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Dodman, Stephanie L.; DeMulder, Elizabeth K.; View, Jenice L.; Swalwell, Katy; Stribling, Stacia; Ra, Sophia; Dallman, Laura – Action in Teacher Education, 2019
As schools and teachers utilize data-driven decision-making processes to identify and remediate struggling students, systemic conditions that contribute to students' learning opportunities are often ignored. This longitudinal mixed-methods study examines the use of an equity audit as a critical data-driven decision-making tool in a graduate course…
Descriptors: Audits (Verification), Equal Education, Data, Decision Making
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Auslander, Susan Swars; Hart, Lynn C.; Carothers, Jody; Jacobs, Tiffany; Chestnutt, Cliff – Action in Teacher Education, 2019
This project reviewed the state of the research drawing from articles published from 1990 to 2014 (25 years) with elementary prospective teachers (EPTs) as participants, who were completing university courses focused on mathematics content. Twenty-four studies met the inclusion criteria for the review. Of these studies, 11 examined noncognitive…
Descriptors: Mathematics Instruction, Course Content, Preservice Teachers, Elementary School Mathematics
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Piro, Jody S.; O'Callaghan, Catherine – Action in Teacher Education, 2019
Unlike the situated learning within traditional clinical placements, mixed-reality simulations support a laboratory learning environment where preservice teachers practice their instruction with low risk to the preservice teachers and human students. Simulation experiences can be used in teacher education programs to prepare candidates for the…
Descriptors: Computer Simulation, Virtual Classrooms, Teacher Educators, Preservice Teachers
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Barker, Lisa M. – Action in Teacher Education, 2019
Facilitating classroom discussion requires preparation and improvisation. How might learning improvisational theatre affect teachers' verbal moves while facilitating discussion? This article explores this question through a single-subject case study of a high school history teacher who took a 10-week improv course. Data sources include…
Descriptors: Teaching Methods, Theater Arts, Case Studies, Secondary School Teachers
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Darragh, Janine J.; Boyd, Ashley S. – Action in Teacher Education, 2019
Using a mixed-methods approach, this article reports survey findings regarding the factors secondary English-language-arts teachers in the United States reported as influential to their text selection and examines how those factors varied by years of teaching experience. Teachers' department was the most cited influence regardless of years'…
Descriptors: Beginning Teachers, Experienced Teachers, Textbook Selection, Teacher Attitudes
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Herro, Danielle; Quigley, Cassie; Cian, Heidi – Action in Teacher Education, 2019
STEAM (science, technology, engineering, art, and mathematics) education is gaining popularity in schools across the United States and in parts of Europe, Asia, and Australia. Despite its popularity little empirical data exists to guide effective instructional practices, and even less is known about the challenges associated with instruction.…
Descriptors: STEM Education, Art Education, Program Implementation, Interdisciplinary Approach
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Vaughn, Margaret; Kuby, Candace R. – Action in Teacher Education, 2019
Scholars suggest that through visioning preservice teachers can imagine their ideal classroom and construct instructional practices aligned with their knowledge of effective pedagogy. However, less is known about the relationship between preservice teachers' visions and their personal ideologies and histories. During the semester, preservice…
Descriptors: Educational Practices, Preservice Teachers, Ideology, Beliefs
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Kayi-Aydar, Hayriye; Goering, Christian Z. – Action in Teacher Education, 2019
Effective professional development occurs in learning communities where teachers co-construct knowledge with peers about teaching and learning by engaging in meaningful activities. However, only a few studies have examined the complex nature of discourse, participation, and learning in professional development contexts. Grounded in the notion of…
Descriptors: Questioning Techniques, Faculty Development, Communities of Practice, Audio Equipment
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Solic, Kathryn; Riley, Kathleen – Action in Teacher Education, 2019
This study contributes to ongoing conversations about mechanisms to support preservice teachers, especially those who are White and middle class, in learning about race and racism in preparation for teaching in diverse settings. We use the frameworks of Critical Race Theory and racial literacy to inquire into the ways that two cohorts of…
Descriptors: Preservice Teachers, Student Experience, Urban Education, Fellowships
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Cibils, Lilian; Marlatt, Rick – Action in Teacher Education, 2019
Future teachers often manifest a low confidence in their own writing and do not see themselves as writers. Developing an identity as authors requires ample opportunities for writing that sustain preservice teachers' discourses and cultural models. As writing across the content areas is considered a powerful way of learning, creating spaces for…
Descriptors: Poetry, Teacher Education, Preservice Teachers, Writing Across the Curriculum
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Dunn, Karee E.; Skutnik, Anne; Patti, Christine; Sohn, Brian – Action in Teacher Education, 2019
The purpose of this qualitative study was to explore how pre-service teachers perceive, understand, and feel about Data-driven decision making (DDDM), as well as the impact of targeted, persuasive instruction on those constructs. According to conceptual change theory, learners sometimes hold knowledge, feelings, and beliefs that may be…
Descriptors: Attitude Change, Data Use, Preservice Teachers, Student Attitudes
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Williamson, Thea; Warrington, Amber – Action in Teacher Education, 2019
This paper explores how two teacher candidates in an equity-focused preparation program negotiated among multiple perspectives about teaching the English Language Arts in linguistically and culturally diverse teaching contexts. We present cases of two preservice teachers (PTs) who experienced tensions in their development as a result of…
Descriptors: Preservice Teachers, Preservice Teacher Education, Critical Literacy, Ideology
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Cash, Anne; Putman, S. Michael; Polly, Drew; Byker, Erik Jon – Action in Teacher Education, 2019
Educator preparation programs across the United States are increasingly adopting performance-based assessments, including edTPA, as a mechanism to measure candidates' development of the knowledge and skills necessary to enter the classroom upon program completion. Within this context, this investigation examined associations between elementary…
Descriptors: Preservice Teachers, Performance Based Assessment, Preservice Teacher Education, Teacher Education Programs
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Riley, Tasha; Ungerleider, Charles – Action in Teacher Education, 2019
Grading and the interpretation of grades are inextricable facets of teachers' work. Nonetheless, teachers find it challenging to explain the inferences they draw from grades and the decisions they make based upon grades. This article explores teachers' thinking about the grades assigned by their peers. This study used a think-aloud task in which…
Descriptors: Grades (Scholastic), Teacher Attitudes, Decision Making, Report Cards
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Parker, Audra K.; Zenkov, Kristien; Dennis, Danielle V. – Action in Teacher Education, 2019
Recent policy and scholarly reports, accreditation agencies' guidelines, and professional association efforts have called for teacher preparation programs to incorporate more frequent and rigorous clinical experiences. Directing three elementary and secondary education programs in two states, we recognized that one reason they--and perhaps other…
Descriptors: Teacher Education Programs, Elementary School Teachers, Secondary School Teachers, Teacher Educators
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