ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Student Teachers' Reflections through a Philosophical Community of Enquiry Approach (PCOE)
Author: Demissie, Fufy
Date: 2015-12-00
Type: Journal Articles
Subjects: Student Teachers,Reflection,Communities of Practice,Educational Philosophy,Thinking Skills,Role,Dialogs (Language),Student Teacher Attitudes,Teaching Methods,Teacher Education,Interviews,Inquiry,Learning Processes,Case Studies,Freehand Drawing,Seminars,Questionnaires

This article outlines how student teachers' experiences of a philosophical community of enquiry (PCoE) facilitated their pedagogical reflections. Although reflection occupies an important place in teacher education curricula and pedagogy, it is a contested and problematic concept. In this study, a group of second year student teachers took part in a module based on Matthew Lipman's Philosophy for Children (P4C) programme, designed to improve children's thinking through a PCoE. Using data from a series of reflective activities and an in-depth interview, I examined if and how student teachers' experiences of PCoE facilitated their readiness to reflect on pedagogical concepts such as the role of dialogue and inquiry in learning. The findings show that most had reconsidered/questioned their views, suggesting that giving student teachers experience of PCoE type of learning contexts could open up alternative ways of promoting reflection. The findings from this practitioner enquiry provide teacher educators with useful insights into the potential of a PCoE approach/orientation for promoting student teachers' reflective thinking.
Teaching Practices and Beliefs about Inclusion of General and Special Needs Teachers in Austria
Author: Schwab, Susanne
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,Elementary School Teachers,Secondary School Teachers,Teaching Methods,Teacher Attitudes,Beliefs,Inclusion,Teamwork,Educational Needs,Influences,Team Teaching,Learning Disabilities,Multivariate Analysis,Teacher Surveys,Rating Scales,Regression (Statistics)

Self-reports of primary and secondary school teachers who teach in general and special education classrooms in Austria were examined in terms of their engagement in teamwork (between special and general education teachers), instructional methods that they use, factors that positively influence inclusive education, and their needs for training. The by far largest group of special needs students are the ones with learning disabilities. Special needs teachers in secondary education reported to use exploratory learning methods more often than general teachers. While the teachers indicated that a positive and respectful school climate and teamwork (co-teaching) were the two most important factors influencing inclusion success, teachers reported to only sometimes work in teams. The teachers indicated little need for training, but reported needs regarding &quot;dealing with challenging behavior&quot;. The results of this study seem to imply that to reach successful inclusion practices, appropriate school policy, new curricula and sufficient teacher education must be provided in order to achieve changes in teachers' beliefs, attitudes and behavior.
How Do Students with Attention-Deficit/Hyperactivity Disorders and Writing Learning Disabilities Differ from Their Nonlabeled Peers in the Ability to Compose Texts?
Author: Rodríguez, Celestino
Date: 2015-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Learning Disabilities,Writing (Composition),Differences,Comparative Analysis,Productivity,Writing Processes,Writing Difficulties,Mixed Methods Research,Time,Rhetoric,Revision (Written Composition),Elementary School Students,Secondary School Students,Foreign Countries,Multivariate Analysis

This comparative study investigated the productivity and the process of written composition in students with and without disabilities between 8 and 16 years of age. Participants were assigned to four groups as follows: (a) 59 with both attention-deficit/hyperactivity disorders (ADHD) and writing learning disabilities (WLD), (b) 40 with ADHD, (c) 115 with WLD, and (d) 124 normal achievers (control group). Students' writing productivity was assessed by means of a compare-and-contrast essay task and a writing log that registered the processes involved in composition writing using seven categories. The findings render insight into the way children and youth with ADHD and WLD produce text and how much time they dedicate to the various writing subtasks. Among other things, students with ADHD and WLD spend much less time than normal peers thinking about a written composition or reviewing it, which negatively affects the level of coherence and quality of their texts. A critical discussion of the findings and their psychoeducational implications is included.
A Synthesis of Research on Teacher Education, Mathematics, and Students with Learning Disabilities
Author: Allsopp, David H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Research,Teacher Education,Mathematics Education,Learning Disabilities,Elementary Secondary Education,Professional Development,Intervention,Teacher Attitudes,Preservice Teachers,Teacher Competencies,Self Efficacy,Mathematics Anxiety,Knowledge Base for Teaching,Literature Reviews

