Pub Date : 1900-01-01DOI: 10.15760/nwjte.2011.9.2.15
C. Kawalilak, J. Paul
This writing presents our views, as university teacher educators and scholars, concerning some issues pertaining to the readiness of contemporary Canadian education to move forward, well, with confidence and competence, into the mid-21 st Century. We posit that all which is possible, educationally, lives in the give and take between Canadian education‘s geo-political, economic and linguistic past, the current functioning of contemporary schools as contested learning and teaching sites, and the increasing impacts of globalisation. We draw from guiding adult education principles in support of an enriched and expanded commitment to teacher professional development as a pathway to sustainable education reform.
{"title":"The Schools Ain’t What They Used to Be and Never Was – 21st Century Schools, Learners, and Teachers","authors":"C. Kawalilak, J. Paul","doi":"10.15760/nwjte.2011.9.2.15","DOIUrl":"https://doi.org/10.15760/nwjte.2011.9.2.15","url":null,"abstract":"This writing presents our views, as university teacher educators and scholars, concerning some issues pertaining to the readiness of contemporary Canadian education to move forward, well, with confidence and competence, into the mid-21 st Century. We posit that all which is possible, educationally, lives in the give and take between Canadian education‘s geo-political, economic and linguistic past, the current functioning of contemporary schools as contested learning and teaching sites, and the increasing impacts of globalisation. We draw from guiding adult education principles in support of an enriched and expanded commitment to teacher professional development as a pathway to sustainable education reform.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133478800","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 : 1900-01-01DOI: 10.15760/NWJTE.2019.14.2.1
Michelle Simmons, L. Sharp
{"title":"Assessment in Special Education Teacher Preparation: An Examination of Practices","authors":"Michelle Simmons, L. Sharp","doi":"10.15760/NWJTE.2019.14.2.1","DOIUrl":"https://doi.org/10.15760/NWJTE.2019.14.2.1","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"29 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114008169","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 : 1900-01-01DOI: 10.15760/nwjte.2012.9.2.6
Jody Bault, Ray Wolpow, C. Werder
{"title":"A Co-Inquiry into What Matters Most in Written Reflections:A Co-Inquiry into What Matters Most in Written Reflections: Helping Students Integrate Cognition and Affect","authors":"Jody Bault, Ray Wolpow, C. Werder","doi":"10.15760/nwjte.2012.9.2.6","DOIUrl":"https://doi.org/10.15760/nwjte.2012.9.2.6","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"235 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114994514","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 : 1900-01-01DOI: 10.15760/NWJTE.2011.9.2.16
Sonia Lopez-Lopez, Ibtesam Hussein, Maysoun Ali
Teaching in today‘s classrooms is not the same as it has been in the past; that is what teachers claim. There is a new generation of students, with new expectations and capacities, coming into the classroom. The Internet and technology in general are used everywhere to communicate and interact with others. Today, students are looking for different interactions and ways of learning in the classroom. Therefore, technology should be used not only because students are using new technologies ubiquitously outside of the classroom, but also because the use of technology can enrich students‘ understandings of diversity and culture, which can foster collaboration, participation, and collective intelligence.
{"title":"The Importance of Using Technology-Enhanced 21st Century Literacy Skills To Support Culture and Diversity In The Classroom","authors":"Sonia Lopez-Lopez, Ibtesam Hussein, Maysoun Ali","doi":"10.15760/NWJTE.2011.9.2.16","DOIUrl":"https://doi.org/10.15760/NWJTE.2011.9.2.16","url":null,"abstract":"Teaching in today‘s classrooms is not the same as it has been in the past; that is what teachers claim. There is a new generation of students, with new expectations and capacities, coming into the classroom. The Internet and technology in general are used everywhere to communicate and interact with others. Today, students are looking for different interactions and ways of learning in the classroom. Therefore, technology should be used not only because students are using new technologies ubiquitously outside of the classroom, but also because the use of technology can enrich students‘ understandings of diversity and culture, which can foster collaboration, participation, and collective intelligence.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130335445","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 : 1900-01-01DOI: 10.15760/nwjte.2011.9.2.3
Suzanne Harrison, Ginny D. Birky
The purpose of this qualitative study was to discover perceptions of teachers and principals regarding teacher leadership. The researchers investigated how selected Oregon teachers and administrators defined teacher leadership, as well as how they perceived roles, characteristics, and qualities of teacher leaders. Four themes emerged from the results: collaboration, interpersonal relationships, managing the work, and teaching and learning. Results showed that teacher leaders often acted in a collaborative environment and expected colleagues and administrators to be collaborative. Developing and maintaining positive relational skills were of importance, particularly related to caring and serving, as well as the dispositions of honesty, empathy, trustworthiness, and being a good listener. Managing work-related tasks was mentioned frequently: focusing on the vision for the school, enhancing the mission, chairing a committee, developing plans, and initiating tasks. Activities related to teaching and learning were of importance: planning, implementing, and evaluating instructional practices and student outcomes.
