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In this article, a report is provided of a review of literature on reflection, in particular focusing on strategies which assist its development in preservice programs. Next there is outlined a research project where types of reflection have been defined and applied to an analysis of student writing. 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S.", "lastName": "Sherwood" } ], "abstractNote": "The same high stakes accountability measures that have shaped the K-12 educational context over the past decade have become part of the university teacher preparation landscape. National accrediting organizations have created more rigorous, outcomes-based accountability measures for teacher preparation programs. Educational stakeholders offer mixed reviews about the value and impact of these accreditation efforts. In this article, however, we argue that such external evaluation measures when paired with our own internal evaluation processes have generated meaningful changes to our elementary teacher preparation program.", "publicationTitle": "The New Educator", "publisher": "", "place": "", "date": "January 2, 2015", "volume": "11", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "4-23", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/1547688X.2015.1001263", "citationKey": "", "url": "http://dx.doi.org/10.1080/1547688X.2015.1001263", "accessDate": "2015-03-06T17:50:11Z", "PMID": "", "PMCID": "", "ISSN": "1547-688X", "archive": "", "archiveLocation": "", "shortTitle": "Using Internal and External Evaluation to Shape Teacher Preparation Curriculum", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "GRC7CU6H" ], "relations": {}, "dateAdded": "2015-03-06T17:50:11Z", "dateModified": "2015-03-06T17:50:11Z" } }, { "key": "AUPZI6JS", "version": 14, "library": { "type": "group", "id": 322075, "name": "Teacher Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/teacher_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/322075/items/AUPZI6JS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teacher_education/items/AUPZI6JS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 949324, "username": "JenniferSloan", "name": "Jennifer Sloan", "links": { "alternate": { "href": "https://www.zotero.org/jennifersloan", "type": "text/html" } } }, "creatorSummary": "Lasater et al.", "parsedDate": "2014", "numChildren": 1 }, "data": { "key": "AUPZI6JS", "version": 14, "itemType": "conferencePaper", "title": "Utilizing On-line Fluency-Building Games To Enhance Certification Exam Preparation for Teacher Education Students", "creators": [ { "creatorType": "author", "firstName": "Mary", "lastName": "Lasater" }, { "creatorType": "author", "firstName": "Sherry", "lastName": "Vafa" }, { "creatorType": "author", "firstName": "Ali", "lastName": "Tavakkoli" }, { "creatorType": "author", "firstName": "Mary", "lastName": "Lasater" }, { "creatorType": "author", "firstName": "Sherry", "lastName": "Vafa" }, { "creatorType": "author", "firstName": "Ali", "lastName": "Tavakkoli" } ], "abstractNote": "In its preliminary stages, this study is examining the effects of utilizing gaming activities embedded within a learning management system (LMS) as study tools to assist students in preparation for specific state teacher certification exams. A commercial Interactivity Builder (Raptivity®) will be used to create the interactions to be embedded within Blackboard™. It is anticipated that students will utilize the new study platform and improved tracking of student participation will result and will lead to additional study courses to prepare future teachers.", "proceedingsTitle": "", "conferenceName": "World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education", "publisher": "", "place": "", "date": "2014", "eventPlace": "", "volume": "2014", "issue": "", "numberOfVolumes": "", "pages": "1106-1109", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://www.editlib.org/p/149101/", "accessDate": "2015-03-06T17:43:38Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "www.editlib.org", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "GRC7CU6H" ], "relations": {}, "dateAdded": "2015-03-06T17:43:38Z", "dateModified": "2015-03-06T17:43:38Z" } }, { "key": "PBBWWSNR", "version": 14, "library": { "type": "group", "id": 322075, "name": "Teacher Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/teacher_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/322075/items/PBBWWSNR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teacher_education/items/PBBWWSNR", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/322075/items/AUPZI6JS", "type": "application/json" } }, "meta": { "createdByUser": { "id": 