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Descriptors:
Accountability; Beginning Teachers; Mathematics Education; Mathematics Instruction; Educational Practices; Elementary School Mathematics; Classroom Observation Techniques; Interviews; Curriculum Based Assessment; Intermode Differences; Educational Indicators; Inclusion; Classroom Techniques; Teaching Methods; Learning Disabilities; Academic Accommodations (Disabilities); Instructional Effectiveness; Achievement Gains

Abstract:
In this exploratory study, teachers' use of standards-based, discourse practices and their students' mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics participated in this study (three students from each classroom). Six classroom observations of teachers took place over 4 months focusing on a subset of indicators associated with Walshaw and Anthony's framework of mathematics classroom discourse practices. Follow-up interviews were also conducted. Curriculum-based and state-accountability measures were collected on the six target students in these settings. Different patterns of student performance emerged across the two classrooms in which teachers were observed using different types and degrees of standards-based discourse practices during mathematics lessons. Findings suggest indicators of effective mathematics teaching in inclusive general education classrooms to be validated by future research efforts. (Contains 6 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Teaching; Special Education Teachers; Educational Needs; Teacher Education Programs; Change Strategies; Educational Change; Beginning Teachers; Mixed Methods Research; Graduate Surveys; Teacher Competency Testing; Program Improvement; Self Efficacy; Participant Satisfaction; Program Evaluation; College Outcomes Assessment

Abstract:
Through a mixed-methods study, teacher educators investigated recent graduates' perceptions of their preparation program. Beginning special education teachers completed surveys and indicated (a) their level of preparation and confidence associated with 25 core competencies, (b) the most beneficial components of their preparation program, (c) suggestions for improving the program, and (d) current training needs. The highest levels of preparation and confidence were found in the areas of professionalism, behavior management, and instruction. The lowest levels of preparation and confidence were noted in transition and teaching students whose first language was not English. Participants reported that early clinical experiences and student teaching were the most beneficial components of the program. Furthermore, they offered suggestions for adding breadth and depth to courses and desired to learn more about timely issues. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Aesthetic Education; Educational Change; Neoliberalism; Urban Teaching; Urban Schools; Beginning Teachers; English Teachers; Secondary School Teachers; Accountability; Testing; Qualitative Research; Interviews; Ethnography; Social Justice; Theory Practice Relationship; Teacher Education

Abstract:
This article presents 7 years of qualitative research into the emerging understandings of a population of 456 beginning 7 to 12 urban teachers who supplied 130 participants who were enrolled in a total of 26 MSEd English Language Arts courses over 7 years. These were interviewed while teaching in urban schools focused primarily on testing and accountability systems, and their class writings were used to present seven of their voices in this study. The study investigates participant engagement in two theoretical frameworks emphasized in the courses: first, the neoliberal ideology of testing and accountability; second, the transactional tradition of aesthetic education. The study finds that education students need not passively acquiesce to neoliberal reforms, but can reclaim a culturally critical stance in their teaching. (Contains 1 table and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Caring; Creative Activities; Mentors; School Culture; Class Activities; Beginning Teachers; Educational Resources; Helping Relationship; Coaching (Performance)

Abstract:
This book is for educators at all levels and is packed with creative, use-now tips and activities to support new and struggling teachers. Combining real-life scenarios with current research, the author demonstrates how educators can get the most out of available resources, promote a school culture devoted to helping and caring, and meet common school challenges head-on! New and noteworthy--by providing creative activities and acknowledging the complexity inherent in school culture, this practical guide can really help educators implement a mentoring/coaching program that works! Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Questionnaires; Science Teachers; Science Departments; Secondary School Science; Work Environment; Test Construction; Departments; Secondary School Teachers; Beginning Teachers; Teacher Persistence; Teacher Attitudes; Interviews; Qualitative Research

Abstract:
There has been little research into the work environments of teachers at the subject department level. Understanding and investigating the work environment at this level could provide insight into the type of work environment that might lead teachers to remain in the teaching profession. This article reports the development, validation and use of a work environment instrument at the subject department level. The department-level environment questionnaire (DLEQ) was developed using the school-level environment questionnaire as the parent instrument. Both Actual and Preferred Forms of the DLEQ were used. Early-career secondary school science teachers' perceptions of the actual and preferred science department environment in New Zealand were sought. In addition, interviews with 17 % of the participants were conducted in order to find out why the teachers answered the questionnaire in the way that they did. The findings highlight the needs of this particular group of teachers. Future research opportunities for further instrument development and use of the instrument are suggested. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Video Technology; Beginning Teachers; Mathematics Instruction; Secondary School Mathematics; Teacher Educators; Mathematics Teachers; Teaching Methods; Teacher Competencies; Secondary School Teachers; Teacher Education Programs; Teaching Skills