{"title":"Revisiting Teacher Leadership: Perceptions of Teachers and Principals","authors":"Suzanne Harrison, Ginny D. Birky","doi":"10.15760/nwjte.2011.9.2.3","DOIUrl":"https://doi.org/10.15760/nwjte.2011.9.2.3","url":null,"abstract":"The purpose of this qualitative study was to discover perceptions of teachers and principals regarding teacher leadership. The researchers investigated how selected Oregon teachers and administrators defined teacher leadership, as well as how they perceived roles, characteristics, and qualities of teacher leaders. Four themes emerged from the results: collaboration, interpersonal relationships, managing the work, and teaching and learning. Results showed that teacher leaders often acted in a collaborative environment and expected colleagues and administrators to be collaborative. Developing and maintaining positive relational skills were of importance, particularly related to caring and serving, as well as the dispositions of honesty, empathy, trustworthiness, and being a good listener. Managing work-related tasks was mentioned frequently: focusing on the vision for the school, enhancing the mission, chairing a committee, developing plans, and initiating tasks. Activities related to teaching and learning were of importance: planning, implementing, and evaluating instructional practices and student outcomes.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131355375","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 : 1900-01-01DOI: 10.15760/NWJTE.2011.9.2.2
K. Campbell, Counseling
This article provides a brief synthesis of research findings from studies of teacher education programs that include attention to teacher research. It then details findings from a study of beginning teachers who learned about and conducted teacher research in their preservice M.A.T. program. Surveys and follow-up interviews show that these beginning teachers (2-6 years in the field) utilize a variety of research strategies, and the data from their classroom inquiry informs and sustains their work. Teacher research is more than just a requirement of their teacher preparation program; it is an essential habit of their classroom practice. Teacher quality is a hot topic for politicians, parents, students, educators, and community members. The relationship between teacher quality and teacher preparation is under scrutiny. What do teachers need to know? What is the best way to support this knowledge development? How do we ensure that teachers are prepared to educate 21 st century learners? In the midst of conversations about multiple routes into teaching, school-based residency programs, and greater attention to clinical practice, one curriculum trend is receiving attention: teachers as researchers. The assumption is that ―teachers need to gather, interpret, and use data about students‘ learning and other aspects of teaching, learning, and schooling to continually rethink and improve their teaching practice.‖ This focus on teacher research is not new to teacher education. A number of education researchers have written about the need for teacher research as part of beginning teacher preparation programs (Graham & Hudson-Ross, 1999; Kosnick, 2000; Monroe, Gali, Swope, & Perreira, 2007; Moore, 1999b; Ostorga & Lopez, 2009). This research recognizes that teacher researchers are uniquely positioned to provide an insider‘s view that ―makes visible the way that students and teachers together construct knowledge and curriculum‖ (Cochran-Smith & Lytle, 1993, p. 43). John Dewey (1929) noted the value of teacher research, ―It seems to me that the contributions that might come from classroom teachers are a comparatively neglected field; or to change the metaphor, an almost unworked mine....‖ (p. 17). Teacher research supports ―a different theory of knowledge for teaching—one in which teachers are among those who are knowers‖ (Cochran-Smith & Lytle, 1993, p. 61). Several features define or explain teacher research: (a) teacher researchers have an insider, or emic perspective; (b) they mix theory and practice (praxis) while teaching and researching within their classroom worlds; (c) teacher research is pragmatic and goal-oriented—there are practical classroom problems that need to be solved; and (d) teacher research involves disciplined inquiry (Shulman, 1997) which means that studies are intentional and systematically conducted (Baumann & Duffy, 2001, p. 611). My synthesis of studies that examine teacher preparation programs that include attention to teacher resear
