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Article
Publication date: 21 November 2018

Carolyn Casale and Stephanie Thomas

The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a…

1133

Abstract

Purpose

The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States.

Design/methodology/approach

A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space.

Findings

The findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers.

Originality/value

The significance and practical implications are to develop partnerships to promote effective teaching.

Details

On the Horizon, vol. 26 no. 3
Type: Research Article
ISSN: 1074-8121

Keywords

Available. Open Access. Open Access
Article
Publication date: 14 November 2023

Carolyn Casale, C. Adrainne Thomas and Ahlam Alma Bazzi

This research study provides insight into students’ perceptions of teaching through virtual and face-to-face clinicals in an introductory education course in a pre-education…

255

Abstract

Purpose

This research study provides insight into students’ perceptions of teaching through virtual and face-to-face clinicals in an introductory education course in a pre-education program at a minority-serving institution.

Design/methodology/approach

This study took place at an urban–suburban-centered community college in the Midwestern United States and was reviewed by the higher education institutional review board (IRB). Data were collected from pre-education majors enrolled in a four-hour Introduction to Education with field experiences.

Findings

The findings indicated that both virtual and face-to-face clinicals were beneficial to the development of pre-service teachers, particularly in an early introduction to education course.

Research limitations/implications

The finding that virtual clinicals are significant to teacher growth is significant to teacher recruitment and preparation.

Practical implications

The flexibility of a virtual clinical provides greater opportunities for low-income and marginalized populations with limited means and access.

Social implications

This finding can lead to strategies to diversify teacher candidates.

Originality/value

This study sought to answer the following question: how do pre-education students reflect to understand the roles and responsibilities of teaching through virtual options vs face-to-face clinicals? The interest of this research is to expand pathways into the teaching profession to nontraditional, ethnically and culturally marginalized groups and historically underrepresented groups.

Details

School-University Partnerships, vol. 17 no. 1
Type: Research Article
ISSN: 1935-7125

Keywords

Available. Open Access. Open Access

Abstract

Details

School-University Partnerships, vol. 17 no. 1
Type: Research Article
ISSN: 1935-7125

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Article
Publication date: 1 March 1975

Tom Schultheiss and Linda Mark

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the…

124

Abstract

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Details

Reference Services Review, vol. 3 no. 3
Type: Research Article
ISSN: 0090-7324

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