Blog-Based Support for Preservice Teachers in an Afterschool Tutoring Program

2013 ◽  
Vol 42 (1) ◽  
pp. 69-84 ◽  
Author(s):  
Jennifer Moon Ro ◽  
Kathleen Magiera ◽  
Kathleen Gradel ◽  
Rhea Simmons
Keyword(s):  
Preservice Teachers ◽  
Tutoring Program ◽  
Afterschool Tutoring

Reading and inquiring in an afterschool tutoring program: Working to re-imagine the reading intervention paradigm

2020 ◽  
pp. 136548022095914
Author(s):  
Dennis S. Davis ◽  
Jill Jones ◽  
Nermin Vehabovic ◽  
Robyn DeIaco
Keyword(s):  
School Reform ◽  
Student Learning ◽  
Reading Intervention ◽  
Upper Elementary ◽  
Intervention Approach ◽  
Tutoring Program ◽  
Based Instruction ◽  
Afterschool Tutoring ◽  
Competing Priorities ◽  
Traditional Approaches

In this article, we discuss tensions that emerged as we collaborated with teachers to iteratively design and refine an afterschool reading intervention approach that emphasizes inquiry and disciplinary learning for upper elementary readers positioned as struggling in school. Our findings are organized around four design tensions that help us consider what it takes to re-imagine the ‘ofcourseness’ that dominates traditional approaches to tiered intervention in schools. These design tensions are: (1) competing priorities in student learning; (2) compromised forms of inquiry-based instruction; (3) negotiating how texts are chosen; and (4) complexities of responsiveness. These tensions underscore the messy challenges that must be addressed in school reform efforts related to reading intervention for older elementary readers.

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

Ready? Preservice Teachers' Self-Efficacy for Teaching Queer and Transgender Youth

2017 ◽  
Author(s):  
Martin H. Jones ◽  
Brennan Artrip ◽  
Tara S. Hackel ◽  
Kristopher M. Goodrich
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Transgender Youth

Preservice Teachers' Comprehension of CBM Performance Graphs

2018 ◽  
Author(s):  
Helen (Huiqing) Hu ◽  
Rayne A. Sperling ◽  
Adam Peal ◽  
Ann Marie Gardner
Keyword(s):  
Preservice Teachers
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