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• W48005475 abstract "AbstractThis study provides a picture of the instructional practices of a selected sample of first year secondary teachers in two rural school districts with large at-risk student populations. The instructional practices of the beginning teachers were compared to the curriculum of the research-based teacher preparation program by which all were trained. The factors that supported or impeded the teachers' attempts to practice effective instruction were investigated. The study confirmed that the beginning teachers practiced much of what was taught though there were some incongruities. The study found that, despite being trained in multiple methodologies, the first year teachers predominately used direct instruction. The teachers indicated that teaching in several rooms, having multiple preparations, and having only classes with struggling learners compounded the challenges of first year teaching. They recommended that the teacher preparation program include extended field experiences with challenging learners and that the school administrators provide logistical support and more comprehensive mentoring for new teachers. They also suggested that the preparation program include instruction in collaborative teaching with other professionals and preparing students for high-stakes tests.Schools of education have come under increased scrutiny as a result of major reform reports and initiatives that called for a more effective teaching force (Levine, 2006; National Council for Accreditation of Teacher Education (NCATE), 201 0; U.S. Department of Education (USDOE) 2009, 201 1 b). The No Child Left Behind legislation, with its emphasis on teacher quality, has also brought the issue to the forefront of the movement to improve P-1 2 education (USDOE, 201 1a). In response to the latest initiative to improve teaching effectiveness, national associations and accreditation agencies have developed programs and standards meant to strengthen teacher preparation and effectiveness (AACTE, 201 1 ; NCATE, 201 0). Many colleges and universities revised teacher certification program requirements and curricula. Although there may be evidence to suggest that not all institutions are graduating teaching candidates that are prepared to meet the new demands of P-1 2 education (Levine, 2006), many universities, including the one involved in this study, assert that they have good programs that are producing effective teachers. In order to determine the validity of that conviction, however, teacher preparation programs need to examine many aspects of this complex issue by conducting field studies.The education faculty at one NCATE-accredited state university in the northeastern United States, believing that their rigorous teacher education program is producing effective secondary teachers, explored whether their graduates were, in fact, applying the methodology content of their curriculum. The preparation program includes early and extended field experiences, a progress tracking system for assessing the knowledge, skills, and dispositions of teacher candidates, and a research -based curriculum. In order to graduate and be eligible for certification, teacher candidates must have demonstrated that they can teach responsively and effectively by the end of their student teaching experience.This university specifically included a variety of research-supported instruction and assessment practices in the teacher certification program (Appendix 1). The five major components were instruction, instructional models, the learner, teacher dispositions, and classroom management. Instruction included the elements of lesson introduction, questioning, practice, use of effective resources, assessment, homework, and closure. The instructional models were direct instruction, cooperative learning, and constructivism. The learner included elements, such as engagement, learning styles, and socio-emotional intelligences. Teacher dispositions delineated positive teacher characteristics, and classroom management focused on preventative and intervention strategies. …" @default.
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• W48005475 title "What Happens when First Year Teachers Close Their Classroom Doors? An Investigation into the Instructional Practices of Beginning Teachers." @default.
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