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Eric.ed.gov – Innovations for High Quality, Aligned Early Childhood Educator Preparation. IERC 2016-3. Research Highlights

Posted on by Troels Gannerup Christensen - Læst 3 gange

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 – From ‘Training Wheels for Teaching’ to ‘Cooking in Your Mother-in-Law’s Kitchen’: Highlights and Challenges of Co-Teaching among Math, Science, and Special Education Teacher Candidates and Mentors in an Urban Teacher Residency Program

Posted on by Troels Gannerup Christensen - Læst 17 gange

eric.ed.gov har udgivet: Urban teacher residencies (UTRs) have emerged as an innovative alternative to recruiting and preparing high quality teachers for traditionally underserved, urban schools. UTRs offer opportunities for teacher candidates and mentors to use co-teaching models to differentiate instruction, particularly as schools adopt more inclusive practices emphasizing collaboration and co-teaching among educators. Co-teaching in residencies is an area that remains largely unexplored. This study describes experiences of 37 residents and 35 mentors in three cohorts of a yearlong urban residency program as they engaged in co-teaching together in secondary math, science, and special education classrooms. Data included surveys on co-teaching and collaboration from residents and mentors, along with reflections on highlights and challenges of their co-teaching in the residency. Findings indicate that both residents and mentors had positive perceptions… Continue Reading →