Education Commons^™

Beyond Educational Reforms: A Review Of Teacher Preparation In Tanzania, Nipael Mrutu, Peter Kajoro, Fredrick Mtenzi, Hamis Nkota, Jamila Kova, Aladini Hoka

Institute for Educational Development, East Africa

Changes in the educational sector are essential, particularly for improving the quality of teaching and learning. This study, therefore, intends to explore the teacher preparation practices and how they are shaped by educational reforms. Hence, both empirical and theoretical studies were reviewed. Furthermore, this research study employed a systematic review approach on 42 articles published in a range of 15 years from 2007-2022, in order to explore teacher-preparation practices and how they are shaped by educational reforms. The paper highlights educational reforms and it illustrates those factors that shape educationreform outcomes. It portrays educators, not as individuals with the mandate …

System-Level Leaders’ Local Control Of Teacher Supervision And Evaluation Under Every Student Succeeds Act, Douglas Wieczorek, Israel Aguilar, Ian M. Mette

Organization and School Leadership Faculty Publications and Presentations

This article investigates school system leaders’ influence and control over local teacher supervision and evaluation systems (TSES) guided by the United States’ (U.S.) Every Student Succeeds Act (ESSA). Using qualitative, textual document analysis methods, we analyzed 50 states’ ESSA policies to determine the extent to which local education agencies have flexible TSES authority granted by state and federal guidelines. The study findings indicate that a majority of U.S. state-level policies mandate standardized TSES tools and processes at the local district level. In order to optimally meet students’ and teachers’ needs, we recommend that systems-level leaders prioritize community driven visions for …

Media Ideologies And The Politics Of Digital Literacy: Discourses On Technology And Media In A Small School District In The U.S. Heartland, Chris Borntrager

Graduate Theses and Dissertations

This dissertation uses a discourse studies approach to investigate key communicative processes by which digital technology is given situated meanings within the institution of public education, including at the level of official discourse, administrative texts, and the spoken discourse of professional educators. The discursive processes under analysis, referred to here as “institutional media ideologies,” arguably function as discursive frameworks which, akin to tactics of management in organizations, constrain the further production of discourse in a particular professional domain, including through the codification of contextualization practices, participant roles, and the social meanings of practices implicating the use of digital technology. Furthermore, …

Shaping Educator Sensemaking In Complex Systems? Policy-Directed Teacher Evaluation Models As Boundary Objects, Kelley M. King, Noelle A. Paufler, Rachel L. Biritz, Ryan M. Smits

Journal of Educational Supervision

This study examined a state-wide, policy-directed teacher evaluation model implemented across public schools and educator preparation programs. Such models are grounded in a theory of action that situates teacher learning within social relationships, yet does not account for the complexity of systems. Results challenge policy’s implicit theory that an evaluation model can function as a boundary object to create a common understanding of good teaching and positively impact teacher professional practice. We found contradictory evidence that the model served as a boundary object that facilitated shared sensemaking as mediated understandings of good teaching collided with expectations in classroom contexts.

Teacher Professional Development In Hong Kong: Describing The Current Infrastructure, Alfredo Bautista Phd, Yan Lam Ho, Thomas Fan, Jerry Yeung, Darren A. Bryant

International Journal for Research in Education

Abstract

This article describes the current teacher professional development (PD) infrastructure of Hong Kong, one of the world’s top performers in education. Drawing on contemporary policy frameworks, institutional websites, and research literature, we outline how teachers from primary and secondary local schools are supported to enhance their professional capacity. After introducing the structure of the Hong Kong education system, we describe pre-service teacher education and the Professional Ladder framework, designed by the Education Bureau (EDB) to regulate in-service PD. We then describe the work done by the leading PD providers and the PD-related obstacles, difficulties, and constraints reported in the …

Bilingual Education Teachers’ Perceptions Of The Educational Climate And Policies In The United States And Spain, Miguel Fernández Álvarez, Amanda Montes, Other Co-Authors

Teacher Education Faculty Publications

Access to high-quality bilingual education is critical and has evolved in many different ways during the last decades. Given recent efforts to enhance bilingual education, it is important to examine the perceptions of the current education workforce who serve students in bilingual education programs. A hundred and sixty-four bilingual education professionals from Spain and the U.S. participated in the research. They completed a questionnaire about the effect of educational climate and policies in their own countries. Findings show that teachers from Spain rate bilingual education higher than teachers from the U.S. There are significant differences in their general perceptions and …