Mapping the Journey of Reform and Assessment for an Elementary Education Teacher Preparation Program

Cuthrell, Kristen; Stapleton, Joy; Bullock, Ann Adams; Lys, Diana B.; Smith, Judith J.; Fogarty, Elizabeth A.

doi:10.3776/joci.2014.v8n1p67-85

Cited by 12 publications

(3 citation statements)

References 7 publications

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“…VGR involves teacher candidates viewing a series of lesson videos, completing structured observation protocols, and then debriefing with a faculty member (Cuthrell et al, 2014). Observation protocols can provide evidence for future instruction and professional development and help predict teacher candidate learning outcomes (Piburn & Sawada, 2000).…”

Section: Vgr Frameworkmentioning

confidence: 99%

Video Grand Rounds in Rural Teacher Preparation

Voytecki¹,

Tripp

Wilhite

et al. 2020

tpre

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Video Grand Rounds (VGR) were used at a rural university to prepare special education teacher candidates. Using the VGR structure, teacher candidates were taught to understand, observe, and articulate observations of classroom instruction through the use of authentic classroom videos created locally by K-12 rural special and general educators. The videos include teachers working with learners with disabilities and implementing instruction aligned with the general and adapted curriculum standards. In this paper, we report the effects of VGR on teacher candidates’ development of observation skills in an early experience course in this mixed methods study and share the design and development of templates for implementing this model.

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Section: Vgr Frameworkmentioning

confidence: 99%

Video Grand Rounds in Rural Teacher Preparation

Voytecki¹,

Tripp

Wilhite

et al. 2020

tpre

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“…Drawing on the work of Dewey [14], Whittaker and Nelson [13] explain that inquiry is not a means to an end but rather the means leading to purposeful, on-going events which are meaningful for program continuity and which move teacher educators beyond compliance. Using an inquiry approach, faculty can develop common understandings about assessment, teaching, and learning; use data for curriculum mapping and program improvement; view their analyses of student work samples as authentic ways for revising course assignments; and become knowledgeable and responsible for program coursework [12,15,16,17,18,19].…”

Section: Literature Reviewmentioning

confidence: 99%

Push-pull Relationships between Concerns and Personal Engagement: Exploring the Adoption of edTPA as an Innovation

Ogletree¹,

Kim²,

Bhatnagar³

et al. 2018

EDUCATION

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This study utilized the concerns-based adoption model (CBAM) to understand faculty's responses to the implementation of edTPA as a requirement for initial teacher certification. Two instruments were used to examine faculty's behavioral and motivational response to the policy change. Faculty representing private and public institutions across the state (N = 56) responded to both instruments. Questionnaire items were analyzed by converting raw scores to percentiles, while open-ended responses were coded by stage of concern. Positive correlations between stages of concern and levels of integration indicated that engaging in a collaborative process of analyzing candidates' scores possibly leads to a deeper understanding of edTPA as a construct and may help faculty make informed decisions about their emphasis on different aspects of edTPA in their courses. Faculty who were unconcerned or focused on personal issues were less likely to be involved in activities such as analyzing and making informed decisions utilizing student data from local and national scores. Faculty who integrated edTPA-like content into their courses were more focused on finding ways to manage time and resources related to edTPA and were more involved in collaboration with other faculty members. Opportunities for collective data analysis within institutions may have played an important role in faculty's involvement in assessing personal strengths and areas of improvement in preparing candidates to pass edTPA in the consequential year.

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“…As state and national teacher-preparation accrediting agencies are undergoing transformation, literacy-instruction preparation is imperative to developing an elementary teacher (Cuthrell et al, 2014). Although the curricular areas of mathematics, science, and literacy are all taught in an elementary teacher-preparation programs, literacy instruction requires greater credit hours to be fulfilled (Department of Elementary and Secondary Education [DESE], 2016).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Bridging Whole-Student Understanding Between Elementary Students and Preservice Teachers

Ingraham¹,

Nuttall²

2017

EJES

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This qualitative study reviewed the preparedness of preservice teachers to meet the needs of struggling readers in an urban Florida school. The research was guided by the overarching question: What is the impact of targeted diversity training on rural university preservice teachers when creating performance-based tasks (PBTs) for urban-core elementary lowperforming students? The research reviewed the impacts of specific diversity training of preservice teachers on quality construction of a PBT intended to meet the needs of diverse, urban-core, and academically struggling elementary students. Data triangulation was employed by reviewing researcher field notes during the targeted-diversity training sessions, a student pre-and posttreatment survey, and archived communication with the program's philanthropic liaison. Data were analyzed using open coding to allow themes to emerge. Key findings indicated common impacts through the lenses of logistics, collaboration, and reality. Implications speak to preservice teachers, educational partnering, and future teacher employment.

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Mapping the Journey of Reform and Assessment for an Elementary Education Teacher Preparation Program

Cited by 12 publications

References 7 publications

Video Grand Rounds in Rural Teacher Preparation

Video Grand Rounds in Rural Teacher Preparation

Push-pull Relationships between Concerns and Personal Engagement: Exploring the Adoption of edTPA as an Innovation

The Impact of Bridging Whole-Student Understanding Between Elementary Students and Preservice Teachers

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