Changing the culture of student teaching at a small, private college: Implementing a collaborative model

Gray, John Carl Columbia University Teachers College 2002 해외박사(DDOD)

The study examines efforts to design and implement a collaboration-based preservice clinical teacher preparation model at a small, private college. The study is descriptive, analytical, and reflective, employing principles of practitioner research. The primary focus of the study is a research and development project that was partially financed by the Fund for the Improvement of Postsecondary Education, U.S. Department of Education, entitled “A Collaborative Model for the Supervision of Student Teachers.&rdquo. The study examines the model and its context; examines the forces that shaped the model's design and influenced its evolution; describes participant perceptions, choices and consequences; and provides insights into the process of changing the culture, content, and structure of student teaching. The study traces four basic steps: (a) research related to collaboration and participant roles in preservice clinical teacher education; (b) model development; (c) implementation, including revisions and expansion; and (d) analysis, reflections and implications. The study could serve as a guide for school reform advocates and those involved in the clinical preparation of teachers who want to address issues of professional collegiality, participant ownership and empowerment, school-college governance and reciprocity, and shared decision-making. It could inform those who are looking for ways to develop models for the clinical preparation of teachers that reflect a vision of the teacher as a decision-maker, leader, advocate for professional improvement, and teacher educator. Several components are analyzed in terms of their influence on the development and maintenance of a sustainable, collaboration-based student teaching culture. These components include understanding and applying the power of reciprocity, providing for front-end participant empowerment, providing for structured uncertainties, avoiding the dangers of commitment, establishing an environment of equity and shared controls, establishing a common collaborative vocabulary, addressing participant preconceptions, and providing participants with basic decision making tools. The study also addresses the pivotal importance of the college-based student teaching supervisor in a collaborative student teaching culture. The study describes new roles and skills for the college-based supervisor, and explores how those roles impact the supervisor's school-based engagement time, insights into classroom and school environment, and interpersonal relationships with stakeholders and the overall school community.

Mentoring in music education: The collaborative relationship among the student teacher, cooperating teacher and college supervisor. A qualitative action research study

Liebhaber, Barbara Golden Columbia University Teachers College 2003 해외박사(DDOD)

The relationship among the cooperating teacher, student teacher, and college supervisor was the focus of this research. The term “mentor” is used in this study as a metaphor for the opportunity for each of the participants to teach something to one another as well as learn from one another. The purpose of the study was to examine the mentoring process as it took place in the collaborative relationship among the participants in the music student teaching setting. Two in-depth case studies were conducted for this study, using qualitative research techniques. As the college supervisor and researcher, I was able to connect this study directly to my position as a director of music education, therefore using this as an action research study. I primarily relied upon data collected through interviews, with journal entries, discussions during seminars and use of e mail as additional sources. From analysis of the data, both within each case and across cases, themes relevant to the development of the collaborative relationship and mentoring process emerged. It seemed that the situation in which the mentoring took place in each of the four relationships: student teacher/cooperating teacher, student teacher/college supervisor, cooperating teacher/college supervisor, student teacher/cooperating teacher/college supervisor, was shaped by the participants' perspectives of their roles in the process. When each of the participants believed that he/she had something to learn from the experience as well as offer the others, the collaborative experience seemed to become more evident than when one of the participants felt that he/she had nothing or little to learn from the other two. The themes revealed in the analysis led to several conclusions. The main conclusions were that the supervisor may choose to use, as primary criteria, placing student teachers with cooperating teachers who are eager to learn from the experience as well as guide the student teachers and that the supervisor has the ability to nurture both the collaborative process and mentoring relationship during the experience. Following a discussion of the conclusions are some implications for placement of student teachers and supervision, as well as recommendations and suggestions for further research.

Teachers' use of clinical interviews to investigate mathematics competence in the classroom

Hendricks, Moira Jeanne Teachers College, Columbia University 2007 해외박사(DDOD)

