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Dinkins, Elizabeth; Thomas, Kevin – AILACTE Journal, 2016
This qualitative study examined the perspectives and experiences of ten African American students at a predominantly White institution to understand why students persisted or discontinued in the teacher preparation program. Findings indicate three predominant factors influence Black candidates' decision to complete or leave the program: the role…
Descriptors: African American Students, African American Teachers, Whites, Racial Differences
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Roose, Deborah – AILACTE Journal, 2016
For decades, teacher educators and others have looked critically at the way teachers are initially prepared and during the last ten years the calls for reform in teacher education have become even more frequent. Some programs have responded to those demands and made substantial and long lasting changes. This qualitative study reports on data…
Descriptors: Preservice Teacher Education, Educational Change, Qualitative Research, Administrator Attitudes
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Ralston, Nicole; Weitzel, Bruce; Waggoner, Jacqueline; Naegele, Zulema; Smith, Rebecca – AILACTE Journal, 2016
There has been a recent shift in university-district partnership models from traditional transactional partnerships, which lack a shared purpose, to transformational partnerships that are mutually beneficial to both universities and school districts. These transformational research-practice partnerships have gained popularity in the United States…
Descriptors: Partnerships in Education, School Districts, Research Needs, College School Cooperation
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Scott, Jill; Scott, Bruce – AILACTE Journal, 2015
The needs of urban schools are the focus of educators. Of primary concern is the lack of qualified teachers who are prepared to meet the needs of learners in U.S. classrooms. One factor of policymakers' concern is the mismatch between the experiences and backgrounds of many teachers versus those of students they will teach. Preservice teachers…
Descriptors: Preservice Teachers, Cultural Differences, Urban Schools, Teacher Education
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Pae, Holly; Freeman, Greta G.; Wash, Pamela D. – AILACTE Journal, 2014
Teacher preparation programs face great challenges in ensuring their graduates are prepared for the demands of today's classrooms. The authors explore how teacher accountability has evolved based upon federal legislation leading to adoption of the Common Core State Standards (CCSS). Recognizing that future teachers will be held accountable for…
Descriptors: Preservice Teacher Education, Preservice Teachers, Knowledge Base for Teaching, State Standards
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Merk, Hillary; Waggoner, Jacqueline; Carroll, James – AILACTE Journal, 2013
Researchers and teacher educators have given increased attention to co-teaching during the student teaching experience. Co-teaching facilitates an apprenticeship arrangement that encourages modeling of classroom practice for the candidate and a chance to implement directly what is being learned by the apprentice. The co-teaching model can be…
Descriptors: Teamwork, Student Teaching, Learning Processes, Team Teaching
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Kagle, Melissa – AILACTE Journal, 2013
This paper proposes a framework for the development of culturally responsive practices in beginning teachers to meet the needs of diverse students in multicultural classrooms. The framework describes the trajectory beginning teachers undergo toward becoming culturally responsive and discusses how teacher educators in liberal arts colleges can…
Descriptors: Knowledge Base for Teaching, Culturally Relevant Education, Cultural Awareness, Multicultural Education
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Gant, Angela B. – AILACTE Journal, 2009
Although many researchers have focused their efforts on studying first-year teachers, little research has been conducted about experienced new teachers, educators who have teaching experience but are new to a school or school system. This qualitative study of the experiences of three experienced new teachers reveals that many experienced new…
Descriptors: Experienced Teachers, Beginning Teachers, School Districts, School Culture
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Hopkins-Gillispie, Delphina – AILACTE Journal, 2009
This study is part of a larger study that uses mixed methods (qualitative and quantitative methods) to investigate preservice teachers' knowledge and understanding of multiculturalism and to prepare preservice teachers to work in diverse classrooms. The results indicate two findings: 1) that preservice teachers come from homogeneous backgrounds;…
Descriptors: Preservice Teacher Education, Preservice Teachers, Schools of Education, Multicultural Education