University‐district partnerships and the recruitment of tomorrow's teachers: A grassroots effort for preparing quality educators through a teaching academy

Burbank, Mary D.; Bertagnole, Hilary; Carl, Shauna; Longhurst, Thalea; Powell, Karen; Dynak, Janet

doi:10.1080/08878730509555371

Cited by 6 publications

(2 citation statements)

References 14 publications

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“…Apart from the changes to the ELA curriculum, changes to the teaching context in the USA have been cultural: while the percentage of teachers self-identified as White and middle class grew larger, more students of colour and children of immigrants entered classrooms, even in communities with relatively little demographic diversity (Baber, 1995;Boutte, 1999;Burbank et al, 2005;Nieto, 2003;Sleeter, 2001;Vegas, 2009;Villegas & Lucas, 2002). Changes in information technology also prompted changes in textual production and consumption in private, civic and working life.…”

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Teaching English language arts methods in the United States: a review of the research

Pasternak

Caughlan

Hallman

et al. 2014

Review of Education

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What is the state of the English education methods course in the 21 st century? Summarizing the research in English teacher education since the last major study (Smagorinsky & Whiting, 1995) of how English teachers are prepared, the authors review the state of the profession to examine trends in the field since the recent revision of the NCTE guidelines for teacher preparation, the redefinition of what constitutes methods coursework in and across programs, the rising numbers of culturally and linguistically diverse learners, the demands of assessment and accountability, and the integration of the field experience with content. The authors review research related to teaching reading strategies, integrating fieldwork with English education coursework, addressing standards in planning and teaching, meeting the needs of English language learners, and teaching with and about technology to determine how English teacher education is adapting to the demands of educating English teachers in the 21 st century. Members of a study group at the conference determined that the field of English education "encompasses three dimensions: (1) the teaching and learning of English, broadly and inclusively defined; (2) the preparation and continuing professional support of teachers of English at all levels of education; and (3) systematic inquiry into the teaching and learning of English" (CEE, 2008a, para 1). The summit attendees stressed that central to the task of teaching English is the education and support of English instructors who, in turn, will assist their own students "to be creative, literate individuals; contributors to the cultural, social, and economic health of their communities; and fully participating and critically aware citizens of our democracy in a complex, diverse, and increasingly globalized world" (CEE, 2008a, para. 2). KeywordsExemplifying these dimensions with a set of core values clarified in their position statement (CEE, 2008b), the summit writers underscored the importance of interweaving theory and practice to prepare students at all ages to be literate, empathic individuals.Concurrently, another group of CEE members at the Atlanta summit raised the related question, "What do we know and believe about the roles of methods courses and field experiences in English education?" They asserted that programs exhibit a set of related professional experiences that "foster a sense of authority, a spirit of inquiry, and a belief in the possibility of change among prospective and inservice teachers as well as English educators" (CEE, 2008b, para. 1), experiences that promote partnerships, professional communities, and an 4 awareness of the contexts in which learners learn. CEE members stressed that methods course work infuses "content, pedagogy, and professionalism and provides opportunities for practice, reflection, and growth" (CEE, 2008b, Beliefs statements on coursework, para. 1) and that methods classes include the teaching of instructional practices that recognize the social and cultural contexts of a...

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confidence: 99%

Teaching English language arts methods in the United States: a review of the research

Pasternak

Caughlan

Hallman

et al. 2014

Review of Education

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“…The purpose of differentiating instruction is to maximize each student's growth and individual success by meeting each student's needs in the learning process (Hall, 2002). Burbank et al (2005) raised a critical problem faced by educators today, namely, the inability of the education system to produce adequate numbers of instructors from racial, ethnic, and language minority groups. Increased numbers of culturally diverse instructors would be beneficial to students and society and educators and experts in multicultural education need to work together to increase the number of culturally diverse instructors in the schools.…”

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confidence: 99%

Chinese Doctoral Students’ Perceptions of Their University Instructors in the United States

Lu-lu

Chittooran

2012

IJE

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This study examines Chinese doctoral students' perceptions regarding their U.S. university instructors' academic and interactive behaviors. The author interviewed ten Chinese doctoral students from two universities in the Midwest. Participants discussed their instructors' academic behaviors, including pedagogical knowledge, instruction, and engagement, and their interactive behaviors, including openness, availability, and respect for students. Participants compared instruction and teaching between U.S. universities and universities in China. In general, all ten participants were quite satisfied with instructors in U.S. universities. This study addresses implications for research, Chinese students and their U.S. instructors, and university administrators.

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Preparing Preservice Teachers for Diverse Urban Classrooms1

Williams¹,

Carter²

2015

Teaching at Work

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University‐district partnerships and the recruitment of tomorrow's teachers: A grassroots effort for preparing quality educators through a teaching academy

Cited by 6 publications

References 14 publications

Teaching English language arts methods in the United States: a review of the research

Teaching English language arts methods in the United States: a review of the research

Chinese Doctoral Students’ Perceptions of Their University Instructors in the United States

Preparing Preservice Teachers for Diverse Urban Classrooms1

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