Pub Date : 2020-11-13DOI: 10.1080/1547688x.2020.1840685
Juan Gabriel Sánchez
ABSTRACT New graduate schools of education (nGSEs) are a small but growing phenomenon of graduate-level teacher preparation programs that are dislocated from college and university settings. This article investigates the oldest nGSE in the United States, which is located within the High Tech High charter school network. Drawing on an institutional logics framework, the analysis showed that the logics of innovation and constructivism foregrounded the work of teacher education faculty and students at High Tech High. Driven by these logics, High Tech High adopted a model of teacher education that centered on “practicing with theory,” which permeated not only instruction but also the school’s design and conceptualization. This case suggests that, in addition to curriculum and instruction, organizational structure can be a key consideration for teacher education programs.
{"title":"Practicing with Theory: Teacher Education at High Tech High/Graduate School of Education","authors":"Juan Gabriel Sánchez","doi":"10.1080/1547688x.2020.1840685","DOIUrl":"https://doi.org/10.1080/1547688x.2020.1840685","url":null,"abstract":"ABSTRACT New graduate schools of education (nGSEs) are a small but growing phenomenon of graduate-level teacher preparation programs that are dislocated from college and university settings. This article investigates the oldest nGSE in the United States, which is located within the High Tech High charter school network. Drawing on an institutional logics framework, the analysis showed that the logics of innovation and constructivism foregrounded the work of teacher education faculty and students at High Tech High. Driven by these logics, High Tech High adopted a model of teacher education that centered on “practicing with theory,” which permeated not only instruction but also the school’s design and conceptualization. This case suggests that, in addition to curriculum and instruction, organizational structure can be a key consideration for teacher education programs.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127202367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-13DOI: 10.1080/1547688x.2020.1814466
Marilyn Cochran-Smith
ABSTRACT The relocation of teacher preparation to new graduate schools of education (nGSEs) is a highly controversial “innovation” within the rapidly expanding field of teacher education. This introductory article to a guest-edited issue of The New Educator focused on nGSEs defines teacher preparation at nGSEs and analyzes their characteristics. The article identifies the intersecting political, professional, and policy contexts and conditions out of which teacher preparation at nGSEs emerged, pointing out that popular and professional reactions and responses to this innovation have been extremely mixed. The article also provides information about the design of the larger study from which all the articles in the issue draw.
{"title":"Relocating Teacher Preparation to New Graduate Schools of Education","authors":"Marilyn Cochran-Smith","doi":"10.1080/1547688x.2020.1814466","DOIUrl":"https://doi.org/10.1080/1547688x.2020.1814466","url":null,"abstract":"ABSTRACT The relocation of teacher preparation to new graduate schools of education (nGSEs) is a highly controversial “innovation” within the rapidly expanding field of teacher education. This introductory article to a guest-edited issue of The New Educator focused on nGSEs defines teacher preparation at nGSEs and analyzes their characteristics. The article identifies the intersecting political, professional, and policy contexts and conditions out of which teacher preparation at nGSEs emerged, pointing out that popular and professional reactions and responses to this innovation have been extremely mixed. The article also provides information about the design of the larger study from which all the articles in the issue draw.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127184694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-12DOI: 10.1080/1547688x.2020.1838677
Elizabeth Stringer Keefe, Andrew F. Miller
ABSTRACT A controversial innovation within the field of teacher education is the relocation of teacher preparation to new graduate schools of education (nGSEs). nGSEs are state-authorized institutions of higher education that prepares teachers, endorse candidates for teacher licensure, and grant master’s degrees, yet are not university-based. This paper offers a profile of the Charles Sposato Graduate School of Education, an nGSE which emerged from the education reform organization Match Education. Sposato’s intensive context-specific model, which employs hyper-prescriptive training, extensive cycles of practice, and “expert” coaching on precise techniques, was aimed at establishing automaticity in the “rookie” teacher. Sposato’s emergence as an nGSE was an attempt to answer to education reform quality debates that demanded that teacher quality be primarily defined by teacher effectiveness.
