[{"id": "er-2745", "words": "5977", "extension": ".pdf", "flesch": "40", "author": "Johnson, Sarah Robbie; Jones, David R.", "title": "Special Educator Self-Efficacy: The Impact of Training and Experience", "date": "2021", "keywords": "california; credential; education; educators; efficacy; intern; preliminary; self; service; student; substandard; teacher; teaching", "summary": "Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teacher efficacy: Capturing an elusive construct.", "mime": "application/pdf"}, {"id": "er-2746", "words": "3939", "extension": ".pdf", "flesch": "41", "author": "Baugher, Johannah; Singleton, Everett", "title": "Perceptions and Understandings of Low Literacy Among Developing Teacher Candidates", "date": "2021", "keywords": "candidates; education; literacy; perceptions; reading; research; school; students; survey; teacher", "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.", "mime": "application/pdf"}, {"id": "er-2747", "words": "5468", "extension": ".pdf", "flesch": "51", "author": "Dague, Christopher Thomas; Graham, Tammy; Kim, Soo Joung", "title": "Maintaining Fidelity in Teacher Education Programs During COVID-19", "date": "2021", "keywords": "courses; covid-19; education; experiences; fidelity; field; learning; online; students; teacher; teaching", "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?", "mime": "application/pdf"}, {"id": "er-2748", "words": "8304", "extension": ".pdf", "flesch": "46", "author": "Bock, Marj; Caballero, Mari; O'Neal-Hixson, Kelly", "title": "Special Education Teachers in Residence: New Teachers for the Prairie", "date": "2021", "keywords": "ave; education; esu; evaluation; fellows; incidence; program; range; rural; students; tcsefp; teachers; teaching; university", "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.", "mime": "application/pdf"}, {"id": "er-2749", "words": "4104", "extension": ".pdf", "flesch": "43", "author": "Singleton, Everett B.", "title": "Cradle-to-Prison Pipeline: Impact on Black, Hispanic, and Indigenous Students", "date": "2021", "keywords": "classroom; color; juvenile; pipeline; prison; school; students; system; teachers; youth", "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.", "mime": "application/pdf"}, {"id": "er-2750", "words": "345", "extension": ".pdf", "flesch": "38", "author": "Marshall, James; Newell, Patrick; Beare, Paul", "title": "Editor's Welcome", "date": "2012", "keywords": "renaissance", "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\u2019 essay provides a perspective on how the Renaissance Group serves and furthers teacher preparation as a way of addressing America's educational challenges.", "mime": "application/pdf"}, {"id": "er-2751", "words": "2241", "extension": ".pdf", "flesch": "49", "author": "Marshall, James E.; Beare, Paul L.; Newell, Patrick", "title": "U.S. Department of Education\u2019s Teacher Education Reform: How Does Your Program Rate?", "date": "2012", "keywords": "education; preparation; program; state; teacher", "summary": "Teacher preparation programs accredited by NCATE have been advised to do this for decades. Systemwide assessment of teacher preparation programs and graduates\u2019 ability to effect K-12 student achievement.", "mime": "application/pdf"}, {"id": "er-2752", "words": "4566", "extension": ".pdf", "flesch": "39", "author": "Giovannetti, Michael Joseph", "title": "The Chronicles of The Renaissance Group", "date": "2012", "keywords": "education; group; preparation; renaissance; renaissance group; state; teacher; trg; university", "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.", "mime": "application/pdf"}, {"id": "er-2753", "words": "6412", "extension": ".pdf", "flesch": "38", "author": "Pankratz, Roger", "title": "The Power of Partnerships in Becoming Accountable for the Impact of Teacher Candidates on P-12 Learning", "date": "2012", "keywords": "accountability; learning; partnership; performance; project; renaissance; samples; student; teacher; teacher work; university; work", "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. \u2022 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: \u2022 Teacher work samples and accountability systems shifted the teacher preparation focus from textbook-driven instruction which focuses on \u201cmaterial coverage\u201d to data- driven instruction to meet state and local content standards; \u2022 