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1.
This article addresses a unique effort to implement a summer residential program that identifies and inspires potential educators by reaching down the pipeline to academically talented high school students. The primary goal of the program was to introduce participants to various dimensions of urban teaching. The research and evaluation for the program was designed to include diverse forms of data (quantitative and qualitative) from both staff and program participants. This study??s findings indicate that participants became more informed about prevalent issues in under-resourced urban schools, better understood the need for teachers?? ongoing professional development and felt more comfortable in urban schools. A number of the focal participants also expressed sustained or increased aspirations for teaching youth in urban schools. 相似文献
2.
Elizabeth Bleicher 《Teaching and Teacher Education》2011,27(8):1170-1178
This three-year study combines qualitative and quantitative analyses of effects of a one-week, intensive urban field placement on 95 suburban and rural teacher candidates’ self-reported perceptions of urban schools, students, teachers. Data was drawn from anonymous, open-ended, pre- and post-experience participant surveys; reflections; and alumni interviews. Findings include improvement in confidence in cross-cultural teaching abilities and interest in urban schools for future employment. Pre-service teachers’ perceptions can be meaningfully influenced by a short-term, cross-cultural immersion program when it is situated within a mutually-reinforcing, multicultural education curriculum that offers significant faculty scaffolding and structured reflection. 相似文献
3.
This article reports on findings of a study which objective is the development of an instrument for systematic evaluation and improvement of the quality of teaching in special schools. The article describes the research process which led to the construction of the instrument as well as the way teachers can use the instrument to improve the quality of their teaching. The article advocates a practice perspective to professional development in special schools, as special schools in Denmark are under pressure by three international educational agendas: the agenda of accountability, the agenda of standards and the agenda of inclusion. The instrument suggests that professional development is teacher driven and not driven by the accountability agenda. The research approach was collaborative as 35 teachers and principals from 16 special schools participated in the research process. Their perceptions of quality in the practice of teaching in special schools and research literature on the quality of teaching in both mainstream schools and special schools have shaped the development of the instrument. Thus, the instrument is based on the finding, that teaching methods in general and special education are not as different as assumed. This finding is reflected in the instrument. 相似文献
4.
《Teaching and Teacher Education》2000,16(4):465-490
This paper describes a model program in existence for over 30 yrs to prepare students from liberal arts colleges in the midwest for careers in urban teaching. The academic ability and educational background of graduates of selective liberal arts colleges make them the sort of teachers that have traditionally ended up in affluent suburban schools, yet it is these characteristics that potentially make them more valuable in urban schools. 相似文献
5.
Education in the arts continues to struggle for inclusion in PreK-12 classrooms as public schools face increasing challenges from high stakes testing, Common Core politics, and endless budget cuts. Advocates point to the growing body of research linking art education to academic achievement as justification for arts’ continued inclusion in the curriculum. In its 2005 report, the National Association of State Boards of Education highlighted this research trend and called for stronger emphasis on arts in educational curricula (Meyer in Arts Educ Policy Rev 106(3):35–40, 2005). Yet despite the evidence, school districts across the nation have been slow to include more arts programming within the classroom. This study, however, examines one school district that did. In a collaborative project between a large urban school district and a local arts and science council, an arts integration program called Wolf Trap was implemented in economically disadvantaged pre-Kindergarten and first-grade classrooms at selected schools across the district. Objectives of the program were to: (a) improve school readiness skills among participants; (b) increase capacity of classroom teachers to learn and implement effective arts-based teaching strategies; and (c) increase the capacity of teaching artists to acquire and model effective arts-based teaching strategies. This study evaluates the effectiveness of the program using data from the teaching artists, classroom teachers, and the external evaluators. We discuss the program in detail and explain the methodology used in our evaluation. Finally, we present evidence that indicates the program’s success and we offer recommendations for program stakeholders. 相似文献
6.