949324, "username": "JenniferSloan", "name": "Jennifer Sloan", "links": { "alternate": { "href": "https://www.zotero.org/jennifersloan", "type": "text/html" } } } }, "data": { "key": "PBBWWSNR", "version": 14, "parentItem": "AUPZI6JS", "itemType": "attachment", "linkMode": "linked_url", "title": "Snapshot", "accessDate": "2015-03-06T17:43:38Z", "url": "http://www.editlib.org/noaccess/149101/", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-03-06T17:43:38Z", "dateModified": "2015-03-06T17:43:38Z" } }, { "key": "BE8H5X86", "version": 13, "library": { "type": "group", "id": 322075, "name": "Teacher Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/teacher_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/322075/items/BE8H5X86", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teacher_education/items/BE8H5X86", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/322075/items/294H22BJ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 949324, "username": "JenniferSloan", "name": "Jennifer Sloan", "links": { "alternate": { "href": "https://www.zotero.org/jennifersloan", "type": "text/html" } } } }, "data": { "key": "BE8H5X86", "version": 13, "parentItem": "294H22BJ", "itemType": "attachment", "linkMode": "linked_url", "title": "ScienceDirect Snapshot", "accessDate": "2015-03-06T17:41:04Z", "url": "http://www.sciencedirect.com/science/article/pii/S0049089X14001835", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-03-06T17:41:04Z", "dateModified": "2015-03-06T17:41:04Z" } }, { "key": "294H22BJ", "version": 13, "library": { "type": "group", "id": 322075, "name": "Teacher Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/teacher_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/322075/items/294H22BJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teacher_education/items/294H22BJ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 949324, "username": "JenniferSloan", "name": "Jennifer Sloan", "links": { "alternate": { "href": "https://www.zotero.org/jennifersloan", "type": "text/html" } } }, "creatorSummary": "Blanchard and Muller", "numChildren": 2 }, "data": { "key": "294H22BJ", "version": 13, "itemType": "journalArticle", "title": "Gatekeepers of the American Dream: How teachers’ perceptions shape the academic outcomes of immigrant and language-minority students", "creators": [ { "creatorType": "author", "firstName": "Sarah", "lastName": "Blanchard" }, { "creatorType": "author", "firstName": "Chandra", "lastName": "Muller" } ], "abstractNote": "High school teachers evaluate and offer guidance to students as they approach the transition to college based in part on their perceptions of the student's hard work and potential to succeed in college. Their perceptions may be especially crucial for immigrant and language-minority students navigating the U.S. educational system. Using the Educational Longitudinal Study of 2002 (ELS:2002), we consider how the intersection of nativity and language-minority status may (1) inform teachers’ perceptions of students’ effort and college potential, and (2) shape the link between teachers’ perceptions and students’ academic progress towards college (grades and likelihood of advancing to more demanding math courses). We find that teachers perceive immigrant language-minority students as hard workers, and that their grades reflect that perception. However, these same students are less likely than others to advance in math between the sophomore and junior years, a critical point for preparing for college. Language-minority students born in the U.S. are more likely to be negatively perceived. Yet, when their teachers see them as hard workers, they advance in math at the same rates as nonimmigrant native English speaking peers. Our results demonstrate the importance of considering both language-minority and immigrant status as social dimensions of students’ background that moderate the way that high school teachers’ perceptions shape students’ preparation for college.", "publicationTitle": "Social Science Research", "publisher": "", "place": "", "date": "", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Social Science Research", "DOI": "10.1016/j.ssresearch.2014.10.003", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S0049089X14001835", "accessDate": "2015-03-06T17:41:04Z", "PMID": "", "PMCID": "", "ISSN": "0049-089X", "archive": "", "archiveLocation": "", "shortTitle": "Gatekeepers of the American Dream", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "American Dream", "type": 