# bib

id: er-2758
author: Marshall, James E.; Newell, Patrick; Beare, Paul
title: Editors' Welcome
date: 2013
pages: 1
extension: .pdf
mime: application/pdf
words: 356
sentence: 7
flesch: 2
cache: cache/er-2758.pdf
txt: txt/er-2758.txt
summary:
  Following the article are the proceedings from five conference sessions: • Kennesaw State University – Collaborative Clinical Practice by Jennifer Heckert, Toni Strieker and Maria Shaheen, Kennesaw State University • TRG/Western Kentucky University: All University Collaboration Model by Barbara Burch, Sam Evans, and David Lee, Western Kentucky University • SunBay Digital Mathematics: A Scalable Collaboration by Vivian Fueyo and George Roy, University of South Florida St. Petersburg • Winthrop University – School Partnership Network by Lisa Johnson and Jennie Rakestraw, Winthrop University • Innovative PDS Partnerships for Effective Teaching and Learning by Bradley Balch, Indiana State University     In addition to the conference proceedings, the multimedia presentations submitted for this issue include:   • Transition to Common Core: Reinventing Collaboration by Virginia (Ginny) Boris   • Three Models of Collaboration for Emporia State University by Kenneth A. Weaver and J. Phillip Bennett   • Microsoft Word - Editor's Welcome.docx Vol. 1, No. 2, January 2013 Editors’ Welcome James Marshall, Patrick Newell, Paul Beare California State University, Fresno This issue of Educational Renaissance is devoted to documenting the proceedings from the Fall 2012 Joint Conference of The Renaissance Group (TRG) and the Teacher Education Council of State Colleges and Universities (TECSCU) at the Key Bridge Marriott, Arlington, VA, September 30 - October 2, 2012.


id: er-2770
author: Marshall, James E.; Newell, Patrick; Beare, Paul
title: Editors' Welcome
date: 2014
pages: 2
extension: .pdf
mime: application/pdf
words: 289
sentence: 15
flesch: 45
cache: cache/er-2770.pdf
txt: txt/er-2770.txt
summary:
  At the conference, Dr. John Welty, President Emeritus of California State University, Fresno and Renaissance Leadership Award recipient in 2013, shared his “Reflection on the Future of Higher Education.” Transforming Clinical Practice in Teacher Education through Pre-Service Co-Teaching and Coaching.


id: er-2765
author: Marshall, James E.; Newell, Patrick; Beare, Paul
title: Editors' Welcome
date: 2013
pages: 2
extension: .pdf
mime: application/pdf
words: 292
sentence: 11
flesch: 36
cache: cache/er-2765.pdf
txt: txt/er-2765.txt
summary:
  The issue begins with a commentary on current political trends in teacher preparation and the implications of these trends for the future of The Renaissance Group authored by the organizations Executive Director, Dr. Michael Giovannetti. Using the Teacher Work Sample as a capstone project, teacher candidates reveal how they use technology to enhance their teaching goals.


id: er-2766
author: Giovannetti, Michael
title: The Renaissance Group: "The Next Generation"
date: 2013
pages: 4
extension: .pdf
mime: application/pdf
words: 1833
sentence: 58
flesch: 32
cache: cache/er-2766.pdf
txt: txt/er-2766.txt
summary:
  The survival of colleges of teacher education depends on it. These institutions have sizeable teacher education programs indicating that the program serves an important segment of the institution’s mission.


id: er-2761
author: Burch, Barbara; Evans, Sam; Lee, David
title: TRG/Western Kentucky University: All University Collaboration Model
date: 2013
pages: 6
extension: .pdf
mime: application/pdf
words: 2376
sentence: 90
flesch: 41
cache: cache/er-2761.pdf
txt: txt/er-2761.txt
summary:
  In this environment, it may be very difficult, if not impossible, to gain the support needed to significantly enhance the clinical aspects of teacher education programs. The partnerships described above have provided both a strong foundation for WKU’s participation in College and Career Readiness initiatives with area schools and the implementation of professional development experiences for university faculty members.


id: er-2772
author: Giovannetti, Michael; Heyning, Katy
title: Fall 2013 Joint Conference of TECSCU and TRG: Reflections
date: 2014
pages: 4
extension: .pdf
mime: application/pdf
words: 1318
sentence: 37
flesch: 27
cache: cache/er-2772.pdf
txt: txt/er-2772.txt
summary:
  Twenty such presentations were offered, including: Common Core Across Higher Education: Implications for Practice; Common Core Implementation: Leadership Opportunities for School of Education; Higher Education’s Role in Developing Education Professionals; Transforming Teacher Education Through Coaching Pre-Service Co-Teaching; Bringing Computational Thinking to K- 12 Teachers: Effective Professional Development Models and Strategies; The Mouse is Dead: Welcome to the post PC Era; Professional Development Partnerships: Growth for Educators and Students; Partnerships Make a Difference: Pre-Service Candidates Working with Diverse Populations; Teacher Residency: Collaboration for Instructional Shifts in Common Core, and many more, all focused on the challenges and opportunities for the implementation of Common Core State Standards.


id: er-2754
author: Welty, John D.
title: Presidential Perspectives: Engaging a Region to Transform Its Future
date: 2012
pages: 2
extension: .pdf
mime: application/pdf
words: 762
sentence: 26
flesch: 31
cache: cache/er-2754.pdf
txt: txt/er-2754.txt
summary:
  43-44 Presidential Perspectives, Engaging a Region to Transform Its Future John D. Welty, President California State University, Fresno Presidential Perspectives, Engaging a Region to Transform Its Future On July 11, 2011, Fresno California was designated as one of the six initial communities for the Strong Cities, Strong Communities (SC2) initiative, a new and customized pilot project by the Obama administration to strengthen local capacity and spur economic growth in local communities. Since 1991, Fresno State has been the leading partner with the FBC, in creating and implementing the Fresno Regional Jobs Initiative (RJI) and the California Partnership for the San Joaquin Valley (Partnership), each of which rely on stewardship building and collaboration.


id: er-2764
author: Balch, Bradley
title: Innovative PDS Partnerships for Effective Teaching and Learning
date: 2013
pages: 6
extension: .pdf
mime: application/pdf
words: 1715
sentence: 112
flesch: 45
cache: cache/er-2764.pdf
txt: txt/er-2764.txt
summary:
  Rethinking school partnerships. Since 1992, ISU has had a continuous professional development schools (PDS) partnership with the Vigo County School Corporation.


id: er-2755
author: Smith, W. Richard
title: An Expectation of Collaboration
date: 2012
pages: 2
extension: .pdf
mime: application/pdf
words: 813
sentence: 38
flesch: 61
cache: cache/er-2755.pdf
txt: txt/er-2755.txt
summary:
  Tradition holds that individual teachers, working in isolation, seek to answer these questions for their students. For decades America’s teachers have been trained to focus on the curriculum, manage their classrooms, and implement strategies as individual teachers in their own classrooms.


id: er-2767
author: Britt, Judy; Ferguson, Christine; Vare, Jonatha
title: Tracing a Journey of Curriculum Redesign in Education: Are We There Yet?
date: 2013
pages: 10
extension: .pdf
mime: application/pdf
words: 3489
sentence: 152
flesch: 41
cache: cache/er-2767.pdf
txt: txt/er-2767.txt
summary:
  This clinically-based approach requires that teacher education programs work in close partnership with schools and school districts as well as engage in shared decision making in the redesign of teacher preparation, selection of and placement of candidates in their schools, assessment of candidate performance and progress, and documentation of candidate impact on student learning. By working with program faculty from within our college as well as faculty from the College of Arts and Sciences we accomplished our goals for curriculum redesign.


