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Posts Tagged ‘research’

AACTE, Westat Piloting Surveys of EPP Graduates, Supervisors

AACTE and Westat are partnering with state chapters and education agencies this spring to pilot new surveys of beginning teachers and their supervisors. By developing common instruments to be used across states that can also be customized with state-specific questions, the partners aim to fill the need for both national benchmarks for preparation programs (as called for in accreditation standards) and state-determined priorities.

AACTE staff conducted exploratory work last year, collecting and studying state-level instruments currently used for surveying program completers in 13 states that were willing to share both their instruments and their most recent survey results. We found that all of the instruments align with the InTASC model standards for beginning teachers, although their length and emphasis areas vary. Meanwhile, we began talking with state education agencies (SEAs) and AACTE state chapters and member institutions to gauge their interest in consolidating these state and institution data collection efforts in a national-level instrument.

JTE Authors: New Taxonomy Facilitates Studying, Improving Teachers’ Collaborative Learning

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the latest author interview below.

In this interview, Ilana Seidel Horn, Brette Garner, Britnie Delinger Kane, and Jason Brasel of Vanderbilt University discuss the research behind their recent article, “A Taxonomy of Instructional Learning Opportunities in Teachers’ Workgroup Conversations.” The article is available in the January/February 2017 issue of the journal.


JTE Author Interview: How Preservice Teachers Learn to Plan Intellectually Challenging Tasks

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the latest author interview below.

This interview features insights from the JTE article “Preservice Teachers’ Learning to Plan Intellectually Challenging Tasks,” by Hosun Kang, assistant professor of education at University of California, Irvine. The article appears in the January/February 2017 issue of JTE.

The article’s abstract reads in part, “This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons. Drawing upon a situative perspective on learning, eight PSTs’ trajectories of participation in communities of practice are examined with a focus on planning throughout student teaching. […] The analyses show that instructional tasks observed at the beginning of lessons link to the ways in which PSTs engage in the three interrelated processes of (a) framing instructional goals, (b) constructing a lesson scenario, and (c) addressing problems of practice.”

Community-Based Programs Boost Candidate, Student Learning

In an AACTE major forum held March 3, a panel of teacher educators from three state universities discussed the power of partnering with nonschool sites in communities to help prepare effective teachers. “Community-Based Teacher Preparation as Praxis: Preparing Effective Educators Through Research-Practice Partnerships” was organized by the editors of the Journal of Teacher Education (JTE)to bring attention to pioneering work under way on this emerging practice.

JTE Coeditors Dorinda Carter Andrews and Gail Richmond of Michigan State University served as moderators for the panel, which included the following presenters:

AACTE Members Showcase Initiatives to Advance Social Justice, Diversity

A major forum at last month’s AACTE Annual Meeting highlighted actions under way to diversify the teaching workforce and advance social justice at universities across the country. Titled “Meeting the Needs of All Learners: Advancing Social Justice and Diversity in Teacher Preparation,” the forum featured panelists from four Association initiatives working toward these objectives: the AACTE Black and Hispanic/Latino Male Teacher Initiative Networked Improvement Community (NIC), the Diversified Teaching Workforce: Recruitment and Retention AACTE Topical Action Group, the AACTE Holmes Program, and the AACTE Committee on Global Diversity.

The forum was moderated by Sharon Leathers of William Paterson University (NJ) and included the following panelists, each of whom is a member of one or more of the four initiatives: Lora Bailey of New Mexico Highlands University, Traci Baxley of Florida Atlantic University, Jacob Easley of Eastern Connecticut University, Conra Gist of the University of Arkansas, Fayetteville, and Reyes Quezada of the University of San Diego (CA).

Conic Named Scholar of the Month for March

Congratulations to March Holmes Scholar of the Month Frank Conic!

Conic is a doctoral candidate in higher education administration at the University of Florida (UF), where his research and professional concentration is focused on developmental mathematics education, policy, and reform. His other research interests include the achievement gap for minority students and the “school-to-prison” pipeline.

Conic, who has been a Holmes Scholar since 2011, exemplifies the tenets of scholarship, research, leadership, and mentoring both in his studies and professionally. He is a graduate assistant for the UF/Santa Fe College Faculty Development Project, serving as an adjunct instructor in the mathematics department at Santa Fe College. He is also assistant program director for the Community College Futures Assembly, an independent policy forum in the Institute of Higher Education at UF. Additionally, Conic serves as a mathematics coach for the National Achievers Society at the Santa Fe College Center of Excellence, a multifaceted program to motivate elementary and secondary students to prepare for and ultimately enter college.

Educational Leadership Preconference Participants Share Promising Practice, Plan Action Steps

In conjunction with the 69th Annual Meeting, AACTE hosted a daylong workshop March 1 titled “Strengthening Leadership Through Communities of Professional Learning Educational Leadership Preconference,” sponsored by The Wallace Foundation. The event was attended by higher education leaders from across the nation, who shared model strategies and identified priorities and actions needed to strengthen principal preparation across local contexts.

The agenda featured two interactive segments, both of which explored ways to renew principal preparation programs through collaborative action.

Learn How Tomorrow’s Teachers (Including Your Students) Want to Use Technology

AACTE is collaborating with Project Tomorrow to support that organization’s survey of preservice teachers, “Tomorrow’s Teachers Speak Up.” The views expressed in this post do not necessarily reflect the views of AACTE.

Tomorrow’s Teachers Speak Up is a unique opportunity for America’s next generation of teachers to share their ideas about how to leverage technology within learning, how they are being trained, and what they expect when they enter the classroom. The national data findings will be used to inform national policies on technology use in education, and to inform K-12 school and district leaders on the aspirations of tomorrow’s teachers.

Colleges, universities, and programs that register and promote the surveys to their students will receive the national data findings as well as their own institution’s results in June – for free.

Holmes Students, Alumni Share in Rich Annual Meeting

This month, more than 80 participants in the AACTE Holmes Program convened with coordinators and alumni for our annual preconference event at the AACTE Annual Meeting. The 2-day program (see the agenda) led by members of the 2016-2017 Holmes Scholars Council, the National Association of Holmes Scholars Alumni (NAHSA), and AACTE provided a rich variety of integrative and thought-provoking sessions and interactions.

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