Examining and Expanding the Impact of Practice-Based Teacher Education at National Louis University Faculty Research Residency Final Report 2017-18

This study investigated the perceptions about literacy preparation of recent graduates from NLU’s multiple teacher preparation programs. Specifically, the researchers surveyed NLU students who graduated between 2014-17 to determine which literacy concepts/practices they felt were most important in their first year of teaching and how well prepared they were to teach those concepts/practices. In addition, graduates were asked to consider the instructional practices they encountered during their NLU coursework and whether these practices were helpful in learning to teach literacy. Graduates were also asked to consider how well prepared they were to teach literacy in general. Initial analysis of data led the researchers to conclude the following: 1) Perception of preparedness varies by programs, with students in programs that implement more practice-based literacy learning reporting far better preparedness than students in the other programs; 2) Across programs, students find practice-based classroom experiences to be more helpful than more traditional experiences; 3) In several programs, high numbers of respondents did not appear to have opportunities to teach literacy with actual P-12 students; 4) Though there are some literacy practices that graduates seemed relatively well-prepared to teach, there are gaps between perception of importance of literacy practices and how well prepared our graduates felt to teach them. In particular, in the areas of writing, classroom discussion, and comprehension, survey respondents felt unprepared during their first year of teaching

How are teachers using primary sources to meet Common Core literacy standards in English/Language Arts, Social Studies, and Science?

The implementation of Common Core standards has affected the instructional strategies of many teachers. Among other things, the standards require active student engagement, learning along a progressive sequence of higher proficiency, and heavy use of informational texts, especially primary sources. This study evaluates the impact that Common Core literacy standards have had on the proven primary source-based strategies and practices of five teachers

Committing to Anti-Bias Anti-Racist Teaching: From Activity to Habits of Mind

With the need to prepare teacher candidates to work with an increasingly diverse student body in U.S. schools, a multi-institutional collaborative self-study group was formed to examine ways in which teacher educators could expand beyond practice-based literacy preparation to support candidates’ understanding and implementation of critical pedagogies. The self-study served as a catalyst for interrogating the identities the teacher educators brought to their practice and began a journey that transformed a focus on critical literacies into a commitment to action for change through anti-bias anti-racist work. This paper draws from group dialogue and reflective journals to examine specific practices implemented with teacher candidates to transform their practice by considering critical literacies, asset- and deficit-based language, and the identity work of teachers and students. Insights of the self-study suggest that attention to critical pedagogies must go beyond instructional activity to consider the habits of mind essential for cultivation to support a commitment to action for anti-bias anti-racist education. The paper concludes by examining these core habits of mind and their impact on the trajectory of the group’s work toward leveraging language and literacy for activism and justice in teacher education contexts

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Strategic reading groups : guiding readers in the middle grades

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A Study of the Graduates of the Adaptive Cycles of Teaching (ACT) Model: A Practice-centered Approach to Teacher Preparation

This paper reports research on a practice-based curriculum, the Adaptive Cycles of Teaching (ACT), supported by a cloud-based technology that enables coaching and feedback to preservice teacher candidates as they engage in classroom instruction. The research explored the impact of the ACT on our graduates who had been hired as classroom teachers, in particular how well they were prepared to teach balanced literacy and make an impact on student learning progressions. Seven graduates were interviewed about their instruction with an emphasis on literacy but including other content areas. Surveys were sent to principals to understand their perceptions of our graduates relative to other novice teachers they had hired. Interviews were transcribed and thematically coded to address the research questions. Classroom pre and post assessment data was reviewed along with the analysis of principal surveys from our graduate’s schools. Findings indicated that graduates who had engaged in the ACT for their teacher training developed areas of strength related to adaptive expertise in planning, instruction and analysis of teaching including the learning environment. They were engaged in assessment-centered teaching and sought leadership roles within their school. The research contributes to the promise of the ACT model for curriculum design

Print Literacy Development Uniting Cognitive and Social Practice Theories

The authors lucidly explain how we develop our abilities to read and write and offer a unified theory of literacy development that places cognitive development within a sociocultural context of literacy practices.Intro -- Contents -- 1 To Learn to Read and Write: Students Who Fail and Succeed -- 2 The LPALS Study -- 3 How Does Print Literacy Develop? -- 4 Literacy as Social Practice -- 5 Print Literacy as Cognitive Skill Development -- 6 The Seeming Incommensurability of the Social and the Cognitive -- 7 Print Literacy Development through a Widened Lens -- 8 The Course of Print Literacy Development in and out of School -- Notes -- References -- IndexThe authors lucidly explain how we develop our abilities to read and write and offer a unified theory of literacy development that places cognitive development within a sociocultural context of literacy practices.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries