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Articles 31 - 43 of 43
Full-Text Articles in Education
Pedagogy, Practice, And Mentorship: Core Elements Of Connecting Theory To Practice In Teacher Educator Preparation Programs, Monique Alexander
Pedagogy, Practice, And Mentorship: Core Elements Of Connecting Theory To Practice In Teacher Educator Preparation Programs, Monique Alexander
Journal of Educational Supervision
experiences as the heart of preservice teacher preparation, the research community has attempted to understand more about the pedagogies and personnel that will support learning in these areas. Supervisors are a staple in the clinical field experience, yet the research community has a limited viewpoint of the practices and decision-making that lay underneath their work. Using a multiple case study methodology and a select but diverse group of participants, this study investigated the resources that supervisors draw on to resolve challenges in their practice. The results of this study highlight the significance of coursework for the preparation of teacher educators. …
Conflated Constructs: Disentangling The Educative And Evaluative Functions Of Preservice Teacher Supervision, Amy B. Palmeri, Jeanne A. Peter
Conflated Constructs: Disentangling The Educative And Evaluative Functions Of Preservice Teacher Supervision, Amy B. Palmeri, Jeanne A. Peter
Journal of Educational Supervision
University mentors require specialized knowledge and skill to support teacher candidate learning in the context of fieldwork. Without such knowledge and skill, interactions between university mentors and teacher candidates is often evaluative, thus undermining the educative potential of mentoring. We focus on mentoring practices employed in the context of the post-observation conference. Findings from a year-long implementation study show that when university mentors are introduced to an educative mentoring protocol and are provided with sustained professional development, their mentoring practices shift from an evaluative to an educative focus. University mentors indicate that this shift, initially perceived as unnatural, was supported …
Tinker, Tailor, Supervisor, Spy: Lessons Learned From Distant Supervision, Elizabeth Currin, Stephanie Schroeder, Elizabeth Bondy, Brittney Castanheira
Tinker, Tailor, Supervisor, Spy: Lessons Learned From Distant Supervision, Elizabeth Currin, Stephanie Schroeder, Elizabeth Bondy, Brittney Castanheira
Journal of Educational Supervision
This study investigates the transition from a local to a distant model of clinical intern supervision at a large, public, research university. Interviews were conducted with supervisors who had participated in local and distant supervision to explore challenges and adaptations throughout the first year of the distant model. Aside from areas of consensus, such as difficulties with communication, observations, coaching, and seminar meetings, the supervisors revealed distinctly different responses to the expectation of carrying out the distant supervision model with fidelity. Positioning theory provided helpful insight into the range of experiences and reactions within the interview data. Our findings suggest …
Principals’ Perceptions Of Teacher Evaluation Reform From Structural And Human Resource Perspectives, John Wilson Campbell, Mary Lynne Derrington
Principals’ Perceptions Of Teacher Evaluation Reform From Structural And Human Resource Perspectives, John Wilson Campbell, Mary Lynne Derrington
Journal of Educational Supervision
Driven by Race to the Top funding and quickly designed and deployed in 2010-2011, a new teacher evaluation policy in Tennessee altered principals’ supervisory practices regarding their use of time for observation and reporting, their interaction with teachers, and the methods for giving teachers performance ratings. In addition, student test score data were integrated into final ratings, and professional consequences were linked with those ratings. Researchers in this study followed fourteen school principals over a five-year period to understand how their perceptions of new evaluation policy components affected their implementation. Data were analyzed using the structural and human resource frames …
Putting Archaeology And Anthropology Into Schools: A 2019 Update, Colleen P. Popson, Ruth O. Selig
Putting Archaeology And Anthropology Into Schools: A 2019 Update, Colleen P. Popson, Ruth O. Selig
Journal of Archaeology and Education
Our 2012 article, “Putting Anthropology Into Schools,” argued that integrating anthropology and archaeology into K-12 schools must involve teacher preparation, state certification requirements, and in-service training. National anthropology and archaeology organizations’ decades-long push for the integration of their disciplines into schools was outlined but assessed as relatively limited compared to successful efforts in psychology, sociology, and economics. Some progress did occur, traced primarily to the National Science Foundation and other funders, alongside committed individuals with well-developed curriculum materials. Our 2019 publication includes the original article followed by an UPDATE outlining developments since 2012. Reports from the National Academies and the …
Something Always Works: A Self-Study Of Strengths-Based Coaching In Supervision, Steven Haberlin
Something Always Works: A Self-Study Of Strengths-Based Coaching In Supervision, Steven Haberlin
Journal of Educational Supervision
Mentoring remains a major component of teacher education programs. Moving away from the traditional apprenticeship model, teacher educators have begun to adopt more affirming coaching practices that nurture the strengths and inner qualities of pre-service teachers. In this self-study, the researcher—an emerging teacher educator hoping to enhance his practice—investigated ways to help pre-service teachers discover and develop their individual strengths and how strength-based coaching might impact his beliefs and assumptions. Data were drawn from interviews,focus groups, lesson plans, and researcher journal reflections as well as participant-created written responses and illustrations. Themes were developed using content analysis. Findings involved the teacher …
University-Based Teacher Supervisors: Their Voices, Their Dilemmas, Bede Mccormack, Laura H. Baecher, Alex Cuenca
University-Based Teacher Supervisors: Their Voices, Their Dilemmas, Bede Mccormack, Laura H. Baecher, Alex Cuenca
Journal of Educational Supervision
Despite university supervisors’ critical role in the success of PK-12 teacher candidates, research is limited on how to best prepare supervisors to mentor their supervisees and interact with cooperating teachers and school administrators. By using two surveys and a focus group meeting, this qualitative study explores supervisors’ experiences to surface dilemmas of supervisory practice. Results indicate supervisors suffer overwhelming workloads, feel marginalized by their institutions, lack ongoing training, and are often unclear as to what their role is. The success of the cadres of clinical supervisors ultimately depends on training, but more crucially on full engagement by their home institutions.
