NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Showing 1 to 15 of 1,241 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Kalchman, Mindy; Kozoll, Richard H. – Action in Teacher Education, 2017
Methods for teaching early childhood mathematics and science are often addressed in a single, dual-content course. Approaches to teaching this type of course include integrating the content and the pedagogy of both subjects, or keeping the subject areas distinct. In this article, the authors discuss and illustrate their approach to such a combined…
Descriptors: Mathematics Instruction, Science Instruction, Pedagogical Content Knowledge, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Tingstrom, Catherine A.; Nagel, Elizabeth – Action in Teacher Education, 2017
Childhood obesity and the decline of physical activity are real concerns for physical educators. Physical educators are in a key position to positively affect physical activity among youth at risk for obesity; however, the presence of an anti-fat bias may inhibit their ability to effectively do so. By addressing anti-fat bias, not only in physical…
Descriptors: Obesity, Child Health, Physical Activity Level, Physical Education Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Gelfuso, Andrea; Dennis, Danielle V. – Action in Teacher Education, 2017
There are international calls for teacher preparation programs to increase the quantity and quality of field experiences. The belief is that spending additional time in the field being mentored by inservice teachers will develop high-quality preservice teachers. However, the figured worlds of teacher education and the knowledge base of inservice…
Descriptors: Professional Development Schools, College School Cooperation, Discourse Analysis, Preservice Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Gabriel, Rachael – Action in Teacher Education, 2017
Drawing upon discursive psychology as a theoretical and methodological framework, the author analyzes a set of five postobservation debrief conversations between novice teachers and their mentors. The author presents analysis and findings by highlighting how the interpretative repertoires of the rubric and protocol documents may be used to shape…
Descriptors: Scoring Rubrics, Discourse Analysis, Reflection, Beginning Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Choppin, Jeffrey; Meuwissen, Kevin – Action in Teacher Education, 2017
The edTPA, a performance assessment designed to generate reliable and valid measures of teaching practice, increasingly is used as a gatekeeping mechanism for beginning teacher licensure in various states, including New York, Washington State, Wisconsin, and Georgia. One of the edTPA's key components is the demonstration of instructional practice…
Descriptors: Preservice Teachers, Beginning Teachers, Performance Based Assessment, Video Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Chandler-Olcott, Kelly; Fleming, Sarah – Action in Teacher Education, 2017
Drawing on situated learning and communities of practice, this teacher-research study examined multiple stakeholders' perspectives about the purpose, design, and inaugural implementation of the edTPA, a teacher performance assessment mandated for state certification. Participants included teacher candidates, mentor teachers, a field placement…
Descriptors: High Stakes Tests, Student Teaching, Teacher Educators, Communities of Practice
Peer reviewed Peer reviewed
Direct linkDirect link
Musanti, Sandra I. – Action in Teacher Education, 2017
The study explores English as a second language (ESL) and bilingual teachers' narratives within a learning community as they collectively engage in reflecting on practices to more effectively support English learners. This longitudinal qualitative study integrates narrative inquiry approach and critical incident methodology. Participants were…
Descriptors: Bilingual Teachers, English (Second Language), Reflection, Longitudinal Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Pellegrino, Anthony; Weiss, Margaret P. – Action in Teacher Education, 2017
Collaboration among educators is a vital component for teachers' success working with diverse students. Teacher preparation programs, however, have not sufficiently included experiences in which teacher candidates can learn about professional collaboration in preparation for clinical and professional experiences. In this article, the authors…
Descriptors: Teacher Collaboration, Student Diversity, Clinical Supervision (of Teachers), Team Teaching
Peer reviewed Peer reviewed
Direct linkDirect link
Nesmith, Suzanne M.; Purdum-Cassidy, Barbara; Cooper, Sandi; Rogers, Rachelle D. – Action in Teacher Education, 2017
Integrating literature in mathematics is a powerful strategy used by many teachers to meet the reformative goals outlined by the National Council of Teachers of Mathematics. This article reports a teacher education study in which 15 elementary preservice teachers engaged in a task that challenged them to link the pedagogical strategy of…
Descriptors: Elementary School Teachers, Student Attitudes, Mathematics Instruction, Preservice Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Evans, Leanne M. – Action in Teacher Education, 2017
The number of students designated as English language learners enrolled in U.S. schools is rapidly increasing, and because of this shifting cultural and linguistic landscape, it is essential that all teachers have the skills to effectively work with students who have a language other than English spoken at home. Using the framework of exemplary…
Descriptors: Hispanic Americans, Bilingualism, Teaching Methods, Teacher Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Decker, Janet R.; Pazey, Barbara L. – Action in Teacher Education, 2017
Allegations of improper discipline are commonly the focus of special education litigation filed against school districts. Because ignorance of the law is no defense, administrators and educators must understand special education law. Yet many educators receive little to no legal training. To address the lack of training and prevent future…
Descriptors: Teaching Methods, Case Method (Teaching Technique), Teacher Education, Legal Responsibility
Peer reviewed Peer reviewed
Direct linkDirect link
Rood, Carrie E.; Ashby, Christine – Action in Teacher Education, 2017
The article describes how a group of student teachers understood and enacted inclusion in noninclusive school placements during a year-long teaching residency. It examines, within de Certeau's framework of tactics and strategies, how students made meaning of their placements, their understanding of university practice in relation to inclusion, and…
Descriptors: Student Teachers, Student Placement, Inclusion, Professional Identity
Peer reviewed Peer reviewed
Direct linkDirect link
Reagan, Emilie Mitescu; Roegman, Rachel; Goodwin, A. Lin – Action in Teacher Education, 2017
In education, the Rounds model provides opportunities for engaging educators as communities of learners who examine instructional issues for purposes of understanding and improving them. Over the past 10 years, Rounds have been implemented in school-based experiences in teacher preparation programs across the nation. Yet despite recent interest,…
Descriptors: Preservice Teacher Education, Communities of Practice, Preservice Teachers, Urban Teaching
Peer reviewed Peer reviewed
Direct linkDirect link
Sydnor, Jackie – Action in Teacher Education, 2017
This study explores the experience of becoming an elementary teacher in an educational climate where standardization and accountability increasingly affect what happens in classrooms across the country by following two beginning teachers. Specifically, this longitudinal study in which two first-year teachers' stories are analyzed and restoried…
Descriptors: Elementary School Teachers, Longitudinal Studies, Teacher Education, Beginning Teacher Induction
Peer reviewed Peer reviewed
Direct linkDirect link
Strieker, Toni S.; Lim, Woong; Hubbard, Daphne; Crovitz, Darren; Gray, Kimberly C.; Holbien, Marie; Steffen, Cherry – Action in Teacher Education, 2017
This study addresses the urgent need for change in clinical experiences that better prepare teacher candidates to negotiate the changing landscape of educational and accreditation policies and practices affecting P-12 classrooms. Specifically, the article examines the impact of a comprehensive 4-year initiative to transform traditional student…
Descriptors: Teacher Education Programs, Student Teaching, Educational Change, Program Effectiveness
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  83