Teacher work samples helped teacher educators become more accountable for their own performance through standards-based teaching, learning, and assessments; \u2022 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 \u2022 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).", "mime": "application/pdf"}, {"id": "er-2754", "words": "762", "extension": ".pdf", "flesch": "31", "author": "Welty, John D.", "title": "Presidential Perspectives: Engaging a Region to Transform Its Future", "date": "2012", "keywords": "development; fresno; valley", "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.", "mime": "application/pdf"}, {"id": "er-2755", "words": "813", "extension": ".pdf", "flesch": "61", "author": "Smith, W. Richard", "title": "An Expectation of Collaboration", "date": "2012", "keywords": "teachers; team", "summary": "Tradition holds that individual teachers, working in isolation, seek to answer these questions for their students. For decades America\u2019s teachers have been trained to focus on the curriculum, manage their classrooms, and implement strategies as individual teachers in their own classrooms.", "mime": "application/pdf"}, {"id": "er-2756", "words": "637", "extension": ".pdf", "flesch": "44", "author": "Counts, John", "title": "Addressing America\u2019s Current and Future Educational Challenges: The Renaissance Group President\u2019s Perspective", "date": "2012", "keywords": "education; educators", "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\u2019s history, as a matter of highest priority, we must strengthen and enhance our system of education, particularly programs that produce professional educators.", "mime": "application/pdf"}, {"id": "er-2757", "words": "4504", "extension": ".pdf", "flesch": "49", "author": "Bacharach, Nancy; Heck, Teresa Washut", "title": "Voices from the Field: Multiple Perspectives on a Co-Teaching in Student Teaching Model", "date": "2012", "keywords": "candidates; cooperating; model; student; teacher; teaching", "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.", "mime": "application/pdf"}, {"id": "er-2758", "words": "356", "extension": ".pdf", "flesch": "2", "author": "Marshall, James E.; Newell, Patrick; Beare, Paul", "title": "Editors' Welcome", "date": "2013", "keywords": "state; university", "summary": "Following the article are the proceedings from five conference sessions: \u2022 Kennesaw State University \u2013 Collaborative Clinical Practice by Jennifer Heckert, Toni Strieker and Maria Shaheen, Kennesaw State University \u2022 TRG/Western Kentucky University: All University Collaboration Model by Barbara Burch, Sam Evans, and David Lee, Western Kentucky University \u2022 SunBay Digital Mathematics: A Scalable Collaboration by Vivian Fueyo and George Roy, University of South Florida St. Petersburg \u2022 Winthrop University \u2013 School Partnership Network by Lisa Johnson and Jennie Rakestraw, Winthrop University \u2022 Innovative PDS Partnerships for Effective Teaching and Learning by Bradley Balch, Indiana State University \u00a0 \u00a0 In addition to the conference proceedings, the multimedia presentations submitted for this issue include: \u00a0 \u2022 Transition to Common Core: Reinventing Collaboration by Virginia (Ginny) Boris \u00a0 \u2022 Three Models of Collaboration for Emporia State University by Kenneth A. Weaver and J. Phillip Bennett \u00a0 \u2022 Microsoft Word - Editor's Welcome.docx Vol. 1, No. 2, January 2013 Editors\u2019 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.", "mime": "application/pdf"}, {"id": "er-2759", "words": "4080", "extension": ".pdf", "flesch": "47", "author": "Tracz, Susan", "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", "date": "2013", "keywords": "---0; average; items; studies; study; teacher", "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.", "mime": "application/pdf"}, {"id": "er-2760", "words": "4538", "extension": ".pdf", "flesch": "48", "author": "Heckert, Jennifer; Strieker, Toni; Shaheen, Maria", "title": "Kennesaw State University: Collaborative Clinical Practice", "date": "2013", "keywords": "classroom; development; model; participants; practice; psct; student; teacher; teaching", "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).", "mime": "application/pdf"}, {"id": "er-2761", "words": "2376", "extension": ".pdf", "flesch": "41", "author": "Burch, Barbara; Evans, Sam; Lee, David", "title": "TRG/Western