A majority of the nation’s public school students are students of color, but less than 20% of teachers are teachers of color—and only 2% are Black men. While more teachers of color are entering the classroom, data reveal that educators of color are also leaving at higher rates than their peers. To show the root cause of this problem and to identify solutions, The Education Trust and Teach Plus today jointly released new research that examines the challenges teachers of color face and documents the experiences of staff in schools that deliberately work to retain faculty of color.
If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover comprises authentic narratives of teachers of color and successful school leaders. For this report, researchers conducted focus groups with teachers who identify as Black or Latino who talked about their experiences in the workforce and what schools, districts, and states could do to keep them in the field. Researchers also conducted case studies in schools and districts that were selected for their intentionality around retaining teachers of color.
In the focus groups, five themes emerged, highlighting the challenges that teachers of color face in the workforce and the reasons many of them fall out of teaching: (1) experiencing an antagonistic school culture; (2) feeling undervalued; (3) being deprived of agency and autonomy; (4) navigating unfavorable working conditions; and (5) bearing the high cost of being a teacher of color.
A team of Penn State College of Education faculty led by P. Karen Murphy has won a five-year, $1.98 million grant from the National Science Foundation (NSF) to improve the preparation of undergraduate preservice elementary teachers.
Murphy, distinguished professor of education (educational psychology), is the principal investigator (PI) on the study. She is joined by co-PIs Gwendolyn Lloyd, the Henry J. Hermanowicz Professor of Teacher Education and professor of education (mathematics education); Amy Voss Farris, assistant professor of education (science education); and Rachel Wolkenhauer, assistant professor of education (curriculum and supervision).
With support from the NSF Improving Undergraduate STEM Education Program: Education and Human Resources, this project aims to serve the national interest by investigating whether teaching preservice elementary teachers how to use discussion-based pedagogy improves the quality of mathematics instruction in their classrooms. Specifically, the researchers will adapt Quality Talk (QT), a small-group, teacher-facilitated discussion approach, for use by teacher educators in STEM methods courses and classroom-based field experiences for future elementary teachers.
Read the latest JTE Insider blog interview by the Journal of Teacher Education (JTE) editorial team member Lauren Snead. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
This interview features insights from the article “Rethinking Student Teacher Feedback: Using a Self-Assessment Resource With Student Teachers” by Lauren Oropeza Snead and H. Jerome Freiberg. The article was published in the March/April 2019 issue of the JTE.
Q1. What motivated you to pursue this particular research topic?
As a doctoral student in Dr. Jerome Freiberg’s graduate class, I was challenged to self-assess my own teaching by using student feedback. This was an area of growth I had not previously explored and it completely changed the way I looked at my teaching. As I briefly discuss in the article, I had spent many years as a K-12 teacher, where I focused on what administrators thought of me. Up until this point, my teaching evaluations dictated how I taught my class. I based any areas of growth or changes on what the administrators said about my classroom. Now that I look back, I cannot believe how blind I was to all of the potential feedback perspectives in classrooms. Using Dr. Freiberg’s self-assessment resource, the Person-Centered Learning Assessment (PCLA), I realized for the first time that the power for change started with my students. Accessing student feedback gave me a fresh perspective into areas of growth. It was an empowering experience. That experience spurred on my curiosity to dive further into the PCLA.
The Outstanding Journal of Teacher Education Article Award is presented annually by AACTE to recognize exemplary scholarship published in the Journal of Teacher Education (JTE) during the last volume year. The journal’s editors, based at Michigan State University, nominate several top articles for consideration, and the AACTE Committee on Research and Dissemination selects the winning paper to receive the award. This award represents one of the nine categories of the annual AACTE Award Program that recognizes excellence in educator preparation.
In the video below, JTE Co-Editor Robert Floden highlights the 2018 AACTE Outstanding Journal of Teacher Education Article Award winner, “Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching.” In this article, the authors, Claire Sinnema, Frauke Meyer, and Graeme Aitken of the University of Auckland, identify problems in the design and implementation of teaching standards that widen the divide between theory and practice, and propose an alternative model dubbed Teaching for Better Learning.
