21. From Gardeners to Tour Guides: The Epistemological Struggle Revealed in Teacher-Generated Metaphors of Teaching
Author: Patchen, T.; Crawford, T.
Source: Journal of Teacher Education, 2011, 62(3): 286-298
Abstract: This study examines the relationship between epistemological beliefs and perceptions of practice through the analysis of teacher-generated metaphors. In a multilevel qualitative examination of the self-descriptive metaphors of 32 working teachers, the authors uncovered a dissonance between teachers’ metaphors and their epistemological positions. Metaphor topics initially seemed oriented toward participation-based instructional models, but deeper analysis revealed an overall defaulting to acquisition-based teaching models. Sharing these findings with participant focus groups resulted in the identification of a set of challenges to which teachers attributed these epistemological schisms. The results of this study call into question whether education is in fact making a move from the more traditional acquisition-based models of teaching and learning to more participation-based models, and more important, the discussion considers how the valuing of both models can be translated into the valuing of both practices.
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22. Navigating the Terrain of Third Space: Tensions With/In Relationships in School-University Partnerships
Author: Martin, S. D.; Snow, J. L.; Franklin Torrez, C. A.
Source: Journal of Teacher Education, 2011, 62(3): 299-311
Abstract: Using theoretical conceptions of third space and hybrid teacher education, the authors engaged in a collaborative self-study of their practices as university-based teacher educators working in student teaching partnership settings. The authors sought to understand ways in which hybrid teacher educators foster and mediate relationships to work toward a collective third space. In this article, the authors describe the nature of relationships in their work, the tensions wrought by complexities of these relationships, and ways they negotiated tensions to foster relationships that productively mediated processes of teacher education. The authors also propose a framework for moving beyond traditional notions of oppositional triadic relationships of student teacher, mentor teacher, and supervisor in recognition of complex social interactions in the third space.
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23. Policy dialogue and target setting: do current indicators of Education for All signify progress?
Author: Lewin, K. M.
Source: Journal of Education Policy, 2011, 26(4): 571-587
Abstract: Governments and development agencies met at Jomtien in 1990 and Dakar in 2000 and committed themselves to achieve ?Education for All? (EFA). Most aid to education is now the umbrella of EFA and its associated goals, targets and indicators. This paper selects some of the indicators used for EFA and analyses their strengths and weaknesses. Gross and net enrolment rates (GERs and NERs) are widely used to assess levels of enrolment, but their changing values can provide misleading signals to policy makers. Gender Parity Indices foreground differences in participation related to children’s sex but can conceal underlying patterns of participation and imbalances in the population sex ratio. The Education Development Index is a highly aggregated composite index which is ambiguous to interpret. Devising better indicators requires a more nuanced understanding of what indicators do, and do not, measure, and an appreciation of which targets are most useful at different levels for different purposes.
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24. Teachers as Society-Involved “Organic Intellectuals”: Training Teachers in a Political Context
Author: Yogev, E.; Michaeli, N.
Source: Journal of Teacher Education, 2011, 62(3): 312-324
Abstract: This article presents a new model for teacher training in which teachers are encouraged to become intellectuals involved in the community. Involved intellectual teachers are those whose professional identity leans on robust intellectual self-esteem, a culture of actively caring about other people, awareness of social activism, and commitment to public activity. This article describes the training model from its theoretical and applicatory aspects and comprises four main parts. The first part presents the Israeli social, cultural, and educational contexts in which teacher training takes place and their effects on forming the professional identity of graduates. The second part presents a theoretical outline of the characteristics of educators acting as involved intellectuals while applying the ideas of Antonio Gramsci as a basis to validate teacher training, which intensifies the sense of professional efficacy in teacher trainees. The third part presents the model and its organizational policy. The fourth part presents several findings of the study attending the program. The authors offer insights and conclusions emerging from the initial studies attending the application of the training model.
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25. The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools
Author: Kirchhoff, A.; Lawrenz, F.
Source: Journal of Teacher Education, 2011, 62(3): 246-259
Abstract: An inductive grounded theory approach was used to investigate the role of teacher education on the career paths of 38 Noyce scholarship recipients (“scholars”), most of whom were teaching in high-need schools. The emergent research design was guided by the initial research question: “What are Noyce scholars’ reasons for the decisions made on the career paths of becoming and remaining teachers in high-need schools?” In-depth interviews were conducted and analyzed, resulting in a theoretical model of their career paths that revealed that some components of teacher education played a role in the scholars’ career paths. Specifically, the role of teacher education programs in providing ongoing support and specific preparation for high-need settings was influential on the scholars’ career paths.
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26. The Impact of Induction and Mentoring Programs for Beginning Teachers
Author: Ingersoll, R. M.; Strong, M.
