Differentiating through Technology for Gifted Students

Innovative Technology ◽

Preparation Programs ◽

Technological Tools ◽

Recommendations For Practice

Challenging gifted students in regular classroom settings can be effectively accomplished through the use of innovative technology. This chapter explores the case of pre-service teachers addressing the needs of gifted students by differentiating curriculum using sophisticated technologies. Also considered are the technological tools that go beyond simple reporting and move toward authentic real-life experiences. Further, in review, the case specifically addresses attributes of the gifted learner along with the skill of the classroom teacher to promote differentiation through technology. Finally, recommendations for practice are discussed along with the need for teacher preparation programs to prepare teachers more effectively to use technology in complex and challenging ways for gifted students.

Teacher Candidates Perceptions of a Course Assignment Designed to Support a Teacher Performance Assessment

Higher Education Studies ◽

10.5539/hes.v8n2p58 ◽

2018 ◽

Vol 8 (2) ◽

pp. 58 ◽

Cited By ~ 1

Author(s):

Carmen Sherry Brown

Keyword(s):

Teacher Preparation ◽

Performance Assessment ◽

Teacher Candidates ◽

Classroom Teacher ◽

Teacher Performance ◽

Teacher Preparation Program ◽

Preparation Programs ◽

Teacher Performance Assessment ◽

Knowledge And Skills

To guide and support teacher candidates in developing the knowledge and skills they need in the classroom, teacher preparation programs must prepare students in acquiring the experience and expertise needed to demonstrate mastery of general knowledge in the specific subject or content area. In addition, teacher preparation programs must support candidates in maintaining knowledge of professional preparation and education competence that will guide student development. Therefore, faculty in teacher preparation programs are critical in supporting pre-service teachers in acquiring and developing the knowledge and skills in order to be effective and efficient in the classroom and to meet licensure requirements. To support the alignment of early childhood coursework in a teacher preparation program with a Teacher Performance Assessment (edTPA), the purpose of this study was to determine the efficacy of a redesigned course assignment that was intended to support the edTPA. The findings indicated that there are opportunities for candidates to develop their practice through course assignments that are aligned with the language and expectations of the edTPA.

Solidifying Cultural Prisms of Teacher Preparation Programs: A Foreign?born African American Voice to Honor Accountability

Multicultural Learning and Teaching ◽

10.2202/2161-2412.1041 ◽

2009 ◽

Vol 4 (1) ◽

Author(s):

Sean S. Warner

Keyword(s):

Teacher Preparation ◽

Multicultural Education ◽

Culturally Responsive ◽

Linguistic Diversity ◽

Life Experiences ◽

Colleges Of Education ◽

Responsive Teaching ◽

Foreign Born ◽

There are countless Schools and Colleges of Education around the country touting strong commitments to cultural and linguistic diversity (CLD), culturally responsive teaching, and multicultural education in their teacher?preparation programs; however, we are still seeing critical masses of graduates from these programs teach (and assess learning) in ways inconsistent with the aforementioned ideals. This article uses my life?experiences to inform and discuss what the core foci of teacher?preparation programs should be in rapidly changing P?12 environments.

Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs - Advances in Higher Education and Professional Development ◽

Embedding Elementary Teacher Education Coursework in Local Classrooms

10.4018/978-1-5225-3068-8.ch015 ◽

2017 ◽

pp. 262-292 ◽

Cited By ~ 1

Author(s):

Barbara Ann Swartz ◽

Jeremy M. Lynch ◽

Sararose D. Lynch

Keyword(s):

Elementary School ◽

Teacher Preparation ◽

Elementary Students ◽

Teacher Educators ◽

Classroom Teacher ◽

Teacher Educator ◽

Preparation Programs ◽

Field Placements ◽

Student Reflections

Accrediting bodies and research have noted the divide between coursework and experiences pre-service teachers (PSTs) have during field placements. To address this issue, three teacher educators have integrated McDonald et al.'s (2013) cycle of learning to embed their teacher preparation coursework in the areas of mathematics and special education into local elementary school classrooms. These instructional activities consisted of PSTs experiencing or learning about the activity in the college/university classroom, co-planning and rehearsing the activity at the college/university with the teacher educator, enacting the activity individually or in pairs with whole class or small groups of elementary students at the elementary school, and then debriefing as a group with the teacher educator and classroom teacher after working with the elementary students. The three courses summarized in this chapter, and the subsequent student reflections, validate the effectiveness of this practice and signal a need for broader adoption in other content areas across teacher preparation programs.

Assessing and Evaluating Teacher Preparation Programs

PsycEXTRA Dataset ◽

10.1037/e520852014-001 ◽

2014 ◽

Cited By ~ 14

Author(s):

Frank C. Worrell ◽

Mary M. Brabeck ◽

Carol Anne Dwyer ◽

Kurt F. Geisinger ◽

Ronald W. Marx ◽

...

Keyword(s):

Teacher Preparation ◽

ADAPTING WASHINGTON STATE’S TEACHER PREPARATION PROGRAMS TO SUPPORT IMPLEMENTATION OF THE NEXT GENERATION SCIENCE STANDARDS

10.1130/abs/2016am-285595 ◽

2016 ◽

Author(s):

Edward Geary ◽

◽

Julie Antilla ◽

Kathyrn Baldwin ◽

Jacob Clark-Blickenstaff ◽

...

Keyword(s):

Teacher Preparation ◽

Next Generation Science Standards ◽

Next Generation ◽

Science Standards ◽

Moving Toward a Technology Infusion Approach: Considerations for Teacher Preparation Programs

Journal of Digital Learning in Teacher Education ◽

10.1080/21532974.2019.1568325 ◽

2019 ◽

Vol 35 (2) ◽

pp. 79-91 ◽

Cited By ~ 2

Author(s):

Teresa S. Foulger ◽

Keith Wetzel ◽

Ray R. Buss

Keyword(s):

Teacher Preparation ◽

Preparation Programs ◽

Technology Infusion

Book Review: A direct link between the language of mathematics and teacher preparation programs. Peter M. Jenlink (Ed.) (2020) The language of mathematics: how the teacher’s knowledge of mathematics affects instruction

Educational Studies in Mathematics ◽

10.1007/s10649-020-10024-x ◽

2021 ◽

Author(s):

Fardowsa M. Mahdi

Keyword(s):

Teacher Preparation ◽

Direct Link ◽

Preparation Programs ◽

Teacher's Knowledge

A Comparison of Secondary Chemistry Courses and Chemistry Teacher Preparation Programs in Iowa and Saint Petersburg, Russia

Journal of Chemical Education ◽

10.1021/ed078p1275 ◽

2001 ◽

Vol 78 (9) ◽

pp. 1275 ◽

Cited By ~ 2

Author(s):

Maria S. Pak ◽

Antony N. Lyovkin ◽

Michael J. Sanger ◽

Erik L. Brincks ◽

Amy J. Phelps

Keyword(s):

Teacher Preparation ◽

Chemistry Teacher ◽

Preparation Programs ◽

Secondary Chemistry ◽

Saint Petersburg

Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?

Education Finance and Policy ◽

10.1162/edfp_a_00172 ◽

2015 ◽

Vol 10 (4) ◽

pp. 508-534 ◽

Cited By ~ 31

Author(s):

Cory Koedel ◽

Eric Parsons ◽

Michael Podgursky ◽

Mark Ehlert

Keyword(s):

Teacher Preparation ◽

Teacher Effectiveness ◽

Teacher Quality ◽

Teacher Performance ◽

We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.