ethanporcaro/eric-fulltext-meta huggingface dataset:
Alumni Mentoring of Beginning Teachers
Author: Wepner, Shelley B.
Date: 2009-00-00
Type: Journal Articles
Subjects: Feedback (Response),Mentors,Teacher Education Programs,Self Efficacy,Alumni,Questionnaires,Personal Narratives,Change Strategies,Beginning Teacher Induction,Teacher Role,Teacher Responsibility,Program Descriptions,Program Implementation,Participant Satisfaction,Experienced Teachers,Faculty Development

Alumni who are veteran teachers can become a valuable resource for teacher education programs in mentoring beginning teachers from the same institution. An Alumni Mentoring Guild was established through a School of Education and Office of Career Services to bring back alumni to help beginning teachers. Mentors worked with up to three beginning teachers or new graduates for a year to guide them with the challenges of teaching. A self-efficacy questionnaire, narrative responses, and a contact log were used to assess the program. Recommendations for developing an alumni mentoring program focus on collaboration, recruitment, administrative oversight, participant feedback and improvement of a teacher education program. (Contains 2 tables.)
Bringing Civic Engagement to the Head of the Class
Author: Silver, Terry
Date: 2009-00-00
Type: Journal Articles
Subjects: Service Learning,Citizenship Responsibility,Citizenship Education,Fundamental Concepts,Student Leadership,Participative Decision Making,Teamwork,Problem Solving,Educational Practices,Classroom Techniques

With the focus on test scores and accountability, the issues of student growth, leadership and civic responsibility often are overlooked. While achievement is important, leadership and responsibility issues are among those most sought by employers. Some of the most recognized studies, such as "A Nation At Risk" support and encourage what are sometimes termed the "soft skills." The Service Learning model, not only encourages the development of the soft skills, it actively engages students the curricular content of the class while using leadership and teaming skills to serve their greater community.
Improving Learning through Performance Assessment in a Social Studies Methods Course for Preservice Elementary Teachers
Author: Leaman, Heather
Date: 2009-00-00
Type: Journal Articles
Subjects: Methods Courses,Teacher Education Curriculum,Performance Based Assessment,Program Effectiveness,Social Studies,Instructional Improvement,Elementary School Teachers,Assignments,Formative Evaluation,Instructional Design,Instructional Development,Educational Innovation,Change Strategies,Educational Change,Course Descriptions,Preservice Teacher Education

This article describes how two instructors used assessment data to improve an undergraduate course, Teaching Social Studies in the Elementary Classroom. This entailed revising the core assignment for the course--the creation of a thematic unit of instruction--and developing a scoring guide to assess teacher candidates' performance. Data collected from the administration of the revised thematic unit assignment allowed the instructors to see specific areas where candidates experienced difficulty as they sought to design effective social studies instruction for elementary school students. As a result, the instructors made changes in the course assignment, as well as in their teaching, to improve candidate learning. (Contains 5 tables.)
Writing for Professional Publication: An Organizational Paradigm
Author: Buttery, Thomas J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Writing for Publication,Writing Instruction,Faculty Publishing,Motivation,Writing Skills,Skill Development,Process Approach (Writing),Writing Improvement,Writing Workshops,Writing Strategies,Guidelines

Writing for publication is a skill latent activity that is developed in gradients and honed with practice. For the past twenty-five years the author has teamed with colleagues (most frequently, Ken Henson) in presenting workshops about professional writing at a variety of conferences for such organizations as the Association of Teacher Educators (ATE), the American Association of Colleges of Teacher Education (AACTE), National Technology and Social Science (NTSS), and Southeastern Regional Association of Teacher Educators (SRATE). As an editor of the SRATE Journal, he has noted that many less experienced writers struggle with some of the principles that are covered in the workshop. So he decided to share some of these points with their readers. The organization of this paper will follow the style that he recommends for readers to use in their work. The focal points will be: motivation for writing and how to conceptualize and organize an article.
A Focus on Upper Elementary Teacher Preparation: Developmentally Appropriate Practice and Standards Shaping Our Programs
Author: Finnan, Christine
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Educators,Academic Standards,Developmentally Appropriate Practices,Educational Practices,Classroom Environment,Learner Engagement,Student Participation,Teacher Education Curriculum,Teacher Education Programs,Educational Strategies,Culturally Relevant Education

This article is a call to action for elementary teacher educators. Our early childhood and middle grades colleagues made a clear case for the importance of focusing on specific developmental characteristics and family and community influences on development during the critical years they represent. A similar case has not been made for the upper elementary grades although students, teachers, teacher candidates, and teacher educators would benefit from a focus targeted to these years. This is especially critical given the changes in students' sense of accomplishment, belonging and engagement during these years and the changes that occur in their learning environments.
Strategies for Successful Early Field Experiences in a Teacher Education Program
Author: Freeman, Greeta G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,College School Cooperation,Field Experience Programs,Change Strategies,Educational Strategies,Teaching Methods,Best Practices

