March/April Issue of JTE Now Online
The March/April 2014 issue of the Journal of Teacher Education (JTE) is now available online. See what Volume 65 Number 2 has to offer!
- In this month’s editorial, “Research as a Catalyst for Change,” JTE‘s editors at Penn State University relate the issue’s contents to AACTE’s 66th Annual Meeting theme, Taking Charge of Change. Heralding the theme as an opportunity to champion the role of research in informing policy and practice, the editors highlight the articles’ contributions to knowledge about innovative practices in the development of both preservice and in-service educators.
- “Formal and Informal Mentoring: Complementary, Compensatory, or Consistent?” offers policy recommendations to improve mentoring of new teachers. Based on surveys and interviews with dozens of new math teachers across 11 school districts, the study finds value in a variety of formal and informal mentoring relationships.
- “Facilitation and Teacher Behaviors: An Analysis of Literacy Teachers’ Video-Case Discussions” uses statistical discourse analysis to investigate the relationship between peer and professor facilitation and in-service teachers’ behavior during video-case discussions. The findings suggest implications for improving teachers’ identification of classroom connections, challenges, and solutions.
- “Unpacking the ‘Urban’ in Urban Teacher Education: Making a Case for Context-Specific Preparation” describes how various contexts of urban settings call for tailored approaches to teaching. Based on the approach of the University of Chicago Urban Teacher Education Program, the article provides a rationale for preparing candidates with essential knowledge about a district and its children to inform teaching and learning.
- “A Comparison of Preservice Teachers’ Responses to Cyber Versus Traditional Bullying Scenarios: Similarities and Differences and Implications for Practice” extends lessons from research on teachers’ responses to bullying into the realm of cyber bullying. Based on a study from the United Kingdom’s University of Chester, this article identifies similarities in teacher candidates’ responses to cyber bullying and verbal bullying; candidates were more likely to intervene in cases of physical bullying and less likely with relational bullying.
- “An Examination of Preservice Teachers’ Intentions to Pursue Careers in Special Education” investigates motivations behind students’ decision to work in special education, particularly in light of the persistent shortage of teachers in the field. Preservice teachers’ career outcome expectations and their interest in and commitment to children with special needs most strongly factor into their intention to work in special education.
- “Beyond Comparisons of Online Versus Face-to-Face PD: Commentary in Response to Fishman et al., ‘Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation’ ” responds to last month’s article about professional development, praising its contribution but calling for more nuanced consideration of specific program designs to support adoption of a new science curriculum.
Remember, although the general public has online access only to abstracts of each JTE article, AACTE members may access the full text by logging in to the AACTE web site and then clicking through to the JTE site hosted by SAGE. Click here to get started!