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Posts Tagged ‘research’

Study: Most Teachers Not Integrating Native Language, Culture in Instruction

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.

In the November/December 2017 issue of JTE, Claudia Vincent, Tary Tobin, and Mark Van Ryzin of the University of Oregon authored an article titled “Implementing Instructional Practices to Improve American Indian and Alaska Native Students’ Reading Outcomes: An Exploration of Patterns Across Teacher, Classroom, and School Characteristics.” The article is summarized in the following abstract:

Call for Entries: AACTE Dissertation Award

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Do you know someone who recently completed a prize-worthy doctoral dissertation related to educator preparation? Please help spread the word: Applications for AACTE’s 2019 Outstanding Dissertation Award are being accepted in our online submission system now through August 20.

This award recognizes excellence in doctoral dissertation research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. Dissertations completed since January 2017 are eligible for consideration, regardless of what institution awarded the doctorate (member or nonmember of AACTE).

Dissertation Workshop: Theoretical Framework an Essential ‘Steering Wheel’

The authors are part of the AACTE Holmes Program at Florida Atlantic University. For information about the program, visit aacte.org. The views expressed in this post do not necessarily reflect the views of AACTE.

On March 27, Holmes Scholars at Florida Atlantic University hosted a research workshop, “Understanding the Role of the Theoretical and Conceptual Frameworks in Dissertation Research.” More than 30 doctoral students and faculty attended the event with the university’s four Holmes Scholars – Kalynn Hall Pistorio, Kayla Elliott, Deborah McEwan, and Brianna Joseph (pictured above, standing, along with Holmes Coordinator Professor Rangasamy Ramasamy).

Eliciting Student Thinking in Elementary Math: What Skills Do Preservice Teachers Bring?

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online—just log in with your AACTE profile here.

In the January/February 2018 issue of JTE, Meghan Shaughnessy and Timothy A. Boerst of the University of Michigan authored an article titled “Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking.” The article is summarized in the following abstract:

Educational Leadership Preconference Focuses on Interaction of Policy, Practice

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On February 28, AACTE hosted a daylong preconference workshop titled “Strengthening the Pipeline to Transform the Principalship,” sponsored by The Wallace Foundation. The event, held just prior to the 70th AACTE Annual Meeting in Baltimore, Maryland, was attended by PK-12 and higher education leaders from across the nation and engaged participants in presentations and conversation on educational leadership through the lenses of policy and practice.

The agenda was broken into two thematic segments. The first segment highlighted how policy, partnerships, and resources influence strategies to renew principal preparation programs. The second included presentations about key policies that influence the renewal of principal preparation programs.

Panel Promotes Teacher Preparation for Deeper Learning

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Cindy Gutierrez of the University of Colorado Denver listens as fellow panelist Steve Wojcikiewicz of the University of Portland (OR) discusses institutional supports for “deeper learning” teacher preparation.

A “Deeper Dive” session held March 3 at the 70th AACTE Annual Meeting shared lessons on how to engage preservice teacher candidates in the kinds of meaningful learning experiences they are expected to create later for their own students. Organized by the Learning Policy Institute (LPI), “Walking the Talk: Teacher Preparation for Deeper Learning” highlighted findings from a national study of seven teacher preparation programs that are organized in ways that align with deeper learning approaches – meaning less emphasis on rote learning and more on experiential, innovative, collaborative, and equity-focused pedagogy.

LPI researcher Maria Hyler opened the session by describing the primary features of successful programs identified in the study, details of which will be published by Harvard Education Press in a book later this year. These features include opportunities for candidates to experience learning that is applied and transferred, developmental and personalized, collaborative and social, contextualized, and socially just. Hyler then invited panelists representing several programs in the study to outline one of the key domains.

FAU Holmes Scholar Wins Dissertation Competition

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During the 70th Annual Meeting preconference events for the AACTE Holmes Program, selected Holmes Scholars participated in a brand-new competition to receive AACTE funding for their dissertation research. AACTE is pleased to announce that the winner of the AACTE Holmes Dissertation Funding Competition is Kayla C. Elliott of Florida Atlantic University for her study, Pride, Power, and Prejudice: The Impact of Performance-Based Funding on Public Historically Black Colleges and Universities.

The funding competition, announced to Holmes Scholars in December, offered a prize of $5,000 to support the winning applicant in completing his or her dissertation. In addition, the winner will receive complimentary registration to the 2019 AACTE Annual Meeting in Louisville, Kentucky.

Rigor and Relevance: Partnering to Advance Clinical Practice Research

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AACTE members are committed to high research standards and to producing scholarship that contributes to educational practice. Although the complexity of educator preparation presents a vast spectrum of subjects for scholarly inquiry, I’d like to highlight the importance and timeliness of studying those related to one particular domain: clinical practice. In fact, the new report of AACTE’s Clinical Practice Commission (CPC) unearths a fertile field of opportunities for research that is both rigorous and relevant.

Last month, the CPC hosted a briefing at the National Press Club in Washington, DC, where it offered a thorough conceptual framework and explanation of clinical practice, along with recommendations for implementation. The report released at the event, A Pivot Toward Clinical Practice, Its Lexicon, and the Renewal of Educator Preparation, sets forth 10 proclamations for effective clinical preparation, thus signaling that AACTE is “intentionally committed to a bold voice” in teacher education.

Does Preservice Course Work Make a Difference in Teacher Practice? One Study Says Yes

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Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.

In the January/February 2018 issue of JTE, Susan D. Martin and Sherry Dismuke of Boise State University (ID) published an article titled “Investigating Differences in Teacher Practices Through a Complexity Theory Lens: The Influence of Teacher Education.” The article is summarized in the following abstract:

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