Education Commons^™

Agency In University Supervision And Mentoring, Alisa J. Bates, Mary D. Burbank

CUP Faculty Research

No abstract provided.

Field Experiences In School Climate, Angela Vossenkuhl, Alisa Bates, Stephanie Murphy

CUP Faculty Research

No abstract provided.

The Shared Workspace Model, Daniel Carpenter

CUP Faculty Research

No abstract provided.

Teacher Preparation Program Coherence In An Emerging Pds: Lessons For All Stakeholders, Alisa Bates, Stephanie Murphy, Angela Vossenkuhl

CUP Faculty Research

No abstract provided.

Preparing Prospective Teachers To Teach Culturally Diverse Populations, Carrie Kondor, Angela Owusu-Ansah, Lynn Keyne-Michaels

CUP Faculty Research

Out of every three students enrolled in either elementary or secondary school in the United States, one is of a racial or ethnic minority, whereas about 87% of the teachers are White and female. The rate of increase in minority K-12 students, who are often also living in poverty, is projected to increase to 41% by the year 2020 (National Center for Education Statistics, 2007). In contrast, those coming into teaching, and those who teach prospective teachers [remain for the most part] White females who have been raised in middle class homes in rural and suburban communities, strengthening the persistence …

Innovation In Teacher Preparation In A Co-Located Pk-8 And College Of Education, Alisa Bates, Stephanie Murphy, Julie Owens-Birch, Angela Vossenkuhl

CUP Faculty Research

No abstract provided.

Intellectual And Physical Shared Workspace: Professional Learning Communities And The Collaborative Culture, Daniel Carpenter

CUP Faculty Research

Professional learning communities are one of the leading school reform movements. Schools have shifted to a collaborative culture where administrators and teachers physically and intellectually interact using a collaborative inquiry process for professional learning. The workspace interactions include shared leadership, decision-making, teaching and learning practice, and accountability measures. Attributes and characteristics of effective collaboration and professional learning communities greatly affect the outcomes of professional learning communities. An emergent framework is provided that includes attributes of effective collaboration and the characteristics of effective professional learning communities that merge into intellectual and physical shared workspace. Recommendations are provided on the role administrators …

Collaborative Inquiry And The Shared Workspace Of Professional Learning Communities, Daniel Carpenter

CUP Faculty Research

An exploration of an educator collaborative inquiry in the shared workspace of professional learning communities reveals that the educator collaborative inquiry enables the leaders to focus on increasing student achievement scores.

Beyond Checklists And Evaluation Reports: The Benefits Of Accreditation As A Tool For Program Improvement Through Stakeholder Collaboration, Mary D. Burbank, Melissa M. Goldsmith, Alisa J. Bates

CUP Faculty Research

No abstract provided.

School Culture And Leadership Of Professional Learning Communities, Daniel Carpenter

CUP Faculty Research

Purpose
The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures.

Design/methodology/approach
A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice.

Findings
This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. …

More Than Hoop Jumping: Making Accreditation Matter, Mary D. Burbank, Melissa M. Goldsmith, Alisa Bates

CUP Faculty Research

This study provides a discussion of faculty perspectives on the impact of national accreditation on a teacher education program. Research questions from a three-year investigation examined the influence of accreditation on how teacher educators approach their work and whether meeting accreditation requirements contributes to ongoing, systemic self-reflection. Self-study survey data identified faculty perspectives on the influence of accreditation on planning, instruction, curriculum development, assessment, and collaboration. Accreditation as a form of self-study reveals both strengths and the inherent challenges of meeting the sometimes competing goals of accreditation requirements and meaningful examinations through self-reflection. Study implications underscore the need for conscious …

Service Learning As An Instructional Strategy For The Preparation Of Teachers, Alisa J. Bates, Dina Drits, Cathi Allen, Peggy Mccandless

CUP Faculty Research

This paper addresses the strengths and challenges of university-based service learning projects, using preservice elementary teachers in an undergraduate social studies methods course as a model for implementing service learning in university courses. The goal of the project was to provide future teachers with the motivation and experience in facilitating service learning projects as a means of promoting student equity, social responsibility, and social justice. The carryover of this attitude and response to the first year of the teaching career is considered. Three cases of teachers are presented to share findings that focus on issues of context, teacher characteristics, understanding …