eric.ed.gov har udgivet: This article describes a case study using an electronic learning platform for creating an interactive learning community through asynchronous discussion to enhance the initial field experience of secondary math and English teacher candidates enrolled in Field Experience. We identified three problems with the field experience course–lack of structure, isolation of the candidates in the field, and passivity of the candidates. To address these problems, we established three goals–to create a way for candidates to structure their reflections in the field, to create a learning community of pre-professionals, and to foster independence and assertiveness in our candidates. With these goals in mind, focused assignments were developed and implemented in an interactive online discussion forum. The results of this study have two important implications for teacher preparation. First, the… Continue Reading →
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eric.ed.gov har udgivet: The University of Wyoming (UW) teacher education program is a collaborative between UW faculty and educators from school districts throughout the state. Though the university faculty is charged with teaching teachers, the equally important “teachers of teachers” are the exemplary classroom teachers who provide modeling and expertise for preservice teachers. Throughout their training, students participate in campus-based coursework and classroom-based experiences at an assigned school site. There are four program elements: Phase 1, “Focus on Learning”; Phase 2, “Teacher as Decision Maker”; Phase 3, “Teaching Humanities, Literacy, Math/Science”; and Phase 4, a teaching residency. The university views technology as a powerful pedagogical tool, and focuses on using technology to improve student achievement rather than on the equipment and infrastructure. Students integrate technology into their individual and group… Continue Reading →
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eric.ed.gov har udgivet: Much attention during the past decade has been given to the need to develop a well-trained early childhood education workforce. In order to address this need, the Illinois Board of Higher Education (IBHE) awarded Early Childhood Educator Preparation Program Innovation (EPPI) grants to institutions of higher learning. The IBHE funded partnerships, comprised of two- and four-year institutions, to further develop models for early childhood educator preparation and build capacity in key areas of need. Recipients used grant funds to develop a wide range of seamless pathways for degree and credential attainment through innovative articulation and alignment of curriculum initiatives, strategies for advising and supporting transfer students, and aligning assessments to demonstrate candidate progress toward or attainment of key competencies. Promising practices to improve quality field experience placements,… Continue Reading →
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eric.ed.gov har udgivet: The Illinois Board of Higher Education (IBHE) provided Early Childhood Educator Preparation Program Innovation (EPPI) grants to 20 partnerships comprised of two- and four-year institutions to further develop models for early childhood educator preparation and build capacity in key areas of need. Recipients used grant funds to design and implement a wide range of seamless pathways for degree and credential attainment through innovative articulation initiatives, systems for aligning assessments to demonstrate candidate attainment of key competencies, and strategies for advising and supporting transfer students. Promising practices to improve early math learning, bilingual/English language learning, infant/toddler development, and quality field experience placements were also developed. This qualitative implementation study provides a systematic review of the innovations and strategies EPPI grant recipients utilized in addressing common barriers and practice-oriented… Continue Reading →
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eric.ed.gov har udgivet: The Illinois Board of Higher Education (IBHE) provided Early Childhood Educator Preparation Program Innovation (EPPI) grants to 20 partnerships comprised of two- and four-year institutions to further develop models for early childhood educator preparation and build capacity in key areas of need. Recipients used grant funds to design and implement a wide range of seamless pathways for degree and credential attainment through innovative articulation initiatives, systems for aligning assessments to demonstrate candidate attainment of key competencies, and strategies for advising and supporting transfer students. Promising practices to improve early math learning, bilingual/English language learning, infant/toddler development, and quality field experience placements were also developed. This qualitative implementation study provides a systematic review of the innovations and strategies EPPI grant recipients utilized in addressing common barriers and practice-oriented… Continue Reading →
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eric.ed.gov har udgivet: An analysis of a student teacher’s lesson in multiplication for Norwegian second graders explored why the lesson did not succeed. Two interpretive frameworks were used to analyze the lesson: teaching as a complex cognitive activity and teaching as improvisation. The student teacher, Marte, believed in child-centered education and tried to create situations in the classroom where her children experienced success. The analysis of student and teacher exchanges showed that Marte’s class derailed because her pupils offered unexpected types of comments for which she was not prepared; she used the dialogue teaching method which created an unstable and unpredictable classroom environment; and in her responses to the unexpected answers she attended to the wrong things. She was also derailed due to lack of pedagogical content knowledge in mathematics.… Continue Reading →
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eric.ed.gov har udgivet: Teacher education preparation programs are under pressure from the public to provide evidence that their programs and teacher candidates are improving student achievement. However, the connections between teacher education preparation programs, teacher candidates’ evaluation, and student achievement are often hard to disentangle from other educationally relevant effects. Teacher candidates were formally assessed by their university supervisor during their student teaching semester. Using Western Oregon University’s teacher work sample methodology, we were able to assess the achievement of the teacher candidate’s students. Results showed that students of teacher candidates’ showed 52% gains in knowledge of learning goals. Additionally, improvement in teacher candidate’s teaching ability as measured on an observation instrument was associated with higher gains by their students on the learning goals. Lastly, teacher candidates assessing their students’… Continue Reading →
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eric.ed.gov har udgivet: As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5010 Methods of Educational Research course, (b) a required learning assessment required during student teaching, or (c) a newly-designed project. The course is, also, taken by elementary and secondary teachers who are, already, licensed to teach. The action research projects, from spring semester 2017, are presented. This Action Research Project includes: (1) Student Transition into Ninth Grade (Jennifer Clemmer);… Continue Reading →
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eric.ed.gov har udgivet: Major features of the cooperative student teaching model include 1) a pattern of student teaching assignments within the school system which would provide for proportional inclusion of prospective teachers–from the nearby majority black university and the nearby majority white university–to each school serving as a student teaching facility; 2) student teaching seminars participated in by both universities; 3) inclusion of intergroup relations content; 4) participation of supervising teachers, both black and white. Implementation involves planning and followup meetings with student teaching personnel of both universities and the school system. Student teachers and supervising teachers would be familiarized with the project at an orientation dinner meeting. A series of five seminars for student teachers (two all-day and three half-day) would focus on 1) Intergroup Relations in the Desegregated… Continue Reading →
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eric.ed.gov har udgivet: To extend current understanding of school-based agriculture teacher development, this study explored the relationship between teacher development experiences and the self-efficacy of early career agriculture teachers. Three teacher development experiences were of interest: (a) preservice coursework, (b) student teaching, and (c) professional development. Teacher development experiences were analyzed in relation to classroom management self-efficacy, instructional strategies self-efficacy, leadership self-efficacy, science teaching self-efficacy, and math teaching self-efficacy. The relationships between development experiences and self-efficacy were analyzed through five linear regressions with teacher development experiences as independent variables and the five areas of self-efficacy as separate dependent variables. Only statistically insignificant relationships were identified for classroom management self-efficacy and instructional strategies self-efficacy. Student teaching and professional development were statistically significant, positive predictors of leadership self-efficacy. Professional development was also… Continue Reading →
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