Kentucky University: All University Collaboration Model", "date": "2013", "keywords": "education; faculty; program; teachers; university; wku", "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\u2019s participation in College and Career Readiness initiatives with area schools and the implementation of professional development experiences for university faculty members.", "mime": "application/pdf"}, {"id": "er-2762", "words": "2148", "extension": ".pdf", "flesch": "40", "author": "Fueyo, Vivian; Roy, George; Vahey, Phillip", "title": "SunBay Digital Mathematics: A Scalable Collaboration", "date": "2013", "keywords": "education; learning; mathematics; project; sunbay; teachers", "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.", "mime": "application/pdf"}, {"id": "er-2763", "words": "3338", "extension": ".pdf", "flesch": "32", "author": "Johnson, Lisa; Rakestraw, Jennie", "title": "Winthrop University: School Partnership Network", "date": "2013", "keywords": "development; learning; network; partnership; professional; school; teacher; university", "summary": "As candidates begin the school year with their Mentor Teachers in Partnership Network schools, they are afforded a unique opportunity to serve as \u201cjunior faculty members\u201d 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.", "mime": "application/pdf"}, {"id": "er-2764", "words": "1715", "extension": ".pdf", "flesch": "45", "author": "Balch, Bradley", "title": "Innovative PDS Partnerships for Effective Teaching and Learning", "date": "2013", "keywords": "change; education; partnership; school; teacher", "summary": "Rethinking school partnerships. Since 1992, ISU has had a continuous professional development schools (PDS) partnership with the Vigo County School Corporation.", "mime": "application/pdf"}, {"id": "er-2765", "words": "292", "extension": ".pdf", "flesch": "36", "author": "Marshall, James E.; Newell, Patrick; Beare, Paul", "title": "Editors' Welcome", "date": "2013", "keywords": "teacher", "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.", "mime": "application/pdf"}, {"id": "er-2766", "words": "1833", "extension": ".pdf", "flesch": "32", "author": "Giovannetti, Michael", "title": "The Renaissance Group: \"The Next Generation\"", "date": "2013", "keywords": "education; generation; group; renaissance; teacher", "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\u2019s mission.", "mime": "application/pdf"}, {"id": "er-2767", "words": "3489", "extension": ".pdf", "flesch": "41", "author": "Britt, Judy; Ferguson, Christine; Vare, Jonatha", "title": "Tracing a Journey of Curriculum Redesign in Education: Are We There Yet?", "date": "2013", "keywords": "childhood; curriculum; education; elementary; faculty; program; teacher", "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.", "mime": "application/pdf"}, {"id": "er-2768", "words": "4719", "extension": ".pdf", "flesch": "40", "author": "Tassell, Janet; Stobaugh, Rebecca Ruth; McDonald, Michael", "title": "Math and Science Teacher Candidates\u2019 Use of Technology to Facilitate Teaching and Learning During Student Teaching", "date": "2013", "keywords": "candidates; education; learning; programs; student; teacher; technology; use", "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.", "mime": "application/pdf"}, {"id": "er-2769", "words": "7183", "extension": ".pdf", "flesch": "55", "author": "Terry, Alice W.; Head, Catherine", "title": "The Early Findings of an Urban Education Teacher Preparation Program: A Case Study", "date": "2013", "keywords": "education; interns; middle; preparation; program; school; students; study; teacher; urban; year", "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: \u2022 Collaborative arrangements between university programs and local school districts, professional development schools (PDS); \u2022 Clear and consistent vision of teaching and learning; \u2022 Strategies employed in teacher education programs, such as case studies and teaching portfolios; and \u2022 Opportunities for initial university coursework which combine school and community fieldwork.", "mime": "application/pdf"}, {"id": "er-2770", "words": "289", "extension": ".pdf", "flesch": "45", "author": "Marshall, James E.; Newell, Patrick; Beare, Paul", "title": "Editors' Welcome", "date": "2014", "keywords": "conference", "summary": "At the conference, Dr. John Welty, President Emeritus of California State University, Fresno and Renaissance Leadership Award recipient in 2013, shared his \u201cReflection on the Future of Higher Education.