Open Access. Powered by Scholars. Published by Universities.®
- Keyword
Articles 1 - 3 of 3
Full-Text Articles in Education
The Question Of School Resources And Student Achievement: A History And Reconsideration, Larry Hedges, Terri D. Pigott, Joshua Polanin, Ann Marie Ryan, Charles Tocci, Ryan T. Williams
The Question Of School Resources And Student Achievement: A History And Reconsideration, Larry Hedges, Terri D. Pigott, Joshua Polanin, Ann Marie Ryan, Charles Tocci, Ryan T. Williams
Charles Tocci
One question posed continually over the past century of education research is to what extent school resources affect student outcomes. From the turn of the century to the present, a diverse set of actors, including politicians, physicians, and researchers from a number of disciplines, have studied whether and how money that is provided for schools translates into increased student achievement. The authors discuss the historical origins of the question of whether school resources relate to student achievement, and report the results of a meta- analysis of studies examining that relationship. They find that policymakers, researchers, and other stakeholders have addressed …
Teaching, Learning, And Leading: Preparing Teachers As Educational Policy Actors, Amy J. Heineke, Ann Marie Ryan, Charles Tocci
Teaching, Learning, And Leading: Preparing Teachers As Educational Policy Actors, Amy J. Heineke, Ann Marie Ryan, Charles Tocci
Charles Tocci
Within the current federal, state, and local contexts of educational reform, teachers must be recognized as central actors in policy work, but rarely do we explicitly consider preparing teachers to become policy actors. Understanding these implications for teacher education, we investigate teacher candidates’ learning of the complexity and dynamism of educational policy through a field-based teacher preparation program. Situated across four unique school contexts in the diverse neighborhoods of Chicago, Illinois, we qualitatively study the cases of eight teacher candidates as they explore policy in practice. We found that candidates developed enduring understandings about policy as complex, situated, and multilayered, …
Teaching, Learning And Leading With Schools And Communities: Preparing Sophisticated, Reflective, And Resilient Elementary Stem Educators, Lara K. Smetana, Elizabeth R. Coleman, Ann Marie Ryan, Charles Tocci
Teaching, Learning And Leading With Schools And Communities: Preparing Sophisticated, Reflective, And Resilient Elementary Stem Educators, Lara K. Smetana, Elizabeth R. Coleman, Ann Marie Ryan, Charles Tocci
Charles Tocci
Loyola University Chicago’s Teaching, Learning and Leading with Schools and Communities (TLLSC) program is an ambitious break from traditional, university-based teacher preparation models. This clinically-based initial teacher preparation program, fully embedded in local schools and community organizations, takes an ecological perspective on the development of sophisticated, reflective, and resilient elementary science educators who are able to prepare and inspire students and act as agents of change in their schools. This paper describes how TLLSC leverages time for science across elementary teacher candidates’ entire program through an emphasis on practitioner inquiry and integrated (inter- and trans-disciplinary) teaching and learning. TLLSC’s innovative …