show negatively significant, but small, relationships with mathematics performance as measured by test score and mathematics grade. Students receiving free-reduced lunch (SES) scored lower on the mathematics test than those students not receiving free-reduced lunch. Gender (p less than 0.001) and free-reduced lunch (p less than 0.001) significantly contributed to differences in mathematics performance as measured by mathematics grade with female students and those students receiving free-reduced lunch having lower grades in their current mathematics class. Ethnicity was not significant in predicting mathematics performance as measured by test score or mathematics grade. (Contains 2 tables.)
Comparing Teacher and Administrator Perspectives on Multiple Dimensions of Teacher Professionalism
Author: Tichenor, Mercedes
Date: 2009-00-00
Type: Journal Articles
Subjects: Professional Development,Administrators,Comparative Analysis,Teacher Administrator Relationship,Teachers,Surveys,Focus Groups,Interviews,Educational Strategies,Teaching Methods

In this paper, we compare teacher and administrator perspectives on multiple dimensions of teacher professionalism. An instrument with a total of 51 professional behaviors and characteristics that operationalize the multiple dimensions of professionalism was developed. Survey participants, including 216 teachers and 89 administrators, were asked to respond whether each item was a high priority, moderate priority, low priority, or not a priority for teachers. Findings suggest that teachers and administrators agree on many aspects of professionalism. However, there are also important areas of disjuncture between administrators and teachers. (Contains 4 tables.)
Using Dispositions in the Teacher Admission Process
Author: Wasicsko, M. Mark
Date: 2009-00-00
Type: Journal Articles
Subjects: Credentials,Admission Criteria,Teacher Education,Teacher Education Programs,Models,Perception,Career Counseling,Teacher Effectiveness,Preservice Teachers,Pretests Posttests,Academic Achievement

This article focuses on using dispositions as a gate in the admission process. It describes the rationale, pragmatic considerations, and preliminary findings for using dispositions in the admission process for prospective teachers. Three questions are explored. Should dispositions be used as an admission criterion? Is it reasonable to expect major dispositional change in the time-span associated with program completion? Is the use of dispositions for admission decisions defensible? Findings indicate that the use of dispositions screening improves the quality of the student, and a small number of students are resistant to deselecting themselves from pursuing teaching credentials.
Do They Have the Right Dispositions? Teacher Education in the New Conceptual Age
Author: Karges-Bone, Linda
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Accreditation (Institutions),Preservice Teacher Education,Teacher Education,Evaluation,Models,Higher Education

In 1992 the Interstate New Teacher Assessment and Support Consortium (INTASC) coined the term &quot;Dispositions&quot;; the National Council for the Accreditation of Teacher Education (NCATE, 2002) defined dispositions making dispositions a part of every teacher accreditation process. Since that time educators have struggled over the inevitable challenges of identifying, infusing, and investing dispositions in teacher education programs. Dispositions have become a critical ingredient in the production of new teachers and administrators. With the dawn of the new &quot;Conceptual Age,&quot; dispositions are in the center of any discussion of teacher education. This paper examines the topic of teacher education dispositions, both in defining and implementing the concept and process. The Charleston Southern University School of Education's continuing process through the dispositions milieu is addressed.
Making the Most of INTASC Standards
Author: Henson, Ken
Date: 2009-00-00
Type: Journal Articles
Subjects: Evaluation,Formative Evaluation,Academic Achievement,Critical Thinking,Professional Development,Web Sites,Editing,Collaborative Writing,Motivation,Textbooks,Books

The Interstate New Teachers Assessment and Support Consortium (INTASC) was created to provide instructional support to new teachers and raise the level of learning in U. S. classrooms. To reach this goal, INTASC created 10 standards. This article reviews each INTASC standard and aligns each with a classroom activity that can be used to help meet the standard. The contributors of these activities are professors who have used these activities in their classrooms and found them to be successful and enjoyable. These contributors are identified throughout the article. Appreciation is expressed for their contributions. (Contains 1 figure.)
Supporting English Language Learners in the Elementary and Secondary Classrooms: How to Get Started
Author: Whitsett, Glee
Date: 2009-00-00
Type: Journal Articles
Subjects: Second Language Learning,Regular and Special Education Relationship,Prior Learning,Teaching Experience,Beginning Teachers,Pedagogical Content Knowledge,English (Second Language),Teaching Methods,Elementary Secondary Education,Language Acquisition,Evaluation

Learning how to communicate and instruct non-English proficient students in a regular classroom is a challenging task, especially for novice teachers. New teachers need to overcome fear, insufficient pedagogical knowledge, and lack of teaching experience; therefore, getting started can be the most overwhelming part of the process. This article attempts to provide regular education teachers with the initial steps for accommodating English Language Learners (ELL) in their classrooms. Perspectives from both elementary and secondary classroom settings are compared, and practical advice about how to assess students' prior knowledge, select teaching strategies, and assess students' ongoing progress is included and discussed.
Short-Term International Student Teaching Internships: Creating Successful Transformational Experiences
Author: Lupi, Marsha H.
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teaching,Foreign Students,Transformative Learning,Internship Programs,Young Adults,Foreign Countries,Learning Experience,Higher Education,College Faculty,Student Teachers,College Students,Cultural Differences,Teacher Education

This article introduces a short-term, three week international student teaching internship as a transformational learning experience opportunity. The program has been in operation since 2007. The development and administration of the program, including the relationship between the home and host colleges is presented as well as a discussion on the process and steps taken to select, prepare, and supervise students in Plymouth, England schools. The authors offer their observations of the 34 participants' transformation as both emerging teachers and young adults. Lessons learned and specific areas of concern for faculty leaders are also discussed.