id: er-2773
author: Welty, John D.
title: Reflections on the Future of Higher Education
date: 2014
pages: 4
extension: .pdf
mime: application/pdf
words: 2031
sentence: 125
flesch: 67
cache: cache/er-2773.pdf
txt: txt/er-2773.txt
summary:
  It is also one of those periods in which there is a great opportunity to take advantage of new knowledge that we have about student learning, and we also have new tools available to us that we have not had before today. There are numerous examples of our faculty who are engaged in course redesign and who are achieving very positive results in terms of student learning.


id: er-2759
author: Tracz, Susan
date: 2013
pages: 20
extension: .pdf
mime: application/pdf
words: 4080
sentence: 143
flesch: 47
cache: cache/er-2759.pdf
txt: txt/er-2759.txt
title:
  Effectiveness of Teacher Education Programs: A Descriptive Aggregation of Supervisor Ratings of Teachers Trained by The Renaissance Group (TRG) and the Teacher Education Council of State Colleges and Universities (TECSCU) Institutions

summary:
  The Director of The Renaissance Group solicited studies and reports of supervisor ratings of teachers and teacher ratings of their training. Some studies report teacher ratings of their teacher education programs or supervisor ratings of teachers receiving graduate training in counseling, leadership, special education, and those results are not combined here.


id: er-2768
author: Tassell, Janet; Stobaugh, Rebecca Ruth; McDonald, Michael
date: 2013
pages: 12
extension: .pdf
mime: application/pdf
words: 4719
sentence: 198
flesch: 40
cache: cache/er-2768.pdf
txt: txt/er-2768.txt
title:
  Math and Science Teacher Candidates’ Use of Technology to Facilitate Teaching and Learning During Student Teaching

summary:
  Due to the design and credibility of the U.S. Department of Education (USDE) (2008) research study, a framework was available to examine student teacher technology use at this institution via the TWS projects. The researchers reviewed the required Teacher Work Sample (TWS) capstone projects of student teachers.


id: er-2750
author: Marshall, James; Newell, Patrick; Beare, Paul
title: Editor's Welcome
date: 2012
pages: 1
extension: .pdf
mime: application/pdf
words: 345
sentence: 13
flesch: 38
cache: cache/er-2750.pdf
txt: txt/er-2750.txt
summary:
  This first issue includes articles and essays that portray the important history of the Renaissance group as well as present research and perspective on how educational professionals are being prepared in our colleges and universities. John Counts’ essay provides a perspective on how the Renaissance Group serves and furthers teacher preparation as a way of addressing America's educational challenges.


id: er-2777
author: Murley, Lisa D.; Stobaugh, Rebecca R.; Evans, Charles S.
title: Introducing the Co-teaching Model in Teacher Education Clinical Practice
date: 2014
pages: 14
extension: .pdf
mime: application/pdf
words: 5540
sentence: 273
flesch: 50
cache: cache/er-2777.pdf
txt: txt/er-2777.txt
summary:
  To determine the baseline level of implementation, the new items for the survey served to assess what type of co-teaching strategies student teachers engaged in before and during student teaching. Nearly a year after the co-teaching training, one university surveyed student teachers on their co-teaching experience prior to and during student teaching.


id: er-2760
author: Heckert, Jennifer; Strieker, Toni; Shaheen, Maria
title: Kennesaw State University: Collaborative Clinical Practice
date: 2013
pages: 14
extension: .pdf
mime: application/pdf
words: 4538
sentence: 250
flesch: 48
cache: cache/er-2760.pdf
txt: txt/er-2760.txt
summary:
  For student teachers and experienced teachers, co-teaching emphasizes responsibility, reflection, respect, and equity in collaborative planning and teaching. Inherent in this model are two key partnerships that simultaneously support novice and practicing teacher development including pre-service co-teaching (Bacharach, Heck, & Dahlberg, 2010; Badiali & Titus, 2010) and classroom coaching (Knight, 2007).


id: er-2774
date: 2014
pages: 12
extension: .pdf
mime: application/pdf
words: 5120
sentence: 282
flesch: 50
cache: cache/er-2774.pdf
txt: txt/er-2774.txt
author:
  Allen, Tammy; Ammon, Scott; Breshears, Amie; Drace, Brad; Huseman, Jennifer; Jensen, Dan; Orcutt, Vicki

title:
  Common Core State Standards (CCSS) – Higher Education’s Role In Developing Education Professionals: An Evaluation of the Network for Instructional Support and Enhancement (NISE) Program at the University of Central Missouri

summary:
  In an attempt to improve pedagogical rigor of new faculty members, the Network for Instructional Support and Enhancement (NISE) Program at the University of Central Missouri was initiated in the fall semester of 2012. In the pilot delivery, new faculty members were provided with teaching techniques that were modeled throughout the 3-day orientation program.


id: er-2791
author: Atkins, Charlene; McCoy, Ann
date: 2017
pages: 14
extension: .pdf
mime: application/pdf
words: 5507
sentence: 255
flesch: 42
cache: cache/er-2791.pdf
txt: txt/er-2791.txt
title:
  A Co-Requisite Model for Developmental Mathematics: Innovative Pathway Leads to Positive Outcomes for Education Majors

summary:
  Targeted intervention for developmental education students (T.I.D.E.S.). Such dissatisfaction with student performance in developmental mathematics courses and subsequent credit-bearing mathematics courses led faculty at a public mid-western university (MWU) to examine the university’s approach to developmental education.


id: er-2753
author: Pankratz, Roger
date: 2012
pages: 16
extension: .pdf
mime: application/pdf
words: 6412
sentence: 232
flesch: 38
cache: cache/er-2753.pdf
txt: txt/er-2753.txt
title:
  The Power of Partnerships in Becoming Accountable for the Impact of Teacher Candidates on P-12 Learning

summary:
  Assessment, teacher work sample, and mentoring coordinators usually met on Wednesdays to report progress on the project objectives and work plan with respect to the development of performance data management and accountability systems, implementation of teacher work samples, and the establishment of mentoring programs. • In addition, AEL researchers concluded that based on the data and experience at the four universities visited that both accountability systems and teacher work samples had contributed to improving teacher quality through four processes: • Teacher work samples and accountability systems shifted the teacher preparation focus from textbook-driven instruction which focuses on “material coverage” to data- driven instruction to meet state and local content standards; • Teacher work samples helped teacher educators become more accountable for their own performance through standards-based teaching, learning, and assessments; • Teacher work samples prompted all universities to modify their preparation curriculum because of observed needs of candidates in areas, such as assessment and reflective writing; and • Both teacher work samples and accountability systems have increased conversations and cooperation across departments within colleges of education and across to colleges of arts and sciences (Cowley, Voelkel & Finch, 2005).


