Digital Storytelling as Racial Justice Matias, Cheryl E.; Grosland, Tanetha J.
Journal of teacher education,
03/2016, Letnik:
67, Številka:
2
Journal Article
Recenzirano
Teacher education is replete with an overwhelming presence of Whiteness, a presence that if not explicitly interrogated indefinitely recycles hegemonic Whiteness. Needed are pedagogical strategies ...that expose the hegemonic invisibility of Whiteness. This critical reflection examines the utilization of digital storytelling by teacher educators of color to pedagogically deconstruct Whiteness in a predominately White, urban-focused teacher education course—a necessary deconstruction if these teacher candidates are to effectively teach urban students of color. Particularly, this article deconstructs four academic years of digital stories produced in a mandatory diversity course in an urban teacher education program and illustrates how digital storytelling itself promotes a critical self-revelation that confront Whiteness in White teacher candidates. The preliminary analyses suggest that digital storytelling is a racially just way of having White teacher candidates self-reflect on their own Whiteness in a multitude of ways, by (a) ending emotional distancing, (b) debunking colorblindness, (c) engaging emotions, and (d) sharing the burden of race.
Teacher Effects and Teacher-Related Policies Jackson, C. Kirabo; Rockoff, Jonah E; Staiger, Douglas O
Annual review of economics,
01/2014, Letnik:
6, Številka:
1
Journal Article
Recenzirano
Odprti dostop
The emergence of large longitudinal data sets linking students to teachers has led to rapid growth in the study of teacher effects on student outcomes by economists over the past decade. One large ...literature has documented wide variation in teacher effectiveness that is not well explained by observable student or teacher characteristics. A second literature has investigated how educational outcomes might be improved by leveraging teacher effectiveness through processes of recruitment, assignment, compensation, evaluation, promotion, and retention. These two lines of inquiry are closely tied; the first tells us about the importance of individual teachers, and the second tells us how this information can be used in policy and practice. We review the most recent findings in economics on the importance of teachers and on teacher-related policies aimed at improving educational production.
Background: Though policy makers are beginning to hold schools accountable for reducing chronic absenteeism, little attention has been paid to the role of teachers. No known study has examined ...whether rising cohorts of new teachers feel prepared to address this challenge. This is particularly problematic given that teachers with less experience tend to be less efficacious at reducing students' absences. Research Questions: (1) Do newly graduating teachers feel as if they have sufficient knowledge about chronic absenteeism? (2) Do newly graduating teachers feel prepared to address absenteeism? (3) Do these perceptions differ by elementary versus secondary preservice graduates? Subjects: Our study collected survey data from the 2017-2018 graduating cohort of general education teacher candidates from a statewide university system in California. This system prepares, on average, 800 teaching candidates a year, and all general education candidates participate in teacher licensure. We surveyed the teaching candidates in the 2017-2018 graduating cohort from these campuses and had a response rate of 60%. Survey measures included teacher background data and perceptions of the effectiveness of their preparation programs, knowledge of absenteeism, and perceived ability to address absenteeism. Research Design: We began with a baseline model in which our outcome measures (knowledge and ability to address absenteeism) were regressed on teachers' background characteristics and perceptions of the efficacy of their preparation programs. We augmented this model by including university fixed effects, such that we only explore variation within program rather than across universities. Results: Our findings suggest that preservice teachers who found their programs to be helpful, who felt supported by supervisors, and who found usefulness in their field placements also felt as though they had greater knowledge about chronic absenteeism and how to address it. The results were differentiated by elementary versus secondary candidates. Conclusions: Given our students' extreme rate of missing school days, it is of immediate importance to determine if we are preparing our nation's newest teachers to help address the current crisis. Our study fills this gap by looking at the influence that teacher education programs (specifically teacher licensure requirements) might have in contributing to teachers' perceptions of being prepared to graduate and attend to attendance.
Teacher Preparation and Student Achievement Boyd, Donald J.; Grossman, Pamela L.; Lankford, Hamilton ...
Educational evaluation and policy analysis,
12/2009, Letnik:
31, Številka:
4
Journal Article
Recenzirano
Odprti dostop
There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, whereas others argue that investing in high ...quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This article is one of the first to estimate the effects of features of teachers' preparation on teachers' value added to student test score performance. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their 1st year.
As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic ...approach to teacher education rather than promoting instruction that is responsive to students’ ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can support teachers in practicing responsiveness as opposed to practicing decontextualized moves. To this end, we investigated how early-career teachers in a practice-based professional development program were supported to approximate teaching practices. We focused on the extent to which approximations of practice supported teachers to hone their skill at being responsive to students’ ideas. Findings revealed characteristics of approximations of practice that support teachers in developing their capacity to enact responsive instruction. These findings have implications for program design, teacher educator pedagogy, and future research.
