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Howell, Penny B.; Rintamaa, Margaret; Faulkner, Shawn; DiCicco, Mike – Teacher Educator, 2019
Utilizing technology to connect three geographically separate institutions within the same state and drawing on Bhabba, and Zeichner's notions of third space, four teacher educators developed an opportunity for the middle-level teacher candidates from each university to simultaneously observe a live classroom teaching event virtually while…
Descriptors: Teacher Collaboration, Teacher Educators, Preservice Teachers, Virtual Classrooms
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Freidus, Alexandra; Noguera, Pedro A. – Teacher Educator, 2017
In this ethnographic study, we look closely at everyday classroom interactions in order to examine the complex process of creating equitable classroom communities in racially and socioeconomically diverse schools. We use the lens of relational difference (Abu El-Haj, 2006) to examine how students negotiate social boundaries within their new…
Descriptors: Ethnography, School Desegregation, Social Influences, Educational Environment
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Aguilar, Israel; Nelson, Sarah; NiƱo, Juan Manuel – Teacher Educator, 2016
Classrooms tend to be absolute spaces, places where fluidity is rejected and nearly everything--from people, to ideas, to practices and policies--is viewed and organized through binary logic. Because binary logic is implicitly accepted as the natural order in schools and the structures resulting from it are highly unmalleable, individuals who…
Descriptors: Social Justice, Qualitative Research, Teacher Student Relationship, Inclusion
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Ciampa, Katia; Gallagher, Tiffany – Teacher Educator, 2016
The purpose of this collective case study was to explore the resultant effects of vertical team teaching and collaborative inquiry on elementary (Grade 8) and secondary (Grade 9) educators' literacy instructional and assessment practices. Key elements of the program included collaborative inquiry and vertical team teaching. The findings of this…
Descriptors: Team Teaching, Literacy, Inquiry, Case Studies
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Ridenour, Carolyn S.; Hassell Hughes, Sheila – Teacher Educator, 2016
The suburban-urban achievement gap (diminishing until the 1980s) has stopped its narrowing trend, and single-sex schools are proliferating as a reform model, especially in urban areas. In this study researchers interviewed eight elementary school girls (in an all-girls school) three times over 2 years, and the resulting 23 transcripts were…
Descriptors: Females, Urban Schools, Elementary School Students, Single Sex Schools
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Wasburn-Moses, Leah; Noltemeyer, Amity L.; Schmitz, Kristin J. – Teacher Educator, 2015
The last several years have seen a dramatic increase in interest surrounding the role of clinical experiences in enhancing the learning of teacher candidates. Further, pressure has intensified to demonstrate the impact of teacher candidates on P-12 learners. With these goals in mind, a model alternative school/university partnership was created,…
Descriptors: Preservice Teachers, Partnerships in Education, College School Cooperation, Teacher Education
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Crawford, Lindy; Ketterlin-Geller, Leanne R. – Teacher Educator, 2013
Twenty middle school special education teachers from five states were interviewed in order to gain insight into their understanding of accommodation practices. Interview questions solicited information about teachers' understanding of test accommodations, the decision-making process they employed when choosing accommodations, and their reasons for…
Descriptors: Disabilities, Testing Accommodations, Special Education Teachers, Middle School Teachers
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de Kramer, Raquel Magidin; Masters, Jessica; O'Dwyer, Laura M.; Dash, Sheralyn; Russell, Michael – Teacher Educator, 2012
Online professional development (OPD) has potential to improve teacher quality by improving teachers' knowledge and instructional practices. These changes, in turn, have potential to improve student achievement. Unfortunately, there is a dearth of scientific research on the effects of OPD on teachers and, more importantly, on students. This…
Descriptors: Online Courses, Teacher Education, Professional Development, Grade 7
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Fisher, Mary; Rogan, Patricia M. – Teacher Educator, 2012
This case study of a joint school/university professional development opportunity explored how 12 practitioners came together to examine change in light of discrepancies between current practice in local schools and promising practices recommended in the literature for students identified as having significant disabilities. The group met monthly…
Descriptors: Case Studies, College School Cooperation, Faculty Development, Inservice Teacher Education
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Kotelawala, Usha – Teacher Educator, 2011
Through growing formative research, lesson study has emerged as a powerful practice that affects teachers' practical analysis of learning and teaching. Such research, however, also recognizes challenges to its implementation. In a methods course, lesson study has the potential to provide valuable links between teacher education and practice. In…
Descriptors: Methods Courses, Teacher Education Curriculum, Teaching Methods, Educational Practices
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Fisher, Douglas; Frey, Nancy; Lapp, Diane – Teacher Educator, 2011
In an effort to improve student achievement, a group of middle-school teachers at an underperforming school developed a schoolwide literacy plan. As part of the plan, they agreed to model their thinking while reading aloud. Eight teachers were selected for coaching related to think alouds in which they exposed students to comprehension strategies…
Descriptors: Protocol Analysis, Reading Achievement, Teaching Methods, Middle School Teachers
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Hermann-Wilmarth, Jill M.; Bills, Patricia – Teacher Educator, 2010
In conducting a study on the programmatic experiences of lesbian and bisexual preservice teachers, narratives of the silenced identity categories of participants led researchers to consider more queer approaches in their own research practices. In this article, we use queer theory and autoethnography to explore what queer research in teacher…
Descriptors: Preservice Teacher Education, Preservice Teachers, Research Methodology, Homosexuality
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Helfeldt, John P.; Capraro, Robert M.; Capraro, Mary Margaret; Foster, Elizabeth; Carter, Norvella – Teacher Educator, 2009
This article describes a full-time teaching internship program, where, in lieu of student teaching, interns serve as classroom teachers in urban area schools. Through a partnership between a university and participating school districts, all interns received intensive mentoring and induction during their first year. Among the program results, were…
Descriptors: Student Teaching, Urban Schools, Teaching (Occupation), Self Efficacy