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Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field最新文献

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Beyond the Classroom 课堂之外
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9047-8.ch010
Olivia M. Boggs
The growing dilemma of teacher job turnover has severely handicapped the fundamental responsibility of school districts to maintain a committed and stable instructional force. Using the lens of organizational systems theory, this chapter explores ways in which building leaders can actively increase job embeddedness of teachers and staff by constructing collaborative perspectives of teaching and learning. A systems approach where disciplines are integrated and community culture is respected can result in teachers being more engaged in school-wide pedagogy, feeling less isolated, and developing a convivial sense of fidelity which can lead to job satisfaction and commitment to remain.
日益严重的教师离职困境严重妨碍了学区维持一支忠诚而稳定的教学队伍的基本责任。本章运用组织系统理论的视角,探讨了构建型领导者如何通过构建合作的教与学视角来积极提高教师和员工的工作嵌入性。学科整合和尊重社区文化的系统方法可以使教师更多地参与全校范围的教学,减少孤立感,并培养一种快乐的忠诚感,从而导致工作满意度和留下来的承诺。
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引用次数: 0
Collaborative Partnerships in Teacher Preparation 教师培养中的合作伙伴关系
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9047-8.ch006
Marie A. LeJeune, J. Dougherty, Mandy S. Olsen
This chapter presents a description of a collaborative approach to clinical induction for pre-service teachers, the benefits of a collaborative clinical approach, and the voiced experiences of public school teachers, teacher candidates, and university faculty/supervisors reflecting on the impact of professional involvement in the collaborative process. Arguments for disrupting traditional models for clinical practice are presented. Tips for other educators and education preparation programs for developing collaboration and co-teaching induction models are included.
本章描述了对职前教师进行临床诱导的协作方法,协作临床方法的好处,以及公立学校教师、教师候选人和大学教师/主管对专业参与协作过程的影响的表达经验。提出了打破传统临床实践模式的论点。为其他教育工作者和教育准备计划开发合作和共同教学归纳模型的提示。
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引用次数: 0
Collaboration Beyond the School 校外合作
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9047-8.ch011
B. Jones, D. Clemens
The authors of this chapter posit that collaboration with related and instructional personnel, as well as regional and state education agencies, can serve to combat teacher retention issues while improving student services. Acknowledging common barriers to effective collaboration, practical tools for overcoming these challenges are suggested. Further, key stakeholders in the collaborative process and their roles are identified. The chapter concludes by organizing collaborative efforts to engage in throughout a student's educational career.
本章的作者认为,与相关人员和教学人员以及地区和州教育机构合作,可以在改善学生服务的同时解决教师保留问题。认识到有效合作的共同障碍,提出了克服这些挑战的实用工具。此外,还确定了协作过程中的关键干系人及其角色。本章通过组织学生在整个教育生涯中参与的合作努力来结束。
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引用次数: 0
High Fidelity Co-Teaching Through Collaboration, Varied Co-Teaching Models, and Differentiated Teaching Strategies 协同高保真协同教学、多元协同教学模式与差异化教学策略
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9047-8.ch004
Randa G. Keeley
Co-teaching is a service delivery option for students receiving special education services that is characterized by the presence of both a general education and special education teacher providing support in an inclusive classroom. A co-taught classroom can provide access to the general education curriculum to students with disabilities while they are simultaneously being supported by a special education teacher. The inclusion classroom, a classroom in which both students with and without disabilities are instructed, has been suited with the task of upholding the protections put in place by legislation for students with disabilities. A large number of students receiving special education services (64%, approximately 4,600,000) are placed in the general education, inclusion classroom 80-100% of the school day. This chapter will explore the implementation of excellent instructional practices in the inclusion classroom setting to improve outcomes for students with disabilities.
联合教学是为接受特殊教育服务的学生提供的一种服务选择,其特点是普通教育教师和特殊教育教师同时存在,在包容性课堂中提供支持。共同授课的课堂可以为残疾学生提供学习普通教育课程的机会,同时由一名特殊教育教师提供支持。“包容教室”是一种为残疾学生和非残疾学生提供指导的教室,它的任务是维护立法为残疾学生制定的保护措施。大量接受特殊教育服务的学生(64%,约460万)被安排在普通教育,包括80-100%的课堂。本章将探讨在包容性课堂环境中实施优秀的教学实践,以改善残疾学生的学习成果。
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引用次数: 0
Teacher Identity, Growth Mindset, and Agency 教师认同、成长心态与能动性
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9047-8.ch007
Diane LaFrance, Lori Rakes
This chapter discusses the problem of teacher retention as it relates to handling the unexpected, whether it be meeting the needs of all learners, classroom management, or any other problem teachers may encounter. The authors propose that teacher education programs can support the growth of preservice teachers by helping them to develop teacher identity early in their learning through experiences and autonomy. In addition, preservice teachers should develop a growth mindset to promote agency when encountering learning obstacles and to engage in reflective practice. By identifying as teachers, allowing themselves to grow, and being proactive in searching for ways to improve their practice, preservice teachers can better prepare themselves for the reality of teaching and, hopefully, remain in the teaching profession.
