9,846 research outputs found

    A Reading Apprenticeship Model for Improving Literacy: A Pre-service Teacher Case Study

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    A major challenge of today\u27s standards-based assessment movement targets the need to address and improve the achievement of struggling readers. As teacher education programs must prepare content teachers to address the challenges of teaching students who lack reading skills, we need to prepare out pre-service teachers to help students make meaning while reading any text. To accomplish such a goal, comprehension instruction must be explicit, direct, and effective. As VanDeWeghe (2004b) notes, even though students may still need development as readers at the secondary level, there may be confusion surrounding where reading instruction is addressed in the secondary curriculum. After talking with our cooperating teachers and tracking student teaching performances of our secondary English candidates, we believed that our pre-service teachers needed more effective preparation. To present important content conceptualizations, we realized our pre-service teachers must explicitly teach and use comprehension strategies with multiple texts at varying levels of difficulty. The purpose of this paper is to discuss the pilot of Gettysburg College\u27s redesign and implementation of a reading apprenticeship model developed in collaboration with two practicing secondary English teachers. After field testing at the secondary level, the model was transported to the college level for preparing secondary English pre-service teachers. [excerpt

    These Testing Obsessions Are Getting a Little Weird

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    This morning, as she was getting ready for work, my wife noticed something unusual about our son, who is in third grade. He was quietly eating breakfast, like he always does, but something about him was different. He was wearing a plain white t-shirt. He must have noticed that she was looking at him, because he looked up and said: Do you think it\u27s okay if I wear this shirt today? His wardrobe normally consists of about five t-shirts that he cycles through, one after the other, and sometimes tries to wear twice in a row if we don\u27t catch him.[excerpt

    APPR Appeals Process Report: Panels

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    [Excerpt] This report describes the characteristics of joint panels and examines where they are being used in New York State to resolve APPR teacher evaluation disputes. The information presented here was gathered by analyzing the provisions of the APPR appeal procedures, which are publicly available on the New York State Department of Education website

    It\u27s Like They\u27re Building the Airplane While It\u27s in the Air

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    One of the things I was most concerned about when I left the classroom to become a teacher educator was losing my credibility. Everybody knows the rap on teacher educators: they\u27re out of touch, too theoretical, disconnected from the everyday life of the classroom teacher. Of course, sometimes criticism is like a good joke. It\u27s only funny because it\u27s true—sometimes. [excerpt

    APPR Teacher Appeals Process Report

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    [Excerpt] The Annual Professional Performance Review (APPR) is the new teacher evaluation system adopted by New York State in 2012. Through APPR, each New York State teacher’s performance is evaluated annually. If a teacher is rated Ineffective, he or she must take part in a Teacher Improvement Plan (TIP). If a teacher is rated Ineffective for two consecutive years, the teacher may be dismissed even if that teacher has tenure. Given these potential consequences, the ability to appeal APPR ratings and how those ratings are conducted has been a major issue for teachers and their unions. Under New York Education Law 3012-c, which establishes APPR, each school district negotiates its own APPR procedure with its local teachers union, including any procedures for appealing the performance review. This report examines the APPR appeals procedures established by school districts in order to investigate the following: Which aspects of the APPR process can teachers appeal? Who has the fi nal say in that appeals process? How much time do appeals processes take? Can teachers appeal APPR issues through the regular contractual grievance-arbitration procedure? This report addresses these questions by analyzing APPR appeal procedures for all New York State school districts. The data analyzed was gathered by coding the provisions of the APPR appeal procedures, which are publicly available on the New York State Department of Education website (1)

    Are Black Colleges Producing Today\u27s African-American Lawyers?

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    In past years, almost all of America\u27s black lawyers came from historically black colleges and universities because these schools were the only ones that would admit black students. Today, it appears that black colleges are producing increasingly fewer of the nation\u27s black lawyers

    The Politics of the Education Reform Movement: Some Implications for the Future of Teacher Bargaining

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    [Excerpt] In summary, the ongoing battle over education reform and emerging demographic trends do not bode well for the success of reform efforts in this country and probably mean tougher, if nonetheless more interesting, days at the bargaining table. In recent years taxpayers have been willing to support increased expenditures for public education. But sooner or later taxpayers will want to see results. Both liberal and conservative politicians have been staunch supporters of the school reform movement, but politicians are a notoriously fickle group. To improve the quality of education, we need a sustained effort over an indefinite period of time. We need patience and resolve. But as the task of improving education gets tougher and tougher, many politicians are likely to turn their attention to other targets of opportunity. It may be that we are currently at the peak of the school reform movement — that the movement has crested and will recede in the face of political squabbles and frustrated hopes

    Piloting a Digitized Evidence-Based Assessment System

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    One of the most difficult challenges facing university-based teacher education programs is to document program effectiveness. Demands for supporting data come from a number of different constituencies including state legislators, hiring officials and parents, and state officials. The American Association of State Colleges and Universities (AASCU) survey (Wineburg, 2006) identified that institutions are besieged by the demands for data and frustrated by the time and energy required to collect and retrieve evidence. A primary recommendation emerging from the AASCU findings focused on the proactive development of institutional data systems that guide program progress and demonstrate the achievement of educational outcomes for both teacher quality and student learning. The purpose of our paper is to report on the development of a pilot effort in Pennsylvania to digitize practice-based evidence for documenting teacher candidate and program quality. [excerpt
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