This paper reports the results of a synthesis of research related to teacher education, mathematics, and students with learning disabilities (SWLD) and other struggling learners. The goals of this synthesis were to determine the nature of the current research base (2004-2014) and to determine how it can inform teacher educators about the effective preparation of teachers who teach mathematics for SWLD and other struggling learners. A systematic search process resulted in 16 studies meeting inclusion criteria. Results indicate that the research base is limited with respect to number of studies but quite diverse in terms of research questions and foci, research design, participants, and context. The majority of studies involved some type of professional development (PD) intervention. A limited number of studies included the impact of the PD intervention on PK-12 student outcomes. Studies also focused on evaluating PS and INS teacher perceptions about issues such as competence for teaching mathematics, self-efficacy, mathematical knowledge, and mathematics anxiety while others measured teacher mathematical knowledge utilizing a variety of measures. Implications are discussed including suggestions for future research.
The Bowie State University Professional Development Schools Network Partnership
Author: Garin, Eva
Date: 2015-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Faculty Development,Professional Development Schools,Black Colleges,Action Research,Mentors,Inquiry

The Bowie State University PDS Network Partnership is one of the 2015 Exemplary PDS Partnerships recognized by the National Association for Professional Development Schools. This partnership is built on a series of signature programs that define and support our partnership work. This article describes each of those signature programs that make our network unique.
Authentic Collaborative Inquiry: Initiating and Sustaining Partner Research in the PDS Setting
Author: James, Jennifer Hauver
Date: 2015-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Cooperation,Inquiry,Educational Research,Teacher Collaboration,Elementary School Teachers,Principals,Research Assistants,Faculty Development,Interprofessional Relationship

This is the story of our collaborative work as educators and researchers. Because writing as a collective is challenging, we have elected Jenn to serve as narrator, but the story is ours collectively. We are Glennda and Rita, elementary school teachers, Ellen, principal, and Jess, graduate research assistant. The story told here is distilled from our shared experience, our recorded conversations, and our individual written reflections. We begin with some definitions, grounding ourselves in the evolving literature on PDS research. We describe how we have come to understand &quot;authentic collaborative inquiry&quot; (ACI) and the unique potential of PDS spaces for cultivating it. We then turn to the telling of our story--our beginnings, as the seeds of our inquiry were planted--and our efforts since to nurture the project we have undertaken. We follow this with a discussion of what this journey has done for us, what remains to be done, and what difficulties we have yet to overcome. We offer our story here as a context for making sense of the possibility, the promise, and the challenges of coming together across institutional lines in a quest for understanding critical issues at the heart of teaching and learning. We do so because we believe it is in the telling of our stories that we best learn from ourselves and from one another.
Embedding Culture in a Field Experience Seminar: Lessons Learned about Promoting Preservice Teacher Critical Consciousness in an Urban School Partnership
Author: Jacobs, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Seminars,Preservice Teacher Education,Partnerships in Education,Urban Schools,Consciousness Raising,College School Cooperation,Enrichment Activities,Cultural Literacy,Lesson Plans,Doctoral Programs,Student Journals,Reflection,Program Effectiveness

This article reports the research findings of teacher educator inquiry using qualitative methods examining how incorporating the topic of culture into the field seminar component of a newly developed urban school-university partnership influenced preservice teachers' abilities to become critically conscious. After analyzing preservice teacher reflective journals, findings indicate that preservice teachers experienced an ebb and flow of critical consciousness as they developed an understanding of culture across the semester. In addition, preservice teachers engaged in various levels of praxis ranging from intent of action to enacting elements of culturally responsive teaching in the classroom. This study's findings have implications for teacher education program development and stakeholder professional development in school-university partnerships.
Mardela Middle and High School and Salisbury University PDS Partnership
Author: Siers, Ron, Jr.
Date: 2015-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Faculty Development,Teacher Education,Partnerships in Education,Middle Schools,High Schools,Academic Achievement,College School Cooperation,Institutional Mission,Organizational Climate,Organizational Culture,Internship Programs