The purpose of this study was to investigate three hypotheses that evolved from recent reform recommendations for authentic assessment that includes clinical interviewing. Recent joint recommendations of the National Association for the Education of Young Children and the National Council of Teachers of Mathematics stress the need for teaching and learning with understanding. These two organizations elaborate on the need for meaningful assessment even for pre-kindergarten children and they specifically mention interviews as a valid instrument. Unfortunately, interviews are under-utilized as an assessment tool and that is the impetus for this study. Effective clinical interviews can support the learning of serious mathematics even for young children and they can furnish classroom teachers with valuable information. The hypotheses were: (1) novice teachers can learn to conduct effective clinical interviews in the math classroom after limited training; (2) after a short practice period, the teachers' personal experiences with interviewing will affect their beliefs about their students' basic mathematical competency and; (3) as a result of their interviewing practice, the teachers' classroom practices may be altered. Five teachers in both private and public schools in Florida participated in this case study. Three teachers taught at the elementary level, another teacher taught algebra in a Middle School, and the fifth teacher taught algebra in a high school for learning-disabled students. Their training consisted of several meetings with the researcher, analysis of training videos about clinical interviewing, and study of a short guideline on interviewing techniques. The teachers practiced their interviewing for about six weeks before the researcher observed each classroom, taped a student and teacher interview, and conducted a final interview with the teachers. Careful analysis of all of the teachers' documents seems to confirm the hypotheses. This study concluded with some recommendations for future studies on clinical interviewing as assessment and some thoughts about professional development on authentic assessment practices.

Nourishing spirit through the missing voice of silence in schools

Roth-Valdes, Susan Lynn Teachers College, Columbia University 2006 해외박사(DDOD)

This qualitative study explores how planned school silence is experienced in a Quaker school community. Specifically, do teachers perceive that planned silence helps build a caring classroom which fosters development of inter- and intrapersonal skills? The research questions explored are: (1) What is the purpose of silence in the Quaker school community? (2) What goals do teachers have when they deploy strategic silence in a Quaker school? (3) What changes do teachers perceive in Quaker classroom dynamics in relation to the planned silence in the school day? (4) Do teachers perceive changes in their relationships with students and amongst students in relation to planned silence? (5) Do teachers perceive connections between the use of silence in a Quaker school and the development of a caring classroom community?. Silence has been, for the most part, ignored by educators as a tool for learning and self-discovery. Long considered a strictly religious experience, educators have shied away from the exercise of silence, and have not developed an appreciation of its possibility for learning about the self and others. This grounded research, conducted in a naturalistic setting, looks at silence as a form of pedagogy. By attending silent Meeting for Worship at a Quaker school in the Midwest, and discussing the experiences of silence with staff, I was able to highlight teachers' perceptions as they deploy non-punitive, communal silence. Since teacher perceptions are limited in that they are individual and subjective, broad generalizations are not made from this study. Teachers believe that silence: (1) is a pathway to develop physical, mental, social and spiritual awareness; (2) contributes to and supports the development of a caring community; (3) is a very personal experience; (4) contributes to the education of the whole child; and (5) builds the capacity for intra and interpersonal skills. They describe a path that is strewn with barriers, which teachers have worked with students to overcome. Ultimately, teachers believe that the practice of silence potentially leads to a life which is more joyful.

How faculty learned to build an integrated curriculum at a small community college

Kvamme, Linda Elizabeth Teachers College, Columbia University 2007 해외박사(DDOD)

This qualitative case study was designed to explore how faculty at a community college learned to shift from a discipline-centered approach to curriculum development to building an integrated curriculum. The study is based on the following assumptions: (1) an integrated curriculum is an effective response to attracting and retaining a diverse student population; (2) college leaders and administration would fully support changes in the curriculum design; (3) faculty would be committed to building an integrated curriculum; and, (4) faculty working together on the project team to build a new curriculum would lead to a strong sense of community. The site for this study was a small community college located in the northeastern part of the United States. The primary sources of data were: individual, in-depth, interviewees of 19 faculty members who volunteered to work on the project team, a focus discussion with faculty who had previous interdisciplinary experience and document review of college-related materials. A key finding of this study was that collaboration among team members was critical to success in developing and implementing a reconceptualization of the college-wide curriculum offered in the credit bearing programs. The primary reason for the ability of the faculty to be highly collaborative was a function of their deeply held belief in the value and necessity of building an integrated curriculum; their belief was premised on the importance of preparing students to view the world from multiple perspectives. Recommendations resulting from this study centered on those for leaders and decision makers in colleges to create an environment that fosters new ways of designing, delivering and presenting education in order to meet the challenges of the 21st Century. At the same time, faculty must be willing to examine their own long held assumptions and their own philosophy of education and learn that constructing knowledge involves sharing with colleagues and students alike. Current and prospective students as well have a responsibility to bring into the classroom---and be willing to share---their knowledge and lived experiences.

