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Descriptors:
Decision Making; Schools of Education; Data; Teacher Education Curriculum; Teacher Education Programs; Information Literacy; Information Skills; Skill Analysis; Skill Development; Management Information Systems; Data Analysis; Data Collection; Data Interpretation; Educational Needs; Curriculum Implementation; Knowledge Base for Teaching; Policy Analysis; Systems Approach; Change Strategies; Educational Change

Abstract:
Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some professional development opportunities exist for current educators, fewer formal courses and opportunities for data literacy development in schools of education have been developed and implemented. This article explores issues around the growing need for data-driven decision making in programs in schools of education. The issues are complex and the actors needed to bring about change are multiple. A systems perspective to explore course and programmatic implementation is presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Learning Theories; Graduate Students; Course Descriptions; Reflection; Learner Engagement; Learner Controlled Instruction; Learning Activities; Multiple Literacies; Technological Literacy; Teacher Education Curriculum; Cultural Context; Communities of Practice; Group Dynamics; Instructional Development; Student Attitudes

Abstract:
This paper is a course description of a Digital Literacies class offered to both undergraduate and graduate students at an American university. The purpose of this paper is: (1) to describe the pedagogical bones of this course, drawing upon theories of learning in a participatory culture, including a discussion of how, and where, the course fell short; and (2) to reflect upon the process of teaching this course while trying to involve students in substantial and meaningful ways, even though the author, as professor, retained the final say on grading. The author highlights specific course activities where students had significant input. Although this is not a report of a data-driven research project, students' voices and thoughts play a significant role in this paper as they provided feedback on the implementation of this course. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy; Teacher Education; Learning Processes; Multiple Literacies; Education Courses; Change Strategies; Educational Change; Teacher Education Curriculum; Curriculum Design; Curriculum Development; Student Developed Materials; Epistemology; Design Preferences; Instructional Design; Interviews; Portfolio Assessment; Observation; Transcripts (Written Records)

Abstract:
The article features a graduate literacy teacher education course that compelled students to think in terms of design and multimodality. In an effort to innovate our own literacy teacher education work, we came together to devise a course that encouraged students to adopt a design lens to their thinking, planning, and assessing of literacy learning. We saw this qualitative case study as a way to understand the interrelationships of learning processes, principles of design and multimodal texts, and how these might inform pedagogy. Building on years of work in the areas of multimodality and multiliteracies, we observed how eight teachers with varying degrees of comfort with multimodality moved into a design-oriented approach to literacy education. The article presents our research on design-oriented teacher education work, but the findings illuminate how the adoption and inhabiting of different mindsets and metalanguage can make a difference. (Contains 3 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education; Urban Schools; Epistemology; Teacher Education Curriculum; Teacher Education Programs; Program Descriptions; Community Role; Teacher Role; Change Strategies; Educational Strategies; Educational Theories; Knowledge Base for Teaching; Educational Practices; Partnerships in Education; School Community Programs; Training Methods; Training Objectives; Residential Programs; Alternative Teacher Certification

Abstract:
This paper describes an urban teacher residency program, the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a "third space" in teacher education. We detail the ways in which we conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space. Providing an account of our messy and nonlinear process demonstrates the struggles of creating new spaces for teacher education. We believe the theory that informs our work, the challenges we face, and the strategies for meeting those challenges illustrate the tenuous and ever-evolving nature of doing work in the "third space." (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Accountability; Program Effectiveness; Stakeholders; Performance Based Assessment; Teacher Education; Teacher Education Programs; Graduates; Educational Change; Politics of Education; Educational Policy; Policy Analysis; Outcomes of Education; College Outcomes Assessment; Position Papers; College Programs; Curriculum Evaluation; Teacher Education Curriculum; Influences; Best Practices

Abstract:
Currently there are multiple teacher education reform policies being proposed, piloted, and debated at a variety of levels and by various interest groups, stakeholders, and policy-makers. Along with an unprecedented sense of urgency about these important goals, what most U.S. reforms have in common is increased accountability. Using a discourse approach to policy analysis, which we label "the politics of policy," this article analyzes three complicated and evolving contemporary accountability initiatives in the United States: (1) "Our Future, Our Teachers," which is the Obama administration's proposed blueprint for the reform of teacher education programs, in particular its call for the assessment of preparation programs based on the impact of program graduates on their eventual K-12 students' test scores; (2) the "Teacher Performance Assessment," which is a nationally accessible instrument for assessing beginning teaching performance currently being piloted in 25 states through a partnership of Stanford University and Pearson Education, Inc.; and, (3) "Building Better Teachers: A National Review of Teacher Preparation Programs," which is an evaluation of collegiate teacher preparation programs conducted by the National Council on Teacher Quality with results to appear in "U.S. News and World Report." Our analysis makes clear that policy (and policy proposals) is unavoidably political, and that policy-making involves contentious debate as well as complicated political maneuvering and strategies, including resistance and litigation. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Guidelines; School Psychology; High Schools; Secondary School Teachers; Teacher Education Curriculum; Best Practices; Teaching Methods; Educational Methods; Models; Educational Indicators; Academic Standards; Competence; National Standards; Course Objectives