\u201d Transforming Clinical Practice in Teacher Education through Pre-Service Co-Teaching and Coaching.", "mime": "application/pdf"}, {"id": "er-2771", "words": "5922", "extension": ".pdf", "flesch": "45", "author": "Murley, Lisa D.; Stobaugh, Rebecca; Jukes, Pamela; Tassell, Janet", "title": "Examining the Reliability of a Culminating Teacher Education Assessment and Discovering Areas for Reform", "date": "2014", "keywords": "assessment; education; indicator; learning; rubric; scoring; student; teacher; tws", "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.", "mime": "application/pdf"}, {"id": "er-2772", "words": "1318", "extension": ".pdf", "flesch": "27", "author": "Giovannetti, Michael; Heyning, Katy", "title": "Fall 2013 Joint Conference of TECSCU and TRG: Reflections", "date": "2014", "keywords": "conference; education; tecscu; trg", "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\u2019s 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.", "mime": "application/pdf"}, {"id": "er-2773", "words": "2031", "extension": ".pdf", "flesch": "67", "author": "Welty, John D.", "title": "Reflections on the Future of Higher Education", "date": "2014", "keywords": "education; future; learning; students", "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.", "mime": "application/pdf"}, {"id": "er-2774", "words": "5120", "extension": ".pdf", "flesch": "50", "author": "Allen, Tammy; Ammon, Scott; Breshears, Amie; Drace, Brad; Huseman, Jennifer; Jensen, Dan; Orcutt, Vicki", "title": "Common Core State Standards (CCSS) \u2013 Higher Education\u2019s Role In Developing Education Professionals: An Evaluation of the Network for Instructional Support and Enhancement (NISE) Program at the University of Central Missouri", "date": "2014", "keywords": "faculty; learning; members; mentoring; nise; orientation; process; program; research; teaching", "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.", "mime": "application/pdf"}, {"id": "er-2775", "words": "10428", "extension": ".pdf", "flesch": "44", "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", "keywords": "assessment; candidates; classroom; coaches; education; instruction; learning; practice; pre; students; teacher; teacher education; teaching", "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.", "mime": "application/pdf"}, {"id": "er-2776", "words": "1070", "extension": ".pdf", "flesch": "61", "author": "Foster, Karen", "title": "Teacher Travelers in Jamaica: Using Study Tours as Field-Based Experiences", "date": "2014", "keywords": "camp; group; jamaica; school", "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.", "mime": "application/pdf"}, {"id": "er-2777", "words": "5540", "extension": ".pdf", "flesch": "50", "author": "Murley, Lisa D.; Stobaugh, Rebecca R.; Evans, Charles S.", "title": "Introducing the Co-teaching Model in Teacher Education Clinical Practice", "date": "2014", "keywords": "education; model; p-12; strategies; student; teacher; teaching", "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.", "mime": "application/pdf"}, {"id": "er-2778", "words": "5014", "extension": ".pdf", "flesch": "48", "author": "McKenna, Corey", "title": "Motivations for Learning: Mastery Experiences in a Low Socio-economic Middle School", "date": "2014", "keywords": "beliefs; efficacy; learning; math; middle; school; self; students; study", "summary": "Such impact on math can influence middle school students\u2019 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.", "mime": "application/pdf"}, {"id": "er-2779", "words": "5383", "extension": ".pdf", "flesch": "54", "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", "keywords": "candidate; cooperating; model; strategies; table; teacher; teaching; university", "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.", "mime": "application/pdf"}, {"id": "er-2780", "words": "3960", "extension": ".pdf", "flesch": "39", "author": "Alvarado, Jose Luis; Pang, Valerie Ooka; Finley, Easter", "title": "Moving Multicultural Education Forward in Teacher Education: Integration of Cognitive Learning Theory", "date": "2014", "keywords": "curriculum; education; framework; justice; learning; pang; students; teachers; theory", "summary": "56 \u00a0 J. L. Alvarado, V. O. Pang, & E. Finley \u00a0 Introduction Today, Multicultural Education is an integral part of Teacher Education. Within this context, Multicultural Education and Teacher Education have two major goals.", "mime": "application/pdf"}, {"id": "er-2781", "words": "8002", "extension": ".pdf", "flesch": "60", "author": "Powell-Brown, Ann; Buchanan-Butterfield, Dawna Lisa; Yao, Yuankun", "title": "Stoking the Fire: What Makes a Teacher Inspirational?", "date": "2014", "keywords": "class; dispositions; education; impact; learning; passion; school; students; study; teacher; teaching", "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\u2019Allier, Elish-Piper, & Young, 2007; Thornton, 2006).", "mime": "application/pdf"}, {"id": "er-2790", "words": "3722", "extension": ".pdf", "flesch": "35", "author": "Barker, Nan; Ayala, Daniel R.", "title": "Leadership Development of Doctoral Students in a Carnegie Project on the Education Doctorate Affiliated Ed.D. Program", "date": "2017", "keywords": "data; educational; fieldwork; leadership; learning; project; research; state; student", "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.", "mime": "application/pdf"}, {"id": "er-2791", "words": "5507", "extension": ".pdf", "flesch": "42", "author": "Atkins, Charlene; McCoy, Ann", "title": "A Co-Requisite Model for Developmental Mathematics: Innovative Pathway Leads to Positive Outcomes for Education Majors", "date": "2017", "keywords": "algebra; college; course; dml; education; gateway; high; mathematics; model; school; students", "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\u2019s approach to developmental education.", "mime": "application/pdf"}, {"id": "er-2792", "words": "3423", "extension": ".pdf", "flesch": "50", "author": "Coy, Kimberly", "title": "Post Secondary educators can increase educational reach with Universal Design for Learning", "date": "2017", "keywords": "course; face; learners; options; provide; students; use", "summary": "In distance learning specific examples for student options might include: \u2022 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.", "mime": "application/pdf"}, {"id": "er-2793", "words": "6061", "extension": ".pdf", "flesch": "45", "author": "Guise, Megan; Thiessen, Krystal", "title": "From Pre-Service to Employed Teacher: Examining One Year Later the Benefits and Challenges of a Co-Teaching Clinical Experience", "date": "2017", "keywords": "education; experience; pre; service; teacher; teaching; year", "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.", "mime": "application/pdf"}, {"id": "er-2794", "words": "7537", "extension": ".pdf", "flesch": "55", "author": "Stobaugh, Rebecca; Gichuru, Margaret", "title": "Co-Teaching Practices During Student Teaching", "date": "2017", "keywords": "education; planning; school; strategies; student; student teaching; teachers; teaching; team; time", "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.", "mime": "application/pdf"}, {"id": "er-2795", "words": "6823", "extension": ".pdf", "flesch": "52", "author": "Stobaugh, Rebecca; Maxwell, Margaret; Tassell, Janet", "title": "Technology-Infused Instructional Framework: Improving Pre-service Teacher Lesson Planning", "date": "2016", "keywords": "heat; instrument; learning; lesson; pre; service; spring; students; teachers; technology; thinking", "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\u2019 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.", "mime": "application/pdf"}, {"id": "er-2796", "words": "2816", "extension": ".pdf", "flesch": "54", "author": "Dietrich, Sylvia L.; Hulan, Nancy; Kirby, Gail; Evans, Sam", "title": "Clinically Based Models of Teacher Preparation: A Snapshot of Three Systems", "date": "2016", "keywords": "candidates; education; new; preparation; school; students; teacher; teaching", "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 \u201cadaptive experts\u201d (p. 359).", "mime": "application/pdf"}, {"id": "er-2797", "words": "4417", "extension": ".pdf", "flesch": "40", "author": "Strieker, Toni Shinn; Langub, Lee; Wright, Marcia", "title": "The Evolution of Promising Practices for University Supervisors of Candidates in Yearlong Clinical