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Margolis, Jason – New Educator, 2007
This study reports on the impact of mentor teachers using an explicit pedagogy with their student teachers. Seven mentors participated in workshops before the school year started and received ongoing support throughout the year about how to explicitly teach student teachers the strategies and skills needed to be an effective teacher. Observations…
Descriptors: Feedback (Response), Student Teachers, Mentors, Interpersonal Relationship
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Paugh, Patricia C. – New Educator, 2006
When testing dominates decisions about instruction in public schools, complex interactions significant to how students actually learn are often ignored. Teachers who critically interrogate conflicts between institutional policies and practices, such as testing and instruction, position themselves as informed, active, and professionally responsible…
Descriptors: Politics of Education, Testing, Urban Schools, Conflict
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Torres-Guzman, Maria E.; Hunt, Victoria; Torres, Ivonne M.; Madrigal, Rebeca; Flecha, Isabel; Lukas, Stephanie; Jaar, Alcira – New Educator, 2006
By looking at teacher collaborative structures in an urban public elementary school, this article demonstrates how, in the face of top-down school decisions under the pressures of high-stakes testing and assessment-driven curriculum, teachers can find the power and freedom for creative and effective pedagogy to flourish. We describe how teachers…
Descriptors: Teaching (Occupation), Academic Freedom, High Stakes Tests, Cooperation
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Norman, Patricia J.; Golian, Katherine; Hooker, Heather – New Educator, 2005
Recently developed Professional Development School standards underscore the importance of professional learning community, inquiry, shared decision-making and a focus on student learning. These standards closely mirror the goals of "Critical Friends Groups," a significant movement in education to improve student achievement through…
Descriptors: Professional Development Schools, Mentors, Teacher Collaboration, College School Cooperation
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Shulman, Vivian; Armitage, Deirdre – New Educator, 2005
This study describes a program at an urban public college that recruits non-education majors into teaching. The "Teaching Scholars Initiative" pays college students, in particular in the areas of mathematics and science, to work in high need New York City classrooms to assist teachers and their students, and gives these college students…
Descriptors: College Students, Public Colleges, Teacher Recruitment, Urban Schools
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Nieto, Sonia – New Educator, 2005
In this article, the author identifies two current--and competing--discourses concerning teaching and public education in general. One is the "official" discourse, embodied in "No Child Left Behind" language, with a focus on accountability, standards, credentials, and testing, accompanied by punitive measures for failing to…
Descriptors: Social Justice, Urban Schools, Rural Schools, Federal Legislation