Education Programs: K–12 Oral Schools

2016 ◽  
Keyword(s):  
Education Programs ◽  
K 12

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

How Does Location Impact Meaning and Opportunity? Rural Schools and the NCATE Diversity Standard

2012 ◽  
Vol 114 (5) ◽  
pp. 1-36
Author(s):  
Debra Miretzky ◽  
Sharon Stevens
Keyword(s):  
Teacher Education ◽  
Rural Schools ◽  
Quantitative Methods ◽  
Online Survey ◽  
Teacher Education Programs ◽  
National Council ◽  
Education Programs ◽  
Ample Evidence ◽  
Rural Teacher ◽  
K 12

Background/Context While there is ample evidence that the K–12 student population is becoming increasingly diverse and the teacher workforce is not, very little literature addresses the specific problems rural teacher education programs may experience attempting to meet the National Council for the Accreditation of Teacher Education (NCATE) diversity standard. A 2005 NCATE-sponsored survey found that an unknown number of respondents indicated difficulty in meeting the requirements of the standard and that “geographically isolated” programs were especially affected. The existing research that targets rural programs tends to describe specific practices. As NCATE and TEAC, the two major teacher education accreditation programs, move toward consolidation, revisiting the expectations regarding diversity is critical. Purpose/Objective/Research Question/Focus of Study The purpose of this study was to explore rural SCDEs’ experiences with the diversity standard as well as the implications of these experiences, with the aim of reporting and suggesting possible strategies for enhancing the application of the standard at the institutional and agency levels. We hypothesized that rural schools experience difficulty with meeting aspects of the standard due to the potential limitations associated with the schools’ locations. Research questions focused on how rural programs define diversity, identification of obstacles, priorities for programs, and adaptations. One hundred and sixteen NCATE coordinators and/or deans participated in the study's online survey. Research Design This research was an exploratory study that used qualitative and quantitative methods. The instrument included survey questions and items for open-ended responses. Conclusions/Recommendations Rural teacher education programs do experience difficulties with meeting the requirements of the NCATE diversity standard. Respondents singled out recruitment and retention of diverse faculty and candidate's inability to provide high-quality diversity experiences, and location as the biggest issues. Respondents perceived that NCATE focuses on race and ethnicity to the exclusion of other categories. In particular, respondents reported strong beliefs that SES and exceptionalities are more universal and more locally relevant and deserve to be recognized as critical priorities for educating candidates who could build on this competence in working with other diversities—a kind of “transferable skills” perspective. Programs would like to see recognition for “good faith” efforts and would value the opportunity to demonstrate the strengths and generalizability of their diversity programs. As NCATE and the Teacher Education Accreditation Council (TEAC) move toward consolidation, new frameworks for assessing these frameworks should be considered.

Teaching and Learning to Communicate

2013 ◽  
pp. 579-599
Author(s):  
Cynthia J. Benton ◽  
Kathleen A. Lawrence
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Communication Competence ◽  
College Level ◽  
Education Programs ◽  
Professional Success ◽  
Evaluating Methods ◽  
K 12

Effective presentation skills and communication competence are important developmental qualities for teachers’ professional success and K-12 students’ learning. Yet identifying the definitive qualities and methods to practice and evaluate those skills has had minimal emphasis in current education programs. In addition to traditional abilities such as making clear presentations, speaking well, and articulating an argument, K-20 learners are faced with an explosion of options for accessing, organizing, and presenting information using technology. This study documents methods for college-level instruction and assessment of presentation skills, which serve as evidence of preservice teachers' readiness to demonstrate effective communication skills for K-12 student learning. The report summarized in this chapter tracks two years of creating and evaluating methods for promoting professional presentation and communication skills, and includes rubrics focused on the development and evaluation of those skills.

The Extent of K-12 Online Teacher Development

2021 ◽  
pp. 924-944
Author(s):  
Jean S. Larson ◽  
Leanna Archambault
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Development ◽  
Online Teaching ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Teachers ◽  
Online Teacher ◽  
Online Schools ◽  
K 12

This chapter, updated for the second edition of this volume, reviews the current research specific to the characteristics and preparation of those involved in K–12 online teaching. While few teacher education programs integrate any aspect of online teaching into their coursework or field experiences, existing programs are discussed. Limited, but notable progress is being made with respect to K–12 online teacher preparation. However, there continues to be gaps in the literature examining the extent to which teachers are being educated, trained, and otherwise prepared to function in online settings. Over the past decade, the need for teacher education programs and current K–12 online schools to work together to prepare teachers has become increasingly clear. Effective online teaching techniques must be defined, empirically proven, and then efficiently implemented by both future and current K–12 online teachers to ensure quality online educational experiences and outcomes for students.