Experiences", "date": "2016", "keywords": "candidate; education; supervision; supervisors; teacher; teaching; university; video", "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.", "mime": "application/pdf"}, {"id": "er-2798", "words": "3945", "extension": ".pdf", "flesch": "25", "author": "Barlow, Cathy", "title": "The Renaissance Group-Conference Abstracts 2014", "date": "2016", "keywords": "assessment; california; dean; education; fresno; state; state university; teacher; university", "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", "mime": "application/pdf"}, {"id": "er-2799", "words": "3686", "extension": ".pdf", "flesch": "34", "author": "Yun, Cathy; Bennett, Lisa", "title": "Sharing the Responsibility for Teacher Preparation: Collaborative Design of a Teaching Observation Rubric", "date": "2018", "keywords": "create; development; districts; epp; feedback; inservice; practice; rubric; standards; teacher", "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.", "mime": "application/pdf"}, {"id": "er-2800", "words": "7045", "extension": ".pdf", "flesch": "47", "author": "Smith, Linda; Farnan, Shantel; Seeger, Victoria; Wall, Timothy Jason; Kiene, David", "title": "Teacher Candidate Perceptions of Urban Field Experiences", "date": "2018", "keywords": "candidates; diversity; education; epp; experiences; field; https://eric.ed.gov/?id=ed497692; learning; nieto; perceptions; schools; students; teacher; teaching; urban", "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.", "mime": "application/pdf"}, {"id": "er-2801", "words": "6027", "extension": ".pdf", "flesch": "74", "author": "Greinke, Russell", "title": "Why didn\u2019t anyone tell us what it would really be like? How Experienced Secondary Teachers Make Sense of Their Role", "date": "2018", "keywords": "classroom; didn?t; experience; formation; identity; participants; students; study; teacher; teaching", "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.", "mime": "application/pdf"}, {"id": "er-2802", "words": "3332", "extension": ".pdf", "flesch": "30", "author": "Walters Nerren, Jannah; Sinclair, Christina; Barker, Nan; Reid, Mark; Anderson, Gina", "title": "Defining and Measuring Excellence in the Changing World of Higher Education: Case Stories from Five Colleges of Education", "date": "2018", "keywords": "college; data; education; excellence; faculty; preparation; program; teacher; texas; university", "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.", "mime": "application/pdf"}, {"id": "er-2803", "words": "1763", "extension": ".pdf", "flesch": "50", "author": "Degner, Joni L.", "title": "A System-Wide Approach to Universal Design for Learning Implementation", "date": "2018", "keywords": "leadership; novak; rodriguez; udl", "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.", "mime": "application/pdf"}, {"id": "er-2829", "words": "7395", "extension": ".pdf", "flesch": "56", "author": "Billen, Monica", "title": "#learningtoreflect: Preservice Teachers\u2019 Reflections on Instagram", "date": "2020", "keywords": "action; education; instagram; journal; noticing; participants; practice; psts; reflection; research; study; teacher; teaching; use", "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?", "mime": "application/pdf"}, {"id": "er-2830", "words": "4216", "extension": ".pdf", "flesch": "51", "author": "Black, Ernest; Rice, Ed", "title": "Desperate Measures: How Teacher Preparation Programs can Engage and Retain Black Male Teacher Candidates", "date": "2020", "keywords": "black; candidates; education; male; men; program; role; students; teachers; teaching", "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.", "mime": "application/pdf"}, {"id": "er-2831", "words": "3925", "extension": ".pdf", "flesch": "46", "author": "Bock, Marj; Caballero, Mari; O'Neal-Hixson, Kelly", "title": "The TCSEFP Hybrid eMentoring Model: A Distance Education Mentoring Model", "date": "2020", "keywords": "education; ementoring; ementors; faculty; fellows; model; program; tcsefp; teacher; university", "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).", "mime": "application/pdf"}, {"id": "er-2832", "words": "5443", "extension": ".pdf", "flesch": "40", "author": "Atkins, Charlene; Danley, Angela", "title": "Supporting Teacher Candidates During COVID-19: Lessons Learned", "date": "2020", "keywords": "covid-19; education; experience; face; instructors; learning; online; practicum; students; tcs; teacher; teaching", "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.", "mime": "application/pdf"}, {"id": "er-2833", "words": "7888", "extension": ".pdf", "flesch": "45", "author": "Rich, Gregory; Gray