ABSTRACT The faculty research residency (FRR) model was launched in 2010, with the goal of transf... more ABSTRACT The faculty research residency (FRR) model was launched in 2010, with the goal of transforming coursework to improve the preparation of teachers for high-need schools. The FRR model leveraged school–-university partnerships and situated university faculty in high-need schools to conduct research related to the university courses they taught. This study investigated the outcomes of the FRR model for a 3-year period involving 16 research residency projects and 23 faculty members. Faculty research residents investigated a wide variety of teaching practices to contextualize their knowledge and better align their teacher education courses with the needs of students and teachers in high-need schools. Findings indicate that the FRR model shows promise as an innovative faculty development mechanism for colleges of education.
Current reform efforts seek to redesign teacher education in alignment with a practice-based theo... more Current reform efforts seek to redesign teacher education in alignment with a practice-based theory, a fundamental reconceptualization of higher education demanding a tighter alignment with K-12 school practices. The Faculty Research Residency Model—a Department of Education Funds for the Improvement of PostSecondary Education (FIPSE) grant supported project—draws upon practice-based theory and leverages existing school-university partnerships to create opportunities for faculty to research practices in high need urban schools to inform university course redesign. This study describes the faculty research residency model, reports on year one results of the project, describes implications for refining the model, and provides recommendations to inform others seeking to improve university coursework through school-university partnerships.
In 2001, National Louis University and the Academy for Urban School Leadership partnered to creat... more In 2001, National Louis University and the Academy for Urban School Leadership partnered to create the country's first Urban Teacher Residency (UTR) program. Ten years later, with the assistance of Teacher Quality Partnership funding, the program quadrupled in size. As the UTR expanded, an increasing theory-practice gap became apparent, reflecting a perennial problem in teacher education (Darling-Hammond, 2006; Zeichner, 2010). A leadership team was formed to address the growing gap and several smaller scale interventions were implemented to no real avail. Subsequently, grant funding was allocated toward two interventions designed to increase university faculty engagement in schools. This paper describes and analyzes those interventions: 1) faculty liaisons as an alternative to traditional supervision, and 2) faculty research residencies to situate university faculty in high need schools for the dual purpose of engaged research and curricular revision. Questions pertaining to p...
The International Journal of Learning: Annual Review, 2009
It is well recognized in the field of teacher education that teachers need to better understand h... more It is well recognized in the field of teacher education that teachers need to better understand how theory and research relate to their teaching practices; however, teachers often struggle to find practical meaning in educational theory and research. As teacher educators, we ...
This paper reports research on a practicebased curriculum, the Adaptive Cycles of Teaching (ACT)... more This paper reports research on a practicebased curriculum, the Adaptive Cycles of Teaching (ACT), supported by a cloudbased technology that enables coaching and feedback to preservice teacher candidates as they engage in classroom instruction. Specifically, the research explored mentor teachers’ perspectives on the benefits and limitations of the ACT literacy model and if mentors’ own literacy instruction practices improved through their involvement with ACT. Ten mentor teachers (grades 16) were interviewed. Interviews were transcribed and thematically coded to address the research questions. Findings indicated that mentors had a positive view of the ACT literacy model, and saw an impact on their students’ learning. Mentors benefited by having additional reflective opportunities, and in some cases, learning new literacy instruction practices. Mentors identified challenges in completing all the coaching steps and working with the technology. This feedback has lead to refinements i...
This is exploratory study investigated the use of the Adaptive Cycles of Teaching (ACT) model and... more This is exploratory study investigated the use of the Adaptive Cycles of Teaching (ACT) model and associated technology platform to support and document in-service teacher learning. Four elementary teachers participated in monthly face-to-face meetings as well as virtual coaching through the ACT model as they implemented guided reading instruction in their classrooms. Data sources included the ACT lesson cycles teachers completed online coaching platform, Danielson-derived rubric ratings of the guided reading lessons, and student assessment data. Findings indicated that teachers were challenged in using the technology and where uncomfortable video-taping themselves while implementing a new practice. They did not complete the suggested number of ACT lesson cycles using the technology platform for reflection and coaching. Observational data indicated that teachers performed at a basic level in implementing the new practice. Student assessment data showed achievement gains. However, these gains cannot be warranted to the use of the ACT model since the teachers did not implement the ACT cycles with fidelity. Future use of ACT and TREKLEM with in-service teachers appears to require initial technology training and ongoing coaching to ensure ACT cycle implementation
This paper reports research on a practice-based curriculum, the Adaptive Cycles of Teaching (ACT)... more This paper reports research on a practice-based curriculum, the Adaptive Cycles of Teaching (ACT), supported by a cloud-based technology that enables coaching and feedback to preservice teacher candidates as they engage in classroom instruction. The research explored the impact of the ACT on our graduates who had been hired as classroom teachers, in particular how well they were prepared to teach balanced literacy and make an impact on student learning progressions. Seven graduates were interviewed about their instruction with an emphasis on literacy but including other content areas. Surveys were sent to principals to understand their perceptions of our graduates relative to other novice teachers they had hired. Interviews were transcribed and thematically coded to address the research questions. Classroom pre and post assessment data was reviewed along with the analysis of principal surveys from our graduate’s schools. Findings indicated that graduates who had engaged in the ACT for their teacher training developed areas of strength related to adaptive expertise in planning, instruction and analysis of teaching including the learning environment. They were engaged in assessment-centered teaching and sought leadership roles within their school. The research contributes to the promise of the ACT model for curriculum design
Abstract Purpose To explain how an innovative practice-based approach to teacher preparation call... more Abstract Purpose To explain how an innovative practice-based approach to teacher preparation called the Adaptive Cycles of Teaching utilizes video reflection as part of multiple cycles of teaching across high impact literacy practices. Methodology/approach The faculty research team adopted a design-based research approach to develop and test the ACT model through iterations of design, implementation, analysis, and redesign. The chapter outlines the curriculum and findings from the initial iteration of design. Findings Teacher candidates experiencing the ACT model developed a strong knowledge of core literacy practices and were able to implement them with children. They continued to need additional scaffolding with respect to the quality of their instructional discourse and the gradual release of responsibility. Practical implications Continued research on the ACT model will allow us to refine the ways in which video use can enable preservice teachers to reflect and analyze their teaching and learning.
