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Northwest Journal of Teacher Education最新文献

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An Exploration of Teacher Preparation Practices with Foundational Knowledge of Literacy 基于识字基础知识的教师备课实践探索
Northwest Journal of Teacher Education Pub Date : 2020-12-01 DOI: 10.15760/nwjte.2020.15.3.2
Marla K. Robertson, L. Sharp, Roberta D. Raymond, Rebekah E. Piper
{"title":"An Exploration of Teacher Preparation Practices with Foundational Knowledge of Literacy","authors":"Marla K. Robertson, L. Sharp, Roberta D. Raymond, Rebekah E. Piper","doi":"10.15760/nwjte.2020.15.3.2","DOIUrl":"https://doi.org/10.15760/nwjte.2020.15.3.2","url":null,"abstract":"The newly released Standards for the Preparation of Literacy Professionals 2017 published by the International Literacy Association provide the basis for high-quality teacher preparation with literacy . This study was part of a larger study that was conducted to explore preparation practices that teacher educators use to promote understandings among preservice teachers for each grade-level band (i.e., Pre-K/Primary, Elementary/Intermediate, Middle/High School). The larger study was a national endeavor that used a researcher-created survey to ascertain viewpoints from teacher educators affiliated with teacher preparation programs located in the United States. For this study, the researchers retrieved qualitative survey responses related to Standard 1: Foundational Knowledge from 132 survey respondents who were mostly seasoned teaching professionals with doctoral degrees. The researchers used conceptualizations of teacher knowledge as a theoretical lens to better understand reported preparation practices. Data were analyzed systematically with three coding cycles from which three themes emerged: Teacher Educator Pedagogy, Course Content, Student and Program Expectations. The researchers also compared data collected to the components of literacy associated with Standard 1: Foundational Knowledge and learned that teacher educators do not use preparation practices that evenly focus on all components of literacy. Based upon these findings, the researchers contended that teacher educators must examine their respective preparation program curricula to ensure that all components of literacy associated with foundational knowledge are addressed sufficiently.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123555241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Social and Emotional Learning: Beyond Components and Outcomes 社交和情感学习:超越成分和结果
Northwest Journal of Teacher Education Pub Date : 2020-12-01 DOI: 10.15760/nwjte.2020.15.3.1
Lina Darwich, Tara Slaughter
{"title":"Social and Emotional Learning: Beyond Components and Outcomes","authors":"Lina Darwich, Tara Slaughter","doi":"10.15760/nwjte.2020.15.3.1","DOIUrl":"https://doi.org/10.15760/nwjte.2020.15.3.1","url":null,"abstract":"________________________________________________________________________ Social emotional learning (SEL) is the current zeitgeist in education. This collaborative self-study includes a teacher educator and her former student, a high school English Language Arts teacher. Both educators, who center relationships and social justice in their teaching, reflect on what they learned and identify and analyze three tensions experienced by the K-12 teacher: concerns about coming across as too political, responding to parent and caregiver reservations about teaching SEL, and grappling with teachers’ emotions in the classroom. Main takeaways are discussed, including the value of partnership between teacher educators and their former students in the development of teaching craft.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129422837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Social Emotional Learning for Social Emotional Justice: A Conceptual Framework for Education in the Midst of Pandemics 面向社会情感正义的社会情感学习:流行病中教育的概念框架
Northwest Journal of Teacher Education Pub Date : 2020-10-01 DOI: 10.15760/nwjte.2020.15.2.6
Higheagle Strong, Emma M. McMain
{"title":"Social Emotional Learning for Social Emotional Justice: A Conceptual Framework for Education in the Midst of Pandemics","authors":"Higheagle Strong, Emma M. McMain","doi":"10.15760/nwjte.2020.15.2.6","DOIUrl":"https://doi.org/10.15760/nwjte.2020.15.2.6","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125511918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Using Virtual Reality and Web Conferencing Technologies: Exploring Alternatives for Microteaching in a Rural Region 利用虚拟现实和网络会议技术:探索农村地区微型教学的替代方案
Northwest Journal of Teacher Education Pub Date : 2019-05-01 DOI: 10.15760/NWJTE.2019.14.1.4
R. Dixon, Cassidy S. Hall, Farjahan Shawon
