The Experts below are selected from a list of 73029 Experts worldwide ranked by ideXlab platform
Colleen Conway - One of the best experts on this subject based on the ideXlab platform.
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ten years later Teachers reflect on perceptions of beginning Teachers their mentors and administrator regarding preservice music Teacher Preparation
Journal of Research in Music Education, 2012Co-Authors: Colleen ConwayAbstract:The purpose of this inquiry was to examine the current reflections of experienced Teachers on their past perceptions of preservice music Teacher Preparation as documented in the author’s previous r...
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perceptions of beginning Teachers their mentors and administrators regarding preservice music Teacher Preparation
Journal of Research in Music Education, 2002Co-Authors: Colleen ConwayAbstract:The purpose of this study was to evaluate the preservice music Teacher Preparation program at a large midwestem university (in this article called “BTU” for “Big Ten University”) through an examination of the perceptions of beginning Teachers and their mentors and administrators. Primary research participants included seven first-year Teachers from BTU's class of 1999 and seven first-year Teachers from the class of 2000. Data from these participants included individual interviews, focus group interviews, Teacher journals, classroom observations by the researcher, mentor interviews, administrator interviews, and responses on an open-ended “End-of-Year Questionnaire.”In addition, secondary participants (n = 11) completed the End-of Year Questionnaire regarding their first-year experiences and the Teacher Preparation program. Results and discussion include descriptions of the perceptions regarding the most valuable parts of Preparation and the least valuable parts of Preparation, as well as suggestions for p...
Rebecca Stern - One of the best experts on this subject based on the ideXlab platform.
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critiquing Teacher Preparation research
Journal of Teacher Education, 2015Co-Authors: Marilyn Cochransmith, Ana Maria Villegas, Linda Abrams, Laura Chavezmoreno, Tammy Mills, Rebecca SternAbstract:This is the second of a two-part article intended to offer Teacher educators a cohesive overview of the sprawling and uneven field of research on Teacher Preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on Teacher Preparation for the knowledge society and research on Teacher Preparation for diversity and equity, the second and third programs of research the authors identified through their massive review of research on initial Teacher education, 2000-2012. Guided by their “Research on Teacher Preparation as Historically Situated Social Practice” theoretical/analytic framework, the authors describe the multiple clusters of studies comprising each of these programs of research and examine the social practices in which researchers engaged within one cluster selected from each. This article also suggests new directions for research on Teacher education based on lacunae in the literature and on our analysis of the strengths and weaknesses of the existing ...
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critiquing Teacher Preparation research an overview of the field part ii
Journal of Teacher Education, 2015Co-Authors: Marilyn Cochransmith, Ana Maria Villegas, Linda Abrams, Laura Chavezmoreno, Tammy Mills, Rebecca SternAbstract:This is the first of a two-part article that aims to chart the contemporary landscape of research on Teacher Preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. Part 1 provides information about how the review was conducted and describes the theoretical/analytic framework the authors developed to guide the review. The framework combines ideas from the sociology of knowledge and research as social practice. This framework situates the research on Teacher education within salient economic, intellectual, and demographic developments of the past half century and also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside Teacher education. Part 1 also analyzes the first of three major research programs—research on Teacher Preparation accountability, effectiveness, and policies, identifying strengths and weaknesses in this body of studies.
Marilyn Cochransmith - One of the best experts on this subject based on the ideXlab platform.
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relocating Teacher Preparation to new graduate schools of education
The New Educator, 2021Co-Authors: Marilyn CochransmithAbstract:The relocation of Teacher Preparation to new graduate schools of education (nGSEs) is a highly controversial “innovation” within the rapidly expanding field of Teacher education. This introductory ...
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a study in contrasts multiple case perspectives on Teacher Preparation at new graduate schools of education
The New Educator, 2021Co-Authors: Marilyn Cochransmith, Elizabeth Stringer Keefe, Reid Jewett SmithAbstract:This article takes a multi-case perspective on Teacher Preparation at new graduate schools of education (nGSEs) across four sites. The article argues that Teacher Preparation at nGSEs is a study in...
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critiquing Teacher Preparation research
Journal of Teacher Education, 2015Co-Authors: Marilyn Cochransmith, Ana Maria Villegas, Linda Abrams, Laura Chavezmoreno, Tammy Mills, Rebecca SternAbstract:This is the second of a two-part article intended to offer Teacher educators a cohesive overview of the sprawling and uneven field of research on Teacher Preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on Teacher Preparation for the knowledge society and research on Teacher Preparation for diversity and equity, the second and third programs of research the authors identified through their massive review of research on initial Teacher education, 2000-2012. Guided by their “Research on Teacher Preparation as Historically Situated Social Practice” theoretical/analytic framework, the authors describe the multiple clusters of studies comprising each of these programs of research and examine the social practices in which researchers engaged within one cluster selected from each. This article also suggests new directions for research on Teacher education based on lacunae in the literature and on our analysis of the strengths and weaknesses of the existing ...