1 }, { "tag": "College preparation", "type": 1 }, { "tag": "Grades", "type": 1 }, { "tag": "Immigrants", "type": 1 }, { "tag": "Language-minority", "type": 1 }, { "tag": "Teachers’ perceptions", "type": 1 } ], "collections": [ "CVETGXJG" ], "relations": {}, "dateAdded": "2015-03-06T17:41:04Z", "dateModified": "2015-03-06T17:41:04Z" } }, { "key": "KV6WVGND", "version": 13, "library": { "type": "group", "id": 322075, "name": "Teacher Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/teacher_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/322075/items/KV6WVGND", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teacher_education/items/KV6WVGND", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/322075/items/294H22BJ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 949324, "username": "JenniferSloan", "name": "Jennifer Sloan", "links": { "alternate": { "href": "https://www.zotero.org/jennifersloan", "type": "text/html" } } } }, "data": { "key": "KV6WVGND", "version": 13, "parentItem": "294H22BJ", "itemType": "attachment", "linkMode": "linked_url", "title": "ScienceDirect Full Text PDF", "accessDate": "2015-03-06T17:41:04Z", "url": "http://www.sciencedirect.com/science/article/pii/S0049089X14001835/pdfft?md5=adda33cc61db67de72f0305732e6632b&pid=1-s2.0-S0049089X14001835-main.pdf", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-03-06T17:41:04Z", "dateModified": "2015-03-06T17:41:04Z" } }, { "key": "C6KPDEC2", "version": 12, "library": { "type": "group", "id": 322075, "name": "Teacher Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/teacher_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/322075/items/C6KPDEC2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teacher_education/items/C6KPDEC2", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/322075/items/5S59FN22", "type": "application/json" } }, "meta": { "createdByUser": { "id": 949324, "username": "JenniferSloan", "name": "Jennifer Sloan", "links": { "alternate": { "href": "https://www.zotero.org/jennifersloan", "type": "text/html" } } } }, "data": { "key": "C6KPDEC2", "version": 12, "parentItem": "5S59FN22", "itemType": "attachment", "linkMode": "linked_url", "title": "Snapshot", "accessDate": "2015-03-06T17:33:20Z", "url": "http://www.tandfonline.com/doi/abs/10.1080/13613324.2011.646256#.VPnkmyxFgUM", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-03-06T17:33:20Z", "dateModified": "2015-03-06T17:33:20Z" } }, { "key": "5S59FN22", "version": 12, "library": { "type": "group", "id": 322075, "name": "Teacher Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/teacher_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/322075/items/5S59FN22", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teacher_education/items/5S59FN22", "type": "text/html" } }, "meta": { "createdByUser": { "id": 949324, "username": "JenniferSloan", "name": "Jennifer Sloan", "links": { "alternate": { "href": "https://www.zotero.org/jennifersloan", "type": "text/html" } } }, "creatorSummary": "Buehler", "parsedDate": "2013-11-01", "numChildren": 2 }, "data": { "key": "5S59FN22", "version": 12, "itemType": "journalArticle", "title": "‘There’s a problem, and we’ve got to face it’: how staff members wrestled with race in an urban high school", "creators": [ { "creatorType": "author", "firstName": "Jennifer", "lastName": "Buehler" } ], "abstractNote": "Educators who initiate school reform work often find that attempts to raise student achievement and change school culture are derailed when staff members refuse to address issues of race. At the same time, staff members who collectively resist engaging in discussions of racism and racial inequality may be actively involved in their own individual processes of ‘wrestling with race’. This was the case at an urban high school in the US where staff members were engaged in a reform effort designed to change ‘toxic' school culture. Staff members' collective refusal to examine racial discipline and achievement patterns masked the ways in which individuals struggled privately with a variety of race-based questions, tensions, and dilemmas. In a school where references to race were routinely encoded in forms of everyday talk, staff members positioned students and each other racially, read their colleagues' interactions with students and each other through a racialized lens, and formed social networks around racial ideology. This racial basis of interaction kept race in the forefront of many staff members' minds, even as they outwardly denied that race was a significant issue in the school. My analysis will show that when left unaddressed, educators' private