Smith, Linda; Alexander, Kristi", "title": "Teacher Candidates as the Teacher of Record Assists Partner School Districts With the Teacher Shortage", "date": "2020", "keywords": "administrators; districts; education; https://doi.org/10.1177/0031721717708289; missouri; northwest; record; school; state; study; support; teacher; teacher candidates; university", "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.", "mime": "application/pdf"}, {"id": "er-2839", "words": "8430", "extension": ".pdf", "flesch": "42", "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", "keywords": "candidates; education; experiences; faculty; field; impact; partnerships; pk?12; practice; program; redesign; school; students; teacher; teacher candidates; teaching; university", "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.", "mime": "application/pdf"}, {"id": "er-2840", "words": "5366", "extension": ".pdf", "flesch": "47", "author": "Miller, Libbi; Nelson, Frederick Peinado; Yun, Cathy; Bennett, Lisa; Lopez Phillips, Emy", "title": "\u201cAm I Doing What I think I\u2019m Doing?\u201d: The Importance of a Theoretical Frame when Integrating Tablets in Teacher Education", "date": "2020", "keywords": "education; faculty; learning; model; program; self; study; tablet; teacher; teaching; technology", "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.", "mime": "application/pdf"}, {"id": "er-2841", "words": "9172", "extension": ".pdf", "flesch": "49", "author": "Stobaugh, Rebecca; Everson, Kimberlee", "title": "Student Teacher Engagement in Co-Teaching Strategies", "date": "2020", "keywords": "education; elementary; program; research; strategies; strategy; student; student teaching; study; survey; teacher; teaching; use", "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?", "mime": "application/pdf"}, {"id": "er-2842", "words": "6269", "extension": ".pdf", "flesch": "51", "author": "Graham, Tammy Jeaneen; Jefferson, Renee N.", "title": "School-Based Mentoring for Middle Schoolers: The Impact on Mentees and Their Pre-Service Teacher Mentors", "date": "2020", "keywords": "education; grades; mentees; mentoring; mentors; middle; program; school; science; skills; student; teacher", "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.", "mime": "application/pdf"}, {"id": "er-2843", "words": "1218", "extension": ".pdf", "flesch": "54", "author": "Hernandez Goff, Maria", "title": "Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap", "date": "2020", "keywords": "equity; gorski; poverty; students", "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.", "mime": "application/pdf"}, {"id": "er-2844", "words": "6810", "extension": ".pdf", "flesch": "45", "author": "Walters Nerren, Jannah; Covington Hasbun, Tracey", "title": "Collaboration and Connections: Investigating the Use of Teacher Candidate-Created Protocols to Connect Research to Classroom Practice in an Educator Preparation Program", "date": "2019", "keywords": "action; candidates; classroom; education; mentor; practices; protocols; research; students; study; teacher; teacher candidates; use", "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.", "mime": "application/pdf"}, {"id": "er-2845", "words": "4261", "extension": ".pdf", "flesch": "43", "author": "Gronseth, Susie", "title": "Inclusive Design for Online and Blended Courses: Connecting Web Content Accessibility Guidelines and Universal Design for Learning", "date": "2018", "keywords": "accessibility; content; course; design; information; learners; learning; materials; options; students; udl", "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.", "mime": "application/pdf"}, {"id": "er-2846", "words": "2597", "extension": ".pdf", "flesch": "45", "author": "Farr, Wendy; Saltmarsh, Sarah", "title": "Priming Your Environment for Growth Through a Collaborative Model of Instructional Coaching", "date": "2018", "keywords": "coaching; content; iteachells; knight; language; learning; students", "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).", "mime": "application/pdf"}, {"id": "er-2847", "words": "3154", "extension": ".pdf", "flesch": "30", "author": "Easley II, Jacob", "title": "A Way Forward Toward Professionalizing Teacher Education: A Response to the AASCU Teacher Education Task Force Survey", "date": "2019", "keywords": "education; leadership; policy; preparation; professionalization; programs; state; teacher; way", "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.