id: er-2769
author: Terry, Alice W.; Head, Catherine
title: The Early Findings of an Urban Education Teacher Preparation Program: A Case Study
date: 2013
pages: 16
extension: .pdf
mime: application/pdf
words: 7183
sentence: 378
flesch: 55
cache: cache/er-2769.pdf
txt: txt/er-2769.txt
summary:
  Although minority enrollment in teacher education programs is increasing, according to the National Center for Education Statistics (2011), white female teachers continue to dominate the classroom, comprising over 71% of teacher education candidates. Cochran-Smith and Zeichner (2005) reported the following aspects of teacher education programs that produce successful teachers: • Collaborative arrangements between university programs and local school districts, professional development schools (PDS); • Clear and consistent vision of teaching and learning; • Strategies employed in teacher education programs, such as case studies and teaching portfolios; and • Opportunities for initial university coursework which combine school and community fieldwork.


id: er-2751
author: Marshall, James E.; Beare, Paul L.; Newell, Patrick
title: U.S. Department of Education’s Teacher Education Reform: How Does Your Program Rate?
date: 2012
pages: 8
extension: .pdf
mime: application/pdf
words: 2241
sentence: 122
flesch: 49
cache: cache/er-2751.pdf
txt: txt/er-2751.txt
summary:
  Teacher preparation programs accredited by NCATE have been advised to do this for decades. Systemwide assessment of teacher preparation programs and graduates’ ability to effect K-12 student achievement.


id: er-2779
author: Hartnett, Mary Joanie; McCoy, Ann; Weed, Rahila; Nickens, Nicole
title: A Work in Progress: Unraveling the lessons learned in a co-teaching pilot
date: 2014
pages: 22
extension: .pdf
mime: application/pdf
words: 5383
sentence: 261
flesch: 54
cache: cache/er-2779.pdf
txt: txt/er-2779.txt
summary:
  In the co- teaching model, student teachers experience an apprenticeship in teaching which prepares them for a collaborative environment in schools and gives them the skills to work with other adults in the classroom to meet the needs of students (Darragh, Picanco,Tully, & Henning (2011). Benefits to Classroom Teachers/Cooperating Teachers Benefits to student teachers/teacher candidates.


id: er-2762
author: Fueyo, Vivian; Roy, George; Vahey, Phillip
title: SunBay Digital Mathematics: A Scalable Collaboration
date: 2013
pages: 8
extension: .pdf
mime: application/pdf
words: 2148
sentence: 96
flesch: 40
cache: cache/er-2762.pdf
txt: txt/er-2762.txt
summary:
  USFSP initiated a graduate certificate in Middle Grades Digitally-Enhanced Mathematics Education (MGDEME) to more fully engage SunBay teachers in both the pedagogy and the mathematics required to teach innovative, digitally-enhanced mathematics (Mishra & Koehler, 2006). Within a curricular activity system (Roschelle, Knudsen, & Hegedus, 2010) represented in Figure 1, SunBay Math systematically integrates curriculum modules tied to mathematics content standards, technology-based dynamic representations that deepen mathematics learning, and teacher professional development.


id: er-2752
author: Giovannetti, Michael Joseph
title: The Chronicles of The Renaissance Group
date: 2012
pages: 16
extension: .pdf
mime: application/pdf
words: 4566
sentence: 181
flesch: 39
cache: cache/er-2752.pdf
txt: txt/er-2752.txt
summary:
  The Early Years The Renaissance Group consortium was conceived during the spring of 1989, a time of increased expectations for schools and for teacher education programs in colleges and universities. The Renaissance Group leadership planning session. followed, were motivated to embark on a rebirth movement in order to try to bring new life to educator preparation programs.


id: er-2757
author: Bacharach, Nancy; Heck, Teresa Washut
title: Voices from the Field: Multiple Perspectives on a Co-Teaching in Student Teaching Model
date: 2012
pages: 14
extension: .pdf
mime: application/pdf
words: 4504
sentence: 214
flesch: 49
cache: cache/er-2757.pdf
txt: txt/er-2757.txt
summary:
  N. Bacharach, T. Washut-Heck 54 Table 2 Benefits of Co-Teaching to Teacher Candidates (N=249) Teacher Candidates Indicated that Co-Teaching led to: Improved classroom management skills 92.4% Increased collaboration skills 92.0% More teaching time 90.0% Deeper understanding of the curriculum through co-planning 89.2% More opportunities to ask questions and reflect 88.6% Increased confidence 88.4% Teacher candidates participating in focus groups were asked to discuss the pros and cons of the co-teaching model of student teaching. Traditionally, student teachers begin their experience as a passive observer, eventually taking on the role of the cooperating teacher and finally left alone to take over the entire classroom.


id: er-2790
author: Barker, Nan; Ayala, Daniel R.
date: 2017
pages: 10
extension: .pdf
mime: application/pdf
words: 3722
sentence: 165
flesch: 35
cache: cache/er-2790.pdf
txt: txt/er-2790.txt
title:
  Leadership Development of Doctoral Students in a Carnegie Project on the Education Doctorate Affiliated Ed.D. Program

summary:
  A signature pedagogy for leadership education: Preparing principals through participatory action research. Doctoral programs in educational leadership occupy a unique position in providing a shared vision of state and national educational needs.


id: er-2745
author: Johnson, Sarah Robbie; Jones, David R.
title: Special Educator Self-Efficacy: The Impact of Training and Experience
date: 2021
pages: 13
extension: .pdf
mime: application/pdf
words: 5977
sentence: 335
flesch: 40
cache: cache/er-2745.pdf
txt: txt/er-2745.txt
summary:
  Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teacher efficacy: Capturing an elusive construct.


id: er-2746
author: Baugher, Johannah; Singleton, Everett
title: Perceptions and Understandings of Low Literacy Among Developing Teacher Candidates
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 3939
sentence: 229
flesch: 41
cache: cache/er-2746.pdf
txt: txt/er-2746.txt
summary:
  perceptions and understandings of low literacy through an intersectional lens. An additional goal of this research was to frame environmental stimuli that these candidates identify as contributing factors of low literacy.


id: er-2792
author: Coy, Kimberly
title: Post Secondary educators can increase educational reach with Universal Design for Learning
date: 2017
pages: 10
extension: .pdf
mime: application/pdf
words: 3423
sentence: 188
flesch: 50
cache: cache/er-2792.pdf
txt: txt/er-2792.txt
summary:
  In distance learning specific examples for student options might include: • Provide options for recruiting interest by - Optimizing individual choice and autonomy - Optimizing relevance, value and authenticity - Minimizing threats and distractions Providing options for perception by - Offering ways of customizing the display of information - Offering alternatives for auditory information - Offering alternatives for visual information Providing options for physical action by - Varying the method for response and navigation - Optimizing access to tools and assistive technologies Provide options for sustaining effort and Provide options for language, mathematical Provide options for expression and Post-Secondary UDL 29 persistence by - Heightening salience of goals and objectives - Varying demands and resources to optimize challenge - Fostering collaboration and community - Increasing mastery- oriented feedback expressions and symbols by - Clarifying vocabulary and symbols - Clarifying syntax and structure - Supporting decoding of text, mathematical notation, and symbols - Promoting understanding across languages - Illustrating through multiple media communication by - Using multiple media for communication - Using multiple tools for construction and composition - Building fluencies with graduated levels of support for practice and performance Providing options for self- reflection by - Promoting expectations and beliefs that optimize motivation - Facilitating personal coping skills and strategies - Developing self- assessment and reflection Provide options for comprehension by - Activating or supplying background knowledge - Highlighting patterns, critical features, big ideas, and relationships - Guiding information processing, visualization, and manipulation - Maximizing transfer and generalization Provide options for executive functions by -Guiding appropriate goal- setting - Supporting planning and strategy development - Facilitating managing information and resources - Enhancing capacity for monitoring progress Path #1: Identify Barriers Inherent in all learning environments are barriers.


