SRATE

Abstract: The purpose of this study was to examine if the use of teaching videos would heighten teacher candidates’ ability to notice Danielson’s instructional techniques as they implemented their own classroom instruction in a clinical setting. The investigation measured teacher candidates’ performance over the course of two practicum experiences and compared the performance ratings of teacher candidates among different certification programs. The significance of this research was the use of video lessons to shed light on the intricacies of implementing the Danielson Framework for Teaching by helping teacher candidates to unpack the complexities of the model for interpretation during their practice teaching.  

Abstract: Through post-observation and general discussions our preservice teachers thought they were asking good questions by asking “why?”. While these questions are important, “why?” questions are not always effective, especially when a student responds with “I don’t know”. Such questioning techniques must be explicitly taught and practiced through the lesson planning phase. We used a situation that occurred during one of our preservice teacher’s field lesson as a teachable moment for questioning techniques. We explored the nature of classroom discourse with the preservice teachers examining their own experiences through the lens of three question types: generating discussions, probing, and exploring relationships.  

Abstract: The edTPA Teacher Performance Assessment was implemented at a regional public university to replace the previous paper-and-pencil assessment of teacher candidates' teaching effectiveness. To determine the teacher educators' impressions of using the edTPA as an assessment of readiness to teach, semi-structured interviews were conducted with 17 full-time teacher educators from 11 content areas. Findings consisted of a wide range of responses to the edTPA, from deep edTPA integration to a surface level implementation of the assessment tool. Both positive and negative impressions were found during edTPA implementation in regard to the advantages and disadvantages of the edTPA instrument.  

Abstract: This article examines perspectives of in-service teachers related to culturally responsive pedagogy and possible strategies for employing the framework in the K-12 setting. Benefits and barriers to facilitating a culturally responsive framework are explored, as well as approaches and pedagogical tools for fostering equitable and inclusive classrooms. Based on the findings, I posit the value of creating spaces for teachers to be reflective in their practice, as well as examine their own biases, to cultivate culturally responsive approaches to teaching and learning.  

Abstract: This article describes three key principles learned while visiting schools in Finland in May 2017. Specifically, the article explores how trust, collaboration, and well-being contribute to the foundation of student-centered school cultures. The use of trust-based responsibility over test-based accountability allows for greater teacher autonomy and student-centered assessments and learning experiences. Administrators, teachers, students, and the community collaborate to foster phenomenon-based real-world experiences while developing literacy skills. Ensuring students’ basic needs, providing well-resourced schools, and making sure that children feel safe, comfortable, and ready to learn are essential factors in Finland’s highly educated society. Collectively, these key principles offer teaching tips for educators to consider ways to engage students in meaningful and equitable learning experiences that result in preparing children for life – not to simply pass standardized tests.  

Abstract: Rural schools are in a precarious time currently facing funding issues, decreasing resources, dwindling populations, and difficulties hiring candidates for existing vacancies. As a result, a Midwestern university’s College of Education sought to help alleviate some of those issues by exposing its pre-service teachers to the benefits of teaching in the college’s extensive rural footprint, while emphasizing a connection between school and community. Rural Arts Day (RAD) was designed to address the critical issues facing rural schools by making pre-service teachers more aware of what rural schools can offer, through an alternative field experience in a K-12 school building. With positive results, this pilot project has become the impetus for an ongoing program to be implemented on a regular basis at sites across the state. This university/school partnership, while integrating music, writing and painting across STEM (science, technology, engineering and math) topics, focuses on school and community spirit, with an overall message of the value of teaching in a rural school.  

Abstract: For several years, the authors were involved as volunteer literacy tutors in a low-income housing development with predominantly African American residents. In this volunteer role, the authors were troubled by the ways in which the youth and their families were misunderstood and not well served by the schools. The purpose of this study is to emphasize the perceptions and the voices of children, ages 11-16, as it relates to the research question: In a school system focused on closing the achievement gap, what qualities and characteristics do children from low income backgrounds identify in teachers that demonstrate care and respect?