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Lupinacci, John; Happel-Parkins, Alison – Issues in Teacher Education, 2017
The acronym STEM is a ubiquitous term for seemingly anything in--or related to--the fields of science, technology, engineering, and mathematics, and the current dominant educational STEM discourse in teacher education is often organized around questions of how to integrate math and science into the other content areas or vice versa. The purpose of…
Descriptors: Teacher Education, STEM Education, Ecology, Inquiry
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Bower-Phipps, Laura – Issues in Teacher Education, 2017
Significant progress has been made in equal rights for lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) individuals, yet schools remain institutions where sexual and gender diversity are marginalized and/or silenced. Queer theory, a non-linear theory that disrupts dominant beliefs about gender and sexuality and what…
Descriptors: Homosexuality, Sexual Orientation, Sexual Identity, Civil Rights
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Zarate, Adanari D.; Reese, Leslie; Flores, David; Villegas, Jisel – Issues in Teacher Education, 2016
The growing population of immigrant youth in the United States includes both documented and undocumented young people, as well as those who live in mixed status families in which some family members are authorized and at least one other family member is not (Suárez-Orozco, et al., 2011). These young people find themselves residing at the center of…
Descriptors: Immigrants, Ethics, Educational Policy, Language Planning
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Stevenson, Heidi J. – Issues in Teacher Education, 2014
The Business Roundtable (2013) website presents a common narrative in regard to STEM (Science, Technology, Engineering and Mathematics) education, "American students are falling behind in math and science. Fewer and fewer students are pursuing careers in science, technology, engineering and mathematics, and American students are performing at…
Descriptors: STEM Education, Misconceptions, Supply and Demand, Career Choice
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Nadelson, Louis S.; Pluska, Heidi; Moorcroft, Scott; Jeffrey, Annie; Woodard, Susan – Issues in Teacher Education, 2014
As with many previous K-12 educational reform efforts, expectations that the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, 2010) will assist students in learning so that they can prepare for college and the workforce are very high (American College Testing, 2012). Briefly, the CCSS "are designed…
Descriptors: Core Curriculum, State Standards, Knowledge Level, Teacher Attitudes
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Walton, Janet – Issues in Teacher Education, 2014
The label of "teacher" is something of a misnomer for the problem-based learning (PBL) practitioner. Rather than acting as a source of content knowledge, PBL educators are lead learners who demonstrate learning to students through their own authentic inquiry (Hmelo-Silver, 2004). PBL educators and students travel a road together that…
Descriptors: Professional Development, Problem Based Learning, Teacher Role, Elementary Secondary Education
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Adams, LaNysha T. – Issues in Teacher Education, 2014
In education, professional development (PD) is the continuing education of teachers and administrators. Many studies have described PD as a conventional, top-down type of training that teachers experience in schools. Commonly known as the "institutional model," this type of PD is isolated from classroom practice and occurs as mandatory…
Descriptors: Secondary School Teachers, High Schools, Alignment (Education), Professional Development
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Lafferty, Karen Elizabeth; Pang, Valerie Ooka – Issues in Teacher Education, 2014
Required courses in teacher education programs can sometimes prompt less-than-positive responses from pre-service teachers. Multicultural teacher educators, in particular, may face resistance from prospective teachers who, believing that they do not harbor prejudices, question the need to examine their attitudes toward culturally and…
Descriptors: Multicultural Education, Teacher Education Programs, Preservice Teacher Education, Teacher Attitudes
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Howard, Keith – Issues in Teacher Education, 2013
The purpose of this article is to examine the potential risks of bringing social networking sites (SNS) into the classroom through the lens of Moor's (1999) just-consequentialist theory. Moor compares the setting of ethical policies in the fast-changing world of technology to a sailor trying to set a course while sailing. His analogy could not be…
Descriptors: Social Networks, Educational Technology, Elementary Secondary Education, Ethics
Nguyen, Huong Tran – Issues in Teacher Education, 2012
The Census 2000 Brief (U.S. Department of Commerce, 2004b) indicates that English is not the heritage language of approximately one in five Americans, and the number of limited English proficient (LEP) students, also known as English language learners (ELLs), grew about 50 percent in the last decade. It is estimated that nearly 400,000 ELL…
Descriptors: General Education, Learning Disabilities, Special Education, Student Placement
Gould, Holly C.; Brimijoin, Kay; Alouf, James L.; Mayhew, Mary Ann – Issues in Teacher Education, 2010
Given the challenges of time and economics in education today, what are practical models for creating adult learning communities that improve teaching and learning in today's diverse classrooms? How do Americans foster and nurture adult learning communities once they are established? The authors have found that carefully crafted partnerships…
Descriptors: Feedback (Response), Student Teachers, Mentors, Adult Learning
Jones, Laura C.; Webb, P. Taylor; Neumann, Maureen – Issues in Teacher Education, 2008
Teaching literacy skills is inextricably meshed with the work of transformation. When students learn to read and write, they are learning the knowledge and skills needed in order to better understand their world and ultimately to participate in the remaking of their realities. Leadership for social justice is a democratic, empowering relationship…
Descriptors: Social Justice, Literacy Education, Elementary Secondary Education, Democracy
Grisham, Dana L. – Issues in Teacher Education, 2008
Research has identified certain comprehension strategies that seem to work in an optimal manner to increase the reading comprehension of K-12 students. However, little evidence exists about whether teachers use identified, research-based strategies when teaching. In view of the critical nature of literacy achievement for diverse populations and…
Descriptors: Credentials, Graduate Students, Reading Comprehension, Reading Consultants
Lindquist, David H. – Issues in Teacher Education, 2007
The Holocaust is perhaps the most compelling topic studied in American schools today. Many educators who consider teaching the Holocaust feel deterred from doing so for several reasons: (1) They lack the confidence needed to develop a Holocaust unit; (2) They feel that the subject's complexity is overwhelming historically and pedagogically because…
Descriptors: Teacher Education, History Instruction, Elementary Secondary Education, Units of Study
Lovo, Paula; Cavazos, Lynne; Simmons, David – Issues in Teacher Education, 2006
In 1992, the Beginning Teacher Support and Assessment (BTSA) grant program was established to provide funded opportunities for first and second-year teachers having completed a preliminary or professional clear multiple/single subject, credential. Matriculating from a teacher preparation program to the classroom, they were ready to "expand,…
Descriptors: Elementary Secondary Education, Formative Evaluation, Program Effectiveness, School Districts
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