International Lessons in Teacher Education

Darling‐Hammond, Linda; Burns, Dion; Campbell, Carol; Goodwin, A. Lin; Low, Ee Ling

doi:10.4324/9781315710068-22

Cited by 43 publications

(50 citation statements)

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“…Other than that, teacher knowledge decay is another possible reason for the existing knowledge gaps. So far, there has been a lot of research discussing promising programs and strategies that prepare teachers and support them throughout their career (Abd-El-Khalick & Lederman, 2000; Alves et al, 2018; Christ, Arya, & Chiu, 2017; Darling-Hammond, 2012; Feiman-Nemser, 2001; Tatto & Menter, 2019). While these programs have focused more on teacher learning, our study suggests that it is worthwhile to consider knowledge decay as an equally important factor when designing, implementing, and evaluating programs that support teacher learning.…”

Section: Discussionmentioning

confidence: 99%

Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development

Liu

Phelps

2019

Journal of Teacher Education

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Teacher professional development (PD) is seen as a promising intervention to improve teacher knowledge, instructional practice, and ultimately student learning. While research finds instances of significant program effects on teacher knowledge, little is known about how long these effects last. If teachers forget what is learned, the contribution of the intervention will be diminished. Using a large-scale data set, this study examines the sustainability of gains in teachers’ content knowledge for teaching mathematics (CKT-M). Results show that there is a negative rate of change in CKT after teachers complete the training, suggesting that the average score gain from the program is lost in just 37 days. There is, however, variation in how quickly knowledge is lost, with teachers participating in summer programs losing more rapidly than those who attend programs that occur during school years. The implications of these findings on designing and evaluating PD programs are discussed.

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Section: Discussionmentioning

confidence: 99%

Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development

Liu

Phelps

2019

Journal of Teacher Education

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“…A similar argument could be made about special education. As Darling-Hammond (2012) suggests, “Unlike other professions that expect their most skilled practitioners to take on the toughest cases, in the educational pecking order quite often the least skilled practitioners are disproportionately assigned to teach those who most need sophisticated, diagnostic practice” (p. 258). To be clear, this scenario is true for the profession overall, regardless of teachers’ affiliations with TFA.…”

Section: Discussionmentioning

confidence: 99%

“…Yet the demands of special education positions are different and require specialized training. In her instructive text about teacher education, Darling-Hammond (2012) outlines a powerful vision for preparing teachers to work with diverse learners: Particularly important is the fact that this preparation goes beyond didactic instruction focused on taxonomies of laws and disabilities, to applied work in classrooms that helps candidates develop curriculum and teaching strategies. The work is cumulative over time, embedded in many learning contexts (not just a single course), and holistic in its orientation—looking at all students as distinctive (p. 259)…”

Section: Discussionmentioning

confidence: 99%

“Good Intentions Can Only Get You So Far”: Critical Reflections From Teach For America Corps Members Placed in Special Education

Thomas

2017

Education and Urban Society

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Research on Teach For America (TFA) continues to grow, but scant scholarship has explored the experiences of its corps members working in special education in urban schools. As teachers who require in-depth knowledge of legal and liability processes as well as effective pedagogical practices, corps members in special education positions have significant demands placed on them that often lie beyond the roles and responsibilities of other TFA teachers. This article therefore focuses on the experiences of five TFA corps members placed in special education as it explores their critical reflections about the minimal preparation and support they received from TFA. In light of recent special education initiatives launched by TFA, the article raises questions about the continued involvement of TFA in the field of special education and its ability to adequately prepare corps members for the unique responsibilities served by special education teachers in the United States.

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“…There has been increasing awareness within the field of education on the need to address issues of historically underserved and underresourced schools in urban contexts, given the long-standing disparities in educational outcomes based on demographic contexts (e.g., Darling-Hammond, 2012; Leland & Murtadha, 2011; Payne, 2008). There have been a number of specific issues related to this broader scope that have emerged over the past few decades.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In both popular press and scholarly work, there has been a strong focus recently within the field of education on how to address issues of historically underserved and underresourced schools in urban contexts, particularly given the national focus on low tests scores, questions of cross-cultural achievement, and an emphasis on “college and career readiness” (e.g., Darling-Hammond, 2012; Leland & Murtadha, 2011; Payne, 2008). Within the field of teacher education, increasing attention has been paid to both the study of and the practice of best preparing early-career teachers for the challenges and possibilities that urban schools and communities offer.…”

mentioning

confidence: 99%

“So Why Is It OK Here?” Literacy Candidates Grappling With Culture/Culturally Relevant Pedagogy in Urban Fieldsites

Jacobs

2018

Urban Education

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Drawing on culturally responsive pedagogy (CRP) and the development of cultural competence, this study explores how teacher learners in a critical inquiry group narrated and discussed their urban field experiences, particularly in regard to equity-oriented literacy education. More specifically, this study demonstrates both the impact that deep-seated deficit perspectives had on how the teacher learners approached their work as educators and the tensions they felt between engaging in CRP and maintaining high standards. The article ends by offering a heuristic for “critical practice-based field experiences” as a way of contextualizing practice within school-based teacher learning.

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International Lessons in Teacher Education

Cited by 43 publications

References 1 publication

Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development

Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development

“Good Intentions Can Only Get You So Far”: Critical Reflections From Teach For America Corps Members Placed in Special Education

“So Why Is It OK Here?” Literacy Candidates Grappling With Culture/Culturally Relevant Pedagogy in Urban Fieldsites

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