{"title":"Training, Technique, and Automaticity: Teacher Preparation at the Charles Sposato Graduate School of Education","authors":"Elizabeth Stringer Keefe, Andrew F. Miller","doi":"10.1080/1547688x.2020.1838677","DOIUrl":"https://doi.org/10.1080/1547688x.2020.1838677","url":null,"abstract":"ABSTRACT A controversial innovation within the field of teacher education is the relocation of teacher preparation to new graduate schools of education (nGSEs). nGSEs are state-authorized institutions of higher education that prepares teachers, endorse candidates for teacher licensure, and grant master’s degrees, yet are not university-based. This paper offers a profile of the Charles Sposato Graduate School of Education, an nGSE which emerged from the education reform organization Match Education. Sposato’s intensive context-specific model, which employs hyper-prescriptive training, extensive cycles of practice, and “expert” coaching on precise techniques, was aimed at establishing automaticity in the “rookie” teacher. Sposato’s emergence as an nGSE was an attempt to answer to education reform quality debates that demanded that teacher quality be primarily defined by teacher effectiveness.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124633189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-13DOI: 10.1080/1547688X.2020.1807079
Paul G. Fitchett, Sandra M. Rogelberg, A. Cash, Kristen D. Beach, Ting Sun, Teresa M. Petty
ABSTRACT In this case study, we explored how one college of education went about revising curricula across several programs; thereby disentangling multiple perspectives in order to address the needs of various external drivers as well as meeting faculty-driven needs. Informed by a conceptual framework undergirded by sociocultural theory and co/sense-making, findings from our study present a complicated view of the curricular revisioning process––offering evidence of both success and areas for continued improvement. Specifically, findings illustrate how faculty chose to mediate curricular revisioning tools; how faculty and college administration negotiated the aims and processes of curricular revisioning; and how (mis)communication among various participants intersected the work and shaped the perceptions of faculty and administration. Themes generated from our study provide lessons for others seeking to revise their teacher education curricula.
{"title":"Co/Sense-making and Conflict: Lessons Learned from a Teacher Education Curriculum Revisioning","authors":"Paul G. Fitchett, Sandra M. Rogelberg, A. Cash, Kristen D. Beach, Ting Sun, Teresa M. Petty","doi":"10.1080/1547688X.2020.1807079","DOIUrl":"https://doi.org/10.1080/1547688X.2020.1807079","url":null,"abstract":"ABSTRACT In this case study, we explored how one college of education went about revising curricula across several programs; thereby disentangling multiple perspectives in order to address the needs of various external drivers as well as meeting faculty-driven needs. Informed by a conceptual framework undergirded by sociocultural theory and co/sense-making, findings from our study present a complicated view of the curricular revisioning process––offering evidence of both success and areas for continued improvement. Specifically, findings illustrate how faculty chose to mediate curricular revisioning tools; how faculty and college administration negotiated the aims and processes of curricular revisioning; and how (mis)communication among various participants intersected the work and shaped the perceptions of faculty and administration. Themes generated from our study provide lessons for others seeking to revise their teacher education curricula.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127952431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/1547688x.2020.1797258
S. Connors, Ed Bengtson
ABSTRACT This paper reports findings from a study of two beginning English teachers and the relationship between their sense of agency and their respective contexts. The qualitative study followed two teachers through their first year of teaching. How the perception of agency and the role of being a teacher evolved was determined to be related to the organizational behavior and expectations that both teachers experienced in their respective contexts. This study suggests that organizational context matters in the continuing development and maintenance of agency of beginning teachers and the type of agency that teachers might develop is influenced by organizational expectations.
{"title":"Understanding Teacher Agency and Organizational Response to Reform Mandates","authors":"S. Connors, Ed Bengtson","doi":"10.1080/1547688x.2020.1797258","DOIUrl":"https://doi.org/10.1080/1547688x.2020.1797258","url":null,"abstract":"ABSTRACT This paper reports findings from a study of two beginning English teachers and the relationship between their sense of agency and their respective contexts. The qualitative study followed two teachers through their first year of teaching. How the perception of agency and the role of being a teacher evolved was determined to be related to the organizational behavior and expectations that both teachers experienced in their respective contexts. This study suggests that organizational context matters in the continuing development and maintenance of agency of beginning teachers and the type of agency that teachers might develop is influenced by organizational expectations.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123889812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/1547688X.2020.1810374
Jihea Maddamsetti
ABSTRACT This study uses Bakhtin’s theory of dialogism to examine how two preservice teachers of Color conceptualized and implemented culturally relevant and sustaining pedagogy (CR/SP) during their practicum. The participants’ development and practice of CR/SP were contingent on their lived experiences, appropriation of CR/SP, dialogic negotiations with multiple stakeholders, and critical engagement with circulating authoritative discourses during their fieldwork. By considering how preservice teachers of Color dialogically engage with CR/SP in the field, teacher educators can design field experiences that better prepare culturally responsive preservice teachers of Color.
