Pop Quiz: What Do I Do if I Get a Pink Slip?

The purpose of this case study was to provide a policy analysis of the Council for the Accreditation of Educator Preparation (CAEP) standard that requires teacher preparation programs to follow their recent graduates during their first years of teaching to demonstrate their positive impact on student growth, satisfaction with their preparation, and effective teaching practices. Using the Colorado Teacher Quality Standards as a conceptual framework, this qualitative study used interviews and observations at the beginning, middle, and end of the school year to discover five first-year teachers’ perceptions of their preparation, needs, level of confidence in all areas of teaching, and the ways in which they could have been better or more prepared for the classroom. Their annual teacher evaluations provided insight to their evidence of effective teaching and impact on student growth. Overall, the first-year teachers felt prepared for their first year of teaching and demonstrated effective teaching strategies, but they needed more training on meeting the needs of students with diverse abilities, as well as how to successfully implement curriculum. Their greatest success during the year was experiencing student growth.

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Formatively assessing prospective teachers’ skills in leading mathematics discussions

Educational Studies in Mathematics ◽

10.1007/s10649-021-10070-z ◽

2021 ◽

Author(s):

Meghan Shaughnessy ◽

Nicole M. Garcia ◽

Michaela Krug O’Neill ◽

Sarah Kate Selling ◽

Amber T. Willis ◽

...

Keyword(s):

Elementary Teachers ◽

Formative Assessment ◽

Conceptual Understanding ◽

Prospective Teachers ◽

First Year ◽

Teacher Education Programs ◽

First Year Teachers ◽

Education Programs ◽

Prospective Elementary Teachers ◽

Making Sense

AbstractMathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years, there has been increased attention to teaching prospective teachers to lead discussions with students. This paper examines the possibilities of designing a formative assessment that gathers information about prospective elementary teachers’ skills with leading problem-based mathematics discussions and makes sense of such information. A decomposition of the practice of leading discussions was developed and used to design the assessment. Nine first-year teachers who graduated from a range of different teacher education programs participated in the study. The findings reveal that our formative assessment works to gather information about teachers’ capabilities with leading discussions and that the associated tools support making sense of the information gathered. This suggests that such tools could be useful to support the formative assessment of the developing capabilities of prospective teachers.

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What Trainee Teachers and Teachers Should Know About Aboriginal Children.

The Australian Journal of Indigenous Education ◽

10.1017/s0310582200010725 ◽

1979 ◽

Vol 7 (5) ◽

pp. 29-32

Author(s):

Keyword(s):

New South ◽

New South Wales ◽

Aboriginal Education ◽

First Year ◽

First Year Teachers ◽

Trainee Teachers ◽

Aboriginal Students ◽

South Wales ◽

Aboriginal Children ◽

Consultative Group

The New South Wales Aboriginal Education Consultative Group feels that more emphasis needs to be placed on the training of teachers in regards to Aboriginal education.Many first year teachers are sent to country areas with a relatively high percentage of Aboriginal students. In the main, these teachers have had little or no contact with Aboriginal children or parents.

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Visiting central's first‐year teachers

Peabody Journal of Education ◽

10.1080/01619565309536474 ◽

1953 ◽

Vol 31 (3) ◽

pp. 141-148

Author(s):

Gerald L. Poor

Keyword(s):

First Year ◽

First Year Teachers

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Classroom Management Actions of Beginning Urban Teachers

Urban Education ◽

10.1177/0042085918795017 ◽

2018 ◽

Vol 54 (3) ◽

pp. 339-367 ◽

Cited By ~ 4

Author(s):

Andrew Kwok

Keyword(s):

Classroom Management ◽

Beginning Teachers ◽

Management Strategies ◽

First Year ◽

Urban Teachers ◽

First Year Teachers ◽

Management Actions ◽

Classroom Management Strategies ◽

Video Recordings ◽

Relational Strategies

This descriptive, mixed methods study of one interim certification program explores first year urban teachers’ classroom management actions. This study investigates what strategies teachers implement to manage the classroom from programmatic surveys of 87 first-year teachers and interviews, field visits, video recordings, and journals of five case participants. Results indicate that teachers used behavioral, academic, and relational strategies to manage the classroom and they tend to refine several of these actions over time. Findings suggest that teacher preparation should promote beginning teachers to implement a range of classroom management strategies and support teachers in how to refine their actions.

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A Conference for First-Year Teachers

Journal of Teacher Education ◽

10.1177/002248715400500416 ◽

1954 ◽

Vol 5 (4) ◽

pp. 320-322

Author(s):

Curtis E. Nash

Keyword(s):

First Year ◽

First Year Teachers

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First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction

SAGE Open ◽

10.1177/2158244016649011 ◽

2016 ◽

Vol 6 (2) ◽

pp. 215824401664901 ◽

Cited By ~ 9

Author(s):

Tanya Chichekian ◽

Bruce M. Shore ◽

Diana Tabatabai

Keyword(s):

First Year ◽

First Year Teachers ◽

Inquiry Instruction

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“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

Frontiers in Psychology ◽

10.3389/fpsyg.2021.731591 ◽

2021 ◽

Vol 12 ◽

Author(s):

Ana María Casino-García ◽

María José Llopis-Bueno ◽

María Gloria Gómez-Vivo ◽

Amparo Juan-Grau ◽

Tamar Shuali-Trachtenberg ◽

...

Keyword(s):

Gifted Students ◽

Well Being ◽

First Year ◽

Subjective Well Being ◽

School Students ◽

Enrichment Programs ◽

School Year ◽

Enrichment Program ◽

Educational Inclusion ◽

The Impact

The educational inclusion of gifted students requires not only equity but also emotional accessibility and social participation. However, different studies indicate that gifted students constitute a vulnerable group (for example, the incidence of bullying is higher). Psychosocial variables are determinants for the development and expression of giftedness, particularly during adolescence. This study analyzes the impact of an inclusive extracurricular enrichment program for gifted secondary school students on the well-being of adolescents. The program was based on the enrichment model of Renzulli and Reis (2016). The objective was to develop a cluster to facilitate high-achieving learning in collaboration with teachers, administrators, and guidance counselors from their schools as well as university professors and students that would address their emotions and socialization across the board and benefit or involve their peers in their regular classrooms. The intervention took place over two years: eight sessions, one afternoon per week, for five months during each school year. The sample consisted of 47 students from the first and second years of compulsory secondary education (Educación Secundaria Obligatoria - ESO) (age, mean (M) = 12.57, standard deviation (SD) = 0.82) during the first year and 27 students from the first, second, and third years of ESO (age, M = 13.48, SD = 0.94) during the second year; 61.4% were girls. Participants completed a questionnaire before (T1) and (T3) and after (T2) and (T4) each intervention. The results show better outcomes for psychological and subjective well-being, more positive moods, and a significant reduction in school fears. The results from this study indicate the importance of educational screening and support for gifted students to promote their well-being through collaborative enrichment activities.

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