Educational Administration, Theory, Research, and Practice Wayne K. Hoy and Cecil G. Miskel. New York: Random House, 1978

Yeakey, Carol Camp; Johnston, Gladys Styles

doi:10.1177/002248717903000627

Cited by 59 publications

(1 citation statement)

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“…Research has made headway in identifying HLTPs that new teachers should master (Franke et al, 2006; Sleep et al, 2007). As part of a reform initiative originating at the University of Michigan aimed at ensuring that all students have an effective teacher, TeachingWorks (2021) identified 19 practices that are applicable to all content areas and grade levels.…”

Section: Review Of Literaturementioning

confidence: 99%

Different approaches, similar results: Preparing foreign language teachers to implement high‐leverage teaching practices

Kissau

Davin

Haudeck

et al. 2023

Foreign Language Annals

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Research has identified 10 high‐leverage teaching practices (HLTPs) that can impact student learning of a foreign language. While acknowledging the importance of this work, more research is needed to inform the preparation of novice teachers to enact these practices. In response, the researchers conducted a case study involving two foreign language teacher preparation programs in the United States and Germany, to better understand how the two very different programs prepare their candidates to implement HLTPs, which HLTPs are emphasized, and how successful they are at preparing their aspiring teachers to implement one practice that has been identified in the research as particularly important (facilitating target language comprehensibility). Survey, teaching observation, and interview data collected from teacher candidates and their instructors suggested the critical nature of select HLTPs, that some of the subcomponents of one of these practices may be more challenging for novice teachers to master than others, and that there may be multiple approaches to preparing foreign language teachers to implement HLTPs.

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Section: Review Of Literaturementioning

confidence: 99%