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Controversial Public Issues in the Secondary Classroom: Exploring Teachers' Thoughts and Perceptions
Tannebaum, Rory P. – Teacher Education Quarterly, 2020
The present empirical study seeks to explore the perceptions novice educators have toward the use of controversial public issues (CPI) in the secondary classroom. The research attempts to do this by examining the following research questions: (a) To what extent do new teachers associate the use of CPI in the classroom with broad principles of…
Descriptors: Teaching Methods, Controversial Issues (Course Content), Teacher Attitudes, Beginning Teachers
Kelsey Oliver-Kerrigan; McKenzie Courtney; Melissa Mello; Aubyn C. Stahmer – Teacher Education Quarterly, 2023
Inclusion of students with autism in general education classrooms is increasing. However, barriers to inclusion, such as limited teacher training and limited knowledge of autism, are often compounded in districts where large percentages of students live in poverty. This study examines general education teachers' perceptions, training needs, and…
Descriptors: Inclusion, Students with Disabilities, Teacher Attitudes, Autism Spectrum Disorders
Amy J. Heineke; Elizabeth M. Vera; Martin Hill; Maria Susman Israel; Nancy Goldberger; Bernasha Anderson; Elina Giatsou; Kimberly Hook – Teacher Education Quarterly, 2022
Across the United States, school stakeholders are grappling with how best to serve the large and often marginalized student subgroup of emergent bilingual learners (EBLs), which includes preparing the wide array of teachers who work with EBLs. This mixed-method study probes one university's efforts to prepare teachers spanning settings from early…
Descriptors: Teachers, Bilingual Students, English (Second Language), Second Language Learning
Jason M. Miler; Peter Youngs; Dorothea Anagnostopoulos; Corey Drake – Teacher Education Quarterly, 2023
Preservice field placements and student teaching experiences have been identified as influential factors in elementary teaching candidates' (ETCs) development as teachers. This study examined several factors during the student teaching experience, including the English language arts (ELA) teaching self-efficacy of cooperating teachers (CTs) and…
Descriptors: Cooperating Teachers, Student Teacher Supervisors, Elementary School Teachers, Student Teachers
Jessica Herring Watson; Chelsie Dubay; Nykela Jackson – Teacher Education Quarterly, 2023
This quantitative (quasi-experimental design) study examined the effect of case-based learning (CBL) in an online environment on preservice teachers' culturally responsive classroom management self-efficacy (CRCMSE). The Culturally Responsive Classroom Management Self-Efficacy Scale was administered as a pre- and posttest to 42 undergraduate…
Descriptors: Preservice Teachers, Culturally Relevant Education, Classroom Techniques, Self Efficacy
Jerusha Conner – Teacher Education Quarterly, 2022
Student voice has become a popular concept in education; however, little research has examined how teachers learn to solicit student feedback about their teaching. This study explores the cognitive, motivational, and affective challenges teachers encounter or must overcome when beginning to implement student voice practices in their classrooms.…
Descriptors: Teachers, Student Empowerment, Feedback (Response), Opinions
Nancy Burstein; Sue Sears; Anne Wilcoxen – Teacher Education Quarterly, 2023
This study examined the long-term impact of a special education residency program in high-need urban schools on the recruitment, program completion, and hiring and retention of graduates. Findings from this study, expanding research to special education teacher preparation, are consistent with a growing body of research that suggests that a…
Descriptors: Special Education Teachers, Special Education, Residential Programs, Teacher Education
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
Shelley Fairbairn; Catherine Wilson Gillespie – Teacher Education Quarterly, 2022
This international comparative qualitative study builds on prior research into the lived experiences of teacher educators in the United States and India. This study focuses on the ways in which faculty in both contexts engage in Feed My Soul activities. Ten participants from each country were interviewed to better understand what kinds of…
Descriptors: Foreign Countries, Teacher Educators, Teaching Experience, Job Satisfaction
Kristien Zenkov; Kristine E. Pytash – Teacher Education Quarterly, 2022
In this article, the authors--university faculty members working across college and school contexts in the United States--detail how teacher educators might address two challenges facing the teacher education field: (a) the long-standing critique of traditional teacher preparation in the United States as an isolated, questionably relevant ivory…
Descriptors: Teacher Education Programs, Student Projects, Active Learning, Clinical Experience
Gray, Pennie L. – Teacher Education Quarterly, 2021
An analysis of data collected through series of semiscripted interviews with 16 first-year teachers reveals the types of classroom management systems implemented by early-career teachers at the start of the school year. The findings of this study indicate that the first-year teachers adopted a hybrid approach to classroom management. Eleven of 16…
Descriptors: Mentors, Beginning Teachers, Classroom Techniques, Teacher Attitudes
Stewart, Trevor Thomas; Hill, Jim; Lindstrom, Pamela Neal – Teacher Education Quarterly, 2020
This study investigated a framework for supporting English teacher candidates' efforts to reconcile theory and practice in classrooms that are subject to the tensions and challenges presented by contemporary, standardized education reforms that often ignore students' diverse cultural contexts, needs, and interests. Using the transcripts of seminar…
Descriptors: English Teachers, Theory Practice Relationship, Standardized Tests, Educational Change
Hardré, Patricia L.; Ling, Chen; Shehab, Randa L.; Nanny, Mark A.; Refai, Hazem; Nollert, Matthias U.; Ramseyer, Christopher; Wollega, Ebisa D.; Huang, Su-Min; Herron, Jason – Teacher Education Quarterly, 2018
This study used a systemic perspective to examine a five-component experiential process of perceptual and developmental growth, and transfer-to-teaching. Nineteen secondary math and science teachers participated in a year-long, engineering immersion and support experience, with university faculty mentors. Teachers identified critical shifts in…
Descriptors: Technical Occupations, Engineering, Mathematics Teachers, Science Teachers
Murry, Kevin; Kavimandan, Shabina; Herrera, Socorro G.; Holmes, Melissa – Teacher Education Quarterly, 2021
The merits of diversity to business success are well documented. Nevertheless, classroom diversity remains undermaximized in postmillennial schools. Differences across students' cultures, prior experiences, and even resiliency are often approached as deficits versus assets in learning. In addition, although educator awareness is increasing,…
Descriptors: Phenomenology, Biographies, Teaching Methods, Qualitative Research
Zulema Reynoso – Teacher Education Quarterly, 2022
Decades of research, reports, and political mobilization on rights to quality education for linguistically diverse students attest to our rumination on this problem and suggest that what has been studied, peer-reviewed, and published ought to result in real change. Nonetheless, challenges remain in converging robust strategies with critical…
Descriptors: Teacher Attitudes, Bilingual Students, Bilingual Education, Multilingualism