Education Commons^™

The La Aurora: New Beginnings Project Final Evaluation Summary, Steven Rogg

Steven R Rogg

Citation: Rogg, S. (November, 2007). The La Aurora: New Beginnings Project – Final Evaluation Summary. U.S. Department of Education. Office of English Language Acquisition. Bilingual Education Professional Development Career Ladder Program (CFDA #84.195E, grant #T195E010024). Submitted to: Aurora University, Aurora, Illinois.

Background: A discretionary grant of $1.1M from the U.S. Department of Education Office of Language Acquisition was awarded to Aurora University to execute a five-year Career Ladder Program with a start date of 1-September, 2001 and completion date of 31-August, 2006.1 The stated intent of the Career Ladder Program is summarized here: “The program provided discretionary grants to upgrade …

The Presence And Possibility Of Moral Sensibility In Beginning Pre-Service Teachers, Sharon Chubbuck, Terry J. Burant, Joan Whipp

College of Education Faculty Research and Publications

This paper presents research on the moral sensibility of six pre-service teachers in an undergraduate teacher education program. Using their reflective writing across their first two semesters of coursework as well as focus group interviews in their third semester as sources of data, the paper identifies and describes three distinctive types of moral sensibility and examines ways in which moral sensibility interacts with experiences in teacher education. Suggestions for explicitly incorporating the moral in pre-service teacher education are presented.

The Review Of Teacher Education For Languages Teachers : Final Report, Elizabeth Kleinhenz, Jenny Wilkinson, Margaret Gearon, Suzanne Fernandez, Lawrence Ingvarson

Teacher education

This report produces a comprehensive national picture of the nature and effectiveness of teacher education and re-training opportunities for languages teachers. The report investigates course entry requirements, course content and structure for primary and secondary languages teachers; identifies structural impediments relating to the development of languages teachers' linguistic and pedagogical competency; and explores the potential application of the Professional Standards for Accomplished Teaching of Languages and Cultures, developed by the Australian Federation of Modern Language Teachers (AFMLTA), in teacher education for languages teachers.

Reliability Of Pre-Service Teachers Coding Of Teaching Videos Using Video-Annotation Tools, Brigham R. Dye

Theses and Dissertations

Teacher education programs that aspire to helping pre-service teachers develop expertise must help students engage in deliberate practice along dimensions of teaching expertise. However, field teaching experiences often lack the quantity and quality of feedback that is needed to help students engage in meaningful teaching practice. The limited availability of supervising teachers makes it difficult to personally observe and evaluate each student teacher's field teaching performances. Furthermore, when a supervising teacher debriefs such an observation, the supervising teacher and student may struggle to communicate meaningfully about the teaching performance. This is because the student teacher and supervisor often have very …

Transracialized Selves And The Emergence Of Post-White Teacher Identities, John Raible, Jason G. Irizarry

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This article draws on two previous studies by the authors, both based on interviews with European-American individuals, to document white experiences with multiculturalism, race, and cultural differences. We consider recent developments in research on whiteness and offer a perspective on racial identities defined as discursively enacted identifications that are rooted in racialized discourse communities. We provide profiles of two white women who draw upon assets developed, in our view, largely through their successful negotiation of relationships with racially and culturally different members of multicultural discourse communities. Next, we demonstrate a methodology based on the narrative analytic tools of Stanton Wortham …

Teachers' Education And Training Factors And Their Influence On Formative Assessment Processes, William Clark Reed

Theses and Dissertations in Urban Services - Urban Education

This study sought to identify factors in teachers' education and training that may be associated with their capacity to use formative testing to inform instruction and, ultimately, improve their students' achievement. This research involved the identification of teachers' educational and training variables that might influence their abilities to analyze formative testing results, interpret the analyses, and modify instruction so as to improve students' achievement in third grade mathematics. The goal was to identify those factors in (1) teachers' educational histories and (2) teachers' professional development and training histories that contribute to their capacity to use formative testing results to inform …

Connecting Alternate Practicum Experiences In Teacher Education With The ‘Seven Principles For Good Practice In Undergraduate Education', Sylvia Dietrich, Tamar Riley

Kentucky Teacher Educator

University students and professors participated in a shared practicum experience with individuals with moderate to severe disabilities through a weekend long fishing tournament sponsored by an Easter Seal’s Camp. Results from open ended questionnaires were inductively analyzed. Results indicate that students felt the experience was beneficial, provided them with the opportunity to work collaboratively with peers and professors, and impacted their perceptions of their professors. Experience is connected with ‘The Seven Principles For Good Practice in Undergraduate Education’ and discussion for implication for practice in teacher education programs is presented.

Retrieving Meaning In Teacher Education: The Question Of Being, Karl Hostetler, Margaret A. Macintyre Latta, Loukia K. Sarroub

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In this article we examine “meaning” and “action” within the “good” work of teaching and learning. One premise of our argument is that teachers and students deserve to experience this good. The second premise is that meaning is part and parcel of Being; the debate about meaning must include attention to meaning as a question/project of Being. We offer our experiences as an educational anthropologist, educational philosopher, and teacher educator who strive to retrieve and pursue meaning and Being as common resources and aspirations.