Pre-service teachers, through early field experiences, are able to be physically involved in real classroom settings providing better preparation for future and independent work with children. This article includes suggestions and strategies for planning or reforming early field experience programs. Information related to school-university partnerships and preparing students to work with diverse populations and students in general are included in the text.
Implementation of Technology in an Elementary Mathematics Lesson: The Experiences of Pre-Service Teachers at One University
Author: Herron, Julie
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Technology Integration,Educational Technology,Technology Uses in Education,Mathematics Curriculum,Mathematics Instruction,Elementary School Mathematics,Student Experience,Methods Courses,Reflection,Student Journals,Content Analysis,Program Attitudes,Student Teacher Attitudes,Curriculum Implementation

This study examined pre-service teachers' responses to implementing technology into elementary mathematics lessons. Instructional Architect (IA) was the web-base technology used by the pre-service teachers. Four themes emerged from the data: (a) insights into technology, (b) struggles with technology, (c) access to the mathematics and (d) learning communities. Pre-service teachers reported both positive and negative experiences with technology in the classroom. This study provides a better understanding of how pre-service teachers think about using technology in a mathematics lesson which can help to inform teacher education programs on how to support technology integration in elementary mathematics. (Contains 3 figures.)
Examining Teachers' Perceived Barriers Associated with Inclusion
Author: Fuchs, Wendy W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Class Size,Observation,Focus Groups,Regular and Special Education Relationship,Teacher Attitudes,Disabilities,Barriers,Inclusion,Mainstreaming,Interviews,Teacher Responsibility,Teacher Competencies,Teacher Education Programs,Teacher Collaboration,Cooperative Planning

This qualitative study examined general education teachers' beliefs and attitudes about current mainstreaming practices. Data were collected using focus groups and individual interviews. The following research questions were the basis for the interviews and observations: 1) What are teachers' beliefs and attitudes toward mainstreaming? The researcher made contact three times with each of the five participants. Each teacher participated in one focus group discussion, one individual interview, and one classroom observation. As the interviewer and observer, the researcher used constant comparison analysis to ensure that the themes in this naturalistic study emerged from the data itself. Major themes that emerged are as follows: 1) The teachers generally agreed that responsibilities and expectations of regular education teachers were unreasonable. The teachers had little formal education or training with regard to mainstreaming practices. 2) The teachers felt there was a lack of support from school administrators in the areas of inservice education and training, class size, collaboration and planning time, and shared duties with the special education staff. (Contains 1 table.)
Providing Early Childhood Teachers with Opportunities to Understand Diversity and the Achievement Gap
Author: Meece, Darrell
Date: 2010-00-00
Type: Journal Articles
Subjects: Achievement Gap,Cultural Pluralism,Low Income Groups,Teaching Methods,Change Strategies,Educational Strategies,Educational Practices,Teacher Education Curriculum,Teacher Education Programs,Culturally Relevant Education,Multicultural Education,Educational Development,Early Childhood Education,Student Diversity,Educational Opportunities,Educational Needs,Preservice Teachers

High quality teaching--providing children with support, feedback, and positive communication--is associated with closing the achievement gap between minority and majority children. It is important for students in teacher preparation programs to understand changes in curricular approaches to diversity--from the color-blind approach, to multiculturalism, to anti-bias curriculum--to help them better understand factors related to the current achievement gap. Strategies are suggested for acknowledging differences between children from different cultural groups without developing a "pedagogy of poverty," that may result in lowered expectations of children from minority and low-income families.
Preparing Preservice Teachers for Diversity: The Power of Multicultural Narratives
Author: Kang, Rui
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Theory Practice Relationship,Liberal Arts,Student Diversity,Multicultural Education,Ethnic Diversity,Cultural Pluralism,Reflection,Personal Narratives,Educational Practices,Teaching Methods,Knowledge Base for Teaching,Pedagogical Content Knowledge

This study explores the outcomes of a potentially powerful multicultural pedagogy---the use of multicultural narratives in teacher education. Participants were 22 preservice teachers enrolled in a required, semester-long, foundation course at a liberal arts public university in middle Georgia. Data sources include responses to ten classroom- or school-based multicultural narratives and reflection papers. The results indicate that narrative analysis helped preservice teachers facilitate transfer between theory and practice and develop a deeper understanding of and connection with multicultural and diversity issues. The authors argue that multicultural narratives should be a more widely used practice in teacher education.
Beginning to Think Critically about Culturally Responsive Pedagogy in Practice: An Elementary Education Book Study in Student Teaching
Author: Eick, Charles J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Elementary Education,Teaching Methods,Individual Differences,Beliefs,Professional Development,Teacher Education Programs,Preservice Teachers,African American Students,Elementary Schools,White Students

