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Full-Text Articles in Education
Teacher Candidates Collaborate To Create Place-Based Integrated Curriculum, Amanda Wall, Taylor Norman
Teacher Candidates Collaborate To Create Place-Based Integrated Curriculum, Amanda Wall, Taylor Norman
Middle Grades Review
A small group of middle level teacher candidates collaborated to create place-based integrated curriculum. These candidates and the authors, two teacher educators, selected two local sites, visited them together, and debriefed these visits. State and national standards as well as guidelines for integrated curriculum (e.g., Beane, 1997; Nesin & Lounsbury, 1999) informed the process. Through interpretive phenomenology analysis (Smith et al., 2009), we analyzed place-based learning as a catalyst for collaboration. Teacher candidates recognized possibilities with place-based learning to draw on local cultural, historical, and natural resources in ways that are relevant to students and their communities. We offer implications …
Leveraging Collaboration And Challenging Dominant Discourses: Editorial Remarks, Penny A. Bishop, James F. Nagle
Leveraging Collaboration And Challenging Dominant Discourses: Editorial Remarks, Penny A. Bishop, James F. Nagle
Middle Grades Review
No abstract provided.
Mitigating First Year Burnout: How Reimagined Partnerships Could Support Urban Middle Level Teachers, Stephanie Behm Cross, Clarice Thomas
Mitigating First Year Burnout: How Reimagined Partnerships Could Support Urban Middle Level Teachers, Stephanie Behm Cross, Clarice Thomas
Middle Grades Review
Given what we know about new teacher attrition—most teachers leave within their first five years in the field—specialized support during early years of teaching is critical. But should this support look different across different contexts and grade bands? What does supportive teacher education and induction look like for middle level educators preparing to teach in urban settings? This essay describes steps taken to design a cross-institutional, collaborative 3-year residency program for K-8 educators, and speaks to the importance of reimagined co-teaching, critical, and cross-institutional partnerships in middle grades teacher education. The authors urge readers to consider how to implement similar …