scholarly journals Innovative PDS Partnerships for Effective Teaching and Learning

2013 ◽  
Vol 1 (2) ◽  
pp. 121-126
Author(s):  
Bradley Balch
Keyword(s):  
Teaching And Learning ◽  
Clinical Teaching ◽  
Education Majors ◽  
State University ◽  
Preparation Programs ◽  
Immersion Program ◽  
Educator Preparation ◽  
Indiana State University ◽  
K 12 ◽  
Effective Teaching And Learning

Would you like to breathe energy into your university-school district partnership? At Indiana State University (ISU), two clinical immersion imperatives and four partnership contexts provide an innovative focus that adds deeper meaning and intentionality to educator preparation. Our educator preparation programs had been migrating to more clinically intensive programming for several years, but the support of our K-12 partners was essential if we were to emphasize early and continuous clinical teaching experiences to enhance preparation efforts. As a first step, we developed the distinctive Teachers of Tomorrow Advancing Learning (TOTAL) internship for elementary and special education majors and an immersion program for secondary and all-grades majors. 

The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education

2021 ◽  
pp. 83-99
Author(s):  
Arnold Nyarambi ◽  
Zandile P. Nkabinde
Keyword(s):  
English Language Learners ◽  
School Readiness ◽  
Language Learners ◽  
Educational Outcomes ◽  
English Language ◽  
Immigrant Families ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Outcomes For Children ◽  
K 12

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.

Classroom Management, Lesson Planning, and Technology Integration . . . Oh My!

2021 ◽  
pp. 583-603
Author(s):  
C. Lorraine Webb ◽  
Amy M. Barrios ◽  
Karen L. Kohler
Keyword(s):  
Technology Integration ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Lesson Planning ◽  
Virtual Learning Environment ◽  
Teacher Preparation Programs ◽  
Successful Implementation ◽  
Preparation Programs ◽  
Educator Preparation ◽  
K 12

This chapter aims to share the results of a study of faculty in teacher preparation programs across the state of Texas to identify ways educator preparation has shifted its instruction as a result of COVID-19. Both quantitative and qualitative data results are shared, along with implications. The research provides some clarity regarding how future educator preparation programs and K-12 classroom teachers can adjust instructional practices as the shift to a virtual learning environment continues. The authors offer suggestions for best practices in virtual instruction for lesson planning, classroom management, and technology integration for K-12 teachers, as well as recommendations for teacher preparation programs to prepare pre-service teachers for successful implementation in those three areas while teaching in a virtual environment.

Optimizing K-12 Education through Effective Educator Preparation

2017 ◽  
pp. 23-44
Author(s):  
Mary Kathryn McVey ◽  
Susan Poyo ◽  
Mary Lucille Smith
Keyword(s):  
Student Satisfaction ◽  
Student Teaching ◽  
Research Direction ◽  
Future Research ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Educator Preparation ◽  
Digital Environments ◽  
Knowledge Content ◽  
K 12

Teacher interaction, presence, and participation in online and blended courses are key to facilitating student learning and student satisfaction. Those being prepared to teach in online K-12 environments must learn the knowledge, content, skills, and dispositions relevant to the online learner of the digital age, and particularly to incorporate into online courses the appropriate methods, including Technological Pedagogical Content Knowledge (TPACK). It is imperative that educator preparation programs provide its candidates with authentic field experiences in K-12 digital environments. This chapter includes findings of a pilot study that examined challenges faced by teacher candidates placed in an online student teaching environment and provides recommendations for course design, faculty support, infrastructure, and future research direction.

scholarly journals Making My Time Count: Attempting Global Education as a Substitute Teacher in the K-12 Classroom

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
Jessica Scalzo
Keyword(s):  
Critical Pedagogy ◽  
Effective Teaching ◽  
Global Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Substitute Teachers ◽  
Substitute Teacher ◽  
Substitute Teaching ◽  
K 12 ◽  
Effective Teaching And Learning

This paper explores substitute teaching as a potential site for transformational Global Education. I use autoethnography to better understand my experiences as a teacher and learner, how I became a substitute teacher, and my desire to use a critical pedagogy and Global Education framework for my teaching practice in a guest teacher context. Perceptions of substitute teachers, challenges faced by substitute teachers, possible barriers to effective teaching and learning while a temporary presence, as well as various conceptions of Global Education are explored, along with where these two seemingly disparate worlds may intersect. I investigate the limits of current research regarding substitute teachers and make recommendations for embedding Global Education in the substitute teaching practice.