id: er-2795
author: Stobaugh, Rebecca; Maxwell, Margaret; Tassell, Janet
title: Technology-Infused Instructional Framework: Improving Pre-service Teacher Lesson Planning
date: 2016
pages: 16
extension: .pdf
mime: application/pdf
words: 6823
sentence: 308
flesch: 52
cache: cache/er-2795.pdf
txt: txt/er-2795.txt
summary:
  Purpose Through teaching pre-service teachers to utilize the HEAT instrument to design higher quality lessons, the authors believe they can positively impact pre-service teacher performance on the Teacher Work Sample where these pre-service teachers implement the lesson plans in teaching and assessing students. The research study examined a) data from elementary education classes for two semesters to measure the impact of the HEAT instrument on instructional planning during the semester and b) these pre-service teachers’ subsequent performance on the Teacher Work Sample compared to a control group of student teachers to measure the impact of the instrument on pre-service teacher performance.


id: er-2803
author: Degner, Joni L.
title: A System-Wide Approach to Universal Design for Learning Implementation
date: 2018
pages: 4
extension: .pdf
mime: application/pdf
words: 1763
sentence: 76
flesch: 50
cache: cache/er-2803.pdf
txt: txt/er-2803.txt
summary:
  Great UDL leaders will be dog-earring, highlighting, and referring to these pages of Universally Designed Leadership. Novak and Rodriguez begin by reminding readers of CAST?s suggested model of UDL implementation which includes five phases: Explore, Prepare, Integrate, Scale, and Optimize.


id: er-2776
author: Foster, Karen
title: Teacher Travelers in Jamaica: Using Study Tours as Field-Based Experiences
date: 2014
pages: 4
extension: .pdf
mime: application/pdf
words: 1070
sentence: 55
flesch: 61
cache: cache/er-2776.pdf
txt: txt/er-2776.txt
summary:
  However, each UCM student had at least one experienced local teacher or high school student assisting her. In retrospect, we were much more like travelers than tourists as we stayed in local homes, planned and implemented lessons in the AOC at-risk camp for four and half days, participated in local recreational activities, negotiated verbally with the local dialect, and endured the tropical weather without air conditioning.


id: er-2763
author: Johnson, Lisa; Rakestraw, Jennie
title: Winthrop University: School Partnership Network
date: 2013
pages: 10
extension: .pdf
mime: application/pdf
words: 3338
sentence: 142
flesch: 32
cache: cache/er-2763.pdf
txt: txt/er-2763.txt
summary:
  As candidates begin the school year with their Mentor Teachers in Partnership Network schools, they are afforded a unique opportunity to serve as “junior faculty members” for an entire school year alongside master educators. Partnership Network Structure and Communication A four-tiered approach to our Partnership Network acknowledges the diverse needs and varying perspectives coming to the table.


id: er-2756
author: Counts, John
date: 2012
pages: 2
extension: .pdf
mime: application/pdf
words: 637
sentence: 26
flesch: 44
cache: cache/er-2756.pdf
txt: txt/er-2756.txt
title:
  Addressing America’s Current and Future Educational Challenges: The Renaissance Group President’s Perspective

summary:
  Higher education institutions began the noble and much respected work of preparing professional educators in the well-known Normal Schools, which have expanded their offerings and programs over the years to form the many excellent public colleges and universities of today. At this critical juncture in our nation’s history, as a matter of highest priority, we must strengthen and enhance our system of education, particularly programs that produce professional educators.


id: er-2771
author: Murley, Lisa D.; Stobaugh, Rebecca; Jukes, Pamela; Tassell, Janet
date: 2014
pages: 16
extension: .pdf
mime: application/pdf
words: 5922
sentence: 281
flesch: 45
cache: cache/er-2771.pdf
txt: txt/er-2771.txt
title:
  Examining the Reliability of a Culminating Teacher Education Assessment and Discovering Areas for Reform

summary:
  Due to the data analysis of teacher candidate scores to determine strengths and weakness of the TWS, the education faculty formed a TWS Task Force Committee in January 2010 charged with the task to revise the teacher work sample with a targeted implementation date of Fall 2010. Table 1 presents the number of student teachers in each program area in Spring 2011 and the number of TWS samples randomly selected within each program area from that semester.


id: er-2749
author: Singleton, Everett B.
title: Cradle-to-Prison Pipeline: Impact on Black, Hispanic, and Indigenous Students
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 4104
sentence: 226
flesch: 43
cache: cache/er-2749.pdf
txt: txt/er-2749.txt
summary:
  Since the 1970s, the number of suspensions involving Black high school students have grown to eleven times that of Whites, and currently Black students are almost four times more likely than their White counterparts to be suspended. Repairing the breach: A brief history of youth color in the juvenile justice system.


id: er-2794
author: Stobaugh, Rebecca; Gichuru, Margaret
title: Co-Teaching Practices During Student Teaching
date: 2017
pages: 21
extension: .pdf
mime: application/pdf
words: 7537
sentence: 442
flesch: 55
cache: cache/er-2794.pdf
txt: txt/er-2794.txt
summary:
  Similar to elementary student teachers, Alternative Teaching (5%) and Parallel Teaching (10%) were the some of the lowest percentages of time for student teachers. Additionally, no correlations were found between any co-teaching strategies from either high school cooperating teachers or student teachers.


id: er-2781
author: Powell-Brown, Ann; Buchanan-Butterfield, Dawna Lisa; Yao, Yuankun
title: Stoking the Fire: What Makes a Teacher Inspirational?
date: 2014
pages: 17
extension: .pdf
mime: application/pdf
words: 8002
sentence: 459
flesch: 60
cache: cache/er-2781.pdf
txt: txt/er-2781.txt
summary:
  Indeed, when the assignment was first given, it was simply a way to spur conversation in class about inspirational teachers and teacher dispositions. What is often suggested as the missing piece is the notion of teacher dispositions (Penn State, 2013; L’Allier, Elish-Piper, & Young, 2007; Thornton, 2006).


id: er-2748
author: Bock, Marj; Caballero, Mari; O'Neal-Hixson, Kelly
title: Special Education Teachers in Residence: New Teachers for the Prairie
date: 2021
pages: 17
extension: .pdf
mime: application/pdf
words: 8304
sentence: 390
flesch: 46
cache: cache/er-2748.pdf
txt: txt/er-2748.txt
summary:
  Unique challenges rural special education teachers face, e.g., working with a more diverse group of students including those with significant disabilit ies, heighten the difficulties rural administrators experience when recruiting and retaining qualified special education teachers. Consequently, there are unique challenges related to recruitment of rural special education teachers.