Erica N. Walker 《The Urban Review》2007,39(5):519-540
This article reports findings from a study of preservice mathematics teacher education students and their beliefs about and
experiences with students in an urban high school. The preservice teacher education students participated as mentors to a
group of peer tutors in a mathematics tutoring program. Data collected from questionnaires and interviews reveal that the
mentors had varied perceptions of tutoring program participants’ motivation, interest, and knowledge of mathematics. Mentors
held varied perceptions of urban schools and what teaching mathematics in urban settings entails. Further, mentors reported
that their work in the tutoring program had an impact on their strategies and plans for future mathematics teaching.
Erica N. Walker is Assistant Professor of Mathematics Education in the Department of Mathematics, Science, and Technology
and Research Fellow at the Institute for Urban and Minority Education at Teachers College, Columbia University. 相似文献
7.
The Action Lecture program is an innovative teaching method run in some nursery and primary schools in Paris and designed to improve pupils’ literacy. We report the results of an evaluation of this program. We describe the experimental protocol that was built to estimate the program's impact on several types of indicators. Data were processed following a Differences-in-Differences (DID) method. Then we use the estimation of the impact on academic achievement to conduct a cost-effectiveness analysis and take a reduction of the class size program as a benchmark. The results are positive for the Action Lecture program. 相似文献
8.
Morris Siu-yung Jong 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1275-1293
Gamified Authentic Mobile Enquiry in Society (GAMES) is a GPS-supported mobile application for gamifying social enquiry learning in outdoor environments. Teachers are always the “educational innovation gatekeepers” in schools. This paper reports on a 3-year study in which the Stages of Concern model was employed as a quantitative diagnostic instrument to continuously understand and address the emerging concerns of 91 social humanities teachers (from 91 high schools in Hong Kong) about adopting GAMES in their teaching practice. With adequate interventions for addressing the participants’ ongoing needs, their peak categorical concern shifted initially from “Management” (in Year 1) to “Consequence” (in Year 2), and finally to “Refocusing” (in Year 3). The results reveal that the participants largely intended to go on harnessing GAMES to facilitate outdoor social enquiry learning in their schools. This work provides the field with profound strategic insights into sustaining technological innovations in schooling from the perspective of teachers—an important stakeholder of education. 相似文献
9.
Teacher candidates’ beliefs about teaching for social justice affect the ways in which they act with students, schools, and communities. There is a growing body of research on teacher candidates’ beliefs of teaching for social justice, however there is limited research on larger samples over the course of teacher preparation. This mixed method study examines the beliefs and articulations of teaching for social justice of two cohorts of teaching residents who completed an urban teacher residency program. Findings suggest that residents developed nuanced ways of articulating and generally left the program endorsing ideas related to teaching for social justice. 相似文献
10.
Linda Rosenberg Megan Davis Christianson Megan Hague Angus 《Peabody Journal of Education》2013,88(2):194-210
Low-performing schools in rural settings can face challenges common to all struggling schools, such as low student motivation and maintaining a qualified teaching staff. However, aspects of rural schools’ settings, such as the distance from urban areas and the commute between the schools and the students’ and teachers’ homes, can exacerbate the challenges that rural schools face. This article focuses on the experiences of nine rural schools that were part of a study for the U.S. Department of Education on the school improvement process in a purposive sample of 35 schools receiving federal funds through the School Improvement Grants (SIG) program. In particular, it examines how respondents in the rural schools perceived that the schools’ rural setting influenced the schools’ challenges and improvement actions and presents findings on the recruitment and retention of teaching staff, an activity integral to school improvement efforts under SIG. 相似文献
11.
The study described in this paper was designed to investigate the perspectives of principals and teachers in urban schools across the country in regard to challenges in urban teaching. The perceptions of these educators were investigated regarding (1) the extent to which challenges commonly cited in the literature on urban teaching were evident at their schools; (2) the extent to which school personnel have the power to favorably influence challenge areas; and (3) the potential for success of promising practices commonly cited in the literature on urban teaching. 相似文献
12.
