The "Outcomes for Early Career Teachers Prepared through a Pilot Residency Program in Louisiana" study examined early career outcomes for participants in the Louisiana Believe and Prepare pilot program that launched in 2014. The pilot program provided grants to school districts (known as "school systems" in Louisiana), in…

Recruitment and retention challenges are once again leading to teacher shortages in California and across the nation. Especially in urban and rural school districts, low salaries and poor working conditions often contribute to the difficulties of recruiting and keeping teachers, as can the challenges of the work itself. Newly emerging teacher…

The demographics of school-aged students in the U.S continue to shift, with increasing numbers of students coming from historically underrepresented minority populations. Yet the percentage of white, female teachers remains disproportionately high. Using a framework revised from Garmon's (2004) study in which he found experiential factors;…

Determining teacher supply in California is essential for policymakers as they analyze how current statutes and policies impact teacher recruitment, teaching incentives and teacher preparation. This report provides data collected by the Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of…

In this article, the Monmouth University partners describe our efforts to constantly explore new dimensions of learning, teaching, and teacher preparation. We begin by describing two recent initiatives developed by our partnership: the piloting and implementation of a yearlong clinical internship experience to replace traditional student teaching,…

Teacher Residencies have been highly touted as the next generation in teacher preparation, because they are applied programs that are predicated on strong partnerships and in-the-field mentoring. However, very little is known about this model as a whole. The goal of the current study is to report on the scope of teacher residencies, and compare…

This study examined the practices of four mentor teachers in a PDS context over the course of three months from March 2015-May 2015. The purpose of the study was to better understand and answer the following research questions: (1) What are the self-reported practices of mentors in the PDS context?; (2) Why do the mentors engage in these…

This report shares findings from three longitudinal studies of the Urban Teacher Residency (UTR) Project, a partnership between New Visions for Public Schools, Hunter College, and the New York City Department of Education. From 2009 to 2014, with funding from the US Department of Education's Teacher Quality Partnership (TQP) Program, UTR placed…

This article reports the analysis of two preservice teachers' narratives to highlight the process of teacher identity development during their teaching internship. The analysis showed that their teacher identities had been shaped before they entered the teacher education program where it continued to be shaped by educational experts. In that way,…

Intern teachers in Southern Alberta, Canada participated in two career education courses. As a culminating activity, intern teachers created and delivered integrated career education projects in their final practicum placements, submitted project reports, and collected standardized evaluation surveys from their students. This nonexperimental study…

Students training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this study was to measure changes in undergraduate…

Effective clinical experiences that pre-service teachers and pre-service teacher educators participate in are crucial for instruction to be highly effective and successful. However, the dynamics of different participating schools, mentors, instructors, and pre-service teachers add hundreds of variables to the quality of those experiences. How…

This paper describes a two-year action research study of 20 pre-service teachers (referred to in the context of this study as intern teachers) in their final 15-week practicum, during which they engaged in a type of action research known as collaborative inquiry. Over the course of their practicum, these intern teachers were interviewed monthly to…

Concern that practical realities in classrooms will "trump" theories has led some universities to design residency teacher education programs that maximize coherence between university coursework and field experiences. Yet, some research suggests that student teachers can learn from dissonance. This qualitative case study of one cohort…

Drawing on qualitative methodologies that integrate verbal and non-verbal texts, this study investigated novice teachers' attributions of their experiences of internship, as conveyed through a visual text. Novices were invited to design a visual text that represented their experience during internship, as part of a national call entitled…