id: er-2793
author: Guise, Megan; Thiessen, Krystal
date: 2017
pages: 16
extension: .pdf
mime: application/pdf
words: 6061
sentence: 235
flesch: 45
cache: cache/er-2793.pdf
txt: txt/er-2793.txt
title:
  From Pre-Service to Employed Teacher: Examining One Year Later the Benefits and Challenges of a Co-Teaching Clinical Experience

summary:
  However, teacher education programs that implement co-teaching during the clinical experience have a responsibility to ensure that co-teaching occurs with fidelity and that pre-service teachers are supported to transition to full-time employment where the day-to-day co-teaching opportunities may be more limited. However, teacher education programs that implement co-teaching during the clinical experience have a responsibility to ensure that co- teaching occurs with fidelity and that pre-service teachers are supported to transition to full-time employment where the day-to-day co-teaching opportunities may be more limited.


id: er-2778
author: McKenna, Corey
title: Motivations for Learning: Mastery Experiences in a Low Socio-economic Middle School
date: 2014
pages: 12
extension: .pdf
mime: application/pdf
words: 5014
sentence: 278
flesch: 48
cache: cache/er-2778.pdf
txt: txt/er-2778.txt
summary:
  Such impact on math can influence middle school students’ perspective on their performance and their effort judgment with implications for both students and teachers. When comparing middle school students from Taiwan and the United States, they found that students from Taiwan demonstrated a higher degree of accuracy than the American students.


id: er-2747
author: Dague, Christopher Thomas; Graham, Tammy; Kim, Soo Joung
title: Maintaining Fidelity in Teacher Education Programs During COVID-19
date: 2021
pages: 10
extension: .pdf
mime: application/pdf
words: 5468
sentence: 323
flesch: 51
cache: cache/er-2747.pdf
txt: txt/er-2747.txt
summary:
  Connection with Students to Encourage Participation Being connected with students encouraged students? We know that when teachers or professors ?respond to students in ways that are responsive to student needs, are emotionally warm, and provide for student autonomy, students tend not only to feel more motivated in the classroom, but also to achieve at higher rates?


id: er-2802
author: Walters Nerren, Jannah; Sinclair, Christina; Barker, Nan; Reid, Mark; Anderson, Gina
date: 2018
pages: 8
extension: .pdf
mime: application/pdf
words: 3332
sentence: 126
flesch: 30
cache: cache/er-2802.pdf
txt: txt/er-2802.txt
title:
  Defining and Measuring Excellence in the Changing World of Higher Education: Case Stories from Five Colleges of Education

summary:
  In summary, this examination of institutionally 42 NERREN, SINCLAIR, BARKER, REID & ANDERSON | DEFINING AND MEASURING EXCELLENCE IN THE CHANGING WORLD defined excellence by five educator preparation programs underscores the importance of considering program faculty, staff, students, partner schools and community stakeholders in defining, creating, and sustaining excellence in educator preparation programs. Finally, the college has been conducting a pilot of several platforms for storing video of student teachers that allows collaboration with university and public school mentors.


id: er-2796
author: Dietrich, Sylvia L.; Hulan, Nancy; Kirby, Gail; Evans, Sam
title: Clinically Based Models of Teacher Preparation: A Snapshot of Three Systems
date: 2016
pages: 8
extension: .pdf
mime: application/pdf
words: 2816
sentence: 190
flesch: 54
cache: cache/er-2796.pdf
txt: txt/er-2796.txt
summary:
  Within a clinical model of teacher preparation, teacher candidates have meaningful, rather than passive, teaching experiences. Such experiences will encourage teacher candidates to become what Hammerness, Darling-Hammond, & Bransford (2005) call “adaptive experts” (p. 359).


id: er-2797
author: Strieker, Toni Shinn; Langub, Lee; Wright, Marcia
date: 2016
pages: 13
extension: .pdf
mime: application/pdf
words: 4417
sentence: 223
flesch: 40
cache: cache/er-2797.pdf
txt: txt/er-2797.txt
title:
  The Evolution of Promising Practices for University Supervisors of Candidates in Yearlong Clinical Experiences

summary:
  27-39 The Evolution of Promising Practices for University Supervisors of Candidates in Yearlong Clinical Experiences Toni Strieker, Lee Langub, Marcia Wright Kennesaw State University Abstract This paper describes the exploration of a team of university supervisors and faculty who were charged with identifying effective practices for university supervisors who evaluated teacher candidates enrolled in yearlong co-taught clinical experiences. Thus, the purpose of our exploration is to explore the pedagogical practices of university supervisors situated in a collegial and reflective model of supervision, developed by, and for, teacher educators and university supervisors who support teacher candidates enrolled in a yearlong, co-taught, clinical experience.


id: er-2830
author: Black, Ernest; Rice, Ed
date: 2020
pages: 8
extension: .pdf
mime: application/pdf
words: 4216
sentence: 247
flesch: 51
cache: cache/er-2830.pdf
txt: txt/er-2830.txt
title:
  Desperate Measures: How Teacher Preparation Programs can Engage and Retain Black Male Teacher Candidates

summary:
  While an abundance of research exists on the need for Black male teachers, there remains a Abst ract Black male teachers are less than two percent of all current teachers in the United States. There is a need for Black male teachers in education.


id: er-2775
author: Strieker, Toni S.; Shaheen, Maria; Hubbard, Daphne; Digiovanni, Lee; Lim, Woong
title: Transforming Clinical Practice in Teacher Education through Pre-Service Co-Teaching and Coaching
date: 2014
pages: 24
extension: .pdf
mime: application/pdf
words: 10428
sentence: 507
flesch: 44
cache: cache/er-2775.pdf
txt: txt/er-2775.txt
summary:
  Most recently, co-teaching has been used at the pre-service level to prepare student teachers to co-teach with their collaborating teachers during their clinical practice (Bacharach, Heck, & Dahlberg, 2010; Badiali & Titus, 2012). Each coach, collaborating teacher, and teacher candidate participated in professional development to better understand co-teaching models, as well as coaching techniques.


id: er-3612
author: Miller, Libbi
title: Review of Teacher Educators as Critical Storytellers: Effective Teachers and Windows and Mirrors
date: 2022
pages: 3
extension: .pdf
mime: application/pdf
words: 1153
sentence: 95
flesch: 54
cache: cache/er-3612.pdf
txt: txt/er-3612.txt
summary:
  This text is highly recommended for use in educator preparation programs with preservice teachers and leaders, as well as inservice mentors. The intended audience of this collection is a broad range of educators including preservice and prospective teachers, inservice educators and administrators in both K-12 and higher education, teacher education scholars and researchers, as well as those working in educational policy.


id: er-2799
author: Yun, Cathy; Bennett, Lisa
date: 2018
pages: 9
extension: .pdf
mime: application/pdf
words: 3686
sentence: 192
flesch: 34
cache: cache/er-2799.pdf
txt: txt/er-2799.txt
title:
  Sharing the Responsibility for Teacher Preparation: Collaborative Design of a Teaching Observation Rubric

summary:
  Based on the analysis and synthesis of the three inservice district rubrics, seven performance categories were developed for CREATe: five (unobserved, attempting, exploring, emerging, developing) spanning the expected developmental trajectory of preservice teachers and two (skillful, YUN & BENNETT | 4 SHARING THE RESPONSIBILITY FOR TEACHER PREPARATION masterful) extending teacher development into inservice practice. 4: Positive Behavior Expectations Routines, procedures, and norms established and maintained in the classroom 5: Reflection, Assessment, & Self-Assessment A culture of reflective practice, which includes self-assessment, teacher assessment with high quality feedback, opportunities for revisions based on feedback, a culture of intellectual risk-taking, and encouragement of metacognitive thinking about engagement, learning, and behavior.


