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Showing 1 to 15 of 45 results Save | Export
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Mitten, Carolyn; Ross, Dorene – Studies in Higher Education, 2018
Within any higher education institution, there are great teachers who recognize the challenges to sustaining a commitment to highly effective teaching. The current paper explores the beliefs and practices of 10 faculty members who won an undergraduate teacher of the year award at a research-intensive institution. The paper explores the challenges…
Descriptors: Higher Education, College Faculty, Educational Quality, Teacher Attitudes
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Adams, Alyson; Ross, Dorene D. – Peabody Journal of Education, 2014
In this article we describe a graduate program for practicing teachers at the University of Florida. Offered in a blended format (mostly online but supported by a local faculty member), the program embeds graduate work within school reform efforts in hard to staff schools in partner school districts up to 350 miles away from campus in order to…
Descriptors: Inservice Teacher Education, Graduate Study, Blended Learning, Educational Change
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Adams, Alyson; Ross, Dorene; Burns, Jamey; Gibbs, Lauren – Journal of Staff Development, 2015
This article describes an instructional coaching program that includes high-quality data displays to engage teachers in conversation about instruction. A descriptive, nonjudgmental data display that captures a teacher's practice around an identified focus provides the foundation for a productive collaborative coaching conversation. The data…
Descriptors: Coaching (Performance), Program Descriptions, Visual Aids, Instruction
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Hambacher, Elyse; Acosta, Melanie M.; Bondy, Elizabeth; Ross, Dorene D. – Urban Review: Issues and Ideas in Public Education, 2016
The literature related to warm demanding describes teachers who balance care and authority to create a learning environment that supports a culture of achievement for African American students. Embedded in this stance is sociopolitical consciousness that explicitly links teachers' care and authority with a larger social justice agenda. Drawing on…
Descriptors: Elementary School Teachers, Preschool Teachers, African American Students, Social Justice
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Bondy, Elizabeth; Ross, Dorene D.; Hambacher, Elyse; Acosta, Melanie – Urban Education, 2013
In the literature on culturally responsive pedagogy "warm demanders" are teachers who embrace values and enact practices that are central to their students' success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be…
Descriptors: Beginning Teachers, Elementary School Students, Educational Practices, Novices
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Jacobbe, Tim; Ross, Dorene D.; Caron, D. Alvarez; Barko, Timothy; Busi, Rich – Teacher Education and Practice, 2014
The National Council of Teachers of Mathematics (NCTM) has called for changes in mathematics teaching from a procedural to conceptual focus since 1980, yet the way mathematics is taught in many classrooms continues to contradict the recommended practices. The pervasiveness of this challenge has led some educators to suggest changes in university…
Descriptors: Theory Practice Relationship, Preservice Teachers, Mathematics Teachers, Mathematics Instruction
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Mundy, Charlotte A.; Ross, Dorene D.; Leko, Melinda M. – Reading Horizons, 2012
To establish job-embedded, ongoing professional development recent policies and initiatives required that districts appoint school-based coaches. The Reading First Initiative, for example, created an immediate need for coaches without a clear definition of coaches' responsibilities. Therefore, the purpose of this case study was to investigate how…
Descriptors: Professional Development, Educational Practices, Reading Programs, Coaching (Performance)
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Jacobbe, Tim; Ross, Dorene D.; Hensberry, Karina K. R. – Urban Education, 2012
This study examined the impact of a Family Math Night on preservice teachers' perceptions of low-income parents and their engagement in their children's education. Participants were enrolled in an elementary mathematics methods course; one section served as the treatment group. Participants were required to aid in the planning and implementation…
Descriptors: Preservice Teachers, Attitudes, Low Income Groups, Parent School Relationship
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Adams, Alyson; Ross, Dorene; Swain, Colleen; Dana, Nancy; Leite, Walter; Sandbach, Robert – Teacher Education and Practice, 2013
This article presents findings from a study about the perceived impact of a job-embedded graduate program designed to prepare teacher leaders within the context of university-district-school partnerships. Study participants completed a 30-item survey about impact of the program on instructional practices, collaboration with peers, participation in…
Descriptors: Teachers, Teacher Attitudes, Teacher Surveys, Online Surveys
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Ross, Dorene; Adams, Alyson; Bondy, Elizabeth; Dana, Nancy; Dodman, Stephanie; Swain, Colleen – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
This qualitative study was designed to examine teachers' and principals' perceptions of the impact of a graduate program designed to prepare teacher leaders. Impact was investigated through interviews with 20 graduates and 6 principals. Using Mezirow's concept of transformational learning, the study documents perceived transformation of teachers'…
Descriptors: Teacher Education Programs, Transformative Learning, Teacher Leadership, Principals
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Vescio, Vicki; Ross, Dorene; Adams, Alyson – Teaching and Teacher Education: An International Journal of Research and Studies, 2008
After an overview of the characteristics of professional learning communities (PLCs), this manuscript presents a review of 10 American studies and one English study on the impact of PLCs on teaching practices and student learning. Although, few studies move beyond self-reports of positive impact, a small number of empirical studies explore the…
Descriptors: Foreign Countries, Academic Achievement, Program Effectiveness, Teaching Methods
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Ross, Dorene D.; Bondy, Elizabeth; Gallingane, Caitlin; Hambacher, Elyse – Childhood Education, 2008
If educators are to bridge the black/white achievement gap, they must find a way to engage low-income and minority youth in academic learning. While ample evidence indicates that some teachers are highly effective in engaging students, the persistence of the achievement gap suggests that most are far less effective at engaging African American…
Descriptors: African American Students, Student Motivation, Teaching Styles, Teacher Effectiveness
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Ross, Dorene; Howie, Sheryl; Halsall, Sharen; Vescio, Vicki – Teacher Education and Practice, 2007
This qualitative study examined the experiences of 10 prospective teachers completing internships in low-income, majority-minority schools while participating in a professional learning community within the context of a course that focused on culturally responsive pedagogy. Drawing primarily from interviews and online discussions, the article…
Descriptors: Racial Differences, Beginning Teachers, Reflective Teaching, Minority Groups
Ross, Dorene Doerre – 1983
Fifteen teachers who have conducted group or individual action research projects were interviewed to identify factors which promote and, at times, limit teachers' efforts to conduct action research studies. Interviews which ranged from 45 to 90 minutes focused on teachers' definitions of research, their involvement in research projects, support…
Descriptors: Action Research, Decision Making, Educational Policy, Elementary Secondary Education
Ross, Dorene D. – 1979
This study investigates the relationship between teachers' beliefs and practices in three kindergarten classrooms and identifies four factors which seem to influence that relationship. Information about the classrooms was collected using the classroom disclosure approach, a form of educational criticism which combines and adapts methods from…
Descriptors: Beliefs, Interviews, Observation, Perception
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