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Pub Date: |
2013-04-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Work Environment; Vocational Education Teachers; Teaching Methods; College Instruction; Immigrants; Student Diversity; Constructivism (Learning); Intervention; Faculty Development; Teacher Competencies; Vocational Education; Intercultural Communication; Cultural Pluralism; Multicultural Education
Abstract:
Immigration is an integral phenomenon of our globalising world. The increasing flow of people creates new challenges for educational institutions and workplaces. The purpose of this article is to address challenges that vocational teachers face with diversity at colleges and workplaces. Two research questions are addressed: how do teachers prepare immigrant students for working life? What challenges related to intercultural competence do teachers preparing immigrant students for working life face? The theoretical background lies in cultural-historical activity theory, developmental work research and in the concept of intercultural competence. The change laboratory method used in study is a formative intervention method evolved within developmental work research. The data comprised two change laboratories organised at the same vocational college in 2001 and 2011. The results showed that teachers' work with multicultural students and groups can be developed by following five perspectives: preparation, reflection, contribution, guidance and responding. Intercultural competence is constructed contextually and is intertwined with activities such as teaching, facilitating students' learning and cooperating with wor kplaces. The participants of the change laboratories experienced it as a good instrument for their intercultural work. Based on the results, some implications are suggested.
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Teacher Effectiveness; Principals; Personality; Nonparametric Statistics; Expertise; Teacher Competencies; Integrity; Teachers; Pedagogical Content Knowledge; Teacher Characteristics; Statistical Analysis; Contracts; Measures (Individuals)
Abstract:
This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeastern Unites States completed an e-mailed survey. Two nonparametric tests, Kruskal-Wallis and Mann Whitney U, were used to statistically analyze group responses. Principals reported that they observed most a lack of pedagogical content knowledge from ineffective teachers and they prioritized the importance of instructional skills in deciding whether to non-renew a teacher contract. Principals identified teacher integrity, dependability, and honesty as important dispositions. The studies' findings are important for universities that prepare preservice teachers and also for the planning of professional development initiatives. The study findings suggest that principals tend to view dispositions as personality characteristics rather than as teacher competencies and that teacher expertise in both subject content and pedagogy must be woven together. (Contains 3 tables.)
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
Educational Opportunities; Adolescents; Employment; Males; Masculinity; Minority Groups; Middle School Students; High School Students; Job Skills; Health Promotion; Barriers; At Risk Persons; Interviews; School Districts; Intervention; Dropout Prevention; Career Development; Adults; Out of School Youth; College Preparation; Cultural Pluralism; Teacher Competencies; Youth Programs; Access to Health Care
Abstract:
In 2011, the Robert Wood Johnson Foundation (RWJF) created the Forward Promise initiative within its Vulnerable Populations Portfolio to place a strategic emphasis on the needs of middle school- and high school-aged young men of color. RWJF's goal is to strengthen educational opportunities, pathways to employment, and health outcomes for these young men. All young people require support on the road to becoming healthy and productive adults, and a young man's path to growing up is likely to involve experimentation and risk-taking as he shapes his masculinity and exerts independence. The data show that for young men of color, those actions--which for other young men might be treated as youthful mistakes--are apt to be judged far more severely and punished with lasting consequences. Helping young men navigate their teenage years successfully is key to helping them reach their full potential. RWJF worked with the Center for Law and Social Policy (CLASP) to conduct a scan of issues facing boys and young men of color in the areas of education, health, and pathways to employment. The authors sought to understand both the barriers and opportunities in this work in order to make an informed decision about where to place resources to best influence outcomes for boys and young men of color. This document is a synthesis of the findings from that scan, which RWJF used to refine its strategy for Forward Promise.
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Video Technology; Beginning Teachers; Mathematics Instruction; Secondary School Mathematics; Teacher Educators; Mathematics Teachers; Teaching Methods; Teacher Competencies; Secondary School Teachers; Teacher Education Programs; Teaching Skills
Abstract:
Although skilled mathematics teachers and teacher educators often "know" when interruptions in the flow of a lesson provide an opportunity to modify instruction to improve students' mathematical understanding, others, particularly novice teachers, often fail to recognize or act on such moments. These pivotal teaching moments (PTMs), however, are key to instruction that builds on student thinking about mathematics. Video of beginning secondary school mathematics teachers' instruction was analyzed to identify and characterize PTMs in mathematics lessons and to examine the relationships among the PTMs, the teachers' decisions in response to them, and the likely impacts on student learning. These data were used to develop a preliminary framework for helping teachers learn to identify and respond to PTMs that occur during their instruction. The results of this exploratory study highlight the importance of teacher education preparing teachers to (a) understand the mathematical terrain their students are traversing, (b) notice high-leverage student mathematical thinking, and (c) productively act on that thinking. This preparation would improve beginning teachers' abilities to act in ways that would increase their students' mathematical understanding.
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Space Sciences; Science Teachers; Field Tests; Test Validity; Test Reliability; Construct Validity; Test Construction; Item Response Theory; Evaluation Research; Teacher Evaluation; Science Education; Teacher Competency Testing; Teacher Competencies; Knowledge Base for Teaching; Natural Sciences; Science Tests
Abstract:
Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper describes multiple sources of validity and reliability (Cronbach's alpha greater than 0.8) evidence for physical, life, and earth/space science assessments--part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. Validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. Subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence.
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
General Education; Teachers; Teacher Competencies; Professional Development; Teaching Methods; Autism; Early Intervention; Mainstreaming; Regular and Special Education Relationship; Inclusion; Pervasive Developmental Disorders; Teacher Attitudes; Inservice Teacher Education; Cues; Visual Stimuli; Social Behavior; Peer Acceptance
Abstract:
General education teachers currently have children in their classrooms who are on the autism spectrum. These teachers have had little to no training in either their teacher preparation nor-school based professional development programs in teaching children on the spectrum. The purpose of this paper is to explore teaching strategies that are successful for these children and can be easily implemented in the classroom. The research literature reveals little on this topic. There is information on early intervention with preschool students as well as environmental, communication, and social supports. Educators from general and special education were interviewed for their ideas and experiences in working with this population. Their information was analyzed and summarized to form a list of recommendations for classroom teachers. Results indicated that teachers are open to having students on the autism spectrum in their classroom. They appreciate formal training as part of their in- service opportunities. There are many strategies available to implement. These strategies address social, emotional and some academic supports. Teachers need to understand that with this population, their strategies may have inconsistent results, given the nature of the differences both between and among children.
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Pub Date: |
2012-10-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
State Standards; Teacher Education; Teacher Role; Teacher Competencies; Cooperation; Technology Integration; Peer Teaching; Educational Assessment; Academic Standards
Abstract:
The author has taken the liberty of borrowing from past candidate (and president) Bill Clinton's "War Room" mantra to suggest that those who are working toward preparing schools for online assessments of Common Core State Standards (CCSS) might be forgetting the most important element in the process: the classroom teacher. The author argues that the Common Core standards and new online assessments need more than technology readiness--they need teacher readiness. He stresses that states and districts need an all-out collaborative planning effort among the assessment, curriculum, and technology staff to ensure that teachers and other instructional staff are ready for the new approach to assessment. Collaboration is the key in the planning effort as each department has a lot to bring to the proverbial table. Although each teacher readiness plan will be somewhat different depending upon a state's or district's circumstances, some crucial steps must take place in all planning. The author discusses steps that could ensure teacher readiness.
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