From an educational-historical view this book analyses the cultural models that underlie the conception and organisation of secondary teacher education and the professionalisation of future secondary ...school teachers in Europe. Based on different conceptions of school, citizenship and the teaching profession these models have an enormous influence on school policy. Taking the examples of Italy and Germany, the complex history of teacher education is reconstructed and analysed. The various articles deal in a long-term view with the emergence of national models of teacher education at the end of the 18th century, their consolidation in the 19th and 20th centuries and their transnational transformation between past and present.
"Der Band setzt sich bildungsgeschichtlich mit den kulturellen Modellen auseinander, die im europäischen Kontext der Konzeption und der Organisation der Lehrerbildung im Sekundarbereich und der Professionalisierung der zukünftigen Gymnasiallehrer zugrunde liegen. Sie gehen von unterschiedlichen Vorstellungen von Schule, Bürgerschaft und Lehrberuf aus und haben einen enormen Einfluss auf die Schulpolitik. An den beiden exemplarischen Fällen Italien und Deutschland wird die vielschichtige Geschichte der Lehrerbildung historisch rekonstruiert und analysiert. In einer Langzeitbetrachtung befassen sich die einzelnen Beiträge mit der Entstehung nationaler Modelle der Lehrerbildung am Ende des 18. Jahrhunderts, mit ihrer Konsolidierung im 19. und 20. Jahrhundert und ihrer transnationalen Transformation in der Gegenwart."
With disproportionately high attrition rates for teachers of Color, there are many lessons to be learned from veteran teacher leaders that can inform how we train teachers. In this article, I share ...analysis of interviews with 11 women of Color veteran teachers who serve in formal or informal leadership roles within social justice education. Their reflections reveal how teacher education programs—justice oriented or not—fell short in preparing them for the hostile racial climate of schools, thus putting them at increased risk of being pushed out of teaching. This article also points to collectivized teacher-led spaces of racial literacy development—framed as critical professional development (CPD)—that have helped to sustain them in the field. These teachers’ narratives offer significant insights for teacher education to better prepare teachers of Color for long, effective, and transformative careers.
Strong teacher-student relationships have long been considered a foundational aspect of a positive school experience. The aim of the current study was to evaluate the effects of the ...establish-maintain-restore (EMR) method for improving teacher-student relationships and students' classroom behavior while providing elementary teachers with structured professional development and follow-up support. A matched randomized design with a sample of fourth- and fifth-grade teachers and students was used to investigate whether the EMR method produced significant improvements in teacher-student relationships and student outcomes using hierarchical linear modeling to account for nesting at the classroom level. Results indicated that the EMR method was associated with significant improvements in teacher-reported teacher-student relationships as well as improvements in observed indices of students' classroom behavior (academic engaged time and disruptive behavior). Findings also revealed that teacher-reported changes in teacher-student relationships were significantly associated with moderate changes in student classroom behavior. The implications of this study for school-based universal prevention and directions for future research are discussed.
Scholars in recent years have studied the professional development of teachers, identifying stages or phases that teachers characteristically experience during their careers. Little research, ...however, has focused specifically on the professional development of teachers during early and mid-career (years 1-10), which is the aim of the present study. An understanding of such development is important for school administrators and teacher educators if they are to respond effectively to teachers' professional needs and help them achieve their full potential as practitioners. Our study is based on interviews we conducted with 53 teachers who had graduated from a particular 5-year teacher education programme in western United States over a 10-year period. They taught students ages 5 through 13. Through analysis of the interviews, we identified six themes that, we argue, reveal a trajectory of professional development teachers experience as they become increasingly able practitioners. We explain how the themes are related to the concepts of teacher identity and teacher agency, and we suggest ways that administrators, inservice teacher educators, and policymakers can better support teachers during their early and mid-careers. The study adds a new dimension-that of a multifaceted trajectory-to current theory on teacher development.
This book provides significant information regarding the policies and provisions for early childhood teacher education programs in universities in fourteen different countries. Early childhood ...education and care (ECEC) is expanding rapidly across the globe with unprecedented numbers of children attending EC centres, requiring the investment in educators to provide good quality ECEC. Yet, there is an inconsistent approach to early childhood teacher preparation and the quality of existing programs is not known. Each country's contributing author/s is/are well known in their field for their in-depth knowledge of early childhood teacher education programs including content, structure, and professional experience that works within the scope of policy and registration agencies. The chapters address the current situation of staffing--shortage or oversupply--of early childhood teachers in their country. The book informs policy regarding content of early childhood teacher preparation programs and provides evidence of current courses across many under-represented countries throughout the world. It makes a significant contribution to understanding the environment for early childhood teacher programs.
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