id: er-2832
author: Atkins, Charlene; Danley, Angela
title: Supporting Teacher Candidates During COVID-19: Lessons Learned
date: 2020
pages: 10
extension: .pdf
mime: application/pdf
words: 5443
sentence: 262
flesch: 40
cache: cache/er-2832.pdf
txt: txt/er-2832.txt
summary:
  Cont ext of t he Challenges Due t o COVID-19 Across the nation, teacher education programs were faced with challenges similar to the challenges school districts faced with transitioning to a virtual learning environment. Additionally, a survey given to faculty in teacher education programs on resources for virtual learning and teaching would also be of value in order to create a strong and meaningful teacher education program that can be moved to online in the event we are unable to continue face to face teaching and learning environments.


id: er-2847
author: Easley II, Jacob
date: 2019
pages: 7
extension: .pdf
mime: application/pdf
words: 3154
sentence: 199
flesch: 30
cache: cache/er-2847.pdf
txt: txt/er-2847.txt
title:
  A Way Forward Toward Professionalizing Teacher Education: A Response to the AASCU Teacher Education Task Force Survey

summary:
  The report recognizes that the national context of teacher education has grown in complexity, alongside an onslaught of scrutiny. Heeding the critique, a way forward toward professionalizing teacher education is needed. 


id: er-2780
author: Alvarado, Jose Luis; Pang, Valerie Ooka; Finley, Easter
date: 2014
pages: 10
extension: .pdf
mime: application/pdf
words: 3960
sentence: 200
flesch: 39
cache: cache/er-2780.pdf
txt: txt/er-2780.txt
title:
  Moving Multicultural Education Forward in Teacher Education: Integration of Cognitive Learning Theory

summary:
  56   J. L. Alvarado, V. O. Pang, & E. Finley   Introduction Today, Multicultural Education is an integral part of Teacher Education. Within this context, Multicultural Education and Teacher Education have two major goals.


id: er-2831
author: Bock, Marj; Caballero, Mari; O'Neal-Hixson, Kelly
title: The TCSEFP Hybrid eMentoring Model: A Distance Education Mentoring Model
date: 2020
pages: 8
extension: .pdf
mime: application/pdf
words: 3925
sentence: 231
flesch: 46
cache: cache/er-2831.pdf
txt: txt/er-2831.txt
summary:
  Wong, Britton, and Ganser (2005) note that induction programs, including RIT programs, share several attributes in common: High structure, focus on professional learning, and extensive collaboration between university teacher preparation programs and P-12 schools. The purpose of this article is to describe an effective hybrid, i.e., face-to-face and virtual, eMentoring model for special education teachers participating in an RIT program, the Teachers College Special Education Fellowship Program (TCSEFP).


id: er-2801
author: Greinke, Russell
date: 2018
pages: 10
extension: .pdf
mime: application/pdf
words: 6027
sentence: 448
flesch: 74
cache: cache/er-2801.pdf
txt: txt/er-2801.txt
title:
  Why didn’t anyone tell us what it would really be like? How Experienced Secondary Teachers Make Sense of Their Role

summary:
  The three neophyte teachers who made the least progress in establishing a sense of teacher identity were the three who did not take teaching jobs, a possible cause/effect relationship that Alsup found significant. Beyond t he Classroom It is clear that teacher identity plays out while the teacher is in the classroom, as when McCourt (2005) noted that after eight years of secondary teaching, ?I was learning what was obvious: You have to make your own way in the classroom.


id: er-3619
author: Bauck, Kristin
title: I Feel Sad: The Cultural Politics of White Emotions in Pre-Service Teachers’ Response to Literature
date: 2024
pages: 11
extension: .pdf
mime: application/pdf
words: 6474
sentence: 265
flesch: 47
cache: cache/er-3619.pdf
txt: txt/er-3619.txt
summary:
  Other white students echo her thoughts, and most responses move between feel- ings of sadness for refugees and questions about how to teach children’s literature about immigration and refugees without getting too “political,” a common concern in the course. Keywords: children’s literature, empathy, critical whiteness studies, critical emotion studies In the dim basement of an old high school, now home to the Curriculum and Instruction de- partment of the University of Minnesota, college students share their responses to children’s literature about immigration and refugees.


id: er-2846
author: Farr, Wendy; Saltmarsh, Sarah
title: Priming Your Environment for Growth Through a Collaborative Model of Instructional Coaching
date: 2018
pages: 6
extension: .pdf
mime: application/pdf
words: 2597
sentence: 154
flesch: 45
cache: cache/er-2846.pdf
txt: txt/er-2846.txt
summary:
  To better prepare the next generation of teachers to address these shifts in expectations, we are examining the influence of instructional coaching at the university level. This paper focuses on three key areas to help students in Arizona?s schools: instructional coaching, faculty institutes, and problem-based enhanced language learning (PBELL).


id: er-2843
author: Hernandez Goff, Maria
title: Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap
date: 2020
pages: 3
extension: .pdf
mime: application/pdf
words: 1218
sentence: 65
flesch: 54
cache: cache/er-2843.pdf
txt: txt/er-2843.txt
summary:
  2 GOFF| REACHING AND TEACHING STUDENTS IN POVERTY Discussion Gorski?s central argument is that in order to educate students experiencing poverty, we need to develop educational equity literacy. Starting in chapter three, each chapter begins by identifying the principles in equity literacy the chapter addresses, and each chapter ends with reflection questions and exercises, helpful for individual or group reflection.


