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Garcia, Amaya; Manuel, Alexandra; Buly, Marsha Riddle – Teacher Education Quarterly, 2019
English learners (ELs) make up 10% of the U.S. student population and are increasingly enrolling in school districts that have little experience with educating these students. A majority of states report shortages in teachers prepared to work with ELs, particularly in the area of bilingual education. Grow Your Own (GYO) programs that recruit and…
Descriptors: State Policy, Educational Policy, English Language Learners, Bilingual Education
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Murai, Harold; Berta-Ávila, Margarita; Figueróa-Ramírez, Karina – Teacher Education Quarterly, 2019
In 2007, the Multilingual/Multicultural Teacher Preparation Center, a teacher education program, was featured in a "Teacher Education Quarterly," 34(4), special issue on diversifying the teaching workforce. Though this center has since ended due to the disbandment of the Bilingual/Multicultural Education Department, this commentary…
Descriptors: Multilingualism, Cultural Pluralism, Teacher Education Programs, Diversity (Faculty)
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Jones, Roy; Holton, Winston; Joseph, Mark – Teacher Education Quarterly, 2019
The primary mission of the Call Me MiSTER (CMM) program, founded in 2000 and headquartered at Clemson University, was originally developed in collaboration with three private historically Black institutions to address the significant shortage of African American men teaching in K-8 public elementary school classrooms. In this article, we describe…
Descriptors: African American Teachers, Males, Elementary School Teachers, Middle School Teachers
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Gist, Conra D. – Teacher Education Quarterly, 2019
Grow Your Own programs, with their focus on preparing and placing community teachers, are increasingly being identified as a viable solution for addressing ethnoracial diversity and teacher shortages in schools. Given the heightened interest in these programs, the focus of this article is to consider various "projects," or rather,…
Descriptors: Diversity (Faculty), Student Diversity, Teacher Shortage, Labor Force Development
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Rogers-Ard, Rachelle; Knaus, Christopher; Bianco, Margarita; Brandehoff, Robin; Gist, Conra D. – Teacher Education Quarterly, 2019
This article introduces a strategy to diversify the teaching workforce through de-centering teacher education as the primary stakeholder in the preparation of diverse teachers. The article expands the focus on teacher recruitment and retention by proposing a model that counters the educational context of White supremacy through Grow Your Own (GYO)…
Descriptors: Teacher Education, Diversity (Faculty), Teacher Recruitment, Teacher Persistence
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Coffey, Heather; Putman, S. Michael; Handler, Laura K.; Leach, Will – Teacher Education Quarterly, 2019
While Grow Your Own (GYO) programs have sought for decades to remedy teacher shortages across the United States, myriad factors, including the demographic shifts in public school populations, have in recent years exacerbated the need to recruit and retain teachers of color and of bilingual backgrounds. Amid models of precollegiate and…
Descriptors: Urban Teaching, Teacher Recruitment, Partnerships in Education, College School Cooperation
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Dharamshi, Pooja – Teacher Education Quarterly, 2018
This article explores the practices and pedagogies of six literacy teacher educators with a critical stance. In this qualitative research study, three semi-structured interviews were conducted with each participant over a three-year period. They were able to negotiate a critical stance into their teacher education courses in several ways: using an…
Descriptors: Teaching Methods, Educational Practices, Literacy, Teacher Educators
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Kelly, Sean; Zhang, Yuan; Northrop, Laura; VanDerHeide, Jen; Dunn, Mandie; Caughlan, Samantha – Teacher Education Quarterly, 2018
This article reports results from a study of teacher beliefs among a panel of English and language arts teachers at three universities as the pre-service teachers entered methodological coursework and internships. Using a new assessment tool, the Developmental Instruction Assessment Battery (DIAB), along with a discrete choice task and one-on-one…
Descriptors: Teacher Attitudes, Preservice Teachers, Language Arts, English Teachers
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Wetzel, Melissa Mosley; Hoffman, James V.; Roach, Audra K.; Russell, Katie – Teacher Education Quarterly, 2018
This longitudinal study explores how one university's practice-based teacher preparation program prepared literacy teachers to develop practical knowledge for teaching and how that knowledge was tested and adapted in the first years of teaching. To understand change, we identified and analyzed points of tension, challenge, or dissonance in the…
Descriptors: Knowledge Base for Teaching, Reflection, Teacher Education Programs, Longitudinal Studies
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Schall-Leckrone, Laura – Teacher Education Quarterly, 2018
This qualitative research study examined the extent to which novice and student teachers drew upon pre-service preparation to use scaffolding practices identified in the literature as supportive of bilingual learners' (EBs') acquisition of academic content. Data sources included videotaped class observations, lesson plans and teaching materials,…
Descriptors: Scaffolding (Teaching Technique), Qualitative Research, Beginning Teachers, Student Teachers
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Zimmer, Kate E.; McHatton, Patricia Alvarez; Driver, Melissa K.; Datubo-Brown, Christiana A.; Steffen, Cherry – Teacher Education Quarterly, 2018
Teachers in general education classrooms must be prepared to meet the needs of all students. This study explored the impact of embedding special education faculty members in general education teacher preparation to coteach a science, technology, engineering, and mathematics (STEM)-based elementary methods block. The Attitudes Toward Inclusion…
Descriptors: Student Needs, Special Education Teachers, Teacher Collaboration, Regular and Special Education Relationship
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Mascio, Bryan – Teacher Education Quarterly, 2018
At a time when there is great emphasis on teacher quality and the preparation of excellent teachers, this portrait explores the process of one such aspiring teacher, Katie, in the fall of her full-year student-teaching internship. Her mentoring teacher, Kristen, is a veteran fifth-grade teacher at a small elementary school in New Hampshire who…
Descriptors: Student Teaching, Student Teachers, Mentors, Cooperating Teachers
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Csaszar, Imre Emeric; Curry, Jennifer R.; Lastrapes, Renée E. – Teacher Education Quarterly, 2018
To be effective, teachers need to have empathic relationships with students based on respect, caring, and an overall understanding that relationships in schools are vital to a positive learning community (Cooper, 2003; Jennings & Greenberg, 2009; Ray, Lambie, & Curry, 2007). However, teacher stress may lead to negative consequences that…
Descriptors: Stress Management, Empathy, Caring, Interpersonal Relationship
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Newberry, Melissa; Sanchez, Lucy Ordaz; Clark, Sarah K. – Teacher Education Quarterly, 2018
The teaching profession, at its core, is relational. Professional development of teachers is provided in many ways: one day seminars, professional learning communities, mentoring, etc. However, there has been little attention to the interaction between the teachers involved in the process and what influence this interaction has on their…
Descriptors: Interprofessional Relationship, Teaching (Occupation), Faculty Development, Communities of Practice
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Pham, Josephine H. – Teacher Education Quarterly, 2018
Efforts to recruit and retain Teachers of Color are rarely accompanied by policy and programmatic changes that adequately address their unique learning needs. In this article, I propose a framework that draws on sociocultural learning theory and Critical Race Theory to examine how programmatic structures embedded in a racially structured society…
Descriptors: Preservice Teachers, Minority Group Teachers, Teacher Recruitment, Teacher Persistence
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