SRATE

Abstract: Colleges of Education are witnessing a decline in elementary teacher preparation programs creating an urgent need to recruit students. Part of these efforts means initiating recruitment efforts in junior and high schools. Included in these recruiting efforts is work around changing the narrative around teaching as a potential career. Here we share working with junior high school students to examine their perceptions of teachers in order to work towards closing the parity gap with recruiting efforts.  

Abstract: Preparing teacher candidates to analyze achievement data is necessary to develop the understanding of how academic data is collected and used to inform instruction. Collecting achievement data in the area of literacy includes a variety of assessments focused on reading and writing. A critical component of analyzing data involves working in collaborative data teams. This article describes the process of providing teacher candidates opportunities to analyze data in collaborative partnerships, giving them experience with using data teams to make informed instructional decisions.  

Abstract: Poverty can substantially limit access to books. Access to books is a significant predictor of academic success, and lack of access jeopardizes literacy development and expands academic achievement gaps. We examined an evolving collaborative effort to increase book access in a region in the southern United States. The collaborations involve a number of community and regionally based institutions working with a wide range of constituents. We also examined the relationship between poverty level and book access. We found a trend in increased book access for all in the region, including high poverty counties.  

Abstract: As the call for reform in STEM education has continued to increase over the past twenty-five years, new challenges arise for colleges and universities to seek high-quality professional development strategies and opportunities for faculty to upgrade and enhance their STEM teaching methodologies. Against this backdrop, the authors discuss what constitutes high-quality professional development and examine a large-scale three-year case study, involving a collaborative effort among NASA MUREP Educator Institutes for preservice-teachers and STEM education faculty from minority serving institutions. The authors analyze the resulting impacts of this professional development on various aspects of the professional practices of participating university faculty.  

Abstract: With the increasing demand for improved student achievement in mathematics, few studies have been conducted examining teacher efficacy when continuously supported through a collaborative professional learning community (PLC) structure. This study examined teacher efficacy within PLC activities in a middle school. Both the belief that mathematics instruction would result in student learning and the belief to effectively teach mathematics statistically significantly increased after one year of participation with large effects (1.15 and 1.30, respectively). The correlations between belief that mathematics instruction would result in improved student learning and in their ability to effectively teach mathematics were very strong and positive.  

Abstract: To grow and sustain field placement experiences, a group of elementary education university faculty members from a small private liberal arts university, examined strategies for teacher recruitment, retention, and recognition. Faculty members compiled and categorized data from cooperating teacher exit surveys, intern exit surveys, field observations, and consultations with cooperating teachers and our advisory board. Extrapolating scenarios and evidence from these categories, faculty brainstormed ways in which the partnership with existing schools, and the experiences for both the interns and their cooperating teacher could be strengthened. This work shares some of the challenges faced during this process as well as suggestions for making field experiences enjoyable, productive, and worthwhile for all involved.  

Abstract: This study examines freshmen education candidates’ perceptions of Title I schools prior to and following a four-day field experience in Title I schools. Analyses of pre and post-field experience surveys reveal the experience affected candidates’ perspectives. Over the course of the field experience, they developed a more favorable and optimistic perspective of Title I schools. The specific impact of the field experience and the implications for teacher education programs is discussed.  

Abstract: Determining what elementary teacher candidates need to know to effectively teach reading will aid in how preparation programs prepare future teachers. To understand state legislation targeting early reading instruction, this study compared the tenets of structured literacy, the reading method used in dyslexia programs, to scientific reading instruction. Directed content analysis of documents relevant to the research topic revealed three themes which accounted for concepts from the National Reading Panel report, Scientific Reading Instruction, and the International Dyslexia Association. Recommendations for a comprehensive scope of the content to include in reading coursework for elementary teacher candidates are provided.