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Article
Publication date: 23 May 2017

Katherina Ann Payne, James V. Hoffman and Samuel DeJulio

Democracy is learned through doing, not telling. The purpose of this paper is to report the findings from an action research project where a group of fourth-grade students…

351

Abstract

Purpose

Democracy is learned through doing, not telling. The purpose of this paper is to report the findings from an action research project where a group of fourth-grade students participated in a simulation that explored the possibilities and the constraints of acting democratically, while faced with the dilemmas of environmental disaster and establishing a new society.

Design/methodology/approach

The authors studied how participating students engaged in deliberations and self-directed inquiry. The authors focused the data collection on the responses of students to the challenges presented in the simulation.

Findings

Based on the analysis of student work during the simulation and reflection on the simulation after the project, the authors documented the ways in which students critiqued authority or expressed their distrust in it, engaged in difficult deliberations around controversial issues, and developed expanded agency through inquiry-based learning.

Originality/value

This paper presented a model of inquiry learning that can be critical, i.e. examining issues of power and justice, while engaging in deliberation via a simulation that integrated social studies and English language arts. Creating space for young students to deliberate issues, steeped in values, and ethics, allows them to recognize the inherent tension and dissension necessary to a healthy democracy.

Details

Social Studies Research and Practice, vol. 12 no. 1
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 22 November 2018

Melissa Wetzel, James V. Hoffman, Beth Maloch, Saba Khan Vlach, Laura A. Taylor, Natalie Sue Svrcek, Samuel Dejulio, Ashley Martinez and Haylee Lavender

The purpose of this paper is to disrupt traditional, separate roles in preservice teacher (PT) education, moving toward hybrid mentoring spaces, which is practice-based and a…

338

Abstract

Purpose

The purpose of this paper is to disrupt traditional, separate roles in preservice teacher (PT) education, moving toward hybrid mentoring spaces, which is practice-based and a collaborative model of supporting PTs into teaching.

Design/methodology/approach

Design-based research was collaboratively enacted by a research team. The authors focused analysis on video-recorded collaborative coaching conferences, as well as shared discussions of those conferences between researchers, cooperating teachers (CTs) and field supervisors (FSs). At each of three iterations of coaching conversations, changes were made to the practice of collaborative coaching, allowing the research/design team to reflect upon practices and deepen the understanding of the development of design principles.

Findings

Three design principles of collaborative coaching grew through this research – a need for shared understanding and valuing of a coaching model amongst participants to guide decision making; a partnership between CTs and FSs in centering the PTs’ reflection on problems of practice, including the need for CTs and FSs to continually reflect on how their shifting roles toward this goal; and a relational framework including transparent communication. The authors extend these principles through two narrative vignettes and a framework that focuses on hybrid spaces for coaching.

Research limitations/implications

The research questions and design did not inquire into the relationship between collaborative coaching and PTs’ teaching practices.

Practical implications

Each narrative serves as a coaching model of how PTs, CTs and FSs, or triads, worked toward resolving practical challenges in coaching to better support PTs. The authors provide practical tools for teacher preparation programs to build collaborative relationships with teachers and schools.

Originality/value

Placing the PT into an active, leadership role in reflection on practice disrupts expert-novice and other binaries that may not serve programs that seek to prepare reflective practitioners. Previous studies have identified tensions when mentoring is not a collective process, but few studies have explored models that disrupt the two activity systems that often operate separately.

Details

International Journal of Mentoring and Coaching in Education, vol. 7 no. 4
Type: Research Article
ISSN: 2046-6854

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Publication date: 30 September 2020

Diane Kern, Aimee Morewood, Allison Swan Dagen, Miriam Martinez, Samuel DeJulio, Janis Harmon and Misty Sailors

Purpose: To describe the importance of exemplary literacy teacher preparation today, the changing landscape of teacher preparation accreditation and the recently revised and…

Abstract

Purpose: To describe the importance of exemplary literacy teacher preparation today, the changing landscape of teacher preparation accreditation and the recently revised and launched International Literacy Association (ILA) National Recognition programs.

Design: In this chapter, the authors examine the current context of literacy teacher preparation in the United States, including the changing landscape of national accreditation, national recognition, and certification requirements. Next, the authors provide a brief overview of the ILA Standards for the Preparation of Literacy Professionals 2017 (Standards 2017) (International Literacy Association (ILA), 2018) and consider how Standards 2017 may inform literacy teacher preparation programs, state standards, and certification. Then, the authors discuss how the role of reading/literacy specialist in Standards 2017 is being applied in the ILA National Recognition program. To close the chapter, the authors share guiding questions and two case studies from exemplary literacy preparation programs – West Virginia University and the University of Texas at San Antonio – in an effort to provide practical examples of program innovation and improvement in these challenging times in literacy teacher preparation.

Findings: The authors discuss the current context of teacher preparation today, the ILA Standards 2017 with specific attention to the reading/literacy specialist role and standards.

Practical Implications: ILA National Recognition program involve reflection, self-study, on-site visits by peers to support and inspire ongoing literacy teacher preparation program quality and improvement.

Details

What’s Hot in Literacy: Exemplar Models of Effective Practice
Type: Book
ISBN: 978-1-83909-874-1

Keywords

Available. Content available
Book part
Publication date: 30 September 2020

Abstract

Details

What’s Hot in Literacy: Exemplar Models of Effective Practice
Type: Book
ISBN: 978-1-83909-874-1

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Article
Publication date: 14 December 2023

Elizabeth Ries, Erica Steinitz Holyoke, Heather Dunham, Murphy K. Young, Melissa Mosley Wetzel, Criselda Garcia, Katherina Payne, Annie Garrison Wilhelm, Veronica L. Estrada, Alycia Maurer and Katie Trautman

There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an…

91

Abstract

Purpose

There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an instrumental tool for supporting change and development, especially in contexts with decentralized teacher preparation guidelines.

Design/methodology/approach

This multicase study examines cross-institutional programmatic innovations for coaching teacher candidates (TCs) and centering equity using improvement science and equity coaching. The authors explore the networked improvement community’s (NIC’s) examination of problems of practice through plan–do–study–act cycles in three coaching contexts within and across seven institutions.

Findings

Qualitative methods revealed that adapting coaching protocols can center equity and build equity-focused practices. This work highlights revisions to coaching within and across teacher preparation programs (TPPs), which the authors hope inspires extending equity-centered coaching and improvement science to new contexts. This cross-case analysis revealed program innovations for coaches, digital technologies and alignment.

Practical implications

This study addresses ongoing challenges faced by TPPs in the United States, including TCs' understandings of equity in teaching and decentralized teacher preparation that results in varied and incongruent understandings about quality teaching. This study builds on previous scholarship that examines shifts in coaching practices by disrupting silos in TPPs as examined innovations.

Originality/value

The paper offers a unique view of cross-institutional collaboration in coaching to improve transformative teaching experiences in teacher preparation field experiences.

Details

International Journal of Mentoring and Coaching in Education, vol. 13 no. 2
Type: Research Article
ISSN: 2046-6854

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