ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Inclusive Classrooms: The Mutuality of Interests between Professional Development School Partners
Author: Doktor, Judy
Date: 2010-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Special Education Teachers,Faculty Development,Partnerships in Education,Teacher Education,College School Cooperation,Inclusion,Mainstreaming,Regular and Special Education Relationship,Team Teaching,Resource Room Programs

This article examines the mutuality of interests between partners in a professional development school (PDS), with an emphasis on promoting inclusive classrooms and integrating special education students into the general education continuum. It highlights how delivery models that hinder inclusive practices stunt the growth of PDS partnerships. It is therefore in the best interest of all PDS partnerships to expand the membership of PDS participants. Suggestions include encouraging special educators and related service personnel's active engagement in PDS activities and training teacher candidates in inclusive classrooms.
Toward Continuous Program Improvement: Using a Logic Model for Professional Development School Program Evaluation
Author: He, Ye
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Professional Development Schools,Models,Program Improvement,Program Effectiveness,Logical Thinking,Graduate Surveys,Evidence,Evaluation Methods,Standards,Teacher Surveys,Elementary School Teachers,Teacher Attitudes,Formative Evaluation,Partnerships in Education,College School Cooperation,Preservice Teacher Education,Program Evaluation,Program Descriptions,Beginning Teachers,Cooperating Teachers,Preservice Teachers

The purpose of this study was to develop a model for evaluating a professional development school program to enact an evidence-based model for a continuous cycle of program improvement. Guided by the logic model for program evaluation, we developed three survey instruments based on the professional development school standards of the National Council for Accreditation of Teacher Education to collect feedback from seniors just completing the program, from their cooperating teachers, and from program graduates completing their 3rd year of teaching. A total of 115 seniors, 135 cooperating teachers, and 38 graduates completed the surveys. Based on the quantitative and qualitative data from this study, adjustments were made to the program. The findings also provided a baseline for future professional development school program evaluation. (Contains 1 figure and 3 tables.)
Measuring the Achievement of Professional Development Schools
Author: Theiss, Deb
Date: 2010-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Scoring,Measurement,Measurement Techniques,Rural Schools,Test Construction,Surveys,Standards,Measures (Individuals),Partnerships in Education,College School Cooperation,Preservice Teacher Education,Program Evaluation,Program Effectiveness,Self Evaluation (Groups)

Universities systematically use assessments to evaluate programs of teacher education. The Professional Development Schools Partnership was a well-established collaboration with more than 11 years of work with area schools. However, two questions became the center of a discussion for evaluating, monitoring, and identifying the accomplishments of the professional development school network: first, &quot;Was there a measure of how far we had really come?&quot;; second, &quot;What exactly has our Professional Development Schools Partnership accomplished?&quot; In an effort to answer these questions and learn about the growth of the organization, the board created a task force to develop assessment tools and put into place a systematic process for evaluation that would over time inform the partnership of growth, strengths, and areas of needed improvement. Two evaluative tools and scoring guides provided valuable insight toward how effectively the partnership had fully implemented standards for professional development schools. Data were collected and analyzed to provide a vehicle for decision making. (Contains 2 figures and 10 tables.)
Walking the Talk: Tools for Continuous Improvement in a Professional Development School
Author: Ballock, Ellen
Date: 2010-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Reflection,Program Improvement,Self Evaluation (Groups),Standards,Evaluation Criteria,Partnerships in Education,College School Cooperation,Program Evaluation,Program Administration,Program Effectiveness,Evaluation Methods,Questionnaires

In this article, I outline three structured protocols that professional development school steering committees and other collaborative groups could use to support an intentional reflective process aimed at growth and improvement. Using these protocols provides all participants with a voice in identifying current strengths and areas for growth, setting concrete goals, developing an action plan for meeting those goals, and monitoring progress toward goals. The purpose of these protocols is to support a group in moving from talking about improvement to taking action for change. (Contains 1 table and 1 figure.)
Using Supportive Team Building to Promote Improved Instruction, Student Achievement, and Collaboration in an Urban Professional Development School
Author: Beaty-O'Ferrall, Mary Ellen
Date: 2010-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Team Training,Urban Schools,Teamwork,Secondary School Teachers,Mathematics Teachers,Achievement Gains,Mathematics Achievement,Partnerships in Education,College School Cooperation,Teacher Education Programs,Program Development,Program Descriptions,Program Effectiveness,Program Implementation,Supplementary Education