struggles with race contributed to racial tension among staff members and students. On the other hand, when those private struggles were acknowledged, supported, and explored, they could lead to important forms of racial learning and progress on school reform.", "publicationTitle": "Race Ethnicity and Education", "publisher": "", "place": "", "date": "November 1, 2013", "volume": "16", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "629-652", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/13613324.2011.646256", "citationKey": "", "url": "http://dx.doi.org/10.1080/13613324.2011.646256", "accessDate": "2015-03-06T17:33:20Z", "PMID": "", "PMCID": "", "ISSN": "1361-3324", "archive": "", "archiveLocation": "", "shortTitle": "‘There’s a problem, and we’ve got to face it’", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "CVETGXJG" ], "relations": {}, "dateAdded": "2015-03-06T17:33:20Z", "dateModified": "2015-03-06T17:33:20Z" } }, { "key": "XINS9UZ3", "version": 12, "library": { "type": "group", "id": 322075, "name": "Teacher Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/teacher_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/322075/items/XINS9UZ3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teacher_education/items/XINS9UZ3", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/322075/items/5S59FN22", "type": "application/json" } }, "meta": { "createdByUser": { "id": 949324, "username": "JenniferSloan", "name": "Jennifer Sloan", "links": { "alternate": { "href": "https://www.zotero.org/jennifersloan", "type": "text/html" } } } }, "data": { "key": "XINS9UZ3", "version": 12, "parentItem": "5S59FN22", "itemType": "attachment", "linkMode": "linked_url", "title": "Full Text PDF", "accessDate": "2015-03-06T17:33:20Z", "url": "http://www.tandfonline.com/doi/pdf/10.1080/13613324.2011.646256", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-03-06T17:33:20Z", "dateModified": "2015-03-06T17:33:20Z" } }, { "key": "DSFWNJIF", "version": 10, "library": { "type": "group", "id": 322075, "name": "Teacher Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/teacher_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/322075/items/DSFWNJIF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teacher_education/items/DSFWNJIF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 949324, "username": "JenniferSloan", "name": "Jennifer Sloan", "links": { "alternate": { "href": "https://www.zotero.org/jennifersloan", "type": "text/html" } } }, "creatorSummary": "Pollock et al.", "parsedDate": "2010-05-01", "numChildren": 2 }, "data": { "key": "DSFWNJIF", "version": 10, "itemType": "journalArticle", "title": "“But What Can I Do?”: Three Necessary Tensions in Teaching Teachers About Race", "creators": [ { "creatorType": "author", "firstName": "Mica", "lastName": "Pollock" }, { "creatorType": "author", "firstName": "Sherry", "lastName": "Deckman" }, { "creatorType": "author", "firstName": "Meredith", "lastName": "Mira" }, { "creatorType": "author", "firstName": "Carla", "lastName": "Shalaby" } ], "abstractNote": "A core question of teacher education—“What can I do?”—plagues courses on race in particular ways. Teachers struggle for “concrete” applications of “theoretical” ideas about race, question the potential for “everyday” activity to dismantle inequality “structures,” and wrestle with the need for both professional and personal development on racial issues. In this article, we discuss how these three core tensions surfaced in one race-oriented teacher education course. We demonstrate that the teachers who seemed most invigorated and who expressed feelings of efficacy in serving students of color were those who pledged to continue ongoing inquiry into both sides of each tension. We propose that these three tensions require explicit attention in teacher professional development. 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teacher preparation programs must offer aspiring urban teachers not only a sociological and historical perspective on inequality but also a developmental perspective on how people's beliefs about inequality evolve and are influenced by their social positioning