Salisbury University (SU) has been preparing teachers since 1925 and has earned a stellar reputation in teacher preparation, especially through its work with PDS. In 2009, SU was honored with the NAPDS &quot;Spirit of Partnership&quot; award for its contributions to the annual national conference. SU and Worcester County Public Schools earned the NAPDS &quot;Exemplary Professional Development School Achievement&quot; award in 2011 for its exceptional buy-in by teachers and the strong linkage of intern involvement with student achievement. In 2015, SU received the NAPDS &quot;Exemplary Professional Development School Achievement&quot; award once again, this time for its partnership with Mardela Middle and High School in Wicomico County, Maryland. Specifically noted were the high productivity and morale of the partnership and the permeating spirit of reciprocal support and development.
Professional Development School Triads Inquiring about Student Work in Elementary Mathematics
Author: Coon-Kitt, Mary Jayne
Date: 2015-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Elementary School Mathematics,Inquiry,Mentors,Internship Programs,Supervisors,Role,Communities of Practice,Discourse Analysis,Discourse Communities

This article reports on a case of cross-role triads (mentor, intern, and supervisor) in a professional development school (PDS) setting engaged in the process of looking at student work in elementary mathematics over time. The study represents a significant effort to understand what inquiry-oriented behavior looks like in this context. By recognizing and understanding these behaviors, new insights are gained about the development of an inquiry stance. The primary source of data was audio-recorded triad meetings, which were analyzed for observable inquiry-oriented behaviors in practice. It was found that each triad exhibited distinctive patterns of talk about mathematical knowledge, student understandings, and instructional practice. Moreover, each triad's talk also displayed a unique orientation toward inquiry. The findings from this study have implications for developing pre-service university-based training experiences and providing recommendations to school district leaders regarding meaningful professional development for collaborative groups examining student work.
Shared Vulnerability in Professional Learning: Growing Instructional Coaches in a Culture of PDS Partnership
Author: Corkery, Jill
Date: 2015-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Coaching (Performance),Professional Development Schools,Instructional Leadership,Learning Experience,School Districts,Organizational Culture,Team Training,Teacher Collaboration,Professional Autonomy,Teacher Empowerment,Interpersonal Communication,Reflection,Educational Practices,Faculty Development,College School Cooperation

In a school district context where a well-developed district-wide PDS partnership had been in operation for more than 15 years, a team of instructional coaches was formed of district teachers who left their classrooms for two to four years under the leadership of a curriculum coordinator. In this article, members of the coaching team offer illustrations of their experiences learning to coach in a PDS context. Using principles of coaching as partnership (Knight, 2007), they argue that a prevailing culture supported by the PDS history provided conditions in which shared vulnerability--and consequently, coaching--was possible.
Using Walkthrough Observations to Document Dispositional Actions
Author: Danley, Angela
Date: 2015-00-00
Type: Journal Articles
Subjects: School Visitation,Professional Development Schools,Preservice Teachers,Classroom Observation Techniques,Elementary Education,Preschool Education,Majors (Students),Teacher Characteristics,Teacher Student Relationship,Psychological Patterns,Information Utilization,Observation

Faculty from a Midwestern university implemented walkthrough observations in a Professional Development Schools (PDS) field experience with elementary and early childhood majors. The instructors researchers used walkthrough observation forms to track, evaluate, and monitor teacher candidate dispositions. The data were collected electronically and then compiled to present a picture of the developing skills and expertise of the pre-service teacher. Teacher candidates reflected on the data and used the information to set goals for continued development of teacher dispositions. The faculty used the observable data to better evidence the teacher candidate dispositions through their actions and interactions with children in the classroom.
A Comparison of Teacher Preparation Models and Implications for Teacher Attrition: Evidence from a 14-Year Longitudinal Study
Author: Latham, Nancy
Date: 2015-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Faculty Mobility,Faculty Development,Professional Development Schools,Comparative Analysis,Teacher Education,Teacher Education Programs,Teacher Persistence,Models,Elementary School Teachers,Secondary School Teachers,Demography,Teacher Characteristics,Predictor Variables,Multivariate Analysis,Statistical Distributions,Regression (Statistics),Preservice Teachers

This large-scale, longitudinal study examines teacher attrition data from over 6,500 teachers in Illinois over a 14-year period from 1997 to 2010. Attrition rates between teachers who participated in a Professional Development School (PDS) versus students prepared traditionally are compared. The effects of teacher preparation experiences on persistence in education employment were examined for students participating in four different teacher preparation programs at Illinois State University. The findings indicate that PDS-prepared teachers are more likely to persist in employment as compared to their traditionally prepared counterparts and the education program area strongly influences persistence, perhaps more than teacher preparation model. These findings can inform teacher education programs and preparation in regard to resources allocation as well as pre-service field experience design.
Going to College: A Campus-Based Partnership for Students with Intellectual Disabilities
Author: Cranston-Gingras, Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,School Districts,Intellectual Disability,Preservice Teachers,Special Education,Preservice Teacher Education,Transitional Programs,Developmental Disabilities,Demography,Transportation,Employment,Barriers,Self Determination,Daily Living Skills,Job Training,Parent Participation,Sustainability