Meeting the Needs of Exceptional Students

2012 ◽  
pp. 28-44 ◽  
Author(s):  
Timothy J. Frey ◽  
E. Ann Knackendoffel
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Teacher Education Programs ◽  
Exceptional Students ◽  
Education Programs ◽  
Design For Learning ◽  
K 12

Today’s K-12 classrooms are learning environments that present teachers with the challenge of meeting the diverse needs of learners. Utilizing technology and the principles of Universal Design for Learning (UDL) can help teachers to meet the exceptional needs of learners in a variety of areas. This chapter presents ideas and strategies to utilize technology to facilitate the implementation of UDL principles (using multiple means of representation, engagement, and expression in the design of instruction) in teacher education and K-12 classrooms. Each principle of UDL is described, and examples of technology that can support implementation of the principle are shared. The chapter concludes with considerations for teacher education programs including providing modeling of UDL instruction and designing instruction with UDL in mind.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2016 ◽  
pp. 451-472
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

The Design, Implementation, and Evaluation of a Graduate Course to Prepare Teachers and School Librarians to Lead K-12 Computational Thinking

2020 ◽  
pp. 243-268
Author(s):  
Kimberly C. Huett ◽  
Adriana D'Alba ◽  
Bruce Neubauer
Keyword(s):  
Teacher Education ◽  
Computational Thinking ◽  
Instructional Planning ◽  
Teacher Education Programs ◽  
School Librarians ◽  
Education Programs ◽  
Graduate Course ◽  
Underrepresented Groups ◽  
Barriers To Access ◽  
K 12

The importance of applying computational thinking—the problem-solving approach used in the domain of computer science—to solve significant problems is increasingly recognized in K-12 schools as a fundamental skill all students need to develop. The current study presents the design, implementation, and evaluation of a graduate course 20 teachers and school librarians completed in spring 2019. The purpose of the course was to expand learners' understandings of the value and nature of computational thinking, to explore barriers to access faced by students in underrepresented groups, and to reflect on how to facilitate K-12 students' understandings of computational thinking outside of dedicated computing courses. Using a model for systematic instructional planning and evaluation, this chapter reports qualitative thematic analyses of learners' performances and reflections. The chapter concludes with planned revisions for the course and implications for similar efforts within in-service teacher education programs.

The Experiences of School Counselors Who Collaborate With Clinical Mental Health Counselors

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X1988266
Author(s):  
Brandee M. Appling ◽  
Malti Tuttle ◽  
Viola Simone May
Keyword(s):  
Mental Health ◽  
School Counselors ◽  
Research Study ◽  
Transcendental Phenomenology ◽  
Mental Health Counselors ◽  
Key Factors ◽  
Social Emotional ◽  
Education Programs ◽  
Preservice Training ◽  
K 12

The current research study explored the experiences of collaboration between K–12 school counselors and clinical mental health counselors (CMHCs). Through transcendental phenomenology, we examined the perspectives of 10 practicing school counselors who have collaborated with CMHCs. We identified seven main themes that highlighted the essence of these experiences: (a) key factors for effective collaboration, (b) “no ego on the table,” (c) benefits of collaboration, (d) roadblocks to collaboration, (e) eliminating roadblocks to collaboration, (f) preservice training, and (g) forging forward in practice. Implications and recommendations from this study inform practicing counselors and counselor education programs about these collaboration experiences and the need for collaboration to support the academic and social/emotional success of K–12 students.

Inequities of Enrollment in Gifted Education: A Statewide Application of the 20% Equity Allowance Formula

2019 ◽  
Vol 63 (4) ◽  
pp. 205-224 ◽  
Author(s):  
Kristen N. Lamb ◽  
Peter Boedeker ◽  
Todd Kettler
Keyword(s):  
Civil Rights ◽  
Gifted Education ◽  
Hispanic Students ◽  
Federal District ◽  
Bayesian Regression ◽  
District Court ◽  
Contributing Factors ◽  
Education Programs ◽  
K 12 ◽  
Gifted Education Programs

Underrepresentation in gifted education for ethnically diverse student groups has been widely recognized. Two recent federal district court decisions defined the lower limits of equitable participation using the 20% equity allowance formula proposed by Donna Ford. The purpose of this article was to evaluate the application of the 20% rule to identify the prevalence of inequity and associated variables in Texas gifted education programs. Using data from the Office of Civil Rights and Texas Education Agency, the authors applied the 20% rule to demographics of K-12 gifted education programs in Texas to identify inequity and used Bayesian regression with district characteristics to investigate contributing factors of inequity. Only 282 of 994 (28.4%) districts met equity standards for Hispanic students. Second, Bayesian regressions with district-level characteristics of students, teachers, and expenditures were used to identify factors associated with inequitable enrollment of Hispanic students. Overall, the model accounted for 12.9% variance ( R2= 0.129, 95% highest density interval [0.095, 0.170]), with increasing variance explained by district subsets (i.e., city, suburb, town, rural). Furthermore, the results of the regression models revealed the percentage of Hispanic and White teachers were inversely associated with inequity across all district subsets. It is postulated that the mechanism of inequity is in the teacher referral process, frequently used as a determinant of gifted education enrollment. The authors suggest means of addressing this reality.

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