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Articles 1 - 5 of 5
Full-Text Articles in Education
Leveraging The Demands Of Edtpa To Foster Language Instruction For English Learners In Content Classrooms, Laura Baecher, Marcus Artigliere, Teresa Bruno
Leveraging The Demands Of Edtpa To Foster Language Instruction For English Learners In Content Classrooms, Laura Baecher, Marcus Artigliere, Teresa Bruno
Journal of Educational Research and Practice
This article provides insight into how a required, clinically based national teacher performance assessment for candidates becoming English-as-a-second-language specialists in many U.S. states, the Education Teacher Performance Assessment (edTPA), engenders a focus on language instruction in the content-based classroom. This assessment’s focus on language within the content areas provides a positive washback opportunity to strengthen teacher candidates' language instruction in teaching English to speakers of other languages (TESOL) preparation programs connected to partner schools in which classrooms often provide sheltered content with minimal language instruction. We share how, in our large Masters of Arts program in TESOL, we have purposefully …
Professional Development As A Process Of Cultural Brokering: Positioning Coaches As Cultural Brokers, Tasha R. Wyatt, E. Brook Chapman De Sousa, Sarah C. Mendenhall
Professional Development As A Process Of Cultural Brokering: Positioning Coaches As Cultural Brokers, Tasha R. Wyatt, E. Brook Chapman De Sousa, Sarah C. Mendenhall
Journal of Educational Research and Practice
Teachers who serve diverse students must navigate two “worlds.” One world is that of standardized curricula and pedagogy and the other is culturally relevant education. To effectively navigate these worlds, teachers need assistance from “cultural brokers” who can help make sense of the tension that emerges when these two educational worlds interact. This study analyzes the work of two Center for Research on Education, Diversity, and Excellence coaches who worked as cultural brokers to help teachers integrate multiple pedagogical models. The results indicate the coaches shifted their strategies depending on teacher preferences, and helped teachers overcome constraints within their classrooms …
Professional Development And Educational Policy: A Comparison Of Two Fields In Education, Linda E. Martin, Sherry Kragler, Denise Frazier
Professional Development And Educational Policy: A Comparison Of Two Fields In Education, Linda E. Martin, Sherry Kragler, Denise Frazier
Journal of Educational Research and Practice
The purpose of this paper is to compare two fields of research related to school reform: professional development and educational policy. A content analysis of the literature in both fields revealed two areas where they align (i.e., a focus on teachers’ professional development and the idea that change takes time) as well as two areas where there are differences (i.e., theoretical grounding of each field and planning for teachers’ learning). Considerations for successful school reform are suggested.
A World Apart: How Distance Education Can Effectively Reach Around The Globe, Joseph J. Frantiska Jr.
A World Apart: How Distance Education Can Effectively Reach Around The Globe, Joseph J. Frantiska Jr.
Journal of Educational Research and Practice
Distance education has revolutionized the field of education by giving faculty the ability to reach students anywhere on Earth. In many cases, the distances between faculty and students can be rather large with associated opportunities and challenges. An obvious challenge is the need for timely communications between faculty and students as well as among the students themselves. This can be compounded if the nature of the course requires widely dispersed students to work together as a group with the transfer of documents and frequent communications driven by deadlines as well as the desire to produce a complete document that adheres …
Three Perspectives Of Planning, Implementation, And Consistency In Instructional Coaching, Judith Tanner, Lisa Quintis, Thomas Gamboa Jr.
Three Perspectives Of Planning, Implementation, And Consistency In Instructional Coaching, Judith Tanner, Lisa Quintis, Thomas Gamboa Jr.
Journal of Educational Research and Practice
School administrators are choosing or required to implement instructional coaching on their campuses to improve student-learning opportunities. The school community must be aware that effective instructional coaching is job embedded, encourages teachers to become reflective practitioners, and requires time to commit to the implementation. School administrators must support instructional coaches by ensuring there is significant time allotted to provide coaches time in the classroom to observe, provide feedback, and support classroom teachers in their practice and reflection. Instructional coaches build trust and rapport with the instructional staff by implementing best-practice protocols, providing feedback, and planning the next steps. The instructional …