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West, Jessica A.; West, Craig K. – Teacher Educator, 2016
The practice of inclusion as a response to the Individuals with Disabilities Education Act means that English teachers teach students who demonstrate a wide range of abilities in the same classroom. This qualitative study explored the developing attitudes toward differentiation of English education teacher candidates participating in a methods…
Descriptors: Preservice Teachers, Teacher Attitudes, Special Education, Beliefs
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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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Sparks, Scott S.; Brodeur, Doris R. – Teacher Educator, 1987
A preliminary study assessed trends in orientation and training and compensation of cooperating teachers involved in the student-teaching experience. Findings indicated that cooperating teachers received little formal preparation for their supervisory responsibilities, and compensation ranged from none to tuition waivers and other university…
Descriptors: Cooperating Teachers, Higher Education, Preservice Teacher Education, Student Teaching
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Branch, Jan S. – Teacher Educator, 1981
The Ohio State Board of Education approved new standards for colleges and universities preparing teachers, which have major implications: (1) joint governance of teacher education by universities and school districts; (2) university involvement in in-service teacher education programs; and (3) a new emphasis on field experiences in a variety of…
Descriptors: College School Cooperation, Competency Based Teacher Education, Faculty Development, Field Experience Programs