本章讨论了教师保留的问题,因为它涉及到处理突发事件,无论是满足所有学习者的需求,课堂管理,还是教师可能遇到的任何其他问题。作者提出,教师教育计划可以帮助职前教师在学习早期通过经验和自主性发展教师身份,从而支持职前教师的成长。此外,职前教师应培养成长心态,在遇到学习障碍时促进能动性,并进行反思实践。通过认同自己的教师身份,允许自己成长,并积极主动地寻找改进自己实践的方法,职前教师可以更好地为教学现实做好准备,并有望继续留在教学职业中。
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引用次数: 0
Social-Emotional Learning, Awareness, and Strategies for Teachers 教师的社会情绪学习、意识和策略
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9047-8.ch008
Schuyler Beecher, K. Peterson, Maria B. Peterson-Ahmad, Vicki L. Luther
It is no secret that education systems across the country are experiencing a dramatic teacher shortage and that burnout and turnover rates for educational professionals is at an all-time high. In addition to every state suffering from a teacher shortage, teacher preparation programs have also seen critical decline in enrollment. Currently in the United States, teacher retention rates are extremely low nationally, with only 50% of new teachers remaining in classrooms after five years. While there are many external factors such as low starting salaries, lack of adequate resources, and negative working conditions that contribute to teacher mobility or people leaving the profession altogether. This chapter explores how fostering emotional resilience in novice educators can help to increase skilled coping strategies when faced with challenging situations, enhance career satisfaction, and translate into greater teacher retention.
全国各地的教育系统都在经历着严重的教师短缺,教育专业人员的倦怠和流动率处于历史最高水平,这已经不是什么秘密了。除了每个州都面临教师短缺的问题外,教师培训项目的入学人数也出现了大幅下降。目前在美国,教师留任率在全国范围内非常低,五年后只有50%的新教师留在教室里。虽然有许多外部因素,如低起薪,缺乏足够的资源,以及消极的工作条件,导致教师流动或人们完全离开这个职业。本章探讨了如何培养新手教育工作者的情绪弹性,以帮助他们在面临挑战的情况下提高熟练的应对策略,提高职业满意度,并转化为更高的教师保留率。
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引用次数: 0
Key Issues for Teachers Regarding Legislation, Litigation, and Advocacy 教师在立法、诉讼和倡导方面的关键问题
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9047-8.ch012
T. Garfield, Albrey Hogan
Understanding the laws governing education and key education-related litigation is essential for teachers to interpret and apply. Once teachers have this legal framework of knowledge, they can effectively advocate for their students, schools, and themselves. This chapter will supply a historical overview of the laws relevant to education, key court cases, and the steps needed to become advocates while applying this knowledge. In addition, case studies embedded within the chapter will provide a snapshot of how the law and the outcome of critical litigation play out in real classroom scenarios.
了解教育法律和重要的教育相关诉讼对教师的解释和应用至关重要。一旦教师掌握了这种法律知识框架,他们就可以有效地为学生、学校和自己辩护。本章将提供与教育相关的法律的历史概述,关键的法庭案件,以及在应用这些知识时成为倡导者所需的步骤。此外,本章中嵌入的案例研究将提供法律和关键诉讼结果如何在真实课堂场景中发挥作用的快照。
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引用次数: 0
The Need for Multidimensional and Longitudinal Teacher Training 多维、纵向教师培训的必要性
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9047-8.ch001
Vicki L. Luther, Maria B. Peterson-Ahmad
This chapter focuses on the need for multidimensional and longitudinal teacher preparation that begins in the educator preparation program (EPP) and continues into and throughout the school district level for all teachers. Discussion of topics that are foundational for teachers include continuous improvement, assessment, use of evidence-based and high leverage practices, collaboration, feedback, and self-reflection. Additionally, specific strategies and resources that can support teachers in planning for the academic and social-emotional needs and success of students will also be shared.
本章重点关注从教育者准备计划(EPP)开始,并持续到整个学区所有教师的多维和纵向教师准备的需求。对教师的基础主题的讨论包括持续改进、评估、基于证据和高杠杆实践的使用、协作、反馈和自我反思。此外,具体的策略和资源,可以支持教师计划的学术和社会情感需求和学生的成功也将被分享。
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引用次数: 0
Leading Successful Novice Teachers 带领成功的新手教师
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9047-8.ch009
Laura Trujillo-Jenks, Landon Turrubiarte, Claudia Ayala Brito
Instructional leaders have the ability to set the culture and climate of a school campus to be inviting, welcoming, and collaborative. Therefore, it is important that school leaders provide professional development opportunities to novice teachers that support growth in developing a sense of confidence and competence in content and pedagogy. Hence, the instructional leader becomes an important stakeholder in the life of a novice teacher.
教学领导者有能力将学校校园的文化和氛围设置为邀请、欢迎和合作的。因此,学校领导为新教师提供专业发展机会是很重要的,这有助于他们在教学内容和教学方法方面培养自信和能力。因此,教学领导者成为新教师生活中一个重要的利益相关者。
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引用次数: 0
Preparing New Teachers for the Students That They Will Really Have in Their Classrooms 为即将进入课堂的学生们准备好新老师
Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9047-8.ch002
Toni M. Franklin, S. Marshall, Vanessa M. Hinton
The mission of this chapter is to address new teachers' understanding of effective classroom management and instruction for classrooms that include students who are culturally and linguistically diverse (CLD). Because a growing number of classrooms have students who are CLD, it is critical that new teachers understand the integrated use of culturally responsive pedagogy (CRP) and high-leverage practices to address the social/emotional, behavioral, and academic needs of all students within the classroom. In this way, new teachers will be better prepared for such classrooms and more likely to be retained within their school and profession. Current data shows that the rate in which new teachers are entering the field is not enough to help solve the current teacher shortage crisis.
本章的任务是解决新教师对包括文化和语言多样性(CLD)学生的课堂有效管理和教学的理解。由于越来越多的教室里有CLD学生,新教师理解文化响应教学法(CRP)和高杠杆实践的综合使用,以解决课堂上所有学生的社会/情感、行为和学术需求,这一点至关重要。通过这种方式,新教师将为这样的课堂做好更好的准备,更有可能留在他们的学校和专业中。目前的数据显示,新教师进入该领域的速度不足以帮助解决目前的教师短缺危机。
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Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field
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