Differentiated instructional practices: A case study of science teachers in a suburban middle school setting

Halpin-Brunt, Shannon Ann Teachers College, Columbia University 2007 해외박사(DDOD)

The purpose of this study was to enhance our understanding of differentiated instructional practices in middle school science classrooms using a case study methodology to examine the following aspects of differentiated instruction as exhibited by six participating teachers: the role of the teacher in the implementation of differentiated instruction; the forms of differentiated instructional strategies used by the science teachers to engage students of varying ability levels; and the teachers' beliefs about differentiation and its influence on instruction. Major principles of differentiated learning were exemplified in the teachers' implementation of differentiated instructional strategies including: student interest and need, comfortable and supportive learning environment, and connections between curriculum and life experiences. These philosophical principles were demonstrated through teacher reflection, adjustment of lessons, diversified teaching methods, appealing to students' multiple intelligences, and active student involvement in learning throughout the lessons. Constructivist theory associated with differentiation suggests that student thinking needs to be valued and lessons should invite students to explore science themes. The teachers exhibited practices consistent with this perspective by creating a positive learning environment, valuing student ideas, encouraging student questions, and designing lessons with multiple opportunities for students to interact with other students. The teachers implemented interactive lessons, sought students' views and real world connections, focused on main ideas, and modified lessons around the main ideas based on student needs. Effective implementation of differentiated instruction was marked by lesson planning, reflection, and adjustment by the teachers. The results indicated that teachers assessed students by using constant assessment whether it was formal or informal, and used the information to adapt instructional strategies to meet student needs. Teachers used everyday terminology when introducing new science concepts. Implications of this study were presented to inform science teachers, science teacher educators, and science education researchers, especially in relation to enhancing the use of differentiated instruction in science classrooms through professional development that links theory to practice and expanding the scope of research on differentiated instruction in middle school classrooms.

A case study: Higher education and parenting. African American female and male persistence and the community college experience

Shannon, Vanessa Teachers College, Columbia University 2006 해외박사(DDOD)

The present study compares young adult minority parenting and non-parenting students to identify factors that influence persistence at a community college, as well as problems students may encounter because of their parenting status. Tinto's model of college student persistence guided this work. The study used a two-staged research design. One hundred fifteen community college students in an urban community college were surveyed about their family responsibilities, academic and social engagement in the college and elsewhere, and college-going experiences and plans. In-depth 3-6 hour follow-up interviews were conducted with 10 parenting and 10 non-parenting young men and women to explore these questions further and to construct life history profiles. Persistence was documented for these 20 students. The study found that persistence (as measured by continued enrollment) varied for parenting and non-parenting students. Taking into account personal qualities, community college experiences, and non-community college experiences, interviewed persisting parenting students revealed that juggling the responsibilities of parenting, school, and work while satisfying social and academic requirements was a challenge. They responded that some of these pressures decreased with the availability of good, stable childcare; the support of family, friends, and employers; and academic success. Non-parenting students revealed prior educational experiences, age, family, and college/community integration as factors affecting their academic success. The results supported the Tinto model and added further explication. The model explains persistence for non-parenting students, but was not robust enough to explain persistence for parenting students. The factor most strongly related to persistence for parenting students was personal followed by financial needs. The situation for non-parenting students was financial followed by academics. For both parenting and non-parenting students, family support/encouragement, parental educational attainment, and financial assistance were very important for persistence decisions. The results yield implications for community colleges to consider differentiating their support further for parenting and non-parenting students. Further research is needed to (1) explore the persistence decision-making process, versus merely identifying variables that influence persistence; (2) expand the student groups to compare persisters and non-persisters (short-term vs. permanent); and (3) investigate why minority parenting students leave a particular institution, separately from why they drop out of higher education completely.

The influence of essential technology on teachers' attitudes

Herndon, George Frazier Teachers College, Columbia University 2006 해외박사(DDOD)

Over ninety-nine percent of all public schools currently have Internet access and have improved student access to an average ratio of four students per computer. Yet teachers have remained slow and often reluctant to integrate technology into classrooms. Previous research confirms a long list of conditions e.g., time, access, and training, that can facilitate or obstruct technology-use. Research also shows attitude to be a strong predictor of computer-use. At the same time, perceived usefulness has been observed to influence attitude. There is a need for a better understanding of the factors determining classroom-use by teachers and students. The order and relative strengths of the factors influencing technological integration are not obvious. This qualitative, action research study explored the relationship among teachers' attitudes, technology-use, and the conditions surrounding that use. The research question pursued is: What did teachers report to be their use of and attitude towards technology used for essential tasks in an environment designed to be supportive? Four teachers were provided with reading assessment software on PDA (Palm 500s) to perform the essential task of assessing emerging readers. Using interviews, classroom observations, and an online conference, data were gathered, analyzed, and presented as four case studies. A cross-case analysis compared case findings and identified patterns. The study highlighted complex relationships and considerations involved in integrating technology into teachers' lives, particularly in the classroom. Numerous unexpected obstacles occurred throughout the study. Some aspects of the study were situated in the participants' homes, dividing the data into the contexts of school and home. Although interviews focused on their experience with the provided technologies, the teachers' interactions with all technologies became the necessary field of study. The findings supported previous research, clarified relationships between some of the known factors, and added several new findings. Teachers' backgrounds, uses of an essential technology, context, and relationship were all found to be significant factors influencing each teacher's willingness and confidence. These findings contribute to a neglected area of research, indicating the importance of understanding, while considering, teachers' needs when integrating technology in schools.

