ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Education in a Workplace Learning Environment: Distinctive Characteristics of Powerful Workplace Learning Environments within Primary Teacher Education
Author: Geldens, Jeannette J. M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Education,Workplace Learning,Educational Environment,Elementary School Curriculum,Competency Based Teacher Education,Alternative Teacher Certification,Professional Development Schools,Mentors,Educational Research,College School Cooperation,Program Descriptions,Case Studies,Semi Structured Interviews,Performance Factors,Institutional Characteristics,Educational Quality,Foreign Countries,Partnerships in Education

This article reports on research in the Netherlands to determine the distinctive characteristics of powerful workplace learning environments within primary teacher education. Nationally and internationally, educational competence- based models and so-called workplace learning environments are widely seen as promising alternatives in professional teacher education. The workplace learning environment as defined by Geldens (2007) consists of one or more Professional Development Schools and (almost always) one university for professional teacher education. It is a logical consequence of her notion that the only way to provide highly qualified teaching professionals is by means of collaboration between a university of teacher education and one or more Professional Development Schools. The main purpose of the research was to obtain a coherent representation of the characteristics of workplace learning environments for primary teacher education. A second purpose was to gain insight as to the characteristics that make learning how to teach in a workplace learning environment ''powerful.'' A third purpose was to gain insight into the structure and content of mentoring conversations within the workplace learning environment.
Immersion in the Field: The Elementary Block Network in the Watson College of Education at the University of North Carolina Wilmington
Author: Roseboro, Donyell
Date: 2014-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Professional Development Schools,Communities of Practice,College School Cooperation,College Faculty,Elementary School Teachers,Preservice Teachers,Institutional Mission,Preservice Teacher Education,Recognition (Achievement),Program Descriptions,Educational Practices

In 1989, the Watson College of Education at the University of North Carolina Wilmington started the Model Clinical Teaching Project and the Consortium for the Advancement of Public Education's School Reform Initiative (CAPE). Since that time, the partnership system has grown to include 146 schools across twelve traditional school districts and three charter schools. Within this partnership system, a more intensive partnership network with four elementary schools has been established. This network consists of schools referred to as ''Block'' schools because they host elementary teacher candidates in a year-long residency experience. Four schools are a part of this network--John J. Blair Elementary, Castle Hayne Elementary, Ogden Elementary, and Pine Valley Elementary. The Block network is mutually beneficial in many ways--elementary teacher education candidates engage in extensive clinical experiences (including a service learning component); the teachers in these schools work more closely with educators in the governance of the partnership; faculty collaborate with partnership teachers to shape the learning experiences for teacher candidates; professional development is provided for teachers, teacher candidates, and university faculty; and the partnership results in the creation of strong professional communities that include partnership teachers, teacher candidates, and university faculty. The NAPDS Nine Essentials for Professional Development Schools serve as constant reminders of the larger purpose of Professional Development Schools, their critical role in educational reform, and the diligence that must be established to maintain to protect them. The mission and achievement of these Professional Development Schools is presented in this article.
Act Local or Global?: Comparing Student Experiences in Domestic and International Service-Learning Programs
Author: Niehaus, Elizabeth
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Experience,Comparative Analysis,Service Learning,Cross Cultural Studies,International Educational Exchange,Cost Effectiveness,Educational Benefits,National Surveys,Predictor Variables,Online Surveys,Student Surveys,Student Attitudes,Participant Satisfaction,Program Effectiveness,College Students,Multivariate Analysis

International service-learning (ISL) is a popular way to facilitate student growth in the areas of cross-cultural learning and civic engagement. However, many have questioned whether international trips provide any added value compared to domestic service-learning. Using the context of Alternative Break programs, this study compares student experiences in similarly structured international and domestic service-learning programs. In doing so, it contributes to the larger debate over the relative costs and benefits of international service-learning programs.
Here, There, and Anywhere: Transfer of Learning
Author: Camp, Deanne
Date: 2012-00-00
Type: Journal Articles
Subjects: Transfer of Training,Prior Learning,Metacognition,Schemata (Cognition),Education Work Relationship,Educational Strategies,Learning Strategies

