Heightened emphases are on teachers and effective teaching particularly linked to the performances of students in K-12 schools. The purpose of this article is to review perspectives of teaching over a period of several decades in the literature and to investigate the perceptions of practicing teachers enrolled in graduate school regarding necessary components of effective teaching. Results indicate that many of the notions indicated in the literature as essential for effective teaching are aligned with the perceptions of educators currently enrolled in graduate school. There are definite implications embedded in the article for school leadership.
The unprecedented growth of digital literacy has sparked new mandates for Colleges of Teacher Education, challenging faculty to find innovative ways to incorporate digital literacies into curriculum. This research project paired candidates with elementary grade students for reading intervention using technology. The results provided rich descriptions of specific characteristics of the intervention which proved to be beneficial. The mixed method embedded design allowed researchers to collect both qualitative and quantitative data to provide insights into the research questions. Qualitative data showed that candidates felt that the inclusion of technology with reading intervention caused a higher level of engagement from students. Furthermore, quantitative data showed the intervention increased the reading achievement of students in the five areas of effective reading instruction.
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