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Showing 1 to 15 of 77 results Save | Export
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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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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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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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Strom, Kathryn J.; Dailey, Ardella; Mills, Tammy – Teacher Education Quarterly, 2018
In this article we present two case studies of first-year, secondary science teachers who participated in an urban teacher residency. We adopt a situated analysis approach, framed by rhizomatics, a non-linear theory of social activity, to investigate the ways they attempted to enact practices consistent with the inquiry-based, social justice focus…
Descriptors: Beginning Teachers, Educational Practices, Case Studies, Residential Programs
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Chizhik, Estella Williams; Chizhik, Alexander Williams; Close, Catherine; Gallego, Margaret – Teacher Education Quarterly, 2017
Student-teaching field placements play an important role in preparing teacher candidates, many of whom rate the practice as the most authentic and relevant learning experience associated with their teacher-education programs. As a part of these field experiences, teacher candidates have opportunities to learn instructional and class management…
Descriptors: Student Teaching, Student Teacher Supervisors, Supervision, Performance Based Assessment
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Monte-Sano, Chauncey; De La Paz, Susan; Felton, Mark; Piantedosi, Kelly Worland; Yee, Laura S.; Carey, Roderick L. – Teacher Education Quarterly, 2017
The Common Core State Standards (CCSS) emphasize disciplinary literacy by making literacy instruction every teacher's responsibility (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). The CCSS require content area teachers to adapt curriculum and pedagogy to support disciplinary literacy…
Descriptors: Partnerships in Education, History Instruction, Best Practices, Common Core State Standards
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Nicholson, Julie; Capitelli, Sarah; Richert, Anna E.; Bauer, Anne; Bonetti, Sara – Teacher Education Quarterly, 2016
School reform policies and school administrators are increasingly positioning teacher leaders (TLs) with the responsibility to facilitate professional learning for their colleagues. Although ample evidence exists to suggest the need for facilitators to be highly skilled for teachers' learning to be optimized, there is a dearth of research…
Descriptors: Instructional Leadership, Teacher Leadership, Leadership Training, Networks
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Beck, Jori S. – Teacher Education Quarterly, 2016
Urban teacher residency (UTR) programs have been widely endorsed (National Education Association, 2014; Thorpe, 2014), yet the body of literature on these programs has not definitively identified the benefits of UTRs over and above traditional teacher education programs--if any exist. The current study explored how faculty and staff working in one…
Descriptors: Urban Teaching, Teacher Education Programs, Attitude Measures, College Faculty
Campbell, Sara Sunshine; Dunleavy, Teresa K. – Teacher Education Quarterly, 2016
Teacher preparation in the United States, both university based and alternative, has been strongly critiqued as ineffective when it comes to preparing new teachers. Although many criticisms have been directed at alternative teacher education, this article focuses on university-based teacher education because approximately 70% of our nation's…
Descriptors: College School Cooperation, Partnerships in Education, College Curriculum, Teaching Methods
Bier, Marisa L.; Horn, Ilana; Campbell, Sara Sunshine; Kazemi, Elham; Hintz, Allison; Kelley-Petersen, Megan; Stevens, Reed; Saxena, Amit; Peck, Charles – Teacher Education Quarterly, 2012
The promise of university-public school partnerships as contexts for mutually beneficial learning, or "simultaneous renewal," has been well established (Goodlad, 1994, 1999). However, difficulties in creating and sustaining these kinds of collaborative contexts for teacher education are also well known, including practical challenges…
Descriptors: Public Schools, College School Cooperation, Partnerships in Education, Teacher Education Programs
Stairs, Andrea J. – Teacher Education Quarterly, 2010
A primary purpose of teacher education is to prepare and induct candidates into the teaching profession. What does it mean to be a professional educator? Is deep content knowledge really enough as the federal government and others suggest? Does professionalism look different in urban contexts? How do teachers learn to navigate the multiple…
Descriptors: Preservice Teacher Education, Preservice Teachers, Urban Schools, Urban Teaching
Jeffery, Jill V.; Polleck, Jody N. – Teacher Education Quarterly, 2010
Educational reformers have argued that universities and the schools they serve must work as partners in teacher education so as to tighten linkages between theory and practice. Such partnerships ultimately aim to achieve "simultaneous renewal" wherein each institution participates equitably in a "mutually beneficial relationship." However, because…
Descriptors: Preservice Teacher Education, Urban Schools, Theory Practice Relationship, College School Cooperation
Musanti, Sandra I.; Pence, Lucretia – Teacher Education Quarterly, 2010
This article presents a study of the Collaboration Centers Project (CCP), which is a pseudonym for a three-year, federally-funded program that focused on helping in-service teachers better address the needs of English language learners (ELLs) in their classrooms. The CCP is important to study because of its clear intention to integrate real…
Descriptors: Second Language Learning, Teacher Collaboration, College School Cooperation, Professional Development
Morgan-Fleming, Barbara; Simpson, Douglas J.; Curtis, Kristi; Hull, William – Teacher Education Quarterly, 2010
The partnership between Best Elementary School and Texas Tech University's College of Education has been in place over 15 years. During this time field based methods classes have been taught at Best, graduate and undergraduate students have been involved in tutoring programs, and activities such as field trips have been conducted in partnership…
Descriptors: Field Trips, Undergraduate Students, Graduate Students, Economically Disadvantaged
Gilles, Carol; Wilson, Jennifer; Elias, Martille – Teacher Education Quarterly, 2010
Action research, also called classroom or teacher research, has been defined as "systematic, intentional inquiry by teachers". Action research encourages school personnel to systematically develop a question, gather data, and then analyze that data to improve their practice. Over the last 15 years, the complexities of using action…
Descriptors: Action Research, Beginning Teacher Induction, Elementary School Teachers, College School Cooperation
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