Public education in the United States is sequenced in such a manner that a skill learned at one level is then transferred to a more complex skill at yet a higher level. In addition, the individual concepts or grade-level-expectations based on state Standards are designed this way. Bransford, Brown, and Cocking (1999) stated, &quot;Educators hope that students will transfer learning from one problem to another within a course, from one year in school to another, between school and home, and from school to the workplace&quot; (p. 39). Transfer of learning can be explained by saying that teachers need to make sure students understand and tuck the learning into their schema before moving on. In this way, transfer of learning occurs here, there, and anywhere.
Implications of Designing Instructional Video Using Cognitive Theory of Multimedia Learning
Author: Ibrahim, Mohamed
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Design,Multimedia Instruction,Multimedia Materials,Cognitive Processes,Difficulty Level,Epistemology,Cues,Video Technology,Quasiexperimental Design,Predictor Variables,Undergraduate Students,School Size,Measures (Individuals),Statistical Analysis,Educational Theories,Multivariate Analysis

During the last decade, cognitive researchers identified three major challenges facing the use of multimedia materials in instruction. The first challenge is the inclusion of extraneous content that competes with the essential information for limited cognitive resources. Researchers found that including extraneous material in multimedia materials may cause learners to engage in extraneous processing-by using their processing capacity to attend to and process material that is not essential to building a mental model of the to-be learned content. The second challenge facing the use multimedia learning materials is when the lesson contains some interesting but extraneous details, and it is not possible to delete the extraneous material. The third challenge facing multimedia learning content occurs when the learning content is dynamic and too complex and the designer can't delete the material because it is needed for the learner to build a coherent mental representation. To overcome these challenges, multimedia designers should follow three key elements in the learning materials: (1) help learners to reduce extraneous processing-cognitive processing that does not support the instructional goal and is attributable to confusing instructional design; (2) help learners to manage essential processing- cognitive processing needed to mentally represent the incoming material and that is attributable to the complexity of the material; and (3) help learners to foster generative processing- cognitive processing aimed at making sense of the incoming material, including organizing it and integrating it with prior knowledge (R. Mayer, 2005; Sweller, 1999).
Partnership across Programs and Schools: Fostering Collaboration in Shared Spaces
Author: Han, Heejeong Sophia
Date: 2014-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Teacher Education Programs,Preservice Teacher Education,Preservice Teachers,College School Cooperation,Field Experience Programs,Learning Experience,Shared Resources and Services,Educational Cooperation,Reflection,Success,Performance Factors,Barriers,College Programs,Educational Planning,Internship Programs,Cooperating Teachers,Program Descriptions,Program Development

Recent reports call for a structural transformation of teacher preparation programs with increased attention to quality field-based learning experiences for pre-service teachers. Ideally, this occurs in the context of robust university-school partnerships. The challenges lie in identifying such school sites and building meaningful, reciprocal relationships, particularly in large Colleges of Education that house a multitude of certification programs. This paper discusses how two programs within a department collaborated across programs to create school partnerships in shared spaces. Reflections on success and challenges, implications for reform efforts, and thoughts for future directions are shared.
Roots of Attrition: Reflections of Teacher Candidates in Title I Schools
Author: Pearman, Cathy J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teaching,Self Efficacy,Student Attrition,Faculty Mobility,Classroom Techniques,Practicums,Public Schools,Journal Writing,Reflection,Teacher Education Programs,Teacher Attitudes,Mentors,Qualitative Research,Grounded Theory

The self-efficacy of the 12 teacher candidates in this study was negatively impacted by student discipline and classroom management as evidenced by their concern they will not be able to manage a public school classroom. Pre-practicum conversations and planning sessions showed enthusiasm and excitement at the opportunity to teach lessons and become actively engaged in the public schools, but this was replaced by self-doubt and anxiety about classroom management as the semester progressed. Even though this was a reading course practicum, journal entries and reflections focused on classroom management, which emphasizes the impact these experiences in the classroom and these interactions with students had on this group of teacher candidates. Research has shown that student discipline and classroom management are cited as attrition factors in practicing teachers, and some researchers suggest teacher education programs are not preparing teacher candidates to manage classrooms in today's educational climate (Darling-Hammond, 2003; Metropolitan Life Insurance Co., 2006; Kopowski, 2008; Anhorn, 2008). As seen in this study, it appears the roots of attrition may be planted as early as the first interactions in public school classrooms when teacher candidates enter the experience with little or no training and without sufficient background knowledge to effectively evaluate and process what they are observing.
Second Language Acquisition: Implications of Web 2.0 and Beyond
Author: Chang, Ching-Wen
Date: 2012-00-00
Type: Journal Articles
Subjects: Second Language Learning,Internet,Web 2.0 Technologies,Language Laboratories,Audiolingual Methods,Indexing,Language Teachers,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Higher Education,College Faculty,Educational Technology,Electronic Publishing,Web Sites,Collaborative Writing,Discussion Groups,Computer Mediated Communication,Networks