{"title":"Teacher as Researcher: An Essential Component of Teacher Preparation","authors":"K. Campbell, Counseling","doi":"10.15760/NWJTE.2011.9.2.2","DOIUrl":"https://doi.org/10.15760/NWJTE.2011.9.2.2","url":null,"abstract":"This article provides a brief synthesis of research findings from studies of teacher education programs that include attention to teacher research. It then details findings from a study of beginning teachers who learned about and conducted teacher research in their preservice M.A.T. program. Surveys and follow-up interviews show that these beginning teachers (2-6 years in the field) utilize a variety of research strategies, and the data from their classroom inquiry informs and sustains their work. Teacher research is more than just a requirement of their teacher preparation program; it is an essential habit of their classroom practice. Teacher quality is a hot topic for politicians, parents, students, educators, and community members. The relationship between teacher quality and teacher preparation is under scrutiny. What do teachers need to know? What is the best way to support this knowledge development? How do we ensure that teachers are prepared to educate 21 st century learners? In the midst of conversations about multiple routes into teaching, school-based residency programs, and greater attention to clinical practice, one curriculum trend is receiving attention: teachers as researchers. The assumption is that ―teachers need to gather, interpret, and use data about students‘ learning and other aspects of teaching, learning, and schooling to continually rethink and improve their teaching practice.‖ This focus on teacher research is not new to teacher education. A number of education researchers have written about the need for teacher research as part of beginning teacher preparation programs (Graham & Hudson-Ross, 1999; Kosnick, 2000; Monroe, Gali, Swope, & Perreira, 2007; Moore, 1999b; Ostorga & Lopez, 2009). This research recognizes that teacher researchers are uniquely positioned to provide an insider‘s view that ―makes visible the way that students and teachers together construct knowledge and curriculum‖ (Cochran-Smith & Lytle, 1993, p. 43). John Dewey (1929) noted the value of teacher research, ―It seems to me that the contributions that might come from classroom teachers are a comparatively neglected field; or to change the metaphor, an almost unworked mine....‖ (p. 17). Teacher research supports ―a different theory of knowledge for teaching—one in which teachers are among those who are knowers‖ (Cochran-Smith & Lytle, 1993, p. 61). Several features define or explain teacher research: (a) teacher researchers have an insider, or emic perspective; (b) they mix theory and practice (praxis) while teaching and researching within their classroom worlds; (c) teacher research is pragmatic and goal-oriented—there are practical classroom problems that need to be solved; and (d) teacher research involves disciplined inquiry (Shulman, 1997) which means that studies are intentional and systematically conducted (Baumann & Duffy, 2001, p. 611). My synthesis of studies that examine teacher preparation programs that include attention to teacher resear","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127292674","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 : 1900-01-01DOI: 10.15760/NWJTE.2007.5.1.3
Janice L. Hall, Beverly J. Klug
{"title":"Model for Successful Collaboration: Working with an American Indian Reservation School","authors":"Janice L. Hall, Beverly J. Klug","doi":"10.15760/NWJTE.2007.5.1.3","DOIUrl":"https://doi.org/10.15760/NWJTE.2007.5.1.3","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127991963","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 : 1900-01-01DOI: 10.15760/NWJTE.2007.5.1.5
R. Sawyer
{"title":"Professional Musings on Professional Development: Teacher Development in A New Key","authors":"R. Sawyer","doi":"10.15760/NWJTE.2007.5.1.5","DOIUrl":"https://doi.org/10.15760/NWJTE.2007.5.1.5","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123554758","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 : 1900-01-01DOI: 10.15760/NWJTE.2011.9.2.5
Marilyn Chu, D. Carroll, M. T. Flores, Kristen B. French
This documentary account describes how a task force comprised of college of education faculty and university admissions staff from a medium sized comprehensive university engaged in a critical inquiry process to address the issue of recruiting and retaining underrepresented students in teacher education (i.e., men and culturally and linguistically diverse students). The group examined the issues and challenges associated with an education college‘s recruitment, application, selection and retention processes. The paper suggests how critical inquiry groups of higher education faculty and staff may support the transformation of policies, practices and relationships needed to increase the number of teacher candidates from non-dominant communities. The purpose of this documentary account is to describe how a task force comprised of college of education faculty and university admissions staff from a medium sized comprehensive university engaged in a critical inquiry process (Nieto & Bode, 2008; Darling-Hammond, French & Garcia-Lopez, 2002) to address the issue of recruiting and retaining underrepresented students in teacher education (i.e., culturally and linguistically diverse students and men in elementary education). The critical inquiry process engaged key stakeholders from October 2009 to May 2010 in monthly meetings focused on the sharing of theoretical and empirical research in a collaborative