Millennials, which includes persons born between 1982 and 2002, often have been characterized as a mixed bag with two overarching variables used in describing this population: the diverse nature of the group and the closeness that exists between them and their parents. In the case of the latter, millennials have a closeness to their parents who tend to belong to the groups euphemistically referred to as "Baby Boomers" and "Generation Xers" and who have very high expectations for their children. In their endeavor to realize these expectations for their children, parents pursue educational objectives for their children alone rather than in cooperation with other parents who may be like-minded. In the case of diversity, few articles discuss the special needs of students who are not regarded as mainstream students in American schooling-those who are culturally and linguistically different (CLD).The scarcity of discussions of CLD millennial students is especially evident when attention is paid
The accreditation process can provide an indispensable opportunity for teacher preparation programs to reflect, examine, and upgrade their assessment practices, including how they evaluate candidates' teaching dispositions. In this chapter, the authors share a teacher preparation program's step-by-step process to create a teacher disposition assessment and protocol that advances their program's goals while meeting their new accreditor's standards. Through careful review of the body of literature, Rasch analysis of their existing instrument, and their instrument protocol, the program was able to develop and validate a new, six-item teacher disposition instrument that evaluates their teacher candidates' commitment to socially just teaching, reflective practice, professional communication, enthusiasm for teaching, and respectful personal interactions.
With a focus on data driven decision making, teacher education programs need to prepare preservice teachers to analyze data while modeling data driven practices in our own programs. Research has demonstrated the effectiveness of using case studies to promote critical thinking, analysis and interpretation, and higher order thinking. This study utilized the results from surveys of residents enrolled in a clinically rich residency program to develop and implement relevant case studies for use in program coursework. The utility of using case studies in graduate coursework was evaluated through a survey of current residents. The theoretical and practical value of creating case studies based on program specific challenges, and examples of the case studies that were generated from this data will be shared.
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