id: er-2798
author: Barlow, Cathy
title: The Renaissance Group-Conference Abstracts 2014
date: 2016
pages: 10
extension: .pdf
mime: application/pdf
words: 3945
sentence: 112
flesch: 25
cache: cache/er-2798.pdf
txt: txt/er-2798.txt
summary:
  Dr. Lisa Nyberg, Professor, California State University, Fresno Developing Highly Qualified Teachers through Professional Pre-Service Teaching Opportunities Dr. Nancy Akhavan, Assistant Professor, California State University, Fresno Ms. Nichole Walsh, Doctoral Candidate, Doctoral Program in Educational Leadership, California State University, Fresno Development and Implementation of and edTPA online Tagging System Dr. Mary Herring, Associate Dean, University of Northern Iowa Efforts to Embed Linked Learning Principles in the Single Subject Credential Program through Faculty Inquiry and Learning Communities Dr. Nancy Akhavan, Assistant Professor, California State University, Fresno Dr. Colleen Torgerson, Professor, California State University, Fresno Ms. Cindy Brown, Director of Student Pathways, Porterville Unified School District An Electronic Assessment System to Monitor Teacher Candidate Progress: Lessons in in Development, Implementation, and Planning for the Future Dr. Tony Kirchner, Director, Educational Technology, Western Kentucky University Dr. Jacqueline Pope-Tarrence, Associate Dean, Accountability and Research, Western Kentucky University Dr. Tony Norman, Director, Educational Leadership Doctoral Program, Western Kentucky University Expanding Teacher Education at Emporia State University with a 1-1 Mobile Initiative Dr. Lori Mann, Associate Professor/Elementary Education Faculty, Emporia State University Dr. Ken Weaver, Dean/Teachers College, Emporia State University Dr. Matt Seimears, Chair/Dept. of Elementary Education/Early Childhood/Special Education, Emporia State University A Hybrid Approach to Teacher Preparation: Nevada State College Two Track Program Dr. V. James Garofalo, Dean School of Education, Nevada State College Impact of the Conspiracy Against Educator Preparation: Multiple Measures to Counter-Act the DOE, CAEP, and NCTQ Dr. Susan Tracz, Graduate Coordinator, School of Education, California State University, Fresno Dr. Paul Beare, Dean, Kremen School of Education and Human Development, California State University, Fresno Panicked and Out of Ideas: Politics of Education Reform Barmak Nassirian, Director of Federal Relations and Policy Analysis, American Association of State Colleges and Universities Partnerships Between Higher Ed and K-12: Affecting All Aspects of the Institution Dr. Paul Beare, Dean, Kremen School of Education and Human Development, California State University, Fresno Dr. Colleen Torgerson, Director, Partnership Programs, California State University, Fresno Dr. Susan Tracz, Graduate Coordinator, School of Education, California State University, Fresno Dr. James Marshall, Associate Dean, California State University, Fresno Pre-service teacher knowledge of and readiness to teach to the common core standards: Comparing pre-service and inservice perspectives in the Common Core Standards Dr. Raymond Lorion, Dean College of Education, Towson University Dr. Eugene Schaffer, Chair, Department of Education, University of Maryland at Baltimore County Rigor and Engagement in Online Instruction Dr. Glenn DeVoogd, Professor, California State University Fresno Dr. Karen DeVoogd, Professor, California State University, Fresno Dr. Walter Ullrich, Professor, California State University, Fresno Scaling Up the edTPA: Quick Wins, Spilt Milk, and other Lessons Learned Ms. Lynn Lindahl, Director, Office of Field Expriences, UW-Whitewater Dr. Melanie Agnew, Assistant Dean, UW-Whitewater Ms. Marie Benson, Student Services Coordinator, UW-Whitewater Student Perceptions of Teacher Testing: What They Think and Ho w Universities Can Help Teacher Performance Assessment in California Dr. Conni Campbell, Associate Dean for Teacher Education, Point Loma Nazarene University Dr. Carlos Ayala, Dean of the School of Education, Sonoma State University


id: er-2840
author: Miller, Libbi; Nelson, Frederick Peinado; Yun, Cathy; Bennett, Lisa; Lopez Phillips, Emy
date: 2020
pages: 10
extension: .pdf
mime: application/pdf
words: 5366
sentence: 308
flesch: 47
cache: cache/er-2840.pdf
txt: txt/er-2840.txt
title:
  “Am I Doing What I think I’m Doing?”: The Importance of a Theoretical Frame when Integrating Tablets in Teacher Education

summary:
  An evolution in the beliefs and practices of teacher educators must first occur in order for tablet technology to have an impact on TPCK and understanding of the SAMR model when used with preservice teachers. Met hodology This inquiry takes the form of a self-study, in which we consider our own experiences as instructors implementing tablet technology in a teacher education program.


id: er-2833
author: Rich, Gregory; Gray Smith, Linda; Alexander, Kristi
date: 2020
pages: 15
extension: .pdf
mime: application/pdf
words: 7888
sentence: 420
flesch: 45
cache: cache/er-2833.pdf
txt: txt/er-2833.txt
title:
  Teacher Candidates as the Teacher of Record Assists Partner School Districts With the Teacher Shortage

summary:
  In addition, the report also predicted that by 2018, annual teacher shortages Abst ract This research essay examined a growing trend in a rural area of the Midwest where PK?12 school districts are partnering with a local university to hire teacher candidates (TCs) as the Teachers of Record (TORs). Meeting the needs of partnering districts and providing quality placements for TCs engaged in the culminating field experience can be mutually beneficial for teacher candidates, the school district, and the university.


id: er-2848
author: Herrera, Luz Yadira
title: Voices of Resistance: Interdisciplinary approaches to Chican@ children's literature
date: 2018
pages: 3
extension: .pdf
mime: application/pdf
words: 1576
sentence: 78
flesch: 41
cache: cache/er-2848.pdf
txt: txt/er-2848.txt
summary:
  These theories are used for framing the analysis of Chicanx children?s literature. Using multi- and interdisciplinary perspectives to critically examine a wide range of Chican@ children?s pictures book and young adult novels, this collection reaffirms Chicano@ children?s literature as a means to achieve equity and social change.


id: er-2800
author: Smith, Linda; Farnan, Shantel; Seeger, Victoria; Wall, Timothy Jason; Kiene, David
title: Teacher Candidate Perceptions of Urban Field Experiences
date: 2018
pages: 16
extension: .pdf
mime: application/pdf
words: 7045
sentence: 497
flesch: 47
cache: cache/er-2800.pdf
txt: txt/er-2800.txt
summary:
  Biases of Teacher Candidat es Teacher candidates with very litt le experience with diverse students need support to effectively recognize their own biases. Coursework provided pedagogy, theory, and structured interaction with diverse students.


id: er-3938
author: Coy, Kimberly; Coy, Kimberly
title: Anti-racism and Universal Design for Learning: Building Expressways to Success
date: 2023
pages: 3
extension: .pdf
mime: application/pdf
words: 703
sentence: 34
flesch: 55
cache: cache/er-3938.pdf
txt: txt/er-3938.txt
summary:
  In her book, Anti-racism and Universal Design for Learning: Building Expressways to Success, Andratesha Fritzgerald begins with a foreword by Samaria Rice, mother of Tamir Rice. Educational Renaissance Vol 12 (2023) Book Review Anti-racism and Universal Design for Learning: Building Expressways to Success Abstract Antiracism and Universal Design for Learning: Building Expressways to Success by Andratesha Fritzgerald is a valuable resource for educators, researchers, and policymakers interested in addressing racial disparities in education.


id: er-2852
author: Leggett, Stacy; Desander, Marguerita; Evans, Sam
title: Partnering in Principal Preparation Program Redesign
date: 2022
pages: 11
extension: .pdf
mime: application/pdf
words: 5306
sentence: 249
flesch: 30
cache: cache/er-2852.pdf
txt: txt/er-2852.txt
summary:
  Keywords: Partnerships, Principal preparation, Program redesign mailto:stacy.leggett@wku.edu mailto:marquerita.desander@wku.edu mailto:Sam.Evans@wku.edu LEGGETT, DESANDER, & EVANS| PARTNERING IN PRINCIPAL PREPARATION PROGRAM REDESIGN efforts on the relationship between effective principals and student success. Within these levers and challenges, the RAND research identified three primary ways states can influence principal preparation, setting direction through legislation and funding, shaping the direction 19 LEGGETT, DESANDER, & EVANS| PARTNERING IN PRINCIPAL PREPARATION PROGRAM REDESIGN more precisely through regulation and oversight, and providing resources and services (Gates et al., 2020, p. xiii).


id: er-2845
author: Gronseth, Susie
date: 2018
pages: 9
extension: .pdf
mime: application/pdf
words: 4261
sentence: 256
flesch: 43
cache: cache/er-2845.pdf
txt: txt/er-2845.txt
title:
  Inclusive Design for Online and Blended Courses: Connecting Web Content Accessibility Guidelines and Universal Design for Learning

summary:
  In addition, there are also navigation differences that now exist among the great variety of device types that learners may use to access course content, from laptops and smart TVs to mobile technologies such as tablets and smartphones. Consistent and clear organization of course sites and materials can enable students to navigate the provided information and locate assignments, activities, and course content.