In this study student teachers in an elementary education program took part in a book study, "From Rage to Hope", on culturally responsive teaching. Interns critically reflected on their practice and began making changes based on practical strategies from the book. Four themes of learning and change emerged in intern written reflections: Project positive teaching behaviors; respect, value, and embrace individual differences; teach to individual student differences and; get to know students' lives. Results suggest that critical reflection and practical application work together in practice to begin to change thinking and skill in teaching diverse students. (Contains 1 table.)
Pre-Service Bilingual Teachers and Their Invisible Scars: Implications for Preparation Programs
Author: Sarmiento-Arribalzaga, Matilde A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Autobiographies,Bilingual Teachers,Preservice Teachers,Teacher Education,Instruction,Teacher Education Programs,Hispanic American Students,English (Second Language)

In this paper, we describe how language &quot;autobiographies&quot; are used in a teacher preparation program (TEP) as a healing pedagogy to understand the impact longstanding traditions of symbolic violence in education have had on Latino students who are in the process of becoming teachers. Writing about themselves and their education experience allows them to directly confront these legacies and begin the healing process. We conclude with a discussion of what this form pedagogy might mean for other TEPs serving Latinos who run the risk of preparing teachers who will perpetuate deficit thinking about minorities and continue harmful practices in their own teaching.
Writing for Professional Publication: Three Road Signs for Writing Success
Author: Buttery, Thomas J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Writing for Publication,Writing Processes,Models,Editing,Writing Skills,Writing Improvement,Authors,Vocabulary

In the first edition of Writing for Publication: An Organizational Paradigm (Buttery, 2010), I recommend a model for organizing theoretical articles. The process includes seven components: title, introduction, outline/advanced organizer, headings, transitions, summary and references. This article will focus on the writing process. The strands of pre-writing, writing, and the issue of editing will be covered.
Giving a Structural Framework for Ohio's Value-Added Model: What All Educators Should Know?
Author: Quattrochi, David P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Teachers,Case Studies,Rural Schools,Models,Academic Achievement,Elementary Schools,Professional Development,Interviews,Formative Evaluation,Summative Evaluation,Standards

A qualitative case study of one rural elementary school in Ohio examined how faculty, administrators, students, and parents experienced Ohio's Value-added model. The findings generated from looking at planning and professional development to implementation of the model generated a close- up of a successful approach to helping teachers use multiple assessments to form and reshape student learning. A bi-product of the study is a strong framework for expanding and strengthening the model. (Contains 1 table.)
Reflective Thinking and Educational Solutions: Clarifying What Teacher Educators are Attempting to Accomplish
Author: Campoy, Renee
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Educational Change,Reflective Teaching,Educational Policy,Teacher Educators,Scoring Rubrics,Preservice Teachers,Teacher Education Programs,Formative Evaluation,Pretests Posttests,Problem Solving,Teaching Methods

Teacher educators require reflective assignments to develop the educational thinking of prospective and experience teachers. Reflective rubrics describe the quality of thinking and provide insight into teacher development. Larrivee (2008) developed a rubric compiled using input from teacher educators. Pre-service teachers' reflections with feedback using the rubric are used to illustrate how to improve reflection. The rubric is also used to predict the quality of educational policy and reform.
Using 3D Computer Graphics Multimedia to Motivate Preservice Teachers' Learning of Geometry and Pedagogy
Author: Goodson-Espy, Tracy
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Methods Courses,Teacher Education Curriculum,Computer Graphics,Geometric Concepts,Geometry,Mathematics Instruction,Learning Motivation,Student Motivation,Technology Uses in Education,Instructional Effectiveness,Teacher Attitudes,Mathematics Curriculum,Visual Aids

This paper describes the genesis and purpose of our geometry methods course, focusing on a geometry-teaching technology we created using NVIDIA[R] Chameleon demonstration. This article presents examples from a sequence of lessons centered about a 3D computer graphics demonstration of the chameleon and its geometry. In addition, we present data addressing the tools' effectiveness at helping preservice teachers learning geometric concepts, as well as changing preservice teachers' perceptions and attitudes about geometry. (Contains 2 tables and 4 figures.)
Transcending Rainbow Flags and Pride Parades: Preparing Special Education Preservice Educators to Work with Gay and Lesbian Youth
Author: Dykes, Frank
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Inclusion,Homosexuality,Special Education Teachers,Special Education,Consciousness Raising,Cultural Pluralism,Student Diversity,Educational Environment,Advocacy,Bullying,Labeling (of Persons)

