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Examining the Impact of Professional Development and Coaching on Mentoring of Novice Special Educators
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Cornelius, Kyena E.; Rosenberg, Michael S.; Sandmel, Karin N. – Action in Teacher Education, 2020
The similarity of teaching assignments between mentor and novice teachers are typically regarded as necessary prerequisites for successful mentoring relationships. Yet, due to the personnel shortages and specialized teaching assignments in special education, it is not always possible to match novice special educators with veteran special…
Descriptors: Professional Development, Coaching (Performance), Beginning Teachers, Special Education Teachers
The Pursuit of a Collegial Model of Clinical Practice: The Story of One University
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Strieker, Toni S.; Lim, Woong; Hubbard, Daphne; Crovitz, Darren; Gray, Kimberly C.; Holbien, Marie; Steffen, Cherry – Action in Teacher Education, 2017
This study addresses the urgent need for change in clinical experiences that better prepare teacher candidates to negotiate the changing landscape of educational and accreditation policies and practices affecting P-12 classrooms. Specifically, the article examines the impact of a comprehensive 4-year initiative to transform traditional student…
Descriptors: Teacher Education Programs, Student Teaching, Educational Change, Program Effectiveness
Professional Development Schools: A Study of Change from the University Perspective
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Dangel, Julie Rainer; McMunn Dooley, Caitlin; Swars, Susan Lee; Truscott, Diane; Smith, Stephanie Z.; Williams, Brian – Action in Teacher Education, 2009
Teacher education is under considerable scrutiny, and as often happens with critique, changes are imminent. Levine's "Educating School Teachers" (2006) recently suggested several important changes for teacher education programs, including redesigning the teacher education curricula based on a model of professional development schools…
Descriptors: Professional Development Schools, Teacher Education Programs, Educational Change, Teacher Education Curriculum
The National Writing Project, Teachers' Writing Lives, and Student Achievement in Writing
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Whyte, Alyson; Lazatte, Alejandro; Thompson, Isabelle; Ellis, Nancy; Muse, Amanda; Talbot, Richarde – Action in Teacher Education, 2007
This survey research on National Writing Project (NWP) teachers and comparison teachers (N=35) in a southeastern state found that the NWP teachers wrote more than the comparison teachers did and that the participating teachers' writing was associated with students' achievement in writing. The pattern of the impact of writing life on achievement…
Descriptors: Preservice Teacher Education, Preservice Teachers, Academic Achievement, Writing (Composition)
Student and Cooperating Teachers: Contrasting Experiences in Teacher Preparation Programs.
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Sandholtz, Judith Haymore; Wasserman, Kathleen – Action in Teacher Education, 2001
Investigated student and cooperating teachers' experiences within traditional and Professional Development School (PDS) programs, analyzing their attitudes regarding problems, benefits, and program components. Participants encountered similar problems. Differences emerged in how programs provided support and guidance. Program features contributed…
Descriptors: Cooperating Teachers, Elementary Secondary Education, Higher Education, Preservice Teacher Education
The Effect of Program Structure on New Teachers' Employment and Program Satisfaction Patterns.
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Mantle-Bromley, Corinne; Gould, Lois M.; McWhorter, Barbara A.; Whaley, David C. – Action in Teacher Education, 2000
To determine the impact of program structure on new teachers' employment and program satisfaction patterns, data were collected from 152 students who completed three routes to licensure: a graduate-level, 10-month program; a traditional undergraduate program; or a Professional Development School (PDS) operating within the traditional program.…
Descriptors: Alternative Teacher Certification, Beginning Teachers, Elementary Secondary Education, Employment Patterns
Who Needs Student Teachers?
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Brink, Beverly; Laguardia, Armando; Grisham, Dana L.; Granby, Cheryl; Peck, Charles A. – Action in Teacher Education, 2001
Evaluated the impact of student teachers on the public school teachers and students within the Professional Development Schools (PDS) in which they were placed. Data from observations, samples of student teacher and student work, and interviews with student teachers, mentor teachers, and principals indicated that the PDS-mediated collaborations…
Descriptors: College School Cooperation, Cooperating Teachers, Elementary Education, Higher Education