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Gant, Angela B. – AILACTE Journal, 2009
Although many researchers have focused their efforts on studying first-year teachers, little research has been conducted about experienced new teachers, educators who have teaching experience but are new to a school or school system. This qualitative study of the experiences of three experienced new teachers reveals that many experienced new…
Descriptors: Experienced Teachers, Beginning Teachers, School Districts, School Culture
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Leer, Elizabeth Berg – AILACTE Journal, 2009
Although teachers may strive to create inclusive, multi-cultural classrooms, they may lack the requisite knowledge and skills to successfully accomplish the task. Drawing on case study research that illuminates challenges encountered by White teachers of multicultural literature, I propose a comprehensive diversity component for teacher education.…
Descriptors: Teacher Education, Multicultural Education, Teacher Education Programs, Literature
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Hopkins-Gillispie, Delphina – AILACTE Journal, 2009
This study is part of a larger study that uses mixed methods (qualitative and quantitative methods) to investigate preservice teachers' knowledge and understanding of multiculturalism and to prepare preservice teachers to work in diverse classrooms. The results indicate two findings: 1) that preservice teachers come from homogeneous backgrounds;…
Descriptors: Preservice Teacher Education, Preservice Teachers, Schools of Education, Multicultural Education
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Justice-Crickmer, Janet; Thompson, E. H. – AILACTE Journal, 2007
Arthur Levine's (2006) study of teacher preparation in the United States and his resulting controversial recommendations have increased the need for teacher educators in independent institutions to share insights into designing and implementing effective degree programs. To that end, this article highlights aspects of an innovative M.A. Ed.…
Descriptors: Specialists, Instructional Design, Masters Programs, Reading Instruction
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Carroll, James B.; Morrell, Patricia D.; Eifler, Karen E. – AILACTE Journal, 2007
Federal educational technology grant coordinators from seven small liberal arts colleges were interviewed to determine the ways in which technology had been infused in teacher education programs over the life of the grant. Substantive integration of technology had occurred in each of the schools. Traditional change models were unable to explain…
Descriptors: Teacher Education Programs, Change Agents, Technology Integration, Organizational Change