Language laboratories, developed in the 1970s under the influence of the Audiolingual Method, were superseded several decades later by computer-assisted language learning (CALL) work stations (Gündüz, 2005). The World Wide Web was developed shortly thereafter. From this introduction and the well-documented and staggering growth of the Internet and WWW, it is clear that the use of web-based instructional technology tools will continue to proliferate. Their use in foreign language or English as a Second/Foreign Language (ESL/EFL) instruction is no exception. Simon (2008) tells us &quot;… many Web 2.0 applications are powerful socialization and communication tools. As such, they will have an incredible educational potential for foreign language instruction.&quot; This article provides a discussion of several of the most widely used Web 2.0 tools by K-12 foreign language teachers, ESL/EFL teachers, and higher education language departments. These tools continue to influence how today&apos;s educators perceive, define, and teach second language acquisition.
Teacher Mini-Grant Programs: An Asset to Schools and Classroom Practice
Author: Hosley, Jessica
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Improvement,Teaching Skills,Knowledge Base for Teaching,Teacher Attitudes,Teacher Behavior,Partnerships in Education,College School Cooperation,Faculty Development,Educational Quality,Educational Environment,Educational Improvement,Educational Opportunities,Program Implementation,Mentors,Reading Improvement,Grants,Grantsmanship,Elementary School Teachers,Middle School Teachers

A rural university and an urban school district developed a professional partnership that focused on promoting quality teaching by improving the skills, knowledge, and disposition of teachers. The major goals of this professional development initiative including the following objectives: first, establish a quality environment for teaching and learning; second, raise student achievement; and third, increase professional development opportunities for educators in partner schools. The results of the mini-grant projects on which the authors report here were very positive. In addition to specific project outcomes, four results were noted. The benchmark scores increased, teachers noted that students performed more confidently on daily assessments, teachers and students benefited from the enhanced instruction and materials, and teachers were able to accommodate the multiple learning styles of students with the greatest need. The authors suggest that mini-grants offer schools an opportunity to inexpensively provide professional development that is engaging and results oriented.
Campus Mentors: A New Clinical Practice Model for Teacher Education
Author: Wasburn-Moses, Leah
Date: 2014-00-00
Type: Journal Articles
Subjects: Models,Mentors,Teacher Education Programs,Teacher Education,Partnerships in Education,School Districts,Preservice Teacher Education,Preservice Teachers,At Risk Students,Campuses,Nontraditional Education,High School Students,College School Cooperation,Program Effectiveness,Program Descriptions

Campus Mentors is a unique new partnership between a school district and a local university created to benefit both pre-service teachers and students at risk. The model is an on-campus alternative school targeting youth at risk. It is effective, cost-efficient, and mutually beneficial. Data collected over three years indicate a positive impact on both teacher candidates and participating high school students. This article outlines the background behind the model, describes the model and its outcomes, and provides information on plans for the growth of the project.
The Impact of a School-University Multicultural Read-Aloud Project on Pre-Service Teachers' Pedagogical Understandings
Author: Lohfink, Gayla
Date: 2014-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Multicultural Education,Reading Aloud to Others,Preservice Teachers,Teacher Attitudes,Childrens Literature,Elementary School Teachers,Professional Development,Academic Standards,Achievement Gap,Student Diversity,Methods Courses,Instructional Materials,Media Selection,Cultural Awareness,Culturally Relevant Education,Teaching Methods,Reader Text Relationship,Teacher Collaboration,Mentors,Qualitative Research,Case Studies

This school-university partnership research explored how multicultural literature read-alouds impacted the pedagogical understandings of elementary pre-service teachers. The study explores the intersection of multicultural education, Professional Development School standards, and the achievement gaps of culturally and linguistically diverse (CLD) students in the partnership. Participants included 54 convenience-selected pre-service teachers in a methods course who read aloud books to urban, CLD students in field-based classrooms. Analysis of reflective responses revealed the participants' pedagogical understandings most often related to (a) sociocultural learning/ teaching practices utilized in delivering the read-aloud, (b) students' efferent responses in taking away cultural knowledge, and (c) knowledge gained from multicultural literature. Discussion of the partnership role in facilitating the participants' understandings included (1) the role of diverse field placements, (2) the co-teaching model of mentoring, and (3) multiculturalism content in the methods course. This research demonstrates a need for examining how multicultural read-alouds might also impact cooperating teachers' pedagogical understandings.
By Design: Professional Development School Partnerships at the Gladys W. and David H. Patton College of Education, Ohio University and Athens City Schools
Author: Weade, Ginger
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,Schools of Education,Alignment (Education),Awards,Recognition (Achievement),Outreach Programs,Educational Innovation,Improvement Programs,Educational Practices,Intervention,Reading Programs,Emergent Literacy,Mathematical Enrichment,Community Involvement,Governance,Role,Institutional Role,Response to Intervention,Responsibility,Educational Cooperation,Educational Resources,Shared Resources and Services,College School Cooperation,Institutional Mission,Organizational Culture,Group Dynamics

