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Full-Text Articles in Education
Teacher Candidates Collaborate To Create Place-Based Integrated Curriculum, Amanda Wall, Taylor Norman
Teacher Candidates Collaborate To Create Place-Based Integrated Curriculum, Amanda Wall, Taylor Norman
Middle Grades Review
A small group of middle level teacher candidates collaborated to create place-based integrated curriculum. These candidates and the authors, two teacher educators, selected two local sites, visited them together, and debriefed these visits. State and national standards as well as guidelines for integrated curriculum (e.g., Beane, 1997; Nesin & Lounsbury, 1999) informed the process. Through interpretive phenomenology analysis (Smith et al., 2009), we analyzed place-based learning as a catalyst for collaboration. Teacher candidates recognized possibilities with place-based learning to draw on local cultural, historical, and natural resources in ways that are relevant to students and their communities. We offer implications …
Simulating Collaboration In A Blended Course For Preservice Middle Grades Teachers: Attending To Team, Task, And Time, David C. Virtue
Simulating Collaboration In A Blended Course For Preservice Middle Grades Teachers: Attending To Team, Task, And Time, David C. Virtue
Current Issues in Middle Level Education
Collaboration and teamwork are essential aspects of the work of a professional middle level teacher and an integral part of AMLE Standard 5. Preservice teachers typically experience collaborative practices firsthand during field experiences, but the COVID-19 pandemic has caused many schools to shift instruction online thereby limiting the opportunities for teacher candidates to experience daily life in schools. Teacher educators can provide simulated opportunities for candidates to collaborate and engage in teamwork in virtual classroom settings. The author describes ways to simulate teacher collaboration in virtual settings by providing an example of engagements with teacher educators in a middle grades …
A Relationship Built To Impact Instruction: Developing And Sustaining Productive Partnerships Between Mathematics Specialists And Principals, Nathan D. Potter, Hannah Adera Rooney, Melody Locher, Debra Kinsey
A Relationship Built To Impact Instruction: Developing And Sustaining Productive Partnerships Between Mathematics Specialists And Principals, Nathan D. Potter, Hannah Adera Rooney, Melody Locher, Debra Kinsey
Journal of Mathematics and Science: Collaborative Explorations
How does the mathematics specialist provide a profound and lasting impact on instruction? We believe that a productive partnership between the principal and specialist, which we will call the principal-specialist relationship, is at the crux of the matter. When the principal-specialist relationship is built upon a foundation of a shared vision, clear roles, communication, and trust, both the teachers and students in the school benefit. We will explore the impact of the principal-specialist relationship on teacher success during the era of distance learning as necessitated by the COVID-19 pandemic. In order to explore how these ideas come alive in the …