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Introduction
Publications
Publications (47)
Within any higher education institution, there are great teachers who recognize the challenges to sustaining a commitment to highly effective teaching. The current paper explores the beliefs and practices of 10 faculty members who won an undergraduate teacher of the year award at a research-intensive institution. The paper explores the challenges f...
The literature related to warm demanding describes teachers who balance care and authority to create a learning environment that supports a culture of achievement for African American students. Embedded in this stance is sociopolitical consciousness that explicitly links teachers’ care and authority with a larger social justice agenda. Drawing on i...
In this article we describe a graduate program for practicing teachers at the University of Florida. Offered in a blended format (mostly online but supported by a local faculty member), the program embeds graduate work within school reform efforts in hard to staff schools in partner school districts up to 350 miles away from campus in order to dire...
As EdD programs are revised across the United States, it is important to understand how the development of innovative approaches to these degrees gains traction in higher education settings, especially those with a history of traditional PhD preparation. In this article, we describe the creation of a job-embedded online EdD program designed as a pr...
In the literature on culturally responsive pedagogy warm demanders are teachers who embrace values and enact practices that are central to their students’ success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be war...
This study examined the impact of a Family Math Night on preservice teachers’ perceptions of low-income parents and their engagement in their children’s education. Participants were enrolled in an elementary mathematics methods course; one section served as the treatment group. Participants were required to aid in the planning and implementation of...
This qualitative study was designed to examine teachers’ and principals’ perceptions of the impact of a graduate program designed to prepare teacher leaders. Impact was investigated through interviews with 20 graduates and 6 principals. Using Mezirow’s concept of transformational learning, the study documents perceived transformation of teachers’ f...
After an overview of the characteristics of professional learning communities (PLCs), this manuscript presents a review of 10 American studies and one English study on the impact of PLCs on teaching practices and student learning. Although, few studies move beyond self-reports of positive impact, a small number of empirical studies explore the impa...
Creating safe and productive environments with a diverse student population requires more than the strategies recommended in the original classroom-management literature. Drawing from the literature on culturally responsive classroom management, psychologically supportive classroom environments, and building resilience, the authors describe the pra...
This qualitative study examined the experiences of 10 prospective teachers completing internships in low-income, majority-minority schools while participating in a professional learning community within the context of a course that focused on culturally responsive pedagogy. Drawing primarily from interviews and online discussions, the article docum...
Personal epistemologies, individuals' beliefs about the nature of knowledge and how one comes to know, can facilitate and constrain cognition, motivation, and learning (Pintrich, 2002). They are especially relevant in teacher education because preservice teachers will become responsible for the knowledge and knowing of others. This study investigat...
Students in the Unified Elementary/Special Education Program at the University of Florida are organized into cohort groups, a common recommendation within the special education teacher education literature. Although highly effective in some instances, the literature also documents numerous problems in the use of cohorts. The current study was desig...
Policy and program decisions involve choices among different ways of preparing teachers. These choices are shrouded in increasingly contentious debates as teacher shortages reach crisis proportions. Yet, research on special education teacher education is almost nonexistent. Findings from comparative research documenting the characteristics of effec...
Grounded in the reform effort of a large state university with a history of excellence in teacher education, this book provides teacher educators and institutions with a valuable resource for navigating the choppy waters of reform. Contributors, all involved in the reform process, tell the story of the University of Florida's efforts in the mid-199...
With the passage of the No Child Left Behind Act, which mandates a 'highly qualified' teacher for every child in a Title I school by 2005–06. teacher education has become a 'front burner' political issue in Washington and statehouses across the U.S. Debates have arisen regarding how 'highly qualified' should be defined, and what type of teacher edu...
Many teacher education programs, both in special and general education, remain strongly influenced by a technological orientation. However, alternative models, derived from interpretive programs of research that focus on understanding the complexity of teachers' actions and interactions with students and contexts, have begun to make their way into...
Teachers' beliefs, attitudes, expectations, and biases have been cited as a major factor in the overrepresentation of minority children within special education placements. This article presents six common myths about black children that are held by many white teacher education students. Teacher educators in both general and special education must...
Action research and classroom assessment, school-based strategies for professionalizing teaching and reforming schools, have begun to receive attention as a strategy for accomplishing similar goals in higher education.In this article, the authors describe the important role that context plays in supporting teachers' action research efforts.The desc...
A significant body of literature has accumulated about teachers' experiences as action researchers. This literature highlights the insights teachers have when they study their own teaching and their students' learning. However, until recently action research has been confined almost exclusively to the school sector. Although teacher educators write...
An analysis of 73 portfolios, prepared by University of Florida faculty as part of the Teaching Improvement Program competition, revealed tremendous variability in the quantity, quality, and coherence of the evidence presented to support claims of excellence in teaching. By analyzing portfolios prepared by faculty members representing different col...
At the University of Florida's College of Education, two elementary teacher educators and two special education teacher educators collaborated to develop a preservice program to prepare teachers for inclusive education. The four teacher educators represented very different educational and research traditions and worked in departments that did not h...
Contends that teachers have an obligation to select classroom management strategies that help students develop skills for responsible citizenship. Asserts that involving students in participative decision making is essential to this process. Provides four guidelines and 17 subguidelines derived from classroom management research. (CFR)
Case studies of six preservice teachers were conducted to assess their emerging perspectives about the problems that confront diverse learners in classrooms, their commitment to teaching diverse learners, and their beliefs about the causes of failure for diverse learners. Students' perceptions of the influences on their perspectives including the c...
This article describes and analyzes the social interactions of twenty kindergarten children during their play with building blocks. The study applied naturalistic data collection and analytical methods to provide evidence of a variety of social negotiation strategies and differing levels of social competence of these kindergarten children. Data fro...
The effect of school context on first-year teachers' reflective judgment was investigated. Six begin ning teachers were asked to describe a problem that they had encountered in their first year of teaching and their attempted solutions. Their descriptions were analyzed to determine the teachers' level of reflective judgment. Analysis of interviews...
Ross describes and evaluates the efforts of a teacher educator to introduce teacher effectiveness research to preser vice teachers in ways that support the development of critical reflection.
As teacher educators have worked to encourage teachers to become more reflective, they have noted the important role school context plays in supporting or constraining reflection in action. This study describes one kindergarten teacher's experiences in two contrasting school contexts. The study documents the characteristics of leadership style and...
Ross and Kyle provide teacher educators with a way of presenting and discussing teacher effectiveness research in the context of the teacher education curric ulum. The authors argue that it is im perative that preservice teachers de velop an ability to use and reflect on conflicting research findings. The read ing research and direct instruction st...
Provides answers to questions commonly asked by parents concerning beginning reading instruction. Emphasizes the development of oral language competence, and reading and writing for meaning, rather than formal instruction, and drill in reading skills. (PCB)
A practical model is described for increasing teacher participation in action research by developing necessary research skills, providing assistance, and encouraging and rewarding research activity. (DF)
Presents concrete suggestions for teaching group art lessons that stimulate creative expression in children, focusing on conducting motivation sessions and providing help during ongoing activities. Three interrelated motivation processes are presented: (1) providing the children with an experience that will stimulate expression, (2) discussion to h...
Thesis (Ed. D.)--University of Virginia, 1978. Includes bibliographical references (leaves 208-214).