13 research outputs found

    Theory into Practice: The KSU PDS Model

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    The 1983 publication of A Nation at Risk: The Imperative for Educational Reform (National Commission of Excellence in Education) “initiated the longest sustained period of attention to public education in the nation’s history and ignited a new wave of interest in teacher preparation.

    The development of a model of culturally responsive science and mathematics teaching

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    This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally responsive teaching contains five thematic categories: (1) content integration, (2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development. The current model is a promising tool for comprehensively defining culturally responsive teaching in the context of teacher education as well as to guide curriculum and assessment changes aimed to increase candidates’ culturally responsive knowledge and skills in science and mathematics teaching

    Foreword

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    In her examination of Powerful Teacher Education (2006), Linda Darling-Hammond concludes that, “Clearly, a key to dramatically successful preparation of teachers is finding ever more effective ways of connecting the knowledge of the university with the knowledge of the school.

    Table of contents and editorial information for Vol. 42, no. 1, Fall 2014

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    This content includes the table of contents, editorial information, public information and more for this special issue The Kansas State University Professional Development School Partnership

    Educational Considerations, vol. 42(1) Full Issue

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    Educational Considerations, vol. 42(1)-Fall 2014-Full issu

    The Development of the KSU PDS Model: 25 Years in the Making

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    Educational improvement demands continuous change, but change is not always productive. Reflecting on the past and vision setting for the future helps chart a course for a more productive change process. Historians urge learning from history to guide future actions

    The development of a model of culturally responsive science and mathematics teaching

    Get PDF
    This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally responsive teaching contains five thematic categories: (1) content integration, (2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development. The current model is a promising tool for comprehensively defining culturally responsive teaching in the context of teacher education as well as to guide curriculum and assessment changes aimed to increase candidates’ culturally responsive knowledge and skills in science and mathematics teaching

    Theory into Practice: The KSU PDS Model

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    The 1983 publication of A Nation at Risk: The Imperative for Educational Reform (National Commission of Excellence in Education) “initiated the longest sustained period of attention to public education in the nation’s history and ignited a new wave of interest in teacher preparation.
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