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Showing 1 to 15 of 179 results Save | Export
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McConnell, John R., III; Teske, April H.; Attwood, Adam I.; Barron, Lisa L. – SRATE Journal, 2021
The purpose of this exploratory study was to compare the performance and confidence of preservice teachers in their readiness to teach, as determined by the edTPA and a candidate survey, respectively. Descriptive analyses of the data reflected higher confidence scores and increased variability within those scores. While this suggests there was…
Descriptors: Preservice Teachers, Graduate Students, Undergraduate Students, Self Efficacy
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Pate, Amanda; Adams, Alyson – SRATE Journal, 2021
Instructional coaches collaborate with in-service and pre-service teachers through dialogue and reflection in order to improve instruction for their students. In this qualitative study we learned from three exemplar coaches who used elements of coaching in their supervision of pre-service teachers. The coaches reflected on how they navigated the…
Descriptors: Coaching (Performance), Preservice Teachers, Student Teacher Supervisors, Models
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Maxwell, Ja'Corie; Kamp, Jessica; Cullen, Theresa – SRATE Journal, 2021
Parents are important stakeholders in the educational experiences of their children. Their views about technology shape the perceptions students have about technology. These conceptions also shape how they view what should be happening in the K-12 classroom. Our study used an open-ended question survey to explore how parents view technology use in…
Descriptors: Parent Attitudes, Parent School Relationship, Public Schools, Technology Integration
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Smith, Sharda L. Jackson – SRATE Journal, 2021
Numerous teacher preparatory programs place emphasis on instructional advocacy within their curriculum. This article discusses a pathway teacher educators can use to connect candidates with research-based knowledge and skills that sync broad policy to practice, developing a comprehensive approach to advocating for education. The author sought to…
Descriptors: Preservice Teacher Education, Advocacy, Poverty, Academic Achievement
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Short, Donna – SRATE Journal, 2021
Efforts made by educator preparation programs (EPPs) utilize teacher performance assessments (TPAs) that include formative and summative assessments that evaluate teacher candidates' professional growth and performance. The educative teacher performance assessment (edTPA) has replaced the local TPAs to become a national performance-based…
Descriptors: Performance Based Assessment, Summative Evaluation, Preservice Teachers, First Generation College Students
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Schramm-Possinger, Megan; Harris, Lisa – SRATE Journal, 2021
This study assesses K-12 teachers' beliefs, contextual supports, and actual uses of student data. Results showed that teachers' beliefs, school environments, and engagement in substantive data-driven analyses are associated with their use of periodic and classroom-based data to inform their instruction and communications with instructional…
Descriptors: Teacher Attitudes, Elementary School Teachers, Secondary School Teachers, Data Use
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Puliatte, Alison; Martin, Melissa; Bostedor, Emily – SRATE Journal, 2021
The purpose of this study was to examine pre-service teacher self-efficacy and attitudes towards inclusion. Participants included pre-service teachers (N = 68) who were all enrolled in a freshman education course. Researchers administered two scales including the Teacher Efficacy for Inclusive Practices scale (TEIP; Sharma, Loreman & Forlin,…
Descriptors: Preservice Teachers, College Freshmen, Student Attitudes, Positive Attitudes
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Tichenor, Mercedes; Piechura, Kathy; Heins, Elizabeth – SRATE Journal, 2021
Nathanson, Pruslow, and Levitt (2008) found a high prevalence of aliteracy among inservice and preservice teachers. They determined that although teachers acknowledged the importance of personal reading, few invested the time to read for fun. They further noted that preservice teachers were motivated by literacy activities that had intrinsic value…
Descriptors: Student Motivation, Preservice Teachers, Recreational Reading, Teacher Educators
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Davis, Brennan – SRATE Journal, 2021
Current political and social climates have pushed conversations about equity and inclusion to the forefront. At the same time, lawmakers in more than half of US states are pushing legislation that would limit discussion of these issues in schools. Educators must consider the best ways to continue conversations of equity and inclusion without…
Descriptors: Literacy, Social Justice, Equal Education, Inclusion
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Davis, William S.; Jeffery, Tonya D. – SRATE Journal, 2021
Teacher education has increasingly situated social justice as a critical outcome in their programs. One resource, the Social Justice Standards (SJS), has been identified as a guiding tool for supporting pre-service teachers (PSTs) to plan for and enact social justice-oriented practices in their teaching. Situated in the context of a rural teacher…
Descriptors: Social Justice, Standards, Teacher Education, Preservice Teachers
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Quick, Tammy – SRATE Journal, 2021
Implementing literature circles in K-12 classroom provides students opportunities to take ownership of their learning. Teachers can maximize students' learning through social justice practices. Providing students equitable access to resources where they choose, collaborate, create, and communicate in safe spaces is conducive to students' cognitive…
Descriptors: Reading Instruction, Age Groups, Technology Integration, Social Justice
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Barnes, Zachary – SRATE Journal, 2021
The United States has seen an increase focus in science education at the same time that more students with disabilities (SWDs) are educated in a general education classroom. Because of this, science teachers must know how to implement best practices of working with SWDs. However, many science teachers report they do not feel prepared for this.…
Descriptors: Science Teachers, Preservice Teachers, Middle School Teachers, Preservice Teacher Education
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Schneider, Elke; Costner, Kelly M. – SRATE Journal, 2021
In the southeastern region of the United States, English Learners (ELs) present the fastest growing public school population. Therefore, in-service educators need to be specifically prepared to provide culturally and linguistically appropriate research-evidenced practices to support ELs within the content areas. The characteristics and impact of…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Educational Benefits
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Edelen, Daniel; Bush, Sarah B. – SRATE Journal, 2020
It can be challenging to draw connections between mathematics content and elementary students' experiences in ways that makes sense for each and every learner. Through this paper, we highlight several strategies for being a culturally responsive teacher in elementary mathematics classrooms and beyond. We critically focus on classroom based…
Descriptors: Mathematics Instruction, Elementary School Students, Elementary School Teachers, Language Usage
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Slanda, Dena D.; Little, Mary E. – SRATE Journal, 2020
The Every Student Succeeds Act (2015) requires teachers to address students' diverse learning needs to master increasingly rigorous state standards within a Multi-Tier System of Supports (MTSS). To actualize equitable learning opportunities, it is critical teachers be equipped with the knowledge and skills to provide individualized, specially…
Descriptors: Teacher Education Programs, Inclusion, Equal Education, Teacher Competencies
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