Rhetoric and practice in pre-service teacher education: the case of Teach For America     

Jack Schneider 《教育政策杂志》2014,29(4):425-442

Teach For America (TFA), an organization that places college graduates in urban and rural classrooms for two-year terms of service, is lauded by reformers who see its five-week summer training institute as evidence that teachers have little to learn before entering classrooms. Yet, while boosters see TFA as a radical alternative to traditional teacher education, a look at the evolution of their increasingly robust summer training model hardly affirms that perception. In fact, much of what is done in the summer institute parallels the work of traditional teacher education programs in the USA – a surprising state of affairs given the rhetoric of so many TFA supporters. This project traces the evolution of TFA’s summer training institute across two decades, highlighting the growing divide between TFA’s outward-facing image and its actual work. Framing TFA’s summer institute as a case study for examining the relationship between rhetoric and practice in education, the article raises broader questions about how the policy-making context affects the construction and perception of reality.  相似文献   

Preservice Special Education Teachers' Reflections on Their Developing Professional Awareness Via In-Context Learning     

Maria B. Sciuchetti  Phyllis M. Robertson  Laura A. McFarland  Shernaz B. Garcia 《The Teacher Educator》2018,53(2):150-166

The highly complex demands of the profession often overwhelm new teachers. Burnout and attrition are known consequences of inadequate preparation, burdening the education system with costly turnover and schools with disproportionate numbers of inexperienced teachers, including special educators. Many teacher preparation programs embed field experiences as a formative aspect of professional development with the intention of exposing candidates to the realities and demands of the profession. Little is known, however, about the ways in which preservice teachers’ professional awareness develops via in-context learning through field-based experiences. Using an exploratory, qualitative approach we analyzed end of course reflections of 31 special education preservice teachers for insights into the development of their professional awareness (professional roles and responsibilities) following a strategically aligned field experience. Findings suggest that participants expressed a growing understanding of professional practices, teacher dispositions, and professional relationships. A discussion of the findings and implications for teacher preparation are presented.  相似文献   

Improving instructional print materials through text design     

Phyllis Brian 《Performance Improvement》1989,28(7):13-18

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Inclusion in a multi-academy trust: possibilities and perils     

Danielle Lane  Sarah Semon  Nicholas Catania  Phyllis Jones 《British Journal of Special Education》2022,49(1):64-83

In this article we examine how, despite the understanding that a special school is not an inclusive setting, the senior leadership team (SLT) at Forest Academy Trust perceive their special schools as inclusive. Document reviews, interviews and a culminating focus group appear to indicate that possibilities for inclusive education may be related to a shared ethos of inclusion, resources, accessible opportunities, individualised approaches, and collaborative networks. These data also provide a critical insight into the perils related to inclusive education in multi-academy trusts (MATs). The study of this MAT highlights the need for changes to policies, access to and equitable distribution of resources, curricular freedom balanced with accountability, a shift toward collaborative networking and partnership, and a shared vision for enactment, which may be leveraged in order to provide equitable and sustainable system-wide inclusive practices.  相似文献   

Applying human performance technology while staying out of trouble     

Edward W. Schneider 《Performance Improvement》2003,42(4):16-22

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