{"title":"Using Virtual Reality and Web Conferencing Technologies: Exploring Alternatives for Microteaching in a Rural Region","authors":"R. Dixon, Cassidy S. Hall, Farjahan Shawon","doi":"10.15760/NWJTE.2019.14.1.4","DOIUrl":"https://doi.org/10.15760/NWJTE.2019.14.1.4","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124137867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy in a Middle School Mathematics Methods Course 如果我们可以，我们会:对中学数学方法课程中文化反应性教学自我效能感的检验
Northwest Journal of Teacher Education Pub Date : 2019-05-01 DOI: 10.15760/NWJTE.2019.14.1.3
J. Young, Jemimah L. Young, Brandon Fox, E. R. Levingston, Alana Tholen
{"title":"We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy in a Middle School Mathematics Methods Course","authors":"J. Young, Jemimah L. Young, Brandon Fox, E. R. Levingston, Alana Tholen","doi":"10.15760/NWJTE.2019.14.1.3","DOIUrl":"https://doi.org/10.15760/NWJTE.2019.14.1.3","url":null,"abstract":"Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115130996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Supporting Clinical Practice Through Rehearsals 通过预演支持临床实践
Northwest Journal of Teacher Education Pub Date : 2019-05-01 DOI: 10.15760/NWJTE.2019.14.1.2
Lubna Javeed, E. Isidro
{"title":"Supporting Clinical Practice Through Rehearsals","authors":"Lubna Javeed, E. Isidro","doi":"10.15760/NWJTE.2019.14.1.2","DOIUrl":"https://doi.org/10.15760/NWJTE.2019.14.1.2","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130285495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Relationship Between a University-Based Mentorship Program and First-Year Teachers’ Performance 大学师徒计划与一年级教师绩效的关系
Northwest Journal of Teacher Education Pub Date : 2019-05-01 DOI: 10.15760/NWJTE.2019.14.1.7
Alicia C Stapp, Laura F. Prior, C. Harmon
{"title":"The Relationship Between a University-Based Mentorship Program and First-Year Teachers’ Performance","authors":"Alicia C Stapp, Laura F. Prior, C. Harmon","doi":"10.15760/NWJTE.2019.14.1.7","DOIUrl":"https://doi.org/10.15760/NWJTE.2019.14.1.7","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121058738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Preparing Teacher Candidates to Collaborate with Families and Communities: Standards, Research, and Practice 准备教师候选人与家庭和社区合作:标准，研究和实践
Northwest Journal of Teacher Education Pub Date : 2019-05-01 DOI: 10.15760/NWJTE.2019.14.1.6
Karen Buchanan, Tomas A Buchanan
{"title":"Preparing Teacher Candidates to Collaborate with Families and Communities: Standards, Research, and Practice","authors":"Karen Buchanan, Tomas A Buchanan","doi":"10.15760/NWJTE.2019.14.1.6","DOIUrl":"https://doi.org/10.15760/NWJTE.2019.14.1.6","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122023252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Pre-service educators' understanding and perceptions of ASD before and after reading ASD narrative fiction 职前教育工作者在阅读ASD叙事小说前后对ASD的理解和认知
Northwest Journal of Teacher Education Pub Date : 2019-05-01 DOI: 10.15760/NWJTE.2019.14.1.5
B. Barrio, J. Kelley, Teresa A. Cardon
{"title":"Pre-service educators' understanding and perceptions of ASD before and after reading ASD narrative fiction","authors":"B. Barrio, J. Kelley, Teresa A. Cardon","doi":"10.15760/NWJTE.2019.14.1.5","DOIUrl":"https://doi.org/10.15760/NWJTE.2019.14.1.5","url":null,"abstract":"Abstract Pre-service teachers and other educators are expected to understand and teach students from diverse backgrounds and varying abilities. One group that is growing in all classrooms across the U.S. are students with autism spectrum disorder (ASD). As such, it is essential that teacher preparation programs prepare pre-service teachers and educators to teach students with ASD. The purpose of the research was to examine the effects of pre-service teachers understanding and perceptions about ASD before and after reading young adult literature about characters with ASD. Results of parallel mixed-method research showed an increase of positive attitudes of pre-service teachers and educators' perceptions concerning people with ASD after reading young adult fiction. In light of these findings, we recommend that teacher preparation programs provide experiential opportunities, in this case through authentic fictional books, to enhance the perceptions and understanding of students with ASD and their families.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116001127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Field Experiences in Literacy Teacher Preparation: A Snapshot of Current Practices 素养教师准备的实地经验:当前实践的快照
Northwest Journal of Teacher Education Pub Date : 2019-05-01 DOI: 10.15760/NWJTE.2019.14.1.1
L. Sharp, Rebekah E. Piper, Roberta D. Raymond
{"title":"Field Experiences in Literacy Teacher Preparation: A Snapshot of Current Practices","authors":"L. Sharp, Rebekah E. Piper, Roberta D. Raymond","doi":"10.15760/NWJTE.2019.14.1.1","DOIUrl":"https://doi.org/10.15760/NWJTE.2019.14.1.1","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131510339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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