Abstract:
Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Teacher Education Curriculum; Elementary Secondary Education; Preservice Teacher Education; Teacher Evaluation; Preservice Teachers; Teacher Education; Teacher Education Programs; Inservice Teacher Education; Technology Uses in Education; Technology Integration; Higher Education

Abstract:
To effectively integrate digital technologies in K-12 schools, teachers must be provided with undergraduate experiences that strongly support these integration resources and strategies. The National Educational Technology Standards for Teachers (NETS.T) provide a framework for teacher candidates and inservice teachers to identify their accomplishments in this realm. Using the NETS.T to deliver undergraduate teacher education curriculum, and requiring teacher candidates to document their abilities related to the NETS.T can support meaningful development for the candidates. This study examines the use of the Wayfind Teacher Assessment as a tool for determining the proficiencies of teacher candidates in their final year of preparation in relationship to the NETS.T. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Qualitative Research; Preservice Teachers; Personality; Teacher Characteristics; Focus Groups; Self Efficacy; Professional Autonomy; Reflection; Teacher Education Curriculum; Teacher Educators; Early Childhood Education; Learning Theories

Abstract:
The intent of this qualitative study was to examine pre-service teachers' growing awareness of the role dispositions and autonomy play in the classroom and the implications these constructs have for teaching and learning. Teacher candidates' written reflections and focus group statements revealed three robust emergent themes: engagement, empowerment, and meaning making. When taking a wide lens view, these robust emergent themes nurtured certain dispositions, autonomy, and teaching efficacy. Teaching strategies such as the project approach (adult-oriented and with children) and the construction of math games were considered valuable assignments that strengthened a variety of dispositions by providing on-going opportunities for teacher candidates to engage in experiences that promoted autonomous thinking and actions during their preparation program. Teaching efficacy emerged as a related construct and became an integral component of this study. As teacher educators help pre-service teachers wrap their minds around the sometimes illusive dispositions construct, this study suggests that autonomy and efficacy should be included in this effort. In so doing, these constructs provide a meaningful foundation upon which teacher candidates can build and apply teaching and learning theories. Focus Group Interview Questions are appended. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Education; Inquiry; Learning Activities; Educational Research; Barriers; Teaching Methods; Science Teachers; Teacher Educators; Problems; Teacher Characteristics; Theory Practice Relationship; Teacher Education Curriculum; Instructional Design

Abstract:
A central concern in science education is promoting inquiry activities, and a significant amount of research in science education has addressed what inhibits this goal. However, this research has tended to be focused on implementation issues. Levels of implementation are correlated with extrinsic barriers such as time, resources and teacher knowledge, but the internal structure of inquiry remains unexamined. However, are there also some ways in which inquiry based instruction is intrinsically difficult? That is, given perfect conditions for implementation, is devising inquiry activities a non-trivial matter, and are there patterns to the difficulties in doing so? The aim of this paper is to provide both a theoretical and empirical basis for the intrinsic problems associated with the construction of inquiry activities. We present a theoretical framework that connects contemporary studies of science to the classroom context. We then examine a case study of teacher education students designing inquiry-based instruction to demonstrate empirical evidence of intrinsic problems. Our ultimate goal is to improve our ability as teacher educators to guide science teachers in fulfilling this central task of their work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Preschool Teachers; Early Childhood Education; Young Children; Mathematics Education; Teacher Education Curriculum; Research Needs; Educational Needs; Preservice Teacher Education; Educational Research; Outcome Measures; Evidence; Research Reports

Abstract:
Public awareness of the value of a high quality early childhood education has never been stronger with Nobel-prize winning economist James J. Heckman declaring that it is the key to the nation's future. Higher education's role in preparing teachers to deliver on that promise is significant and continues to grow. A special issue of the "Journal of Early Childhood Teacher Education" addresses this critically important question: For whom and in what ways does early childhood teacher education (ECTE) matter? The authors explore this issue by focusing on three domains of ECTE: (1) addressing the needs of young children with disabilities and their families; (2) understanding and working effectively with infants and toddlers; and, (3) building young children's competence and interest in mathematics. Each domain is critically important in the preparation of tomorrow's early childhood teachers; each has often been under-emphasized in ECTE programs; and, research in each has been inadequate. (Contains 1 resource.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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