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Full-Text Articles in Education
Examining Curriculum Requirements Of Undergraduate Teacher Preparation Programs To Gauge Educator Knowledge Of Trauma-Informed Education Frameworks, Laura Grace King
Examining Curriculum Requirements Of Undergraduate Teacher Preparation Programs To Gauge Educator Knowledge Of Trauma-Informed Education Frameworks, Laura Grace King
College of Education Publications and Scholarship
Statistics show that many pre-K–12 students in the United States are exposed to adverse childhood experiences (ACEs) or potentially traumatic events (PTEs), and a growing body of literature points to these childhood experiences harming children’s academic functioning and future educational attainment. A review of the literature on trauma-informed education (i.e., curriculum and programs designed to mitigate the negative effects of trauma) highlights many teachers’ lack of confidence in combatting issues within student populations affected by adversity and trauma; the research also indicated that teachers with knowledge of trauma/adversity and its implications are crucial to effectively educating at-risk children and adolescents. …
Faculty, Clinical Supervisors, And Teacher Candidate Perceptions And Experiences Of Teacher Candidate Feedback, Timothy John Martin Calver
Faculty, Clinical Supervisors, And Teacher Candidate Perceptions And Experiences Of Teacher Candidate Feedback, Timothy John Martin Calver
Walden Dissertations and Doctoral Studies
The problem at a West Coast university was that the university’s teacher education program lead faculty and teacher candidates stated they were concerned about the quality of feedback provided to teacher candidates who are assessed by clinical supervisors during their field-based experiences. The purpose of this qualitative study was to understand the perceptions and experiences of teacher candidates, clinical supervisors, and teacher education department (TED) faculty regarding the feedback process. The conceptual framework used for this study was Argyris’ theory of single-loop and double-loop learning to support the research question. The research question was focused on perceptions about the feedback …
Alternative Routes To Teacher Certification
Alternative Routes To Teacher Certification
Occasional Paper Series
Alternative routes to teacher preparation are clearly here to stay. A growing research literature on non-traditional pathways suggests the complexity of the task ahead. This report offers new teachers the opportunity to tell their own stories in their own words.
Building Quality In Teaching And Teacher Education, Nan Bahr, Suzanne Mellor
Building Quality In Teaching And Teacher Education, Nan Bahr, Suzanne Mellor
Suzanne Mellor
AER 61 discusses the contemporary influences on initial teacher education, with particular attention to the notion of quality teaching, and the role of teacher education and teacher educators in the development of quality teachers. Section 1 introduces the key concept of ‘quality’ and explores the notion of quality in teaching. Section 2 reviews the context of education in Australia with discussion of the organisation and management of the educational systems, with particular attention to the different roles Federal and State/Territory governments play. Section 3 considers teaching as a profession by examining the nature of teachers’ work, working contexts and demands, …
A Glass Half Full, Jeffrey M. R. Duncan-Andrade
A Glass Half Full, Jeffrey M. R. Duncan-Andrade
Occasional Paper Series
Presents a vision for remaking ourselves as a society by addressing the basic needs of all children and defining, assessing, and developing high quality teaching.
Educational Revolution, Peter Taubman
Educational Revolution, Peter Taubman
Occasional Paper Series
Invites the reader to reclaim the conversation and turn back the on-going privatization and corporatization of public schools.
Preface: Challenging The Politics Of The Teacher Accountability Movement, Gail M. Boldt
Preface: Challenging The Politics Of The Teacher Accountability Movement, Gail M. Boldt
Occasional Paper Series
Explains that this issue is intended as a resource for anyone concerned with re-framing and taking back the educational conversation, moving toward meaningful school reform that is based in a commitment to creating conditions under which teachers can develop the kinds of complex and sophisticated professional knowledges and practices that support authentic student learning.
Building Quality In Teaching And Teacher Education, Nan Bahr, Suzanne Mellor
Building Quality In Teaching And Teacher Education, Nan Bahr, Suzanne Mellor
Australian Education Review
AER 61 discusses the contemporary influences on initial teacher education, with particular attention to the notion of quality teaching, and the role of teacher education and teacher educators in the development of quality teachers. Section 1 introduces the key concept of ‘quality’ and explores the notion of quality in teaching. Section 2 reviews the context of education in Australia with discussion of the organisation and management of the educational systems, with particular attention to the different roles Federal and State/Territory governments play. Section 3 considers teaching as a profession by examining the nature of teachers’ work, working contexts and demands, …
Implementing A One-To-One Technology Initiative In Higher Education, Daryl Fridley, Diana Rogers-Adkinson
Implementing A One-To-One Technology Initiative In Higher Education, Daryl Fridley, Diana Rogers-Adkinson
Administrative Issues Journal
This paper describes the process of conceptualizing and implementing a one-to-one technology initiative at a regional comprehensive university. Organized around the principle that sustainable change requires attention to clear, justifiable goals, attention to key decisions, the development of stakeholder investment, adequate training, building appropriate infrastructure, and a concern for sustainability, the authors provide specific examples detailing how the change initiative in which they participated addressed each of those areas.