In this article, we provide a description of a unique model of teaching and learning, developed at an urban professional development school. We focus on an intensive collaboration between members of a high school mathematics department and one university faculty member, who collaborated to raise student test scores and build solidarity as a team. We describe the steady and committed manner in which all members worked to ensure improved student learning and create rich models for teaching, learning, and collaboration, identified as the heart of an effective professional development school.
The Process of Engagement: Developing Civic Literacy via School-University Partnerships
Author: Slavkin, Michael
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Schools of Education,Dropout Programs,Dropout Prevention,Partnerships in Education,Citizenship Education,School Community Relationship,At Risk Students,Mentors,Interdisciplinary Approach,Service Learning,Educational Environment,Urban Schools,High School Students,Learner Engagement,Curriculum Development,Curriculum Implementation,Nontraditional Education,Guidelines,College School Cooperation,Program Descriptions,Program Effectiveness,Place Based Education

The purpose of this article is to review a partnership between a teacher education department and a dropout prevention program. The partnership developed from a variety of communities' needs, no less of which was that of reconnecting marginalized youth at a local dropout prevention school with their community through cultural and civic exploration. At the heart of the relationship was the building of powerful curricular experiences for these students through the support of preservice teachers who mentored the at-risk youth. The CREATE project (Cultural Reflection About Evansville--Art Transforms and Engages) was an interdisciplinary experience that supported the development of a strong service-learning environment. Developing civic literacy with participants was a tricky business as faculty, students, and community partners explored ways of revitalizing a downtown area. Some challenges were anticipated; others were unique to the project. However, a few concerns have greater implications for higher education professionals and community partners as they develop a service-learning curriculum.
Collaboration: A Key to Successful Professional Development Engagement with Students and Parents
Author: Wood, Randy M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Middle School Students,Enrichment,College School Cooperation,English (Second Language),School Community Relationship,Second Language Learning,Second Language Instruction,Hispanic American Students,Parent Education,Community Programs,Achievement Gap,Professional Development Schools,Partnerships in Education,Teacher Education Programs,Program Development,Program Descriptions,Program Effectiveness,Program Implementation

This article describes the significance of academic enrichment and English as a second language in a community-based professional development middle school. As an example of a university-school partnership that is responding to the needs of its students, parents, and community, the Baylor University School of Education has partnered with the Cesar Chavez Middle School in the Waco Independent School District. Middle schools are critical in our communities because it is at this level that so many students decide to continue or drop out. (Contains 3 tables and 1 figure.)
Researching Pedagogy in a Professional Development School
Author: Rainer Dangel, Julie
Date: 2010-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Core Curriculum,Observation,Economically Disadvantaged,Standardized Tests,Elementary Schools,Academic Achievement,Vignettes,Instructional Effectiveness,Classroom Environment,Classroom Research,Partnerships in Education,College School Cooperation,Program Evaluation,Program Effectiveness

Six primary classrooms in an elementary professional development school were involved in this research, each characterized by high mobility and a diverse student population from economically disadvantaged families. Questions included the following: First, what approaches are found in a professional development school with diverse learners? Second, what are the outcomes for children based on their achievement? Data collection involved a 1-day observation of six classrooms (first through third grade) with the Early Childhood Classroom Observation Measure. Class achievement data were collected, as based on the Criterion-Referenced Competency Test, a standardized test measuring specific skills in the state's core curriculum. Findings include (1) the pedagogy used in the six classrooms, as measured by scale items from the Early Childhood Classroom Observation Measure; (2) the identification of high-achieving classrooms based on Criterion-Referenced Competency Test scores; and (3) a vignette based on these classrooms. Finally, recommendations are provided for teachers and teacher educators. (Contains 1 figure and 4 tables.)
The Role of Critical Reflection in Teacher Education
Author: Shandomo, Hibajene M.
Date: 2010-00-00
Type: Journal Articles
Subjects: African American Students,Professional Development Schools,Teaching Styles,Teaching Methods,Reflection,Elementary School Students,Cultural Differences,Racial Differences,Methods Courses,Culturally Relevant Education,Urban Teaching,Urban Schools,Reflective Teaching,Class Activities,White Students,Females,Partnerships in Education,College School Cooperation,Preservice Teacher Education,Teacher Educators,Instructional Effectiveness