As editors, we are seeking proposals for chapters in an upcoming volume, Teaching to Prepare Advocates, part of the Theory to Practice: Educational Psychology for Teachers and Teaching series.
In an age where the quality of teacher education programs has never been more important, educators need a fundamental understanding of the principles of human learning, motivation, and development. Each volume in the series will draw upon the latest research to help college instructors select and model essential principles of learning, motivation, and development prepare professionals to work with children and adolescents in diverse learning contexts using asset-based
This article and photo originally appeared on the Middle Tennessee State University website and are reprinted with permission.
Middle Tennessee State University announced Wednesday (Aug. 28) a first-of-its-kind partnership focused on bringing research-supported innovations to how the university prepares students to become K-12 teachers.
The just released 2019 Data Quality Campaign (DQC) National Poll reports that those closest to students—parents and teachers—are eager for leaders to take actions that reflect a bold vision of data use to improve student outcomes in K–12 and beyond. The findings, released on September 10, show that 90% of parents say they need data to understand their child’s progress and help them do their best. Of the teachers who were polled, 86% believe using data is an important part of being an effective teacher.
In the brief, Parents are Ready for the Next Generation of Education Data, data show that parents believe student journeys don’t end with K–12. Parents see
While serving on this year’s (Phi Delta Kappan) PDK Poll Advisory Board, I listened and collaborated with scores of thought leaders in the education ecosystem—The National Education Association, The Learning Policy Institute, The Learning First Alliance, The Gay, Lesbian and Straight Education Network, among others. We determined what approaches to take to quantify, understand, and disseminate the vast amount of information and data garnered from this extremely worthwhile and useful poll. We discussed the results and how they could be utilized to advance 21st century classrooms, its students, and those who lead them.
What is the importance of the PDK Poll?
This year’s PDK Poll was entitled, “Frustration in The Schools: Teachers Speak Out on Pay, Funding, and Feeling Valued.” The new release is one of several polls PDK has conducted to examine opinions on public education for more than 50 years. The poll, according to PDK, is “a steady reflection of U.S. opinion about public education.” Its results are meaningful because they offer an annual review of one of the most important parts of our society—public schools, and focuses on of some our nation’s most crucial people—teachers. The poll measures opinions on the value of a public-school education and its teachers while giving us a sense of how our schools are supported, or more importantly, how they are not supported. It gives us a hypothetical picture of what the future of the educational world might hold and enlightens us about current issues from the perspective of the public. It informs and helps us contemplate how students are changing and what we, as educators, need to do to support and foster
As the student population has diversified so has our understanding of the general education classroom, specifically who we serve in an inclusive setting. Our students with special education services are learning the majority of their grade level curriculum in general education classrooms. This paradigm shift requires effective collaboration between service providers and teachers as well as a deep understanding and application of differentiation to meet the needs of all students.
For years, the two fields of general education and special education have been siloed. Persistence and partnership is how
The September/October 2019 issue of the Journal of Teacher Education (JTE) is now available online, while printed copies are arriving in the mail to subscribers around the country. Below is a summary of the articles included in Vol. 70, Issue 4, 2019:
In “Teacher Agency and Resilience in the Age of Neoliberalism,” members of the JTE editorial team, Tonya Bartell, Christine Cho, Corey Drake, Emery Petchauer, and Gail Richmond, address how the articles in this issue provide insights into ways educator preparation programs can support teachers in developing and enacting agency. They discuss how making small shifts or adaptations in everyday teaching practices can create more just and equitable teaching and learning.
In the paper, “Whiteness as a Dissonant State: Exploring One White Male Student Teacher’s Experiences in Urban Contexts,” Stephanie Behm Cross of Georgia State University, Nermin Tosmur-Bayazit of Fitchburg State University, and Alyssa Hadley Dunn of Michigan State University, suggest that Whiteness itself is a dissonant state. The authors argue that