Outreach and engagement that connects the Patton College at Ohio University with P-12 schools has been a strong tradition in the Southeastern Ohio/Appalachian region. In the mid-1980s, a partnership aligned with the Coalition of Essential Schools and 9 &quot;Common Principles&quot;' was one of the first. Alignment with 19 &quot;Postulates&quot; of the National Network for Educational Renewal followed. The seeds had been planted, Ohio University established a Center for Partnerships, and several Professional Development Schools began to emerge and flourish. In 2008 a new alignment with NAPDS, incorporating the &quot;9 Essentials&quot; into the PDS practices was welcomed. Most recently, the Blue Ribbon Panel Report commissioned by NCATE (2010) brought &quot;10 Design Principles for Clinically Based Preparation.&quot; In 2013 full membership in the National Network for Education Renewal (NNER) was initiated. In 2014 PDS Partnerships with the Athens City Schools received the NAPDS Award for Exemplary Professional Development School Achievement. The purpose in this article is to share highlights drawn from the application for this award.
&quot;ZEAL&quot;: An Aesthetic Revolution for Education
Author: Clark, Barbara A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Aesthetic Education,Preservice Teachers,Elementary Education,Social Justice,Imagination,Creativity,Preservice Teacher Education,Creative Activities,Student Teaching,Methods Courses

Educators are hesitant to venture into the unknown landscape within a child&apos;s heart and mind because they have throughout their education experienced the same non-compassionate teachers. This research proposes an awakening, making a wave for a new revolution of compassionate teachers that institutes aesthetic methodology to address relevant issues in children&apos;s lives and in their communities. This paper answers the question: How will our elementary education majors as future teachers attain aesthetic methodology, resiliency, and transformative skills to address complex issues that come into the classroom-with an open mind, &quot;a mind without fear?&quot;
Teacher Education at the Crossroads: Burning Questions That Just Won&apos;t Go Away
Author: Alter, Mark
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Teacher Educators,Schools of Education,Teacher Role,School Role,Case Studies,Qualifications,Certification,Best Practices

This article identifies some critical areas regarding teacher education that need to be addressed by any institution responsible for educating teachers. The authors outline some of the paradoxical pressures that constitute the context for this crisis in teacher education and specify the kinds of basic questions that need systematic answers in terms of what teachers might be expected to know. These questions serve as a worldwide call for teacher educators to provide evidence-based programs that employ the knowledge needed to be a teacher as the basis for actually educating a teacher. Mark Alter and Fernando Naiditch examine the example of one school of education and how it has shown that adapting to local needs and circumstances without having to alter the essence of your work can be an effective strategy in keeping a program meaningful and up-to-date. A number of questions are raised that the authors believe reflect the evolving nature of the field of teacher education and remind all of us that there is much more involved in becoming and preparing teachers than our current teacher education programs would like to think.
The Relationship between Service-Learning and Degree Completion
Author: Lockeman, Kelly S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduation Rate,Student Characteristics,Institutional Characteristics,Longitudinal Studies,Undergraduate Students,Service Learning,Comparative Analysis,Success,Program Effectiveness,College Credits,Grade Point Average,Predictor Variables,Academic Persistence

Only about half of all students who enroll in colleges and universities in the United States earn a four-year degree at the institution where they begin their studies, and many postsecondary institutions are seeking ways to increase the graduation rates of their students. Both student characteristics and institutional factors influence a student's likelihood of graduating, so it is important for colleges and universities to determine which institutional practices have a significant impact on degree completion. In this longitudinal, ex post facto study, a cohort of 3,458 undergraduate students who matriculated in 2005 at a large, urban public research university in the Mid-Atlantic region of the United States were followed for six years to explore the differences between students who took service-learning courses while enrolled (SL students) and those who did not take service-learning courses (non-SL students). Although SL students and non-SL students had similar pre-college academic characteristics, SL students were more successful while enrolled in college. They earned more credits, had a higher average college GPA, and they graduated at a significantly higher rate than did non-SL students, despite having greater financial need while enrolled. Discrete-time survival analysis showed that service-learning course completion during the third, fourth, and sixth years of enrollment was a significant predictor of graduation for students in this cohort who persisted until the third year. These findings demonstrate that the impact of service-learning on degree completion is substantial, even when traditional predictors for graduation are also considered.