In this article we describe a university-school district partnership offering an on-campus transition experience for students with intellectual disabilities that includes collaborative experiences with pre-service special education teacher candidates. A description of the specific components and outcomes of the program is presented along with a discussion of some of the challenges school district and university personnel have faced. The article concludes with recommendations for professionals preparing to undertake similar initiatives. The program is presented as an example of how large, metropolitan school districts and university teacher education programs can collaborate to provide an effective transition program for students with intellectual disabilities together with meaningful experiences for preservice teachers.
PDS Leadership Team as Community of Practice: Implications for Local School System and Higher Education Partnerships
Author: Frazier, Laura Corbin
Date: 2015-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Leadership,Communities of Practice,Partnerships in Education,Higher Education,Educational Policy,Policy Formation,Cooperative Planning,Meetings,Content Analysis,Business Communication,Reflection,Feedback (Response),Accountability,Data Analysis,Educational Objectives,Qualitative Research

Professional development school (PDS) partnerships have existed in one local school system (LSS) with three different institutions of higher education (IHE) for over a decade. Commonalities and distinctive features were noted between the partnerships. In an attempt to establish standardized and equitable policies from the LSS level, representatives from each IHE were invited to a shared leadership meeting. From this first meeting, focused on PDS logistics and LSS policies, has grown quarterly collaborative meetings which have yielded professional development for mentor teachers and site coordinators, professional training for LSS and IHE faculty, and program level information sharing. Content analysis of meeting minutes suggests that a community of practice (CoP) was formed unintentionally and may have facilitated the development of the &quot;Nine Required Essentials for PDS&quot; in the Leadership Team PDS network. Strategies for the intentional planning of CoP in a PDS are provided.
When a Teacher Switches Schools
Author: LaSalle, Daniel
Date: 2015-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Teachers,Teacher Attitudes,Students,Student Attitudes,Teacher Student Relationship

In this article, northeast Philadelphia teacher Daniel LaSalle describes the transition and struggle of leaving his past students and adjusting to a new school. He concludes that the highly contextualized knowledge of how to navigate, and be accepted in, a school culture is not something found in the latest journal articles or books on education. While teachers leave the profession and extracurriculars get cut due to the budget crisis, students suffer. They also suffer when trusted and favorite teachers leave their school for better job security elsewhere, and they begin a new school year even more hesitant to trust the unfamiliar face in front of them.
Using Literature Circles to Discuss Social Justice in Teacher Education
Author: Madhuri, Marga
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Reading Instruction,Group Activities,Student Diversity,Social Justice,Cultural Awareness,Reading Material Selection,Preservice Teachers,Secondary Education,Methods Courses,Program Effectiveness

Literacy educators feel it is incumbent on teacher preparation programs to prepare teacher candidates with the dispositions and competencies needed to work with students from diverse racial, cultural, and economic backgrounds. As a way to initiate the discussion and help candidates examine their own views on race, literature circles are used. The authors chose literature circles because of their documented success in multiple contexts in the decades since the introduction of &quot;grand conversations&quot;, as well as their own experiences using them across grade levels. By facilitating lively discussions, literacy circles increase students' comprehension and multicultural awareness, while also building community. Simply put, literature circles are discussions based on a text. In this case, the authors created a list of books (see Appendix of article) from which students could choose, each of which they thought would provoke targeted discussions and reflection about race and social justice, particularly in American public schools. After they briefly introduced each book, candidates selected which book they wanted to read, forming groups of three to five students. As a way to model how literature circles are used in the classroom, the authors used the roles introduced by Daniels (2002) to prompt discussion, such as Discussion Director, Vocabulary Enricher, and so on. The candidates divided their books into three sections, and held three discussions about their books, rotating roles each time. Each discussion lasted about 30 minutes, and although some discussions were held online in a Google chat, most were face to face in the classroom. These books were introduced over a two-year period in five sections of a Secondary Reading Methods Course, which was offered to candidates from all content areas earning a secondary teaching credential (grades 7-12). Positive outcomes, concerns, and recommendations from the literature circle discussions are presented in this article.