Source: Review of Educational Research, 2011, 81(2): 201-233
Abstract: This review critically examines 15 empirical studies, conducted since the mid-1980s, on the effects of support, guidance, and orientation programs—collectively known as induction—for beginning teachers. Most of the studies reviewed provide empirical support for the claim that support and assistance for beginning teachers have a positive impact on three sets of outcomes: teacher commitment and retention, teacher classroom instructional practices, and student achievement. Of the studies on commitment and retention, most showed that beginning teachers who participated in induction showed positive impacts. For classroom instructional practices, the majority of studies reviewed showed that beginning teachers who participated in some kind of induction performed better at various aspects of teaching, such as keeping students on task, using effective student questioning practices, adjusting classroom activities to meet students’ interests, maintaining a positive classroom atmosphere, and demonstrating successful classroom management. For student achievement, almost all of the studies showed that students of beginning teachers who participated in induction had higher scores, or gains, on academic achievement tests. There were, however, exceptions to this overall pattern—in particular a large randomized controlled trial of induction in a sample of large, urban, low-income schools—which found some significant positive effects on student achievement but no effects on either teacher retention or teachers’ classroom practices. The review closes by attempting to reconcile these contradictory findings and by identifying gaps in the research base and relevant questions that have not been addressed and warrant further research.
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27. Social-Psychological Interventions in Education
Author: Yeager, D. S.; Walton, G. M.
Source: Review of Educational Research, 2011, 81(2): 267-301
Abstract: Recent randomized experiments have found that seemingly “small” social-psychological interventions in education—that is, brief exercises that target students’ thoughts, feelings, and beliefs in and about school—can lead to large gains in student achievement and sharply reduce achievement gaps even months and years later. These interventions do not teach students academic content but instead target students’ psychology, such as their beliefs that they have the potential to improve their intelligence or that they belong and are valued in school. When social-psychological interventions have lasting effects, it can seem surprising and even “magical,” leading people either to think of them as quick fixes to complicated problems or to consider them unworthy of serious consideration. The present article discourages both responses. It reviews the theoretical basis of several prominent social-psychological interventions and emphasizes that they have lasting effects because they target students’ subjective experiences in school, because they use persuasive yet stealthy methods for conveying psychological ideas, and because they tap into recursive processes present in educational environments. By understanding psychological interventions as powerful but context-dependent tools, educational researchers will be better equipped to take them to scale. This review concludes by discussing challenges to scaling psychological interventions and how these challenges may be overcome.
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28. Potholes on the Road to College
Author: Roderick, M.; Coca, V.; Nagaoka, J.
Source: Sociology of Education, 2011, 84(3): 178-211
Abstract: This article examines the extent to which indicators of the college-going climate of urban high schools are associated with students’ application to, enrollment in, and choice among four-year colleges. The investigators examine two mechanisms by which high schools may shape college enrollment among low-income students in an urban school system: (1) by ensuring whether seniors who aspire to a four-year college degree take the steps to apply to and enroll in a four-year college, and (2) by influencing whether students enroll in colleges with selectivity levels at or above the kinds of colleges they are qualified to attend (a “college match”). We investigate different approaches to measuring college-going climate and develop new indicators. Findings suggest that qualifications and college aspirations will not necessarily translate into four-year college enrollment if urban high schools do not develop organizational norms and structures that guide students effectively through the college application process. Urban students who attend high schools where there is a pattern of four-year college-going, where teachers report high expectations and strong supports for college attendance, and where there is high participation in financial aid application are more likely to plan to attend, apply to, be accepted into, and enroll in a four-year college that matches their qualifications.
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29. Differential Improvement in Student Understanding of Mathematical Principles Following Formative Assessment Intervention
Author: Phelan, J.; Choi, K.; Vendlinski, T. (...)
Source: The Journal of Educational Research, 2011, 104(5): 330-339
Abstract: The authors describe results from a study of a middle school mathematics formative assessment strategy. They employed a randomized, controlled design to address the following question: Does using our strategy improve student performance on assessments of key mathematical ideas relative to a comparison group? Eighty-five teachers and 4,091 students were included. Students took a pretest and a transfer measure at the end of the year. Treatment students completed formative assessments. Treatment teachers had exposure to professional development and instructional resources. Results indicated students with higher pretest scores benefited more from the treatment compared to students with lower pretest scores. In addition treatment students significantly outperformed control students on distributive property items. This effect was larger as pretest scores increased. Results, limitations, and future directions are discussed.
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30. Rethinking teachers' goal orientations: Conceptual and methodological enhancements
Author: Nitsche, S.; Dickhser, O.; Fasching, M. S. (...)
Source: Learning and Instruction, 2011, 21(4): 574-586
Abstract: The article provides a theoretical extension of the goal orientation approach for teaching by proposing three different competence facets of learning goals and four types of addressees for performance approach and avoidance goals. On the basis of responses from 495 teacher trainees and 224 in-service teachers, the development and validation of an advanced goal orientation measure is presented. Internal consistencies of the goal dimensions were good, and confirmatory factor analyses verified the postulated model for teacher trainees and in-service teachers. In both groups, learning goal orientation positively predicted self-efficacy for teaching and perceived benefits of help-seeking. Performance approach goals positively predicted self-efficacy for teaching and performance avoidance goals negatively predicted self-efficacy for teaching and positively predicted perceived threats of help-seeking. The use of goal orientation facets provided a more thorough analysis of the predictions regarding perceptions of help-seeking. Results supported the convergent and divergent validity of the new measure.
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