Why resistance? Elementary teachers' use of technology in the classroom

Himsworth, Julieanne Boone Teachers College, Columbia University 2007 해외박사(DDOD)

The goal of this dissertation is to contribute to the growing understanding of how technology can be used as a catalyst for change in our schools. Previously, time and lack of professional development were seen as the barriers to change, but the problem is now seen as multifaceted. Teachers' pedagogical beliefs, teaching practices with technology, and school technology resources, as well as the organizational constraints placed upon educators by school districts, have all been found to influence teacher use of technology. This study examines data from 94 elementary school teachers from three suburban New York school districts who participated in an attitudinal survey modeled on Henry Becker's national survey of teachers. Survey results were analyzed using Chi Square and multiple regression analyses. Qualitative findings were gathered from interviews, observations, and document analyses of a convenience sample of seven survey participants. The data reveal that there is a relationship between computer use and teachers' perception of technology in their teaching practices, teachers' pedagogical beliefs, and the school resources available to them. Neither teachers' satisfaction with these resources nor their length of tenure in their classroom has an effect on computer use, as sometimes assumed. The results further show that teachers who describe themselves as "constructivists" use computers more frequently than those teachers who have a more traditional pedagogy. Teachers range along a continuum of what it means to integrate technology, even though all the teachers who were observed were eager to show the researcher that they were "integrating" technology. Recommendations include encouraging teachers in their use of technology by developing a supportive educational culture that includes staff development with follow-up support and leadership that includes teachers in the decision-making process. The future of successful technology integration is dependent on helping each teacher develop a student-centered pedagogy, which, in turn, requires developing supportive learning communities for teachers and administrators.

Investigating participants' behaviors in a Web-delivered distance education course as evidenced in text-only messages posted to online discussion boards

Kieran-Greenbush, Sheila Teachers College, Columbia University 2006 해외박사(DDOD)

The present study sought to understand what happened during one web-delivered distance education course offered as professional development for teachers. Within the context of the sample, the present study investigated participants' behaviors as evidenced in their text-only messages posted to the asynchronous, online bulletin boards, the only means of communication in the course. The present study analyzed the content of participants' messages identifying (1) the types and quantity of behaviors participants evidenced in their messages, (2) the ways participants used the elements of the text-only communication environment and (3) how participants enacted their roles as students and teachers. The sample studied was one offering of the web-delivered distance education course offered by WNET, the New York and New Jersey public broadcasting system. The United Federation of Teachers used the WNET web-delivered course as part of a professional development course offered to New York City's public-school teachers. The participants in the sample consisted of 45 students and 2 teachers who were all New York City public school teachers and UFT members. The present study found participants were actively engaged in the course with student interacting with other students and with the teachers. Students and course teachers collaborated with each other about course related and non-course related topics. The learning environment was student-centered as students initiated the majority of actions and course teachers responded to those actions. Students posted 65% and course teachers posted 35% of the 1,419 messages. Of the 917 students' original message, 63% were original messages and 37% were replies to course teachers and other students. 97% of the teachers' messages were replies to students. The teachers reacted to students by providing responses to student initiated actions and discussions. Students and teachers shared the responsibility of a traditional teacher role. Students helped each other with assignments and provided feedback on students' assignments. Course teachers retained such tasks as monitoring students' progress in the course to meet the requirements to receive CEU credits. Students and course teachers consciously chose to use the elements of the text-only environment for a number of purposes. They used the elements of written text to create social presence and to create an informal and conversational communication environment. Students created social presence that not only projected their persona but also engaged other students in creating a communication community. Students included remarks of a personal and professional nature in the assignments submitted and the other messages posted. Overall, the participants in the sample studied created a warm and conversational communication environment. Students and course teachers were engaged participants creating an active, student-centered learning environment.