Education Commons^™

Seeking Mutual Benefit: University And Districts As Partners In Preparation, Amy Daggett Petti

Education Faculty Publications and Presentations

This article reports the research findings of a qualitative study that employs case study research methods to examine a newly-formed university district- teacher union partnership. Examination of the question "How do we better prepare teachers" led to the formation of a university-district-association (teacher union) partnership, which led to a new question: How do the roles of principal and liaison in a Professional Development School affect pre-service and tenured teacher learning? The school-university partnerships' mission was to design a mutually beneficial program of teacher preparation and tenured teacher professional development. Findings determined that there were significant perceived mutual benefits; notable benefits …

Response To Intervention For English Learners: Big Ideas And Myth Busters, Julie Esparza Brown

Education Faculty Publications and Presentations

This presentation focuses on the key features of response to intervention (RTI)

Preparing Future School Leaders To Ensure Racial, Ethnic, Linguistic, And Socio-Economic Equity In Education: The "Third Way", Deborah S. Peterson, Amy Daggett Petti, Susan Carlile

Education Faculty Publications and Presentations

Preparing educational leadership to ensure equity in our schools has become a focus of principal preparation programs with some programs relying on a conventional approach, others using a critical approach, and some using a combination of approaches. Despite a focus on equity, students' race and ethnicity continue to predict the educational attainment of students in our schools and their subsequent economic prosperity. As demographics in European countries and the United States change, the need to educate children of all racial, ethnic, and linguistic backgrounds is no longer only of moral importance, it is of urgent economic significance. To ensure economic …

Successful Leaders Beating The Odds: Leveraging Instructional Rounds With Professional Development In School-University Partnerships, Amy Daggett Petti

Education Faculty Publications and Presentations

How do we prepare and support better teachers during financial crisis? A newly formed university-district partnership, utilizing Professional Development School (PDS) research leveraged instructional rounds as a professional development strategy for mutual benefit. This article synthesizes two successful schools' journeys toward innovative and transparent improvement of teachers' practices, for both tenured and preservice teachers. Analysis of each school's video documentation of instructional rounds, observations, interviews, focus groups, and artifacts of the partnership yielded increased leadership capacity, improved culture, and continuous professional learning, even within a context of staff reduction and budget crisis. These schools' stories have critical application to teacher …

What Work Samples Reveal About Secondary Pre-Service Social Studies Teachers' Use Of Literacy Strategies, Susan J. Lenski, Gayle Y. Thieman

Education Faculty Publications and Presentations

The article discusses a study which aims to answer the research questions of whether secondary social studies pre-service teachers incorporate literacy strategies in their work samples during student teaching, and the extent and conditions secondary social studies pre-service teachers use higher levels of literacy strategies in their work samples. The study is framed within 3 areas of research namely activity theory, work sample methodology and disciplinary literacy.

Matching International Enthusiasm With Diversity Commitment, Michael J. Smith, Akiko Ota

Education Faculty Publications and Presentations

The article discusses the need for diversity and commitment from U.S. universities to increase enthusiasm for foreign student recruitment. It notes that cooperative societies have been formed by universities to attain efficiency and cost control. It mentions that partnership between schools and private sector recruiting firms have risen.

From The Field: How Oregon Social Studies Teachers Are Preparing Students For The 21st Century, Gayle Y. Thieman, Kenneth T. Carano

Education Faculty Publications and Presentations

Much of the recent data on the state of social studies teaching has focused on the impact of NCLB on the decline of instructional time. The purpose of this study was to investigate the current status of K-12 social studies curriculum and instructional practice, as reported by classroom teachers. The survey investigated the impact of mandated testing, major goals and concepts, teachers’ instructional strategies, and technology integration. This paper presents findings from Oregon teachers with comparison to data from the 2010-2011 National Study on the State of Social Studies (S₄) and the content and skills advocated by the …

Preparation In Practice: Simultaneous Preparation Of Educational Leaders And Future Teachers For Social Justice In Professional Development Schools, Amy Daggett Petti, Sabrina Flamoe

Education Faculty Publications and Presentations

In times of crisis there are opportunities for innovation. Teacher preparation, leadership preparation, and education in general are facing a time of crisis. Teacher and principal preparation and performance are no longer just the fodder of educational journals and elite academics. When mainstream publications such as Newsweek run a cover image of a chalkboard with repeated lines of text, "We Must Fire Bad Teachers" as the solution to "saving American Education" (2010), we know the public perception of teacher preparation, teacher professionalism, and leadership in schools is in a crisis.

This chapter examines a case study of a school committed …

The Value Of Midterm Student Feedback In Cross-Disciplinary Graduate Programs, G.L.A. Harris, Dannelle D. Stevens

Education Faculty Publications and Presentations

End-of-course student evaluations are frequently used to evaluate university faculty teaching. However, employing midterm student feedback has been found to be instrumental in informing faculty about instructional quality and improving student learning outcomes. This study examined and compared the effects on classroom instruction of using a midterm student feedback (MSF) survey in the graduate courses of two faculty, an untenured professor in public administration and a full professor in education. The researchers gathered data from 122 students over two years for three courses in 6 classes—4 in public administration, 2 in education. Results indicate that midterm student feedback offered insight …