Educators are often at a loss in handling lesbian, gay, bisexual and transgender (LGBT) issues in the classroom. tvOften this is attributable to a lack of training during the preservice program at the university level. This article suggests that special education teacher preparation programs are uniquely positioned to promote sexual diversity through inclusive school practices. Activities and resources for including sexual diversity in the preservice curriculum are included. (Contains 1 table.)
Exploring the Role of Music in Secondary English and History Classrooms through Personal Practical Theory
Author: Goering, Christian Z.
Date: 2010-00-00
Type: Journal Articles
Subjects: Music,Theory Practice Relationship,Teaching Methods,English Instruction,History Instruction,Educational Strategies,Secondary Education,Vignettes,Academic Achievement

This article explores the development of utilizing music as a Personal Practical Theory (PPT) in the teaching of English and history. Specifically, the authors explore the nature of PPT's, the benefits of utilizing music, and the process through which teachers begin using a new approach in their pedagogy. Unique contributions are the application of PPT to a particular teaching strategy and the framing of such strategy within the theory presentation as noted by Chant (2009) and Cornett (1990). The authors discuss their own processes in beginning to use music in their non-music classrooms and generate several pedagogical strategies.
Top Ten Tips for Student Teaching in Kindergarten
Author: McKenna, Beverly A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Kindergarten,Teacher Educators,Guides,Student Needs,Teaching Methods,Classroom Techniques,Parent Teacher Cooperation,Attention Span,Web Sites,Psychomotor Skills,Developmentally Appropriate Practices,Curriculum Development,Interpersonal Competence,School Safety

Kindergarten student teachers face a unique set of challenges as they strive to meet the needs of very young children. This article presents ten suggestions for ensuring a successful experience. They are based on the authors' many years of experience in working with student teachers placed in kindergarten settings. Arranged in Letterman fashion in ascending order of importance from the 10th to the 1st tip, they provide teacher educators with practical advice to share with their students prior to placement.
Mentoring At-Risk Middle School Students
Author: Johnson, Kellie C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Needs,Mentors,Intervention,Discipline,At Risk Students,Program Effectiveness,Correlation,Grade Point Average,Referral,Attendance Patterns

This study examined a mentoring program entitled: LISTEN (Linking Individual Students To Educational Needs). The LISTEN mentoring program was a district-sponsored, school-based program in which at-risk, middle school students were identified by the school system and mentors were recruited specifically to assist these students with school performance or related issues. Archival data from the 2003-04 and 2004-05 academic years were collected to determine the possible effects of the LISTEN mentoring program on at-risk students in grades six through eight. Specifically, the study investigated the relationship of a mentoring program with at-risk students' GPAs, discipline referrals, and attendance records. A statistically significant difference was found for GPAs, discipline referrals, and attendance rates between those measured pre-intervention and those measured post-intervention. (Contains 3 figures.)
A Model for Planning Learning Experiences to Promote Achievement in Diverse Secondary Classrooms
Author: Vermette, Paul J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Inclusion,Teacher Education Programs,Private Colleges,Learning Experience,Models,Academic Achievement,Higher Education,Lesson Plans,Preservice Teachers,Teacher Education,Constructivism (Learning),Formative Evaluation,Summative Evaluation,Intervention,Feedback (Response),Performance Based Assessment,Secondary Education

The growing diversity of American schools requires that teachers are able to plan and implement lessons that capitalize on students' strengths, interests and understandings (Noguera, 2003; Milner, 2009). As such, teacher education programs have an obligation to instill in teacher candidates a vision of inclusive education while providing them with a framework for the application of these ideas into practice (John, 2006; Causton-Theoharis, Theoharis, &amp; Trezek, 2008). This article explores a lesson planning structure called the Planned Learning Experience (PLE) that is currently being used at a private university in Western New York. After exploring its rationale, this article deconstructs the components and theoretical framework of the PLE and its implications for learners.
Use of Racial Identity Development Theory to Explore Cultural Competence among Early Childhood Educators
Author: Han, Heejeong Sophia
Date: 2011-00-00
Type: Journal Articles
Subjects: Racial Identification,Young Children,Kindergarten,Early Childhood Education,Teacher Educators,Professional Development,Case Studies,Preschool Teachers,Cultural Differences,Cultural Background,Whites,Surveys,Interviews

In order to explore early childhood educators' cultural competence through a lens of racial identity development theory, a case study was conducted with four White Kindergarten teachers. Participants were surveyed and interviewed to understand their racial identity development as well as perspectives of teaching culturally diverse early childhood students. Findings suggest that representative characteristics of racial identities are evident among White early childhood educators, and that these characteristics influence their conceptualizations of teaching and understanding culturally diverse young students. Thus, authors recommend that racial identity development be considered as a crucial element of teacher professional developments in order to enhance their cultural competence. (Contains 1 table.)