Writers Who Care: Advocacy Blogging As Teachers - Professors - Parents, Leah A. Zuidema, Sarah Hochstetler, Mark Letcher, Kristen Hawley Turner
Writers Who Care: Advocacy Blogging As Teachers - Professors - Parents, Leah A. Zuidema, Sarah Hochstetler, Mark Letcher, Kristen Hawley Turner
Teaching/Writing: The Journal of Writing Teacher Education
Because we believe strongly that writers develop through authentic writing instruction - and because we see policies that drive practices away from these goals - we have decided to speak up and to speak out through advocacy blogging. Teachers, Profs, Parents: Writers Who Care (writerswhocare.wordpress.com) was born from our frustration with current mandates that limit teachers and students to reductive writing. We know what good writing instruction looks like, and we want to share that knowledge with an audience beyond academia. In doing so, we hope to redefine what it means to be an academic writer and to encourage others …
Teacher Perceptions Of Violence Prevention Approaches And Self-Efficacy: Where Do We Go From Here?, Kristie Jo Redfering
Teacher Perceptions Of Violence Prevention Approaches And Self-Efficacy: Where Do We Go From Here?, Kristie Jo Redfering
Department of Conflict Resolution Studies Theses and Dissertations
This research project explored teachers’ beliefs of violence prevention approaches and self-efficacy. Relevant research indicates the value of violence prevention and conflict resolution education as well as the importance of teacher support of such programs. Theories of decision-making and self-efficacy provide the foundation for the variables that were examined through use of a survey instrument developed by Dr. K. King and Dr. T. Kandakai. Participants were sampled from two Florida school districts. Independent variables included teacher background and experience indicators including demographics and teaching/training experience. Dependent variables were comprised of multiple indicators of outcome value, efficacy expectation, and outcome expectation. …
Problematic Conceptualizations: Allies In Teacher Education For Social Justice, Vonzell Agosto
Problematic Conceptualizations: Allies In Teacher Education For Social Justice, Vonzell Agosto
Educational Leadership and Policy Studies Faculty Publications
This review of the literature on the concept ally and ally identity development was inspired by a qualitative study exploring the identities and social justice values of prospective teachers of color. Although the participants in the original study never used the term ally, their narratives inspired me to characterize them as allies in the struggle for social justice education. However, a review of the literature on allies, as analyzed through critical race theory and critical discourse analysis, revealed emerging conceptualizations of ally as incongruent with minority identities as they position people of color at the periphery of this social justice …
Who Are Latino/A Prospective Teachers And What Do They Bring To U.S. Schools?, Mary L. Gomez, Terri L. Rodriguez, Vonzell Agosto
Who Are Latino/A Prospective Teachers And What Do They Bring To U.S. Schools?, Mary L. Gomez, Terri L. Rodriguez, Vonzell Agosto
Educational Leadership and Policy Studies Faculty Publications
In this article, the authors draw on life-history methods to investigate the family, school, university, and teacher education experiences of three Latino teacher candidates in a large, midwestern, research-oriented university in the United States. They show how in university social experiences and in teacher education classes and field experiences, these young men often felt misinterpreted in interactions with white females in particular. Also evident is their strong desire to make personal connections with youth and families they teach. The authors offer suggestions for how teacher educators can be more responsive to prospective male elementary teachers and teacher candidates of color.
Program Accountability In Teacher Education: A Study Of The Perceptions Of University And State Government Leaders In The State Of Washington, Gary W. Ballou
Program Accountability In Teacher Education: A Study Of The Perceptions Of University And State Government Leaders In The State Of Washington, Gary W. Ballou
Antioch University Dissertations & Theses
This dissertation explored the perceptions of accountability in teacher education programs in the State of Washington across three different stakeholder groups: university deans and/or program directors, legislators, and executive staff members (Governor). This qualitative study involved three (3) rounds of interviews. First, individual open-ended interviews were conducted with 30 individuals (10 Washington state legislators, 5 executive staff members, and 15 university deans/program directors). Second, individual follow-up interviews were conducted with 5 participants from the first round of interviews. Third, a focus group comprised of the same 5 participants from the follow-up interviews were asked for even deeper specifications and insights …
Training Teachers For Emergency Nursery Schools In Washington, Robert E. Mcconnell
Training Teachers For Emergency Nursery Schools In Washington, Robert E. Mcconnell
All Faculty Scholarship for the College of Education and Professional Studies
The work on the emergency nursery school program in Washington started on January 6, 1934, in the State Department of Education. The purposes of the program as outlined by the state supervisor are pertinent here. (1) To serve the emergency needs of preschool children and their parents who are suffering from current social and economic difficulties. (2) To carry improved methods of child care and guidance into the home. (3) To employ needy qualified workers. ( 4) To carry on an educational and health program for children and their parents. (5) To demonstrate to local communities and school authorities methods …