{"title":"Cultivating Culturally Relevant and Sustaining Pedagogy through Field Experiences: Discourses of Elementary Preservice Teachers of Color","authors":"Jihea Maddamsetti","doi":"10.1080/1547688X.2020.1810374","DOIUrl":"https://doi.org/10.1080/1547688X.2020.1810374","url":null,"abstract":"ABSTRACT This study uses Bakhtin’s theory of dialogism to examine how two preservice teachers of Color conceptualized and implemented culturally relevant and sustaining pedagogy (CR/SP) during their practicum. The participants’ development and practice of CR/SP were contingent on their lived experiences, appropriation of CR/SP, dialogic negotiations with multiple stakeholders, and critical engagement with circulating authoritative discourses during their fieldwork. By considering how preservice teachers of Color dialogically engage with CR/SP in the field, teacher educators can design field experiences that better prepare culturally responsive preservice teachers of Color.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131335966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-24DOI: 10.1080/1547688X.2020.1807078
Meghan Breedlove, Jihyeon Choi, Brett Zyromski
ABSTRACT Many students in the United States suffer from mental health issues resulting from Adverse Childhood Experiences (ACEs). Often, students exhibit negative behavior as a result of these issues and many schools continue to implement punitive approaches to discipline, such as suspensions or expulsions, which serve to further isolate and disconnect students from school. Positive Childhood Experiences (PCEs) and Protective Factors (PFs) can mitigate the negative effects of ACEs. In this paper, we suggest that restorative practices (RPs) in schools may be an integral component in promoting PCEs and PFs for all students. Documented outcomes of restorative experiences in schools are aligned with PCEs and PFs at the individual, interpersonal, and school-wide level. Considerations of RP implementation and implications for training teachers and mental health professionals conclude the manuscript.
{"title":"Mitigating the Effects of Adverse Childhood Experiences: How Restorative Practices in Schools Support Positive Childhood Experiences and Protective Factors","authors":"Meghan Breedlove, Jihyeon Choi, Brett Zyromski","doi":"10.1080/1547688X.2020.1807078","DOIUrl":"https://doi.org/10.1080/1547688X.2020.1807078","url":null,"abstract":"ABSTRACT Many students in the United States suffer from mental health issues resulting from Adverse Childhood Experiences (ACEs). Often, students exhibit negative behavior as a result of these issues and many schools continue to implement punitive approaches to discipline, such as suspensions or expulsions, which serve to further isolate and disconnect students from school. Positive Childhood Experiences (PCEs) and Protective Factors (PFs) can mitigate the negative effects of ACEs. In this paper, we suggest that restorative practices (RPs) in schools may be an integral component in promoting PCEs and PFs for all students. Documented outcomes of restorative experiences in schools are aligned with PCEs and PFs at the individual, interpersonal, and school-wide level. Considerations of RP implementation and implications for training teachers and mental health professionals conclude the manuscript.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124420361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-24DOI: 10.1080/1547688x.2020.1785601
Katherine Crawford-Garrett, Damon R. Carbajal, Amanda Y. Short, Kahlil Simpson, E. Meyer, Eleanor Deck-Stevens
ABSTRACT This paper draws on practitioner inquiry and participatory action research methodologies to recount how five K-12 educators, who inhabit a range of positionalities and levels of teaching experience, engage in a collaborative professional development program, called Teaching Out Loud as they draw upon critical literacy theory and practice to reimagine educational spaces in ways that make schooling more just, humanizing and student-centered. Specifically, we document how these educators name oppressive circumstances, deconstruct power relations, and reconfigure their practice through innovative, critical curricular projects, arguing that alternative conceptions of professional development that center criticality, intergenerationality, and participatory forms of knowledge construction have the potential to transform teacher learning in neoliberal times.
