The Professional Educator


Vol. 39, No. 2, 2015

Turning Teacher Education Upside Down: Enacting the Inversion of Teacher Preparation through the Symbiotic Relationship of Theory and Practice
"What does having an experience amount to unless, as it ceases to exist, it leaves behind an increment of meaning, a better understanding of something, a clearer future plan and purpose of action: in short, an idea?" (Dewey, 1933, p. 154)Teacher education...
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Moving from Traditional Teacher Education to a Field-Based Urban Teacher Education Program: One Program's Story of Reform
For the past two decades, teacher education has faced the challenge of reform from public leaders and scholars. In 1997, the National Commission on Teaching and America's Future released a report of exemplary teacher education programs. In this report,...
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Vol. 39, No. 1, Spring

Bringing Reality to Classroom Management in Teacher Education
AbstractLearning how to manage a classroom effectively is a difficult task for preservice teachers. This is compounded by the lack of attention that classroom management receives in many teacher preparation programs and in the field of education in general....
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Challenges Encountered in Building a University-High School Collaboration: A Case Study
AbstractIn this paper, we describe the second year of a multi-year project that we developed to foster collaboration between high school teachers and university undergraduates. The project incorporates specific tools that help partners find an approach...
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Vol. 38, No. 2, Fall

Taming Turbulence: An Examination of School Leadership Practice during Unstable Times
AbstractWithin the realm of K-12 education, instability is an inherent feature that school leaders must successfully manage. Turbulence, in the form of micro-level issues (day-to-day, in-house happenings) and macro-level concerns (externally imposed...
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District and University Perspectives on Sustaining Professional Development Schools: Do the NCATE Standards Matter?
AbstractProfessional development school partnerships can improve teaching and learning in our schools. To support these partnerships, the National Council for the Accreditation of Teacher Education (NCATE) developed standards for professional development...
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Vol. 38, No. 1, Spring

Faculty Research Residencies: A Response to the Problem of Enactment
AbstractCurrent reform efforts seek to redesign teacher education in alignment with a practice-based theory, a fundamental reconceptualization of higher education demanding a tighter alignment with K-12 school practices. The Faculty Research Residency...
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Critical Issues Facing School Leaders concerning Data-Informed Decision-Making
AbstractSchool systems have access to more data than ever before, but most teachers and school leaders lack the skills to use the data for student and school improvement. Current attempts to use data have lacked depth and have been more focused on accountability...
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Vol. 37, No. 2, Fall

Examining the Sustainability of Pre-Service Teachers' Visions of Literacy Instruction in Their Practice
AbstractThis is a study of teachers' visions. Five participants were followed through their pre-service years in the teacher education program and into their first year of teaching to see if their vision was sustained and whether it appeared in their...
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Teaching with a Purpose in Mind: Cultivating a Vision
AbstractAcross the nation, educators continue to face challenges as they work to individualize instruction to meet the specific needs of their students. However, theory suggests that teachers who possess a clear vision for teaching creatively weave their...
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Vol. 35, No. 1, Spring

Broadening Landscapes and Affirming Professional Capacity: A Metacognitive Approach to Teacher Induction
AbstractThe Faculty of Education at Brock University and an Ontario, Canada, self-regulatory body for the teaching profession partnered to create an innovative teacher induction project conceptualized to enable new and mentor teachers to self-affirm...
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Mentoring Relationships: Cooperating Teachers' Perspectives on Mentoring Student Interns
AbstractCooperating teachers play a vital role in the professional development of student interns. Although they serve as mentors, most cooperating teachers do not receive comprehensive or coordinated preparation for their role as effective mentors....
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Vol. 34, No. 2, Fall

The Development, Implementation, and Evaluation of a Summer School for English Language Learners
AbstractThe purposes of this paper are to explain the development processes of an intensive summer program for English language learners and to discuss course improvement strategies based on the evaluation outcomes. This 60-hr partnership program between...
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Strengthening Professional Development Partnerships While Bridging Classroom Management Instruction and Practice
IntroductionClassroom management is often noted as one of the most influential factors in determining success for first-year teachers and as the most influential factor in students' academic success (Marzano & Marzano, 2003). However, according to...
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Vol. 34, No. 1, Spring

