Complexities of Collaboration: Intensity of Mentors' Responses to Paired and Single Student Teachers

Preparing Undergraduate Pre-service Teachers Through Direct and Video-Based Performance Feedback and Tiered Supports in Early Head Start

“…Pairs of candidates were placed in EHS classrooms for the duration of this experience, spending a total of 60 h in their classrooms (three mornings per week for 6 weeks, with a seminar at the beginning and end of each day). Paired placements are associated with a range of positive benefits, including a more positive and more supportive environment marked by enhanced opportunities for peer modeling and scaffolding (Smith 2004), and opportunities to develop higher-level collaborative problem-solving both within and outside of the classroom (Ammentorp and Madden 2014;Baker and Milner 2006;Bullough et al 2003;Gardiner and Robinson 2011;Smith 2004). Beginning in week five (Table 2), candidates developed individual and collaborative activity plans under the direct supervision of classroom teachers.…”

Partnered Field Placements: Collaboration in the “Real World”

“…Research on partner placements cites increased support (Baker & Milner, 2006;Bullough et al, 2002Bullough et al, , 2003 and pedagogic risk taking as primary benefits (Bullough et al, 2002(Bullough et al, , 2003Gardiner & Robinson, 2009;Smith, 2002). Comparative studies indicate that partnered preservice teachers plan and implement more thorough and varied lessons (Baker & Milner, 2006;Bullough et al, 2002Bullough et al, , 2003 as well as more effectively contribute to students' learning (Bullough et al, 2002(Bullough et al, , 2003.…”

“…Comparative studies indicate that partnered preservice teachers plan and implement more thorough and varied lessons (Baker & Milner, 2006;Bullough et al, 2002Bullough et al, , 2003 as well as more effectively contribute to students' learning (Bullough et al, 2002(Bullough et al, , 2003. These researchers speculate that the ways in which peers give and seek advice, provide multiple perspectives, share resources, co-plan, co-teach, and intervene in each other's lessons not only push their development farther than what occurs in single placements, but also creates a context in which student learning is better supported.…”

“…Based on research indicating that partner placements are a more effective preparatory model than the traditional single placement model (Baker & Milner, 2006;Bullough et al, 2002Bullough et al, , 2003Smith, 2002) and our perceptions of the success of our first partner placement study, we implemented partner placements again. This time we expanded our focus and looked more holistically at the collaborative relationships between three ''triads'' (two preservice teachers placed with a cooperating teacher) to develop a more textured understanding of the collaborative relationships.…”

Outcomes of Community-Based Infant/ Toddler Teacher Preparation: Tiered Supports for Pre-service early Childhood Education Teachers in Early Head Start

“…Following an introductory module (Module 1) consisting of three weeks of seminar sessions and visits to diverse B-3 and preschool programs, pairs of sophomore and junior-level teacher candidates then spent a total of 60 hours each in EHS classrooms (total candidate n=13) under the direct supervision of one full-time and one part-time faculty member (Module 2, the focus of the current study). Paired placements are associated with a range of positive benefits, including a more positive and more supportive environment marked by enhanced opportunities for peer modeling and scaffolding [50], and opportunities to develop higher-level collaborative problem-solving both within and outside of the classroom [4,5,50]. Module 2 took place over three mornings per week for between four and five hours per visit.…”