{"title":"Teaching Out Loud: Critical Literacy, Intergenerational Professional Development, and Educational Transformation in a Teacher Inquiry Community","authors":"Katherine Crawford-Garrett, Damon R. Carbajal, Amanda Y. Short, Kahlil Simpson, E. Meyer, Eleanor Deck-Stevens","doi":"10.1080/1547688x.2020.1785601","DOIUrl":"https://doi.org/10.1080/1547688x.2020.1785601","url":null,"abstract":"ABSTRACT This paper draws on practitioner inquiry and participatory action research methodologies to recount how five K-12 educators, who inhabit a range of positionalities and levels of teaching experience, engage in a collaborative professional development program, called Teaching Out Loud as they draw upon critical literacy theory and practice to reimagine educational spaces in ways that make schooling more just, humanizing and student-centered. Specifically, we document how these educators name oppressive circumstances, deconstruct power relations, and reconfigure their practice through innovative, critical curricular projects, arguing that alternative conceptions of professional development that center criticality, intergenerationality, and participatory forms of knowledge construction have the potential to transform teacher learning in neoliberal times.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131795437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-20DOI: 10.1080/1547688x.2020.1779890
D. Truscott, K. Barker
ABSTRACT This qualitative study explored the development of classroom teacher identities as in situ teacher educators through a multi-year, school-university partnership. Seven focus group interviews conducted across three years with educators from high-need, urban schools were analyzed using Wenger’s theory of Communities of Practice (CoP). We found that teachers shared a vision for quality equity-based instruction for diverse schools and valued fresh ideas and their roles as partners in preparing a new pool of teachers. Teachers engaged in new practices through embedded learning and were fueled by their developing community with like-minded allies as teacher educators.
{"title":"Developing Teacher Identities as In Situ Teacher Educators through Communities of Practice","authors":"D. Truscott, K. Barker","doi":"10.1080/1547688x.2020.1779890","DOIUrl":"https://doi.org/10.1080/1547688x.2020.1779890","url":null,"abstract":"ABSTRACT This qualitative study explored the development of classroom teacher identities as in situ teacher educators through a multi-year, school-university partnership. Seven focus group interviews conducted across three years with educators from high-need, urban schools were analyzed using Wenger’s theory of Communities of Practice (CoP). We found that teachers shared a vision for quality equity-based instruction for diverse schools and valued fresh ideas and their roles as partners in preparing a new pool of teachers. Teachers engaged in new practices through embedded learning and were fueled by their developing community with like-minded allies as teacher educators.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127961415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-09DOI: 10.1080/1547688X.2020.1783413
Ashlee Hover
ABSTRACT As part of the requirements for Residency I, a clinical-based course to prepare undergraduates for teaching, teacher candidates (art, music, physical education, agriculture, English, history, math, and science) participated in ATLAS video case analysis activities to examine the instructional strategies of accomplished teachers. Before watching the videos, candidates read lesson summaries and created possible questions to promote student discussion and higher-level thinking. Through peer group discussions, reflection questions, and interviews, candidates explained how the accomplished teachers 1) incorporated higher-order thinking questions; 2) probed and guided student thinking; 3) encouraged peer-to-peer interactions; 4) gave oral feedback; 5) provided wait time after questioning students; and 6) created classroom environments conducive to the use of questioning strategies. After the video case analysis activities, many candidates chose to revise their original questions to emulate the types of questions used by the accomplished teachers in the videos.
{"title":"Candidates Use Video Case Analysis to Examine Teacher Questioning Strategies","authors":"Ashlee Hover","doi":"10.1080/1547688X.2020.1783413","DOIUrl":"https://doi.org/10.1080/1547688X.2020.1783413","url":null,"abstract":"ABSTRACT As part of the requirements for Residency I, a clinical-based course to prepare undergraduates for teaching, teacher candidates (art, music, physical education, agriculture, English, history, math, and science) participated in ATLAS video case analysis activities to examine the instructional strategies of accomplished teachers. Before watching the videos, candidates read lesson summaries and created possible questions to promote student discussion and higher-level thinking. Through peer group discussions, reflection questions, and interviews, candidates explained how the accomplished teachers 1) incorporated higher-order thinking questions; 2) probed and guided student thinking; 3) encouraged peer-to-peer interactions; 4) gave oral feedback; 5) provided wait time after questioning students; and 6) created classroom environments conducive to the use of questioning strategies. After the video case analysis activities, many candidates chose to revise their original questions to emulate the types of questions used by the accomplished teachers in the videos.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124224817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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