The majority of the teacher candidates in my methods classes come from a background that is different from the primarily African American students at my professional development school. Because these teacher candidates continue to be predominantly White middle-class females, the gap between their cultural comfort zone and their students' cultural backgrounds is likely to continue. As such, I studied the body of research that supports the critical impact that the role of reflection has on a teacher's knowledge, skills, and dispositions, and I decided to use critical reflection as a major component in supporting teacher candidates' growth and success at this professional development school. This resulted in the teacher candidates' deep understanding of their teaching styles, which enhanced their ability to challenge the traditional mode of practice and define their growth toward greater effectiveness as teachers. More important, their ability to relate to their elementary students improved significantly.
Growing the Scholarship of Teaching and Learning through Institutional Culture Change
Author: Ginsberg, Sarah M.
Date: 2011-01-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Postsecondary Education as a Field of Study,Higher Education,Organizational Change,Organizational Theories,Models,School Culture,Change Agents,Leadership,Faculty Development

The scholarship of teaching and learning represents an important movement within higher education. Through this work, the profession of teaching is able to build upon itself through sustained inquiry and an evidence-based culture. However, for the scholarship of teaching and learning to take hold on a campus, a culture shift often needs to occur, during which time actions by campus leaders, change agents and facilitators lay the groundwork for, and effect, institutional change. This paper uses an organizational theory approach to sketch out a model by which this culture change can occur. It then uses our experiences at a regional comprehensive university in the Midwestern United States to elaborate on culture change models. Our experiences teach valuable lessons about how the scholarship of teaching and learning can become an important element within a campus culture. (Contains 7 footnotes and 2 tables.)
Attitudes toward Academic Service Learning Semesters: A Comparison of Business Students with Non-Business Students
Author: Manolis, Chris
Date: 2011-01-00
Type: Journal Articles
Subjects: College Students,Business Administration Education,Majors (Students),Student Attitudes,Service Learning,Experiential Learning,Student Participation,Urban Areas,Student Characteristics,Stereotypes,Familiarity,Student Interests

This study examines the attitudes of university students toward academic service semesters and their interest in participating in them. The findings suggest that students' attitudes toward an urban-based academic service learning program may be multidimensional. Four of the six factors identified in the study as being associated with students' attitudes toward the academic service learning program were found to be related to their level of interest in participating in the program. Interestingly, no evidence was observed which would suggest that business students possess lower attitudes toward academic service learning semesters than non-business majors or that they would be less interested in participating in them. (Contains 3 tables and 1 figure.)
Assessing the Value of a Community-Based Approach to Language and Cultural Learning: A Longitudinal Study
Author: Jorge, Ethel
Date: 2011-01-00
Type: Journal Articles
Subjects: Service Learning,Second Language Learning,Spanish,Practicums,School Community Relationship,Immigrants,Cultural Context,Social Justice,Immersion Programs,Activism,Higher Education

This article reviews the results of a survey of former students to determine the long-term significance of a community-based Spanish practicum that has been offered since 2000. The respondents affirm that, even nine years later, they still remember well the Mexican immigrant families that hosted them during the course. The students were able to develop a long-lasting appreciation for the power of second language and cultural learning through a combination of meaningful communication, strong interpersonal relationships, cognitive and affective learning methodologies, and involvement in constructing their own learning experiences. As predicted, the students' immersion in a different socioeconomic and cultural context had a major impact on their sense of social justice, but, unexpectedly, did little to foster a life of political activism. For practitioners, the survey results also raise questions about the importance of reflection in experiential learning methods, and the nature and appropriate role of service learning. (Contains 1 table.)
Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes
Author: Smith, C. Veronica
Date: 2011-01-00
Type: Journal Articles
Subjects: Active Learning,Student Attitudes,Large Group Instruction,Lecture Method,Introductory Courses,Psychology,Group Activities,College Students,Retention (Psychology),Learner Engagement

Although research suggests that active learning is associated with positive outcomes (e.g., memory, test performance), use of such techniques can be difficult to implement in large lecture-based classes. In the current study, 1,091 students completed out-of-class group exercises to complement course material in an Introductory Psychology class. Students were assigned either active learning or content review activities. Students in the active learning condition reported greater retention of and engagement with the course material but not greater enjoyment when compared to students in the content review condition. The importance of choosing pedagogical methods that promote the construction of knowledge rather than just behavioral activity is discussed. (Contains 1 table.)
Supporting Conditionally-Admitted Students: A Case Study of Assessing Persistence in a Learning Community
Author: Heaney, April
Date: 2011-01-00
Type: Journal Articles
Subjects: At Risk Students,College Admission,College Freshmen,Land Grant Universities,Academic Persistence,Learning Activities,Discourse Communities,Case Studies,Administrator Role,Social Integration,Learning Strategies,Predictor Variables

