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Isik-Ercan, Zeynep; Kang, Hyun-Young; Rodgers, Adrian – Professional Educator, 2017
In this three-year longitudinal qualitative case study, the authors investigate a) the emergence of the professional supervisor identity, and b) the dynamics of evolving supervision practices by analyzing the case of two female supervisors from international backgrounds working within an early childhood education (P-3) program in a large…
Descriptors: Clinical Experience, Case Studies, Qualitative Research, Longitudinal Studies
Lee, Young Ah; Chen, Shwu-Meei; Chang, Chen-Ni; Yoneda, Fusako – Professional Educator, 2017
This study used qualitative case study methods to investigate how a particular community of practice located in a Midwest university influenced the M.Ed./PDS graduates' perceptions of working with diverse students. We use the term multicultural education to refer to the orientations and practices of the M.Ed. program and how the graduates thought…
Descriptors: Multicultural Education, Communities of Practice, Student Diversity, Qualitative Research
Colwell, Chris; MacIsaac, Doug; Tichenor, Mercedes; Heins, Bette; Piechura, Kathy – Professional Educator, 2014
Professional development school partnerships can improve teaching and learning in our schools. To support these partnerships, the National Council for the Accreditation of Teacher Education (NCATE) developed standards for professional development schools. In this article, we address the questions, "What NCATE standards work from the point of…
Descriptors: Professional Development Schools, Sustainability, Partnerships in Education, Benchmarking
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Lee, Young Ah – Professional Educator, 2011
To better prepare teacher candidates to teach for social justice, teacher educators need to know students' understandings of social justice embedded in their personal histories and past and current learning experiences. Using participatory action research, this study examines how 6 early childhood (grades pre-K-3) teacher candidates understood and…
Descriptors: Social Justice, Action Research, Young Children, Teacher Education Programs
Davis, Barbara H.; Waite, Susan Field – Professional Educator, 2006
This paper describes a school/university graduate induction program that has provided support to beginning teachers since 1994. A 10-year follow-up study of program graduates was recently conducted to examine these questions: (a) How many graduates are still in the education profession? (b) How many have remained in the classroom? and (c) What are…
Descriptors: Graduate Surveys, Professional Development Schools, Beginning Teacher Induction, Program Effectiveness