task force, the investigation and analysis of demographic and program data, and the development of collectively warranted recommendations (Carroll, 2006). The document produced out of this collaboration was endorsed by college leadership and faculty and lead to the implementation of programmatic and professional development action steps to address critical issues. This account illustrates a promising approach to multi-level institutional change through the development of ―critical communities‖ of colleagues (French, Chu and Yasui, 2010) engaged in ―cultural praxis‖ (Goto, French, Timmons Flores & Lawrence, 2011). This account involves a large teacher education program contending with the nation-wide dilemma of how to achieve a better match between the demographics of the teaching force and that of the P-12 student population. A key charge of the task force was to embody the promise of the college‘s mission to "foster community relationships and a culture of learning that advance knowledge, embrace diversity and promote social justice." Over the previous five years, college wide application and enrollment data for teacher candidates of color ranged from 6-15%, in a state with over 37% of the P-12 school enrollment identifying as students of color (OSPI, 2010). A ―demographic urgency‖ became apparent as data were analyzed, revealing a striking mismatch between the population of teacher candidates and the P-12 population (Sleeter & Milner, 2011). While this is a nation-wide problem, Washington State ranks next to last among all states in the mis-match between
{"title":"Critical Inquiry and Collaborative Action: Transforming a College of Education to Recruit and Retain Underrepresented Populations to Teacher Education","authors":"Marilyn Chu, D. Carroll, M. T. Flores, Kristen B. French","doi":"10.15760/NWJTE.2011.9.2.5","DOIUrl":"https://doi.org/10.15760/NWJTE.2011.9.2.5","url":null,"abstract":"This documentary account describes how a task force comprised of college of education faculty and university admissions staff from a medium sized comprehensive university engaged in a critical inquiry process to address the issue of recruiting and retaining underrepresented students in teacher education (i.e., men and culturally and linguistically diverse students). The group examined the issues and challenges associated with an education college‘s recruitment, application, selection and retention processes. The paper suggests how critical inquiry groups of higher education faculty and staff may support the transformation of policies, practices and relationships needed to increase the number of teacher candidates from non-dominant communities. The purpose of this documentary account is to describe how a task force comprised of college of education faculty and university admissions staff from a medium sized comprehensive university engaged in a critical inquiry process (Nieto & Bode, 2008; Darling-Hammond, French & Garcia-Lopez, 2002) to address the issue of recruiting and retaining underrepresented students in teacher education (i.e., culturally and linguistically diverse students and men in elementary education). The critical inquiry process engaged key stakeholders from October 2009 to May 2010 in monthly meetings focused on the sharing of theoretical and empirical research in a collaborative task force, the investigation and analysis of demographic and program data, and the development of collectively warranted recommendations (Carroll, 2006). The document produced out of this collaboration was endorsed by college leadership and faculty and lead to the implementation of programmatic and professional development action steps to address critical issues. This account illustrates a promising approach to multi-level institutional change through the development of ―critical communities‖ of colleagues (French, Chu and Yasui, 2010) engaged in ―cultural praxis‖ (Goto, French, Timmons Flores & Lawrence, 2011). This account involves a large teacher education program contending with the nation-wide dilemma of how to achieve a better match between the demographics of the teaching force and that of the P-12 student population. A key charge of the task force was to embody the promise of the college‘s mission to \"foster community relationships and a culture of learning that advance knowledge, embrace diversity and promote social justice.\" Over the previous five years, college wide application and enrollment data for teacher candidates of color ranged from 6-15%, in a state with over 37% of the P-12 school enrollment identifying as students of color (OSPI, 2010). A ―demographic urgency‖ became apparent as data were analyzed, revealing a striking mismatch between the population of teacher candidates and the P-12 population (Sleeter & Milner, 2011). While this is a nation-wide problem, Washington State ranks next to last among all states in the mis-match between","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122250604","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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