Using Astin's I-E-O model as a framework, this article explores the effects of a variety of factors on first-year persistence for conditionally-admitted students participating in a learning community at a public land-grant university. Since the learning community began in 2002, program administrators have collected survey, interview, and academic success indicators for participating students. In 2007, the program received grant funds to more carefully investigate factors that promote and inhibit persistence among students. For students matriculating in 2007, this study collected survey and entry characteristic data to probe predictive factors for persistence after the first year. These data allow us to better identify and understand dominant influences on student persistence as well as plan more informed interventions for students most at risk for departure. Key factors at our university that affected persistence of at-risk students included social integration, academic conscientiousness (most notably the use of self-regulatory learning strategies), and select pre-college characteristics including motivation and college preparatory curriculum. This article serves as a case study; after describing our local context, we present the inputs and environmental factors most predictive of persistence. We close by discussing the implications of this research for universities and colleges seeking to improve support for at-risk students. (Contains 4 tables.)
Effectiveness of Refutational Teaching for High- and Low-Achieving Students
Author: Kowalski, Patricia
Date: 2011-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,College Instruction,Misconceptions,Introductory Courses,Psychology,Lecture Method,Reading Materials,High Achievement,Low Achievement,College Students,Grade Point Average

We assessed the effectiveness of refutational readings and lecture on decreasing psychological misconceptions for students of high versus low levels of achievement. During the course of a semester we addressed introductory psychology students' misconceptions with refutational readings, refutational lecture, or not at all. From pre- and post-test measures of student misconceptions, we calculated gain scores and from first semester GPA we identified students' achievement levels. High-achieving students had fewer misconceptions after completing refutational readings, or after hearing the refutational lecture. Low-achieving students, however, had fewer misconceptions only after hearing the refutational lecture. We conclude that students who are lower achievers in college may need more than just refutational readings to change misconceptions. (Contains 1 table.)
If Not the Brain, Then What? A Paradigm for Preservice Intervention Specialists that Provides an Understanding of Neurodevelopmental Disorders in Children
Author: Cameron, Mary T.
Date: 2011-01-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Special Education,Neurological Impairments,Developmental Disabilities,Children,Education Courses,Teacher Education Curriculum,Course Content,Brain,Neurology,Anatomy,Biology,Attention Deficit Disorders,Language Processing

This article contends that although Intervention Specialists are presented with a variety of children with diverse challenges that arise from neurological dysfunction, few teacher education programs adequately prepare teachers to understand, recognize and address these needs. The University of Findlay requires candidates in the post-baccalaureate program to take a course entitled Neurobiology of Learning that was developed to offer preservice teachers of special education insights into the underlying neurobiological causes of learning and behavioral challenges experienced in the classroom. A child neurologist teams with a professor in the college of education to provide the content for the four components of the course, a feature that distinguishes it from related course offerings in other Colleges of Education. This paper outlines the content of the course and discusses the importance of including neuroscience in the curriculum of preservice teachers, so that they may be better prepared to deliver services to children with special needs. (Contains 9 figures.)
Presence without Being Present: Reflection and Action in a Community of Practice
Author: Enfield, Mark
Date: 2011-01-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Reflective Teaching,Communities of Practice,Team Teaching,Sociocultural Patterns,Goal Orientation

Reflection and Communities of Practice are common constructs in teacher education. Co-teaching is often seen as beneficial, yet teacher education students rarely have experiences being co-taught. Thus, reflection, communities of practice, and co-teaching, deserve careful consideration in designing teacher education learning experiences. Based on experiences co teaching, we argue that unexamined assumptions of university education and university structures can influence how future teachers learn through and about these constructs. We apply sociocultural perspectives to reflexively analyze our co-teaching in order to unpack meanings of: reflection in and on action and communities of practice. Through our analysis we raise questions about how structures of educational systems affect learning. Our goal is to consider issues related to the goals of teacher education and the structures that enable meeting those goals.