Creating an Education Pipeline: Training American Indian Teachers

The findings from this case study (Exton, 2008) add to the research on effective teacher education programs. The researcher found six factors which contributed to developing teacher identity among secondary teachers who participated in an American Indian teacher education program. The first three factors (personal, home, and community beliefs) were: 1) giving back to American Indian communities, 2) serving American Indian students, and 3) becoming empowered as American Indian teachers. The next three factors (school-based experiences) were: 4) cohort-based peer support, 5) preparation for content area expertise, and 6) teachers as role models. One of the most significant lessons from Exton’s research is about program continuity: there will be gaps in the pipeline of American Indian teachers as long as tribes are dependent on competitive government grants to support teacher education programs. The take-away message is that community partnerships between tribes, school districts, colleges and universities, and business leaders need to be maintained for long-term educational goals. Training American Indian teachers is an investment in the diversity of all communities

A Qualitative Case Study of Developing Teacher Identity among American Indian Secondary Teachers from the Ute Teacher Training Program

The purpose of this foundational study was to explore the factors that contributed to developing teacher identity among new American Indian teachers. Multifaceted research into the history of American Indian education, the design of American Indian teacher training programs, and the beliefs and experiences of four American Indian secondary teachers gave this study a richly detailed context. Three overarching patterns emerged during the process of analyzing the data: (a) solidarity and independence, (b) habit and change, and (c) tradition and invention. From these patterns, six factors were identified as contributing to developing teacher identity. School-based experiences that affected developing teacher identity included cohort-based peer support, preparation for content area expertise, and teachers as role models. Personal, home, and community beliefs that affected developing teacher identity were as follows: giving back to American Indian communities, serving American Indian students, and becoming empowered as American Indian teachers. Participants in this study represented various tribe affiliations but were all registered students in the Ute Teacher Training Program from 2002 to 2005. The goal of this program, administrated by the Ute Tribe, was to mentor, train, and certify American Indian secondary teachers through an ongoing university education program offered at a rural location close to the Ute reservation. Recommendations in the final chapter of this qualitative case study may provide useful information for the design and implementation of future American Indian teacher education programs

A Qualitative Case Study of Developing Teacher Identity among American Indian Secondary Teachers from the Ute Teacher Training Program

UteThe purpose of this foundational study was to explore the factors that contributed to developing teacher identity among new American Indian teachers. Multifaceted research into the history of American Indian education, the design of American Indian teacher training programs, and the beliefs and experiences of four American Indian secondary teachers gave this study a richly detailed contex

Drive-by English : Teaching College English to High School Students Via Interactive TV

This paper outlines challenges in and essential criteria for the success of dual-credit or concurrent-enrollment writing and literature courses delivered via interactive video technology and suggests specific strategies for administrators, instructors, and classroom facilitators regarding student selection, appropriate technology, and classroom management