NotesFAQContact Us
Collection
Advanced
Search Tips
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 21 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Heiney-Smith, Jill – AILACTE Journal, 2022
This article presents findings from a sequential mixed methods study that examines how graduate teacher education students describe the experiences that either enhance or interrupt a sense of belonging before and during the university preparation program. The paper focuses primarily on analysis from two focus groups and demonstrates particular…
Descriptors: Disproportionate Representation, Graduate Students, Teacher Education, Student Experience
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Baliram, Nalline; Koetje, Kirsten; Huff, Emily – AILACTE Journal, 2021
During the COVID-19 emergency pivot to virtual learning environments, the researchers sought to understand mentors' and teacher candidates' experiences in K-12 schools so that they could offer improved training and support. We surveyed 60 mentor teachers' and 92 teacher candidates' perceptions of preparedness for a virtual learning environment…
Descriptors: Elementary Secondary Education, Preservice Teachers, COVID-19, Pandemics
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Rupenthal, Michelle; Furuness, Shelly – AILACTE Journal, 2020
This paper explores how a teacher preparation program in a liberal arts institution built upon the foundations of dialogic, relational pedagogy utilizes strong alumni connections to improve teacher education curriculum and support preservice, inservice, and teacher educators as they work to teach against the grain. Best visualized as an infinity…
Descriptors: Teacher Education Programs, Mentors, Socialization, Elementary Secondary Education
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Byrners, Ronald S.; Hillis, Michael R. – AILACTE Journal, 2018
In this paper, we discuss how we attempt to build classroom environments that are conducive to positive civil discourse. Utilizing the framework of cultural proficiency (Lindsey, Robins, and Terrell, 2009), we argue for an inside-out approach through self-exploration to help deconstruct worldviews we develop through the years. In coupling this…
Descriptors: Classroom Environment, Discussion, Cultural Awareness, Liberal Arts
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Wakefield, Dara V. – AILACTE Journal, 2017
No Child Left Behind (NCLB), Race to the Top (RT3) and the Every Student Succeeds Act (ESSA) have piled up federal mandates into a "perfect storm" for Georgia teachers. This study considers the impact of this storm through the eyes of 23 Georgia teachers. A tidal wave of federal mandates leaves teachers overwhelmed and skeptical about…
Descriptors: Educational Legislation, Federal Legislation, Federal Programs, Teacher Attitudes
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Adams, Susan R.; Brooks, Katie; Kandel-Cisco, Brooke – AILACTE Journal, 2017
Too often teacher professional development (PD) is focused on mainstream K-12 learners, even as US schools become more culturally and linguistically diverse (CLD). This theoretical paper provides guidance for centering professional development on the margins. The three conclusions are distilled from robust experiences with middle and high school…
Descriptors: Elementary Secondary Education, Faculty Development, Student Diversity, Cultural Differences
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Dinkins, Elizabeth; Thomas, Kevin – AILACTE Journal, 2016
This qualitative study examined the perspectives and experiences of ten African American students at a predominantly White institution to understand why students persisted or discontinued in the teacher preparation program. Findings indicate three predominant factors influence Black candidates' decision to complete or leave the program: the role…
Descriptors: African American Students, African American Teachers, Whites, Racial Differences
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Roose, Deborah – AILACTE Journal, 2016
For decades, teacher educators and others have looked critically at the way teachers are initially prepared and during the last ten years the calls for reform in teacher education have become even more frequent. Some programs have responded to those demands and made substantial and long lasting changes. This qualitative study reports on data…
Descriptors: Preservice Teacher Education, Educational Change, Qualitative Research, Administrator Attitudes
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Antilla-Garza, Julie – AILACTE Journal, 2015
Teacher Education Departments at most liberal arts colleges serve as professional certification programs as much as departments with academic majors. We train our students to work in P-12 education in an era of inclusion and require them to support their students with disabilities in preparation for college and career. The federal government…
Descriptors: Disabilities, Teacher Education Programs, Preservice Teachers, Social Justice
Peer reviewed Peer reviewed
Direct linkDirect link
Kagle, Melissa – AILACTE Journal, 2013
This paper proposes a framework for the development of culturally responsive practices in beginning teachers to meet the needs of diverse students in multicultural classrooms. The framework describes the trajectory beginning teachers undergo toward becoming culturally responsive and discusses how teacher educators in liberal arts colleges can…
Descriptors: Knowledge Base for Teaching, Culturally Relevant Education, Cultural Awareness, Multicultural Education
Peer reviewed Peer reviewed
Direct linkDirect link
Frazier, Laura Corbin; Brown-Hobbs, Stacy; Palmer, Barbara Martin – AILACTE Journal, 2013
This paper traces the development of teacher candidate benchmarks at one liberal arts institution. Begun as a classroom assessment activity over ten years ago, the benchmarks, through collaboration with professional development school partners, now serve as a primary measure of teacher candidates' performance in the final phases of the teacher…
Descriptors: Benchmarking, Student Teachers, Performance Based Assessment, Outcome Measures
Peer reviewed Peer reviewed
Direct linkDirect link
Merk, Hillary; Waggoner, Jacqueline; Carroll, James – AILACTE Journal, 2013
Researchers and teacher educators have given increased attention to co-teaching during the student teaching experience. Co-teaching facilitates an apprenticeship arrangement that encourages modeling of classroom practice for the candidate and a chance to implement directly what is being learned by the apprentice. The co-teaching model can be…
Descriptors: Teamwork, Student Teaching, Learning Processes, Team Teaching
Peer reviewed Peer reviewed
Direct linkDirect link
Pu, Chang – AILACTE Journal, 2012
Informed by the narrative inquiry approach (Connelly & Clandinin, 1990), this qualitative study examined preservice teachers' narratives to investigate what they think, know, and believe in teaching English learners. Beyond just telling stories, narrative structures and meanings were examined with the goal of gaining insight of the preservice…
Descriptors: Teaching Methods, Preservice Teacher Education, Teacher Education Programs, Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Lorimer, Maureen Reilly – AILACTE Journal, 2012
Although strong arguments espousing the accolades of arts involvement are evident, the visual and performing arts continue to be underfunded and underused in K-12 schooling and teacher preparation. Valiant efforts from arts advocates have made inroads to reverse this negative trend, yet policies and practices that reflect a commitment to "arts for…
Descriptors: Preservice Teacher Education, Educational Change, Integrated Curriculum, Unified Studies Curriculum
Peer reviewed Peer reviewed
Direct linkDirect link
Gay, Richard – AILACTE Journal, 2011
For the past sixteen years, the Five Dimensions of Multicultural Education, as proposed by James A. Banks (1995), have been accepted in many circles as the primary conceptual framework used in teaching multicultural education courses: content integration, the knowledge construction process, prejudice reduction, an equity pedagogy and an empowering…
Descriptors: Critical Theory, Education Courses, Multicultural Education, Course Content
Previous Page | Next Page ยป
Pages: 1  |  2