Cohorts, Collaboration, and Community: Does Contextual Teacher Education Really Work?

Connor, Kathy; Killmer, Nadine

doi:10.1080/01626620.2001.10463074

Cited by 10 publications

(14 citation statements)

References 1 publication

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“…Reports of negative cohort experiences abound as well (Connor and Killmer 2001;Drago-Severson et al 2001;Dyson and Hanley 2002;Mather and Hanley 1999;Reynolds and Sitharaman 2000;Ross et al 2006;Wheelan and Lisk 2000). Several researchers noted excessive socializing, misconduct, disruptive and rebellious behavior, and the formation of cliques (Eder and Enke 1991;Jaffee 2007;McFarland 2001;Milner 2004;Ridgeway 1983;Saltiel 1994;Saltiel and Russo 2001).…”

Section: Learning Community Effectsmentioning

confidence: 90%

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

Beachboard

et al. 2011

Res High Educ

141

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This study examines whether feelings of relatedness constitute a substantial means by which learning communities (cohorts) improve learning outcomes in higher education. It applies Ryan and Deci's Self-Determination Theory to an analysis of the National Survey of Student Engagement. The SDT hypothesizes that environments that support perceptions of social relatedness improve motivation, thereby positively influencing learning behavior. The authors propose that participation in cohort programs constitutes such an environment. Measuring student perceptions of the contributions of their institutions, the study found increased relatedness to peers and faculty and increased higher order thinking assignments (a control variable included in the research model) to be substantial predictors of educational outcomes relevant to literacy, critical thinking, and, especially, job preparation. The researchers suggest that institutions will want to ensure that their learning community designs enhance student feelings of relatedness.

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Section: Learning Community Effectsmentioning

confidence: 90%

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

Beachboard

et al. 2011

Res High Educ

141

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“…However, Blocker and Mantle-Bromley (1997) reported prospective teachers in a PDS as experiencing more stress. Connor and Killmer (2001) also found prospective teachers in a school-university partnership had higher ratings than those in a traditional program when rated on a Likert-scale and open-ended questionnaire. Sandholtz and Wasserman (2001) demonstrated the strengths of both PDS and traditional sites in preparing teachers through an analysis of the attitudes of student teachers regarding strengths, challenges, and program components.…”

Section: Focus On Novice Teachersmentioning

confidence: 90%

Voices Less Silenced: What Do Veteran Teachers Value in School–university Partnerships and Initial Teacher Preparation?

Snow-Gerono

2009

The Teacher Educator

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“…As part of a literature review that preceded this study (Stillman & Anderson, 2009), we read more than 100 studies and research reviews (e.g., Clift & Brady, 2005;Hollins & Guzman, 2005;Sleeter, 2001), all of which focused on preservice teachers' clinical experiences and were published within the past 25 years. Much of this research focuses on the relationship between cooperating teachers and student teachers as a context for learning (e.g., Borko & Mayfield, 1995), but few studies-excepting those focused on professional development schools (e.g., Connor & Killmer, 2001)-address how contours of student teaching placements shape what preservice teachers learn about teaching. 4 Few look comparatively at how variations in context and cooperating teacher influence new teacher development or how multiple placements influence teacher learning over time (e.g., LaBoskey & Richert, 2002).…”

Section: Background and Theoretical Frameworkmentioning

confidence: 99%

Opportunities to Teach and Learn in High-Needs Schools: Student Teachers’ Experiences in Urban Placements

Anderson

Stillman

2010

Urban Education

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This article presents findings from a qualitative study of student teachers' opportunities to learn in and for urban, high-needs schools. The analysis builds on Darling-Hammond and Bransford’s knowledge base for teaching framework to examine the role of student teaching in preparing teachers as equity-minded adaptive experts, equipped to work with diverse students in urban, high-needs schools. The study focuses on the experiences and perspectives of six preservice elementary teachers across two specialized urban teacher education programs. Findings demonstrate how placement features—in particular, cooperating teachers’ classroom-based instantiations of the external policy context—enabled and/or constrained opportunities for preservice teacher learning. Implications focus on new directions for research and practice in specialized teacher education. In conclusion, the authors call for closer investigation of what and how preservice teachers learn in and through student teaching.

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Cohorts, Collaboration, and Community: Does Contextual Teacher Education Really Work?

Cited by 10 publications

References 1 publication

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

Voices Less Silenced: What Do Veteran Teachers Value in School–university Partnerships and Initial Teacher Preparation?

Opportunities to Teach and Learn in High-Needs Schools: Student Teachers’ Experiences in Urban Placements

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