Teacher attrition rates are high in urban schools, particularly for new science teachers. Little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. We utilized the theoretical frameworks of social justice, identity, and structure-agency to investigate this transition. Specifically, we examined the Urban Science Teacher Preparation (USTP) program as a critical case of “well-prepared” urban science teachers. Study participants included one cohort of four teachers. Data, primarily from individual interviews, a focus group, and written reflections, were collected from participants during pre-service preparation and their first year of teaching. The USTP program nurtured the development of a professional identity aligned with teaching science for social justice, with a unique emphasis on identifying structural injustices in schools. Findings indicate all four teachers used their identities to negotiate school policies and procedures that restricted student opportunities to learn science through three processes: deconstructing the context, positioning themselves within and against the context, and enacting their identities. These findings suggest the importance of USTP programs to provide teacher candidates with political clarity for teaching for social justice and sustained induction support to resist school socialization pressures. 相似文献
13.
池英旭 《福建教育学院学报》2004,5(7):103-104
根据《课程目标》的要求,中小学生必须学习演唱、演奏的技能。竖笛具备了音色优美、简单易学、携带方便、价廉物美等特点,应该成为中小学音乐教育中培养学生演奏能力的首选乐器。世界上许多国家都将其应用到中小学音乐教育中。但我国把竖笛引进中小学的音乐教育起步较晚,而且仍不普及。竖笛具有其它乐器无可比拟的优点,如学习竖笛演奏用时少、见效快,有利于提高学生学习器乐的积极性,价格便宜有利于广泛推广;师资培训时间短,有利于解决缺少教师的问题。 相似文献
14.
The Experiences of African American Physical Education Teacher Candidates at Secondary Urban Schools
Presently, most physical education teachers in the United States are White Americans and from middle class families. In fact, 83 % of all teachers in public schools are White Americans, whereas approximately 10 % of all African American teachers are representative of all teachers in the United States. A student might feel cultural dissonance that she or he is behaving appropriately based on the student’s cultural norm and upbringing, but the teachers who have different cultural and ethnic backgrounds than the students may inappropriately interpret or respond to the behavior. Therefore, it is important to study African American pre-service physical education teachers’ student teaching and field-based experiences with ethnically diverse adolescence (e.g., African American students), because they have the potential to develop a positive relationship between school support, teacher support, and academic achievement and influence student learning, motivation, and engagement in physical education. The purpose of this study was to describe and explain the experiences of African American physical education teacher education (PETE) candidates at secondary urban schools. The research design was explanatory multiple-case study situated in activity theory. Participants were seven African American PETE candidates. The qualitative data sources were interviews, weekly journal reflections, and e-portfolios. The results were (a) navigating power relationships between cooperative teachers and students, (b) a ‘shocking’ experience: Feeling under-prepared, and (c) encountered cultural normalcies and stereotypes in teaching physical education. PETE programs must better prepare teacher candidates for working in urban schools with greater cultural competence and higher self-efficacy. 相似文献
15.
本文采取问卷调查的方法,对农村与城市已经参加随班就读的小学教师运用的教学调整策略进行调查与比较分析。结果发现:( 1 )教师教学调整策略包含教学的针对性、计划性与弹性;( 2 )农村和城市被调查的随班就读教师在教学调整策略方面总的来说没有显著差异,但农村教师似乎比城市教师更加注意针对随班就读生进行教学调整;( 3)无论农村还是城市教师对随班就读生的教学调整都没有受到师资培训的类型、时间等因素的影响。 相似文献
16.