", "tags": [ { "tag": "historical" }, { "tag": "inequality" } ], "relations": {}, "dateAdded": "2015-03-06T17:25:37Z", "dateModified": "2015-03-06T17:25:44Z" } }, { "key": "RZ8MWN78", "version": 11, "library": { "type": "group", "id": 322075, "name": "Teacher Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/teacher_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/322075/items/RZ8MWN78", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teacher_education/items/RZ8MWN78", "type": "text/html" } }, "meta": { "createdByUser": { "id": 949324, "username": "JenniferSloan", "name": "Jennifer Sloan", "links": { "alternate": { "href": "https://www.zotero.org/jennifersloan", "type": "text/html" } } }, "creatorSummary": "Seider and Huguley", "parsedDate": "2009-08-25", "numChildren": 3 }, "data": { "key": "RZ8MWN78", "version": 11, "itemType": "journalArticle", "title": "Aspiring Educators, Urban Teens, and Conflicting Perspectives on the Social Contract", "creators": [ { "creatorType": "author", "firstName": "Scott", "lastName": "Seider" }, { "creatorType": "author", "firstName": "James P.", "lastName": "Huguley" } ], "abstractNote": "Watts, Williams, and Jagers (2003) define critical consciousness as an awareness of existing social inequities and their history, including the processes and outcomes of oppression. Many scholars and reformers are asking secondary-level educators to deepen the critical consciousness of their teenage students by teaching them about ways in which race, class, and gender systematically influence Americans' access to economic and educational opportunity. However, the widening demographic gap between teachers and students in urban secondary schools and associated differences in their beliefs about America's opportunity structure can pose serious challenges for teachers who are committed to critical consciousness education. In this article, we suggest that teacher preparation programs must offer aspiring urban teachers not only a sociological and historical perspective on inequality but also a developmental perspective on how people's beliefs about inequality evolve and are influenced by their social positioning. We also offer specific recommendations for human development content that may be useful in this endeavor.", "publicationTitle": "Equity & Excellence in Education", "publisher": "", "place": "", "date": "August 25, 2009", "volume": "42", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "294-312", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/10665680902953235", "citationKey": "", "url": "http://dx.doi.org/10.1080/10665680902953235", "accessDate": "2015-03-06T17:25:13Z", "PMID": "", "PMCID": "", "ISSN": "1066-5684", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "3UE3P2K7", "CVETGXJG" ], "relations": {}, "dateAdded": "2015-03-06T17:25:13Z", "dateModified": "2015-03-06T17:25:13Z" } }, { "key": "U57TI24Z", "version": 7, "library": { "type": "group", "id": 322075, "name": 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"https://www.zotero.org/jennifersloan", "type": "text/html" } } }, "creatorSummary": "Cochran-Smith and Zeichner", "parsedDate": "2005", "numChildren": 1 }, "data": { "key": "UUZ8FQJU", "version": 6, "itemType": "book", "title": "Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education", "creators": [ { "creatorType": "author", "firstName": "Marilyn", "lastName": "Cochran-Smith" }, { "creatorType": "author", "firstName": "Kenneth M.", "lastName": "Zeichner" } ], "abstractNote": "This landmark volume presents the work of the American Educational Research Association's Panel on Research and Teacher Education. It represents a systematic effort to apply a common set of scholarly lenses to a range of important topics in teacher education. The Panel's charge was twofold: (1) to create for the larger educational research community a thorough, rigorous, and even-handed analysis of the empirical research evidence relevant to major policies and practices in preservice teacher education in the U.S.; and (2) to propose a research agenda related to teacher education that builds on what is already known and that identifies the research directions that are most promising for the future. Members of the Panel were appointed from various sectors of the educational research community and with different areas of expertise, including teacher education, policy, assessment, research design and methods, liberal arts, multicultural education, and school reform. Building on their diverse perspectives, they ably translated their charge into a series of questions that became the framework for this volume. The questions illuminate many of the issues that have been most contested in past and current discourse about teacher education reform. This book examines research about the current pool of prospective and entering teachers and about local, institutional, state, and federal preservice teacher education policies and practices. Following a foreword and preface, this book presents the following: (1) Executive Summary: The Report of