Abstract:
Although skilled mathematics teachers and teacher educators often "know" when interruptions in the flow of a lesson provide an opportunity to modify instruction to improve students' mathematical understanding, others, particularly novice teachers, often fail to recognize or act on such moments. These pivotal teaching moments (PTMs), however, are key to instruction that builds on student thinking about mathematics. Video of beginning secondary school mathematics teachers' instruction was analyzed to identify and characterize PTMs in mathematics lessons and to examine the relationships among the PTMs, the teachers' decisions in response to them, and the likely impacts on student learning. These data were used to develop a preliminary framework for helping teachers learn to identify and respond to PTMs that occur during their instruction. The results of this exploratory study highlight the importance of teacher education preparing teachers to (a) understand the mathematical terrain their students are traversing, (b) notice high-leverage student mathematical thinking, and (c) productively act on that thinking. This preparation would improve beginning teachers' abilities to act in ways that would increase their students' mathematical understanding. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teachers; Beginning Teachers; Secondary School Teachers; Pedagogical Content Knowledge; History Instruction; Expertise; Individual Development; Teaching Methods; Preservice Teacher Education; Case Studies; Interviews; Observation

Abstract:
Using artifacts of teachers' practices, classroom observations, and teacher interviews, we explore the development and enactment of 2 novices' pedagogical content knowledge (PCK) for teaching history. We identify and track 4 components of PCK that are relevant to teaching history: representing history, transforming history, attending to students' ideas about history, and framing history. We find that these 2 novices demonstrated different aspects of PCK in different settings at different points in the first 3 years of their careers. Their PCK continued to grow after preservice education, although the pace and substance of this development varied. In particular, attending to students' ideas about history and framing history were more challenging aspects of PCK for these novices. Specific features of the teacher education program, the school context, and the individual teacher's capacity facilitate growth in PCK, including opportunities to practice, alignment within the teacher education program and across learning sites, reflection on practice, and subject matter knowledge. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Stakes Tests; Teacher Effectiveness; Experienced Teachers; Testing; Teaching Methods; Novices; Mathematics Education; Grade 4; Beginning Teachers; Lesson Plans; Mathematics Instruction; Educational Change; Pedagogical Content Knowledge; Mathematics Activities; Mathematical Concepts; Elementary School Mathematics; Elementary School Students; Interviews; Grounded Theory

Abstract:
Recent reform efforts in mathematics education have stimulated a focus on learning trajectories. At the same time, a global increase in high-stakes testing has influenced instructional practices. This study investigated how four fourth grade teachers within a school planned and enacted lessons to understand what mediated their planning and teaching decisions. Findings reveal that three of these teachers, who were veteran teachers, used a testing trajectory approach with decisions mediated by preparing students for high-stakes tests. The fourth teacher, a novice, attempted to use a learning trajectory approach to support student understanding. Results reveal that high-stakes testing played a crucial role in teachers' instructional decisions. Based on the findings, we provide a framework for a testing trajectory approach that the veteran teachers used to make instructional decisions. Further research is needed to understand how to support teachers to prepare students for testing using effective teaching practices. (Contains 1 table and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Foreign Countries; Electronic Learning; Content Analysis; Beginning Teachers; Teacher Educators; Metalinguistics; Language Teachers; Case Studies; Student Teachers; Computer Mediated Communication; English (Second Language); Second Language Learning; Second Language Instruction; Student Teacher Attitudes

Abstract:
A major challenge for language teacher educators working in the area of teacher language awareness (TLA) is to develop pedagogical approaches that will go beyond merely enhancing L2 teachers' knowledge about language by enabling them to make the bridge between the declarative and procedural dimensions of TLA. This paper sets out to investigate the effectiveness of using online discussion forums to develop the language awareness of a group of student-teachers of L2 English in Hong Kong. Through content analysis of the 18 discussion threads initiated by these novice teachers, the research team found that despite the different reasons they had for posting their discussion topics, most of them had used extensively the e-learning platform to request help regarding the two dimensions of TLA, and that their reflections showed a strong tendency to move from the declarative to the procedural dimension of TLA. The study, though exploratory, has enhanced our understanding of learning to teach by opening up a small window for people to understand how TLA affected the teacher behaviour of this group of student-teachers during their teaching practice. The study also shows the research potential of using online discussion forums to understand teachers' language awareness development. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Experience; Figurative Language; Beginning Teachers; Urban Schools; Communities of Practice; Educational Change; Educational Environment; Self Concept

Abstract:
Through the metaphor, "learning to teach in the 'eye of the storm'", a beginning teacher's experiences of teaching in one of America's diverse urban campuses become known. Three themes of global significance emerge: (1) the similarities and differences between professional learning communities and knowledge communities; (2) the morphing of "the eye of the storm" into "a perfect storm"; and (3) the connections between shifting teacher identities and shifting school landscapes. The narrative inquiry foreshadows how the teacher's "story to live by" became "a story to leave by" as she worked in a urban school district riddled with massive change. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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