\u00a0", "mime": "application/pdf"}, {"id": "er-2848", "words": "1576", "extension": ".pdf", "flesch": "41", "author": "Herrera, Luz Yadira", "title": "Voices of Resistance: Interdisciplinary approaches to Chican@ children's literature", "date": "2018", "keywords": "book; children?s; literature; resistance; voices", "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.", "mime": "application/pdf"}, {"id": "er-2850", "words": "8967", "extension": ".pdf", "flesch": "47", "author": "Billen, Rhett M.; Billen, Monica", "title": "A Bioecological View of Culturally Sustaining Pedagogy", "date": "2022", "keywords": "children; classroom; context; csp; culture; development; education; educators; families; family; homework; schools; storytelling; students; teachers; theory; time; view", "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?", "mime": "application/pdf"}, {"id": "er-2852", "words": "5306", "extension": ".pdf", "flesch": "30", "author": "Leggett, Stacy; Desander, Marguerita; Evans, Sam", "title": "Partnering in Principal Preparation Program Redesign", "date": "2022", "keywords": "kentucky; leadership; partners; preparation; principal; program; redesign; school; state; university; uppi; wku; work", "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).", "mime": "application/pdf"}, {"id": "er-2914", "words": "5793", "extension": ".pdf", "flesch": "65", "author": "Danley, Angela", "title": "Teaching on Air Lessons During Covid 19: Highlighting the Work of the KMOS Summer Classroom", "date": "2022", "keywords": "classroom; grade; kmos; kmos summer; lessons; summer; summer classroom; tcs; teacher; teaching", "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.", "mime": "application/pdf"}, {"id": "er-3612", "words": "1153", "extension": ".pdf", "flesch": "54", "author": "Miller, Libbi", "title": "Review of Teacher Educators as Critical Storytellers: Effective Teachers and Windows and Mirrors", "date": "2022", "keywords": "book; educators; teacher; windows", "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.", "mime": "application/pdf"}, {"id": "er-3619", "words": "6474", "extension": ".pdf", "flesch": "47", "author": "Bauck, Kristin", "title": "I Feel Sad: The Cultural Politics of White Emotions in Pre-Service Teachers\u2019 Response to Literature", "date": "2024", "keywords": "education; emotions; literature; research; students; studies; white; whiteness; zembylas", "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\u2019s literature about immigration and refugees without getting too \u201cpolitical,\u201d a common concern in the course. Keywords: children\u2019s 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\u2019s literature about immigration and refugees.", "mime": "application/pdf"}, {"id": "er-3626", "words": "3330", "extension": ".pdf", "flesch": "43", "author": "Conley, AmyK", "title": "Community of Practice, Community of Support : IHE teacher preparation using a servingness professional development model for creating community", "date": "2023", "keywords": "community; education; educators; future; participants; students; teachers; teas", "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.", "mime": "application/pdf"}, {"id": "er-3866", "words": "10187", "extension": ".pdf", "flesch": "39", "author": "Ayala, Sandra", "title": "ChatGPT as a Universal Design for Learning Tool : Supporting College Students with Disabilities", "date": "2024", "keywords": "accessibility; accommodations; chatgpt; college; disabilities; education; help; language; learning; needs; students; support; technology; tool; udl", "summary": "The Role of Assistive Technologies in Supporting Students with Disabilities Despite the amazing availability of assistive tools aimed at supporting today\u2019s 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.", "mime": "application/pdf"}, {"id": "er-3938", "words": "703", "extension": ".pdf", "flesch": "55", "author": "Coy, Kimberly; Coy, Kimberly", "title": "Anti-racism and Universal Design for Learning: Building Expressways to Success", "date": "2023", "keywords": "design; learning", "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.", "mime": "application/pdf"}]