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Full-Text Articles in Education
A Primer For Incorporating Pre-Service Co-Teaching Into Teacher Residencies, Prepared To Teach, Bank Street College
A Primer For Incorporating Pre-Service Co-Teaching Into Teacher Residencies, Prepared To Teach, Bank Street College
Prepared to Teach
Pre-Service co-teaching – where teacher candidates engage as co-teachers during student teaching – is a strong instructional model, especially when combined with yearlong teacher residencies. This brief features a combination of resources, ideas, and activities that can help your preparation program/school district partnership create a shared understanding of pre-service co-teaching.
Adapting A Critical Friends Consultancy To A Virtual Environment, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Adapting A Critical Friends Consultancy To A Virtual Environment, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Graduate School of Education
This inquiry brief explores how a cross-institutional consultancy project examining anti-racist teacher and leader preparation adapted to a virtual environment amid COVID-19.
Reflections On Developing A Cross-Institutional Team, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Reflections On Developing A Cross-Institutional Team, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Graduate School of Education
Today’s educators need to develop the knowledge, skills, and disposition to support all students in deeper learning. Educator Preparation Laboratory (EdPrepLab) works to strengthen educator preparation in the United States by building the collaborative capacity of preparation programs, school districts, and state policymakers. Through cross-programmatic sharing of innovative practices, including models and artifacts of educator preparation practice, EdPrepLab’s network of preparation programs helps build leadership and high-quality practice through collaboration, research, and documentation.
Reflections On Developing A Cross-Institutional Inquiry Project, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Reflections On Developing A Cross-Institutional Inquiry Project, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Graduate School of Education
Jennifer Robinson, Executive Director of the Center for Pedagogy at Montclair State University and Rebecca Cheung, Director of the Principal Leadership Institute at the University of California, Berkeley, are helping to lead a collaborative inquiry group comprised of three different institutions: Montclair State University, University of California, Los Angeles (UCLA), and University of California, Berkeley (UC Berkeley). This brief captures protocols and processes they used to support effective collaboration in the design of their inquiry project proposal.
Edpreplab As A Learning Community, Jessica Charles, Rebecca Rufo-Tepper
Edpreplab As A Learning Community, Jessica Charles, Rebecca Rufo-Tepper
Graduate School of Education
As part of EdPrepLab’s work to strengthen educator preparation in the United States, network members from across the country partnered to form inquiry groups—each comprised of a cross- or intra-institutional team—focused on collaboratively exploring a topic related to deeper learning and equity. This brief summarizes the proposals of each group and highlights the line(s) of inquiry, scope of work, and intended outcomes of each project.
Following The Money: Exploring Residency Funding Through The Lens Of Economics, Karen Demoss, Prepared To Teach, Bank Street College
Following The Money: Exploring Residency Funding Through The Lens Of Economics, Karen Demoss, Prepared To Teach, Bank Street College
All Faculty and Staff Papers and Presentations
Following the Money digs into how the system for funding teacher preparation fuels a host of shortcomings: subpar routes to teaching, inadequate practice before entering the classroom, shortages in high need areas, underprepared teachers. Following the Money finds that financial barriers limit our ability to grow to a universally high-quality teacher preparation system, calling for a stronger knowledge base about the economics of teacher preparation to understand how we can realize the quality we need.