the AERA Panel on Research and Teacher Education; (2) The AERA Panel on Research and Teacher Education: Context and Goals (M. Cochran-Smith and K. Fries); (3) Researching Teacher Education in Changing Times: Politics and Paradigms (M. Cochran-Smith and K. Fries); (4) Teachers Characteristics: Research on the Demographic Profile (K. Zumwalt and E. Craig); (5) Teachers' Characteristics: Research on the Indicators of Quality (K. Zumwalt and E. Craig); (6) Research on the Effects of Coursework in the Arts and Sciences and in the Foundations of Education (R. Floden and M. Meniketti); (7) Research on Methods Courses and Field Experiences (R. T. Clift and P. Brady); (8) Research on Pedagogical Approaches in Teacher Education (P. Grossman); (9) Research on Preparing Teachers' for Diverse Populations (E. Hollins and M. T. Guzman); (10) Research on Preparing General Education Teachers to Work with Students with Disabilities (M. C. Pugach); (11) Research on Accountability Processes in Teacher Education (S. Wilson and P. Youngs); (12) Teacher Education Programs (K. M. Zeichner and H. G. Conklin); and (13) A Research Agenda for Teacher Education (K. M. Zeichner). The book concludes with: AERA Panel on Research and Teacher Education--Biographies of the Panel Members.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2005/00/00", "publisher": "Lawrence Erlbaum Associates", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "0805855920", "DOI": "", "citationKey": "", "url": "", "accessDate": "2015-03-06T17:17:55Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Studying Teacher Education", "language": "en", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Educational Change", "type": 1 }, { "tag": "Liberal Arts", "type": 1 }, { "tag": "Methods Courses", "type": 1 }, { "tag": "Multicultural Education", "type": 1 }, { "tag": "Preservice Teachers", "type": 1 }, { "tag": "Research Design", "type": 1 }, { "tag": "School Restructuring", "type": 1 }, { "tag": "Teacher Characteristics", "type": 1 }, { "tag": "Teacher Education Programs", "type": 1 }, { "tag": "Teaching Methods", "type": 1 } ], "collections": [ "3UE3P2K7" ], "relations": {}, "dateAdded": "2015-03-06T17:17:55Z", "dateModified": "2015-03-06T17:17:55Z" } }, { "key": "4ZECCUW3", "version": 26, "library": { "type": "group", "id": 322075, "name": "Teacher Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/teacher_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/322075/items/4ZECCUW3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teacher_education/items/4ZECCUW3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 949324, "username": "JenniferSloan", "name": "Jennifer Sloan", "links": { "alternate": { "href": "https://www.zotero.org/jennifersloan", "type": "text/html" } } }, "creatorSummary": "Graham", "parsedDate": "1987-09-01", "numChildren": 1 }, "data": { "key": "4ZECCUW3", "version": 26, "itemType": "journalArticle", "title": "English Language Proficiency and the Prediction of Academic Success", "creators": [ { "creatorType": "author", "firstName": "Janet G.", "lastName": "Graham" } ], "abstractNote": "This article discusses the relationship between English language proficiency and academic success in universities and colleges in which English is the language of instruction. It points out some of the difficulties associated with determining this relationship and summarizes previous investigations of the issue. It is argued that while the research clearly shows that many factors other than English proficiency are important to academic success, there may be for each institution, or even for each program within an institution, a minimum level below which lack of sufficient proficiency in English contributes significantly to lack of academic success. Such a level can be determined by each institution individually, but until it is determined, a number of steps can be taken for establishing reasonable English language proficiency requirements.", "publicationTitle": "TESOL Quarterly", "publisher": "", "place": "", "date": "September 1, 1987", "volume": "21", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "505-521", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.2307/3586500", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.2307/3586500/abstract", "accessDate": "2015-03-06T17:13:00Z", "PMID": "", "PMCID": "", "ISSN": "1545-7249", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "1987 TESOL International Association", "extra": "", "tags": [], "collections": [ "3UE3P2K7" ], "relations": {}, "dateAdded": "2015-03-06T17:13:00Z", "dateModified": "2015-03-06T17:13:00Z" } } ]