A Local Solution to a National Problem: Preparing Preservice Candidates for Urban Middle Schools
AbstractA midwestern urban school district received a Teacher Quality Enhancement (TQE) grant from the U.S. Office of Education to deliver specialized middle-level urban teacher preparation. Five colleges and universities and the school district participated...
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Classroom Management, Bullying, and Teacher Practices
AbstractWhile bullying in schools has begun to receive attention, little is known about the relationship between classroom management and bullying in the classroom. The process for exploring this relationship will be a review of research and literature...
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Vol. 33, No. 2, Fall

The Evolving Role of a Mathematics Coach during the Implementation of Performance Standards
AbstractThe primary goal of this study was to investigate the role of the mathematics coach at Tabaka Middle School during the school's implementation of the Georgia Performance Standards through the utilization of Connected Mathematics Project materials....
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General Educators' In-Service Training and Their Self-Perceived Ability to Adapt Instruction for Students with IEPs
AbstractRecent research has suggested that the professional development general educators receive is not adequately preparing them to properly implement inclusion-based practices. In this study, data from the Study of Personnel Needs in Special Education...
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Vol. 33, No. 1, Spring

Best in Show: Teaching Old Dogs to Use New Rubrics
AbstractThis paper discusses an instructional approach designed to help preservice teachers understand how assessments can be influenced by personal biases. In order to achieve this objective, we developed an analogy-based activity called "The Dog Show...
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Learning to Mentor: Evidence and Observation as Tools in Learning to Teach
AbstractThe purpose of this study was to examine how an experienced teacher learned to mentor as she attended ongoing professional development and worked with first- and second-year teachers across one school year as part of a university/district pilot...
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Defining Teacher Educator through the Eyes of Classroom Teachers
AbstractThe purpose of this study was to analyze a sample of classroom teachers' definitions of the term teacher educator and determine whether they considered themselves to be teacher educators. The extent that classroom teachers' definitions of a teacher...
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Vol. 32, No. 2, Fall

Effective Student Teacher Supervision in the Era of No Child Left Behind
AbstractThis research study addresses the issues and challenges for university supervisors of providing supervisory feedback in the accountability climate of No Child Left Behind. Several findings are detailed in the case below and include the following:...
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Exploring Graduate Elementary Education Preservice Teachers' Initial Teaching Beliefs
AbstractStates, universities, and school districts have responded to teacher shortages by designing programs that transition college graduates into teaching careers. The result is an increase in the number of graduate preservice teachers preparing for...
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Why Do They Stay? Elementary Teachers' Perceptions of Job Satisfaction and Retention
AbstractThe purpose of this study was to identify intrinsic and extrinsic variables that influence teacher job satisfaction and retention. A survey was sent to 300 randomly selected Missouri public elementary schoolteachers in grades K-5 having 5 or...
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Vol. 32, No. 1, Spring

Teacher-Candidates' Perceptions of Schools as Professional Communities of Inquiry: A Mixed-Methods Investigation
AbstractIn North American teacher education programs, preservice students typically complete a substantial proportion of time practice teaching in schools, experiencing the extent to which professional school communities of inquiry contribute toward...
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Student Learning in a Professional Development School and a Control School
AbstractThis study investigated the impact of a Professional Development School (PDS) on student learning by comparing student achievement in a PDS and a control school. Student achievement data were collected from an elementary PDS and a matched control...
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Swimming Upstream: Shifting the Purpose of an Existing Teaching Portfolio Requirement
AbstractAs teacher-education institutions implement portfolios across contexts and for multiple purposes, assessment of their effectiveness specific to shifting programmatic goals often takes place. At the institution where this research is based, an...
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Growing Teacher Leaders in a Culture of Excellence
AbstractViewing teachers as leaders requires a paradigm shift about the concept of leadership in a school system. The Teachers as Leaders program of the Mountain Brook, Alabama Schools represents that shift and is empowering teachers to utilize their...
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