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Ahn, Joonkil; Hinson, Danny W.; Teets, Sharon T. – AILACTE Journal, 2016
AILACTE institutions are often linked to faith-based traditions, and teacher education candidates may attend these institutions as a result of their sense of calling to the profession. However, most graduates of teacher education programs teach in religiously neutral environments. With the high expectations of professional standards for the…
Descriptors: Teacher Attitudes, Beliefs, Spiritual Development, Professionalism
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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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Lewis, Andrea; Taylor, Nicole – AILACTE Journal, 2015
It is widely recognized by state and national teacher accrediting agencies that there is the need for preservice teachers to have dynamic experiences in working with diverse student populations (i.e., English Language Learners, varying socioeconomic statuses, exceptionalities, different family structures) in order to appropriately address the…
Descriptors: Black Colleges, Single Sex Colleges, Liberal Arts, Socioeconomic Status
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Willis, Dottie – AILACTE Journal, 2015
The author reflects on challenges faced by teacher educators when Kentucky's Educational Professional Standards Board mandated a new Co-Teaching model for all of the state's student teachers in 2013. This article analyzes the overwhelmingly positive responses of cooperating teachers and the experiences of teacher candidates (student teachers) with…
Descriptors: Student Teaching, Team Teaching, Reflection, Program Implementation
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Zhang, Gaoming; Ridgway, Angelia J.; Sachs, Deb – AILACTE Journal, 2015
This article describes four different mechanisms for preparing teacher candidates from a liberal arts institution to teach in project based learning (PBL) classrooms: Observe it, Experience it, Create it, and Become it. For each of the four mechanisms, the authors also provide concrete examples of candidates' PBL experiences and candidates'…
Descriptors: Active Learning, Student Projects, Models, Preservice Teachers
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Antilla-Garza, Julie – AILACTE Journal, 2015
Teacher Education Departments at most liberal arts colleges serve as professional certification programs as much as departments with academic majors. We train our students to work in P-12 education in an era of inclusion and require them to support their students with disabilities in preparation for college and career. The federal government…
Descriptors: Disabilities, Teacher Education Programs, Preservice Teachers, Social Justice
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McGrath, Kathleen; Erwin, Rob – AILACTE Journal, 2015
One of the greatest challenges in literacy education is the ability to provide a practical environment for candidates to apply their knowledge, while still working with their peers and under close faculty supervision. One of the greatest needs of resource-stretched schools is the ability to provide students with additional help in literacy…
Descriptors: School Community Relationship, Literacy, Literacy Education, Reading
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Lederhouse, Jillian N. – AILACTE Journal, 2014
To satisfy the ongoing demands of external communities, education faculty at liberal arts colleges often make curricular and instructional compromises within their programs which can adversely affect the developmental goals of liberal education. This article highlights several of the complex tensions faculty members face in offering their…
Descriptors: Teacher Education Programs, Liberal Arts, Models, Role of Education
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Kalnin, Julie Shalhope – AILACTE Journal, 2014
The practice of assessing and grading students on their ability to demonstrate proficiency related to a standard has grown significantly in K-12 settings over the past decade. This article invites teacher educators to consider how to respond to this trend by examining an approach for preparing teacher candidates to participate effectively in…
Descriptors: Student Evaluation, Grading, Teacher Education Programs, Performance Based Assessment
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Kinne, Lenore J.; Hasenbank, Jon F.; Coffey, David – AILACTE Journal, 2014
Classroom assessment, especially formative assessment, is one of the most challenging areas for new teachers, so it is imperative that teacher educators model effective classroom assessment practices. This article describes the use of rubrics in formative assessment, to support candidates in their progress toward mastery of course outcomes and to…
Descriptors: Scoring Rubrics, Formative Evaluation, Learning Processes, Teacher Education
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Adams, Susan R.; Mix, Elizabeth K. – AILACTE Journal, 2014
As pedagogy experts, teacher educators should lead the charge for improved teaching and learning, but are under-utilized pedagogy resources in liberal arts universities. In this paper, the collaborators, one a teacher education assistant professor and the other an associate professor of art history, identify critical friendship group approaches…
Descriptors: Faculty Development, Teacher Educators, College Faculty, Teacher Collaboration
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Richardson, Belinda Conrad; Dinkins, Elizabeth G. – AILACTE Journal, 2014
Twenty-first century classrooms are filled with increasingly diverse student populations. Effective teacher preparation programs must include explicit course work in culturally responsive pedagogies and field experiences that place educators in new sociocultural contexts. Field experiences in cross-cultural, place-based settings have the potential…
Descriptors: Culturally Relevant Education, Critical Thinking, Undergraduate Students, Graduate Students
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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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Rattigan-Rohr, Jean; He, Ye; Murphy, Mary Beth; Knight, Gerald – AILACTE Journal, 2014
This paper describes a community-based after-school tutoring project, where families are participants together with their children. There are 50 family members involved in the project, several have multiple children enrolled, and four families were selected for an in-depth case study. The goals of this mixed method study were to determine why…
Descriptors: After School Programs, Tutoring, School Community Programs, Family Programs
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