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Guise, Megan; Hegg, Sarah; Hoellwarth, Chance; O'Shea, Mark – New Educator, 2022
Coteaching, an alternative to traditional conceptions of student teaching in general teacher preparation, may be enhanced if researchers and practitioners achieve consensus with respect to operational definitions and descriptions of practice. The focus of this article is coassessing -- one component of coteaching -- where coteachers…
Descriptors: Team Teaching, Scoring Rubrics, Cooperating Teachers, Student Teachers
Alvarez, Laura; Capitelli, Sarah; Valdés, Guadalupe; De Loney, Marguerite – New Educator, 2022
Dialogic, sense-making interactions are critical venues for language development and science learning, particularly for emergent multilingual students. Designing and facilitating such learning opportunities is pedagogically complex work and often requires significant shifts in practice. We report on a design study in which we partnered with 5th…
Descriptors: Dialogs (Language), Language Acquisition, Science Education, Multilingualism
Wessel-Powell, Christy; Bentley, Helen – New Educator, 2022
From newcomers and novices, to cautious censors and seasoned advocates, pre-service teachers and in-service teachers who use critical literacy approaches to advocate for justice walk an imagined precarious line between courageously engaging in difficult, critical conversations about risky texts, navigating obstacles, and getting burned by…
Descriptors: Censorship, Critical Literacy, Teacher Education Programs, Teacher Attitudes
Eisenbach, Brooke – New Educator, 2021
There has been an increase in research regarding the use of virtual platforms as a means of collaboration between middle level learners and preservice teachers. However, little attention has been given to the role of asynchronous collaborations in the form of virtual literature discussions and the preservice teacher experience. Through a…
Descriptors: Preservice Teachers, Teacher Education Programs, Middle School Students, Asynchronous Communication
Crawford-Garrett, Katherine; Carbajal, Damon R.; Short, Amanda; Simpson, Kahlil; Meyer, Emilia; Deck-Stevens, Eleanor – New Educator, 2020
This paper draws on practitioner inquiry and participatory action research methodologies to recount how five K-12 educators, who inhabit a range of positionalities and levels of teaching experience, engage in a collaborative professional development program, called Teaching Out Loud as they draw upon critical literacy theory and practice to…
Descriptors: Faculty Development, Neoliberalism, Student Centered Learning, Power Structure
Bigsby, James B.; Firestone, William A. – New Educator, 2017
Because it is not clear that teachers will volunteer for good professional development if it is made available, this study used surveys--including social network analysis--and interviews to examine why teachers did and did not participate in one school's high-quality study group. While all teachers were motivated by intrinsic incentives, two…
Descriptors: Faculty Development, Teacher Motivation, Teacher Participation, Barriers
Cohen, Julie; Brown, Michelle – New Educator, 2016
Districts are increasingly making personnel decisions based on teachers' impact on student-achievement gains and classroom observations. In some schools, however, a teacher's practices and their students' achievement may reflect not just individual but collaborative efforts. In other settings, teachers' instruction benefits less from the insights…
Descriptors: Teacher Effectiveness, Merit Rating, Achievement Rating, Achievement Gains