Pre-Service Teachers Critical Thinking and Developing and Using Models in Science

2019 ◽  
pp. 194-212 ◽  
Author(s):  
Lizette A. Burks ◽  
Douglas Huffman
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Teacher Preparation Programs ◽  
Engineering Practice ◽  
Preparation Programs ◽  
New Science ◽  
Science Framework ◽  
K 12

The new science and engineering practice of developing and using models is needed to achieve the vision of three-dimensional teaching and learning and should be an important new component of teacher preparation programs. This chapter examined critical thinking and preservice teachers' preconceptions about critical thinking and the practice of developing and using models. The results of the study indicated that when preservice teachers initially described how this practice might look in the classroom, only two of the six categories outlined in A Science Framework for K-12 Science Education for this practice were described by most participants. Of those two categories described by most participants, the majority were at a novice level. These results emphasize the necessity for elementary teacher education to provide opportunities for preservice teachers to better understand the practice of developing and using models, and how critical thinking can help teachers use models.

The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education

2022 ◽  
pp. 987-1003
Author(s):  
Arnold Nyarambi ◽  
Zandile P. Nkabinde
Keyword(s):  
English Language Learners ◽  
School Readiness ◽  
Language Learners ◽  
Educational Outcomes ◽  
English Language ◽  
Immigrant Families ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Outcomes For Children ◽  
K 12

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.

The Utilization of Technology Tools and Preparation of Preservice Teachers for Literacy Instruction in the Age of Virtual Learning

2022 ◽  
pp. 142-157
Author(s):  
Kathryn V. Dixon ◽  
April Sanders ◽  
Laura Isbell
Keyword(s):  
Preservice Teachers ◽  
Reading Instruction ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Preparation Programs ◽  
Learning Content ◽  
Technology Tools ◽  
Utilization Of Technology ◽  
Teachers And Students ◽  
K 12

The onset of the COVID-19 pandemic forced a sudden shift to virtual teaching and learning for teachers and students at all levels across the country. Surveys of K-12 teachers resulted in a compilation of technology tools utilized for reading instruction during virtual learning. Content analyses sought to connect technology tools to various components of the lesson cycle, and longer-term research to examine quality tools and pedagogical approaches to teaching reading in virtual settings is discussed. Implications for educator preparation programs and future curricular directions are examined.

scholarly journals Placed for Success: Which Teachers Benefit from High-Quality Student Teaching Placements?

2020 ◽  
pp. 089590482095112
Author(s):  
Kevin C. Bastian ◽  
Kristina M. Patterson ◽  
Dale Carpenter
Keyword(s):  
School Districts ◽  
Student Teaching ◽  
Teacher Characteristics ◽  
Early Career ◽  
Early Career Teachers ◽  
High Quality ◽  
Preparation Programs ◽  
Teaching Experiences ◽  
Educator Preparation ◽  
K 12

In the present study we consider whether certain pre-service teachers (PSTs) particularly benefit from high-quality student teaching experiences. To conduct these analyses, we connect student teaching and K-12 workforce data for six educator preparation programs (EPPs) and assess whether placement school and cooperating teacher characteristics predict the effectiveness of early-career teachers. Results show that high-quality student teaching placements especially benefit PSTs with lower GPAs and narrow effectiveness gaps between teachers with lower versus higher GPAs. These findings call for closer partnerships between EPPs and school districts and suggest that EPPs may wish to prioritize placements for PSTs with lower GPAs.

Born a Culturally Responsive Educator: A Conversation With Dr. Cathy Kea

2021 ◽  
pp. 105345122110510
Author(s):  
Vita L. Jones ◽  
Kyle Higgins ◽  
Randall Boone
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Multicultural Education ◽  
General Education ◽  
Culturally Responsive ◽  
State University ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Responsive Instruction ◽  
Urban Classrooms

Dr. Cathy Kea is a professor of special education in the Department of Educator Preparation at North Carolina A&T State University. Dr. Kea’s research interests focus on the intersection among general education, special education, and multicultural education, which she has labeled “a trilogy to be transformed.” Her current research focuses on preparing preservice teachers to design and deliver culturally responsive instruction in urban classrooms as well as providing methods, materials, and philosophy to educator preparation programs (e.g., via syllabi, lesson plans, lectures).

Sign in / Sign up

Export Citation Format

Share Document