Whiteness As A Barrier To Becoming A Culturally Relevant Teacher: Clinical Experiences And The Role Of Supervision, Craig Willey, Paula A. Magee
Whiteness As A Barrier To Becoming A Culturally Relevant Teacher: Clinical Experiences And The Role Of Supervision, Craig Willey, Paula A. Magee
Journal of Educational Supervision
Clinical experiences are crucial to the development of prospective teachers (PTs), especially the student teaching practicum. While the dynamics of schools are beginning to change in response to documented inequities for students, particularly students of color, the student teaching practicum remains largely unchanged and unchallenged with regard to addressing racism, oppression and white dominance. In this study, we explore PTs’ experiences and discourse in the context of student teaching in urban schools and the corresponding supervision of student teachers. Specifically, we examine the ways in which whiteness and racism obstruct the development of culturally relevant teachers. The data illuminate key …
The Hidden Nature Of Whiteness In Education: Creating Active Allies In White Teachers, Megan E. Lynch
The Hidden Nature Of Whiteness In Education: Creating Active Allies In White Teachers, Megan E. Lynch
Journal of Educational Supervision
Norms of whiteness are pervasive throughout schooling in the United States (Tanner, 2017). Critical whiteness studies (Kincheloe, 1998) and second-wave White teacher identity studies (Jupp & Lensmire, 2016) provides relevant insight into the thoughts and experiences of White preservice and in-service teachers. This paper draws on the literature to explain the author’s varied personal experiences with whiteness in education. It is the author’s hope that the experiences shared will resonate with readers and complicate and/or support racialized experiences in education. The goal of this paper is also to put forth the argument that in order for teacher supervisors to develop …
Sustainability And Workforce Development In Maine, Catherine S. Renault, Linda Silka, James (Jake) S. Ward
Sustainability And Workforce Development In Maine, Catherine S. Renault, Linda Silka, James (Jake) S. Ward
Maine Policy Review
Maine is facing challenges in terms of its workforce: education levels lag behind those in the other New England states; population growth is slow; and the economy is undergoing a change that has shifted from manufacturing to more knowledge-based jobs. Catherine Renault, Linda Silka and Jake Ward discuss these challenges, looking at what employers want in their employees and at the kinds of jobs the state is likely to see in the future. They point out that the Sustainability Solutions Initiative, with its emphasis on a boundary-crossing approach to education, is an example of a way to train today’s students …
Educare: A Catalyst For Change, Lauren Sterling, Sheryl Peavey, Michael Burke
Educare: A Catalyst For Change, Lauren Sterling, Sheryl Peavey, Michael Burke
Maine Policy Review
Educare is a national model for providing center-based early childhood care and education, focused on improving student achievement for children growing up in poverty. The authors of this commentary describe development of Educare Central Maine in Waterville, scheduled to open in September 2010.
National Board-Certified Teachers: Can They Make A Difference In Maine Schools?, Sarah V. Mackenzie, Walter J. Harris
National Board-Certified Teachers: Can They Make A Difference In Maine Schools?, Sarah V. Mackenzie, Walter J. Harris
Maine Policy Review
The National Board for Professional Teaching Standards (NBPTS) was created in an effort to improve the status of teaching as a career. In 2006, the Maine legislature authorized a salary supplement for Maine teachers who were certified by the NBPTS. Sarah Mackenzie and Walter Harris describe their study focused on the value of NBPTS certification in professional development and teacher leadership; teacher motivation for seeking certification; barriers to certification; and how Maine teachers might be encouraged to seek certification. They point out that National Board certification is one among many ways to support and improve the quality of teaching in …
Creating Flexibility In Teacher-Certification Policy To Ensure Quality And Equity, Flynn Ross
Creating Flexibility In Teacher-Certification Policy To Ensure Quality And Equity, Flynn Ross
Maine Policy Review
As do many states, Maine has requirements and standards aimed at having “well-qualified” teachers. While few dispute the need for such standards, Flynn Ross brings attention to one case in Portland where use of a standardized exam to certify new teachers was preventing well-qualified—but culturally and linguistically diverse—teachers from becoming certified. She chronicles the successful attempts of one group to petition the Maine State Board of Education to allow greater flexibility in the testing standards. In doing so, she points to a larger truth that well-intentioned policy goals may seek to achieve a greater good, but may at the same …