1,721,002 research outputs found
Zeichner, Kenneth M., Action Research: Personal Renewal and Social Reconstructionism, pp. 68-84 in his Teacher Education and the Struggle for Social Justice. New York: Routledge, 2009.
No full textExplains the nature of action research generally and highlights its use in teachers\u27s professional development, school change, and knowledge generated by practitioners for teacher education; argues for its place in the struggle for social justice
Looking into the Black Box of Teacher Education Policymaking in the U.S. A network analysis of stakeholder engagement in the development of state ESSA Title II plans
No full textThesis (Ph.D.)--University of Washington, 2020While interest in influencing policymaking in teacher education has moved beyond politicians and policymakers to a wider range of actors, little is known about stakeholders who are involved in the policymaking process and how they interact with each other. This multiple case study employed a mixed-method approach to examining the engagement and collaboration of organizational stakeholders in developing teacher education policy in six states in the United States and analyzed the formation and dynamics of policy networks in U.S. teacher education policy. Quantitative social network analysis (SNA) was performed to construct policy networks of stakeholders involved in the development of state Every Student Succeeds Act (ESSA) Title II plans and to investigate whether distinct coalitions emerged in the planning process. This was followed by qualitative, semi-structured narrative interviews to examine the stakeholders' engagement in the policymaking process. The quantitative analysis identified different patterns among the six states in terms of the kind of stakeholders involved in their respective state ESSA Title II plan development, the overall structure of the policy networks constituted by these stakeholders as policy actors, and the ways in which policy actors within the policy network interacted and collaborated with one another. Narratives of selected policy stakeholders revealed that they came to the ESSA Title II policy-making work from a variety of personal and professional backgrounds and were driven by very different motivations. As a result, they shared different accounts about how they perceived their engagement experiences, their interactions with other members in the policy networks, and their views of the final policy outcomes. This study contributes to the field by addressing the intersection of policy network analysis, teacher education policy development, and the theories of policymaking and decision-making. It is among the first studies to apply SNA methods to investigate the impact of policy networks on the policymaking process in the field of teacher education. It also is one of the few existing studies that identify policy coalitions in education policy networks. Additionally, it has expanded our understandings of education policy-making by situating the analysis within a broader body of theoretical perspectives
Zeichner, Kenneth M., and Hilary G. Conklin, Teacher Education Programs, pp. 645-735 in Marilyn Cockran-Smith and Kenneth Zeichner, eds., Studying Teacher Education. Mahwah, NJ: Lawrence Erlbaum, 2005.
No full textReviews research on teacher education program structures and outcomes, both traditional and alternative, and proposes a research agenda for the future
"It's Equal but It's not Fair": The experiences of Teacher Candidates of Color in a Predominantly White Institution
No full textThesis (Ph.D.)--University of Washington, 2016-06This research documents the experiences of Teacher Candidates of Color (TCCs) during their K-8 teacher preparation program at a Predominantly White Institution. The study followed the TCCs in two different learning environments: their university courses and their school placement sites in order to discover in what ways, if any, their learning experiences were afforded or constrained by their racial and cultural identities. Findings suggest that school placement sites were especially beneficial for TCCs when their cultural and linguistic heritages were congruent with the students, families, and communities in which their school placement was located. At times the TCCs’ learning opportunities were constrained by their cultural and linguistic identities. These moments were more likely to occur in the university courses due to the program’s focus on culturally responsive instruction that was not consistently demonstrated in their program. These findings have implications for how teacher preparation programs at PWIs can better focus learning experiences for TCCs. Teacher preparation programs, school districts, and communities are struggling to better meet the needs of K-12 students whose racial, cultural, and linguistic identities differ from most of their teachers. One strategy to better meet the needs of K-12 students is to increase the number of teachers of color. By increasing the number of teachers of color in the K-12 teaching workforce, the demographic gap can be reduced with the overall goal of increasing academic outcomes for all students, particularly students of color. With that goal in mind, the teacher preparation programs at PWI’s have been working to increase the number of teacher candidates of color and the findings from this study could help to both recruit and retain teacher candidates of color
Preparing Teachers to Teach Successfully in Schools in Historically Marginalized Communities
No full textThe article addresses teacher education to teach successfully in schools in Historically Marginalized Communities. In order to do that, the author explains, first of all, this concept and delves into the duality of private and public funding in education. To achieve the optimistic future he foresees, the structure of funding must change. The author also exposes two major pathways to democratic teacher education: doing a better job in preparing teachers from outside historically marginalized communities in teaching students in culturally responsive and sustaining ways and doing a better job of recruiting, preparing, and retaining teachers who live in these communities to stay there and teach. Finally, an outline of what needs to be done is presented.El artículo aborda la formación del profesorado para enseñar con éxito en escuelas de comunidades históricamente marginadas. Para ello, el autor explica, en primer lugar, este concepto y profundiza en la dualidad de la financiación privada y pública en la educación. Para alcanzar el futuro optimista que prevé, la estructura de la financiación debe cambiar. El autor también expone dos vías principales para la formación democrática del profesorado: hacer un mejor trabajo en la preparación de los profesores de fuera de las comunidades históricamente marginadas en la enseñanza de los estudiantes de manera culturalmente sensible y sostenible y hacer un mejor trabajo en la contratación, preparación y retención de los profesores que viven en estas comunidades para que se queden allí y enseñen. Por último, se presenta un esquema de lo que hay que hacer
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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