Creation Of A Training And Development Program For Teachers Of Less Commonly Taught Languages At Brigham Young University: A Development Project, Margaret Merrill

Theses and Dissertations

This project report discusses the design, development, and evaluation of a teacher development program for teachers of less commonly taught languages in the Center for Language Studies (CLS) at Brigham Young University. Teachers hired to teach beginning language classes in the CLS are typically very proficient in the target languages, but are not trained in language teaching. Because proficiency in a language alone does not sufficiently qualify someone to teach it, this teacher development program was created to train CLS teachers in the basics of language pedagogy. The report includes a review of relevant literature on language pedagogy and teacher …

Teacher Mentoring Programme: A Vehicle To Support Professional Development For Improving The Quality Of Education In Districts Of Sindh And Balochistan Of Pakistan, Rakhshinda Meher, Asghari Ummulbanin, Ghazala Mursaleen

Book Chapters / Conference Papers

In general practices it is noticed that there is greater improvement in teacher’s performance if they refresh themselves by attending different professional development programmes. They start rethinking about their role as effective teacher and how to support novice teachers. In order to support the novice teachers and develop them professionally there is a need of quality teacher education programme. Literature reveals that “Teacher mentoring programs have dramatically increased since the early 1980s as a vehicle to support and retain novice teachers. The vast majority of what has been written about mentoring focused on what mentors should believe and do in …

Teacher Status : A Symposium, Anjum Halai

Books

No abstract provided.

Teacher Education, Motivation, Compensation, Workplace Support, And Links To Quality Of Center-Based Child Care And Teachers’ Intention To Stay In The Early Childhood Profession, Julia C. Torquati, Helen Raikes, Catherine Huddleston-Casas

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

The purposes of this study were to present a conceptual model for selection into the early childhood profession and to test the model using contemporaneous assessments. A stratified random sample of center-based child care providers in 4 Midwestern states (n = 964) participated in a telephone interview, and 223 were also assessed with the Early Childhood Environment Rating Scale—Revised or the Infant–Toddler Environment Rating Scale to rate global observed quality, and the Caregiver Interaction Scale to rate interactional quality. When the model was tested with infant–toddler and preschool teachers combined, having a Child Development Associate (CDA) predicted global observed quality, …

Paper 2: The Mathematical Preparation Of Secondary School Teachers, Kelly W. Edenfield

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

In the summer of 2007, a group of doctoral students at the University of Georgia gathered to discuss the mathematical preparation of secondary teachers. The group used Mathematics for High School Teachers: An Advanced Perspective by Usiskin, Peressini, Marchisotto, and Stanley (2003) as the catalyst for the discussion. Participants agreed that future teachers need opportunities to examine high school and college mathematics differently from the way they had as students, with specific emphasis on connections, representations, and history. Features of this text that were highlighted in the discussions were the attention topics with commonly held misconceptions, the historical rationales and …

Book Review: Transforming Teacher Education: Reflections From The Field, Ryan Flessner

Scholarship and Professional Work – Education

Book review of: Transforming teacher education: Reflections from the field D. Carroll, H. Featherstone, J. Featherstone, S. Feiman‐Nemser and D. Roosevelt (Eds), 2007 Cambridge, MA: Harvard University Press 266 pp. ISBN 978‐1‐8917‐9233‐5

A Reading Apprenticeship Model For Improving Literacy: A Pre-Service Teacher Case Study, Divonna M. Stebick, Diana J. Pool, Jonelle Pool

Education Faculty Publications

A major challenge of today's standards-based assessment movement targets the need to address and improve the achievement of struggling readers. As teacher education programs must prepare content teachers to address the challenges of teaching students who lack reading skills, we need to prepare out pre-service teachers to help students make meaning while reading any text. To accomplish such a goal, comprehension instruction must be explicit, direct, and effective. As VanDeWeghe (2004b) notes, even though students may still need development as readers at the secondary level, there may be confusion surrounding where reading instruction is addressed in the secondary curriculum. After …

Amistades: The Development Of Relationships Between Preservice Teachers And Latino Families, John A. Sutterby, Renee Rubin, Michelle Abrego

Organization and School Leadership Faculty Publications and Presentations

Preservice teachers from a Hispanic-serving university and Latino families reflected on their interactions during an after-school children’s tutoring program conducted at an elementary school. This paper focuses on issues that both preservice teachers and families found important to communication and relationship building. These issues were valuing what families bring to the educational process, congruency in the interpretation of teacher roles, and the importance of language to communication and relationship building.

Innovation In Teacher Education: Faculty Members' And Assessment Coordinators' Perceptions Of Electronic Assessment Systems, Dustin Michael Hebert

LSU Doctoral Dissertations

Electronic assessment systems (EASs) have proliferated teacher education programs in postsecondary education. Mostly, these systems facilitate candidate and program assessment through technology-mediated procedures, allowing for greater efficiency and accuracy in data collection and analysis. If implemented successfully, the work of individuals associated with teacher education programs from faculty members to assessment coordinators and beyond has the potential to benefit from utilizing the system for course-based and programmatic assessment, both of which are criteria for the accreditation of teacher education programs by the National Council for Accreditation of Teacher Education (NCATE). This qualitative study explores the perceptions of faculty and assessment …

Fostering Global-Mindedness In Teacher Preparation, Gail D. Zahn, Elizabeth J. Sandell, Caryn E. Lindsey

Elementary and Literacy Education Department Publications

Teacher education programs require attention to the rapid changes in the world, in part because populations are becoming increasingly diverse. These rapidly changing classroom environments have prompted a need to train teachers who can communicate with and teach students from increasingly diverse backgrounds. In addition, they must have an understanding of cultural family values and practices which influence individual students among the various ethnic populations they teach. This paper will describe steps taken by one College of Education to create international partnerships and learning experiences in an effort to enhance their teacher training programs and develop an environment of global-mindedness.

Quality In Education: Teaching And Leadership In Challenging Times. Vol. 2, Sajid Ali, Meher Rizvi

Books

No abstract provided.