The critical challenge of recruiting, preparing, and retaining high-quality mathematics and science teachers for high-need urban schools is complex. Therefore, identifying factors that support and impede a teaching residency program’s implementation may have the potential to build an effective initiative that will benefit all stakeholders. The purpose of our study was to examine preservice teachers’ perceptions about their experiences in the Teaching Residency Program for Critical Shortage Areas program, a federally funded program designed to address teacher shortages in mathematics and science in high-need schools. Three themes emerged from the data analysis: (a) the residency framework, (b) a relevant curriculum, and (c) immersion in an authentic school context. Our findings have the potential to inform policy-makers, school administrators, university directors of school partnerships, and other individuals who have direct influence on teacher recruitment and retention. 相似文献
17.
Student Team Reading and Writing: A Cooperative Learning Approach to Middle School Literacy Instruction 总被引：1，自引：0，他引：1
Robert J. Stevens 《Educational Research and Evaluation》2013,19(2):137-160
The goal of this project was to create a middle school literacy program that was more responsive to the needs and abilities of early adolescents in urban middle schools. The program components included: (a) cooperative learning classroom processes; (b) a literature anthology for high interest reading material; (c) explicit instruction in reading comprehension; (e) integrated reading, writing, and language arts instruction; and (f) a writing process approach to language arts. The study was conducted in 5 schools in a large urban school district, 2 implementing Student Team Reading and Writing (STRW) and 3 comparison schools. The results indicated that the students in STRW had significantly higher achievement in reading vocabulary, reading comprehension, and language expression. The results suggest that a multifaceted approach to restructuring can effectively improve the achievement of students in urban middle schools. 相似文献
18.
Employment interviews are widely used in the selection of quality teachers, and indeed research confirms administrators’ belief in the validity of the procedure. However, many key recommendations for improving the general reliability of interviews including selecting questions that are job-related and research grounded, including well designed scoring rubrics, and incorporating adaptive variable-length interview designs are generally not well implemented in currently available instruments. Furthermore, emerging research suggests the need for specially tailored interviews that assess attitudes and pre-dispositions deemed essential to teachers’ effectiveness in certain high attrition environments like urban schools. This study describes the development and initial field-test results of a computer based, adaptive interview with an additional domain included for teachers in urban areas. The instrument is based on careful analysis of the suggestions from the extant literature base about effective employment interview techniques, effective general teaching practices, and sound teaching strategies in urban schools. By comparing the interview scores of 30 teachers with varying effectiveness ratings provided by administrators in one urban district, significant correlations were found. Regression analysis indicated a significant amount of variance in teachers’ effectiveness ratings could be predicted from their scores on the interview instrument.
相似文献
| Howard EbmeierEmail: Phone: +1-785-8649728 |
19.
While the current debate about the effects of vouchers focuses on the effects of private schools on achievement, it is also important to examine how the introduction of need-based scholarships influences change in school systems. This study uses a qualitative method to examine the influence of a privately funded scholarship program on strategic adaptations within urban public and private schools in a major metropolitan area. The study revealed that senior administrators in public and private schools rapidly adapted their strategies to contend with the new program: suburban public schools prevented scholarship students from enrolling; urban public schools increased choices for public school students; and private schools actively recruited students. However, the scholarships had little influence on the ways these administrators viewed school choice. 相似文献
20.
This interpretive study of the preparation of science teachers for urban high schools explored the extent to which learning
to teach was facilitated by the methods courses, cooperating teachers and university supervisors. Because the methods course
was minimally effective in addressing the needs of teaching low track students from conditions of poverty the methods instructor,
Tobin, decided to be a teacher-researcher with such students. He joined Smith, a student teacher and Seiler, a doctoral student,
in an investigation that examined learning to teach in a graduate teacher preparation program. In an endeavour to gain a first
hand grasp on the challenges of teaching African American students placed in a low track program of study the three authors
of this paper co-taught science in an urban high school. The paper incorporates rich perspectives gained from the teacher-researchers
and theoretical frameworks associated with resistance, habitus and learning to teach by co-teaching. The paper advocates co-teaching
as an essential component of teacher education programs. 相似文献