id: er-2841
author: Stobaugh, Rebecca; Everson, Kimberlee
title: Student Teacher Engagement in Co-Teaching Strategies
date: 2020
pages: 18
extension: .pdf
mime: application/pdf
words: 9172
sentence: 466
flesch: 49
cache: cache/er-2841.pdf
txt: txt/er-2841.txt
summary:
  In recent decades, co-teaching served as a beneficial approach for student teachers by facilitating teacher candidates? Despite the significance of collaboration between cooperating teachers and student teachers, limited empirical attention has focused on student teachers?


id: er-2844
author: Walters Nerren, Jannah; Covington Hasbun, Tracey
date: 2019
pages: 13
extension: .pdf
mime: application/pdf
words: 6810
sentence: 318
flesch: 45
cache: cache/er-2844.pdf
txt: txt/er-2844.txt
title:
  Collaboration and Connections: Investigating the Use of Teacher Candidate-Created Protocols to Connect Research to Classroom Practice in an Educator Preparation Program

summary:
  CONNECT-ing evidence- based practice and teacher research: While a veteran teacher might not find this difficult, it could be problematic for pre-service teachers or teacher candidates, who are just beginning to gain experience in the classroom and an understanding of research and theory.


id: er-2914
author: Danley, Angela
title: Teaching on Air Lessons During Covid 19: Highlighting the Work of the KMOS Summer Classroom
date: 2022
pages: 13
extension: .pdf
mime: application/pdf
words: 5793
sentence: 335
flesch: 65
cache: cache/er-2914.pdf
txt: txt/er-2914.txt
summary:
  The KMOS-CT who taught kindergarten and first grade lessons stated that KMOS Summer Classroom helped familiarize her with important curriculum. One TC was responsible for kindergarten and first grade lessons while another TC was responsible for second and third grade.


id: er-3626
author: Conley, AmyK
date: 2023
pages: 7
extension: .pdf
mime: application/pdf
words: 3330
sentence: 159
flesch: 43
cache: cache/er-3626.pdf
txt: txt/er-3626.txt
title:
  Community of Practice, Community of Support : IHE teacher preparation using a servingness professional development model for creating community

summary:
  In the fall semester, TEAS participants learn how to shop for their ideal jobs, ask for letters of recommendation, keep track of application requirements, and plan for virtual job fairs. In the spring semester, TEAS participants work on interview skills for virtual job fairs and job interviews.


id: er-3866
author: Ayala, Sandra
title: ChatGPT as a Universal Design for Learning Tool : Supporting College Students with Disabilities
date: 2024
pages: 20
extension: .pdf
mime: application/pdf
words: 10187
sentence: 544
flesch: 39
cache: cache/er-3866.pdf
txt: txt/er-3866.txt
summary:
  The Role of Assistive Technologies in Supporting Students with Disabilities Despite the amazing availability of assistive tools aimed at supporting today’s college students, those with disabilities still encounter distinctive challenges when it comes to their educational experienc- es. ChatGPT can assist college students in creating and managing their routines and schedules by providing reminders, time management strategies, and organizational tips to help students structure their day and manage their academic and personal tasks effec- tively.


id: er-2839
author: Gray Smith, Linda; Wood, Sue; Rich, Greg; Singleton, Everett; Wall, Timothy
title: Redesigned Partnerships as a Result of Redesigned Educational Preparation Program
date: 2020
pages: 16
extension: .pdf
mime: application/pdf
words: 8430
sentence: 424
flesch: 42
cache: cache/er-2839.pdf
txt: txt/er-2839.txt
summary:
  Partnerships with PK?12 schools created an environment where teacher candidates and teachers learned, evidenced by the results of teacher candidate, teacher, principal, and faculty surveys. Teacher candidates learned teaching skills by observing in PK?12 classrooms and practicing teachers learned through reflective conversations and collaborative tasks with teacher candidates.


id: er-2850
author: Billen, Rhett M.; Billen, Monica
title: A Bioecological View of Culturally Sustaining Pedagogy
date: 2022
pages: 16
extension: .pdf
mime: application/pdf
words: 8967
sentence: 516
flesch: 47
cache: cache/er-2850.pdf
txt: txt/er-2850.txt
summary:
  Yet, education scholars report to one another and HDFS scholars speak to one another and a framework has not been offered to understand the link between family theory and educational theory. [should] systematically include student culture in the classroom as authorized or official knowledge?


id: er-2842
author: Graham, Tammy Jeaneen; Jefferson, Renee N.
date: 2020
pages: 12
extension: .pdf
mime: application/pdf
words: 6269
sentence: 288
flesch: 51
cache: cache/er-2842.pdf
txt: txt/er-2842.txt
title:
  School-Based Mentoring for Middle Schoolers: The Impact on Mentees and Their Pre-Service Teacher Mentors

summary:
  Results from the study support the positive impact that mentoring can have on both academic and social-emotional development of middle school students with documented disabilit ies. In an effort to support the academic performance and social integration of middle school students with high incidence disabilit ies, professors at a college in the Southeast and faculty from an urban public charter middle school established a mentor partnership.


id: er-2829
author: Billen, Monica
title: #learningtoreflect: Preservice Teachers’ Reflections on Instagram
date: 2020
pages: 14
extension: .pdf
mime: application/pdf
words: 7395
sentence: 526
flesch: 56
cache: cache/er-2829.pdf
txt: txt/er-2829.txt
summary:
  Although teacher reflection is widely accepted as integral to the field of teacher education, recently the concept has been critiqued and questioned (Beauchamp, 2015). Although research on teacher reflection is vast, research on preservice teachers?


# url

id: er-2830
domain: www.carnegiefoundation.org
url:
  https://www.carnegiefoundation.org/resources/publications/beginners-classroom-changing-demographics-teaching-mean-schools-students-society


id: er-2847
domain: www.nebhe.org
url:
  http://www.nebhe.org/info/pdf/events/conference/december2017/commission_proposed_recommendations.pdf


id: er-2847
domain: www.washingtonpost.com
url:
  https://www.washingtonpost.com/news/in-theory/wp/2016/10/20/higher-education-should-be-a-public-good-not-a-private-commodity/?utm_term=.b1f19112dd00


id: er-2847
domain: www.edweek.org
url:
  https://www.edweek.org/ew/articles/2016/08/24/teacher-prep-accreditation-group-seeks-to-regain-traction.html


id: er-2780
domain: www.oxfordbibliographies.com
url:
  http://www.oxfordbibliographies.com/view/document/obo-9780199791231/obo97801997912310108.xml?rskey=hsvzzi&result=1&q=multiculturalism+and+education#firstmatch


id: er-3619
domain: www.proquest.com
url:
  https://www.proquest.com/scholarly-journals/reopening-racial-wounds-whiteness-melancholia/docview/2166930503/se-2?accountid=14586


id: er-2848
domain: rowman.com
url:
  https://rowman.com/isbn/9781475834048/voices-of-resistance-interdisciplinary-approaches-to-chican@-children's-literature


id: er-2852
domain: www.wallacefoundation.org
url:
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