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critiquing Teacher Preparation research an overview of the field part ii
Journal of Teacher Education, 2015Co-Authors: Marilyn Cochransmith, Ana Maria Villegas, Linda Abrams, Laura Chavezmoreno, Tammy Mills, Rebecca SternAbstract:This is the first of a two-part article that aims to chart the contemporary landscape of research on Teacher Preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. Part 1 provides information about how the review was conducted and describes the theoretical/analytic framework the authors developed to guide the review. The framework combines ideas from the sociology of knowledge and research as social practice. This framework situates the research on Teacher education within salient economic, intellectual, and demographic developments of the past half century and also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside Teacher education. Part 1 also analyzes the first of three major research programs—research on Teacher Preparation accountability, effectiveness, and policies, identifying strengths and weaknesses in this body of studies.
Ana Maria Villegas - One of the best experts on this subject based on the ideXlab platform.
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critiquing Teacher Preparation research
Journal of Teacher Education, 2015Co-Authors: Marilyn Cochransmith, Ana Maria Villegas, Linda Abrams, Laura Chavezmoreno, Tammy Mills, Rebecca SternAbstract:This is the second of a two-part article intended to offer Teacher educators a cohesive overview of the sprawling and uneven field of research on Teacher Preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on Teacher Preparation for the knowledge society and research on Teacher Preparation for diversity and equity, the second and third programs of research the authors identified through their massive review of research on initial Teacher education, 2000-2012. Guided by their “Research on Teacher Preparation as Historically Situated Social Practice” theoretical/analytic framework, the authors describe the multiple clusters of studies comprising each of these programs of research and examine the social practices in which researchers engaged within one cluster selected from each. This article also suggests new directions for research on Teacher education based on lacunae in the literature and on our analysis of the strengths and weaknesses of the existing ...
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critiquing Teacher Preparation research an overview of the field part ii
Journal of Teacher Education, 2015Co-Authors: Marilyn Cochransmith, Ana Maria Villegas, Linda Abrams, Laura Chavezmoreno, Tammy Mills, Rebecca SternAbstract:This is the first of a two-part article that aims to chart the contemporary landscape of research on Teacher Preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. Part 1 provides information about how the review was conducted and describes the theoretical/analytic framework the authors developed to guide the review. The framework combines ideas from the sociology of knowledge and research as social practice. This framework situates the research on Teacher education within salient economic, intellectual, and demographic developments of the past half century and also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside Teacher education. Part 1 also analyzes the first of three major research programs—research on Teacher Preparation accountability, effectiveness, and policies, identifying strengths and weaknesses in this body of studies.
Linda Abrams - One of the best experts on this subject based on the ideXlab platform.
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critiquing Teacher Preparation research
Journal of Teacher Education, 2015Co-Authors: Marilyn Cochransmith, Ana Maria Villegas, Linda Abrams, Laura Chavezmoreno, Tammy Mills, Rebecca SternAbstract:This is the second of a two-part article intended to offer Teacher educators a cohesive overview of the sprawling and uneven field of research on Teacher Preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on Teacher Preparation for the knowledge society and research on Teacher Preparation for diversity and equity, the second and third programs of research the authors identified through their massive review of research on initial Teacher education, 2000-2012. Guided by their “Research on Teacher Preparation as Historically Situated Social Practice” theoretical/analytic framework, the authors describe the multiple clusters of studies comprising each of these programs of research and examine the social practices in which researchers engaged within one cluster selected from each. This article also suggests new directions for research on Teacher education based on lacunae in the literature and on our analysis of the strengths and weaknesses of the existing ...
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critiquing Teacher Preparation research an overview of the field part ii
Journal of Teacher Education, 2015Co-Authors: Marilyn Cochransmith, Ana Maria Villegas, Linda Abrams, Laura Chavezmoreno, Tammy Mills, Rebecca SternAbstract:This is the first of a two-part article that aims to chart the contemporary landscape of research on Teacher Preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. Part 1 provides information about how the review was conducted and describes the theoretical/analytic framework the authors developed to guide the review. The framework combines ideas from the sociology of knowledge and research as social practice. This framework situates the research on Teacher education within salient economic, intellectual, and demographic developments of the past half century and also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside Teacher education. Part 1 also analyzes the first of three major research programs—research on Teacher Preparation accountability, effectiveness, and policies, identifying strengths and weaknesses in this body of studies.