In this study we explore the use of concept maps for knowledge integration in an online graduate ... more In this study we explore the use of concept maps for knowledge integration in an online graduate course for teachers and pilot-test an analytic scheme for describing the thinking processes underlying map construction. The course is structured around a hypothetical ...
Http Dx Doi Org 10 1207 S1532768xjepc0303_1, Jun 8, 2010
In this article, a general model and specific program that expand traditional behavioral consulta... more In this article, a general model and specific program that expand traditional behavioral consultation training are presented. The training program involves five interrelated components: (a) procedural and content skills, (b) role and relationship considerations, (c) entry/systems issues, (d) field-based experience, and (e) peer supervision. As a system, each component is necessary but not sufficient in the development of consulting expertise. Likewise, each component is subsumed by one or more components that encompass this broader framework. A theoretical rationale, model for implementation, and future training and research directions are also presented.
Investigated variances of outlook and method among consulting school psychologists with different... more Investigated variances of outlook and method among consulting school psychologists with different levels of training and experience. As consultants, school psychologists have an opportunity to understand children in the context of a system of variables. Adopting the assumptions and methodology of personal construct psychology, researchers explored school psychology trainers’ and students’ implicit theories of consulting with regard to 3 variables.
ABSTRACT The faculty research residency (FRR) model was launched in 2010, with the goal of transf... more ABSTRACT The faculty research residency (FRR) model was launched in 2010, with the goal of transforming coursework to improve the preparation of teachers for high-need schools. The FRR model leveraged school–-university partnerships and situated university faculty in high-need schools to conduct research related to the university courses they taught. This study investigated the outcomes of the FRR model for a 3-year period involving 16 research residency projects and 23 faculty members. Faculty research residents investigated a wide variety of teaching practices to contextualize their knowledge and better align their teacher education courses with the needs of students and teachers in high-need schools. Findings indicate that the FRR model shows promise as an innovative faculty development mechanism for colleges of education.
Current reform efforts seek to redesign teacher education in alignment with a practice-based theo... more Current reform efforts seek to redesign teacher education in alignment with a practice-based theory, a fundamental reconceptualization of higher education demanding a tighter alignment with K-12 school practices. The Faculty Research Residency Model—a Department of Education Funds for the Improvement of PostSecondary Education (FIPSE) grant supported project—draws upon practice-based theory and leverages existing school-university partnerships to create opportunities for faculty to research practices in high need urban schools to inform university course redesign. This study describes the faculty research residency model, reports on year one results of the project, describes implications for refining the model, and provides recommendations to inform others seeking to improve university coursework through school-university partnerships.
In 2001, National Louis University and the Academy for Urban School Leadership partnered to creat... more In 2001, National Louis University and the Academy for Urban School Leadership partnered to create the country's first Urban Teacher Residency (UTR) program. Ten years later, with the assistance of Teacher Quality Partnership funding, the program quadrupled in size. As the UTR expanded, an increasing theory-practice gap became apparent, reflecting a perennial problem in teacher education (Darling-Hammond, 2006; Zeichner, 2010). A leadership team was formed to address the growing gap and several smaller scale interventions were implemented to no real avail. Subsequently, grant funding was allocated toward two interventions designed to increase university faculty engagement in schools. This paper describes and analyzes those interventions: 1) faculty liaisons as an alternative to traditional supervision, and 2) faculty research residencies to situate university faculty in high need schools for the dual purpose of engaged research and curricular revision. Questions pertaining to p...
The International Journal of Learning: Annual Review, 2009
It is well recognized in the field of teacher education that teachers need to better understand h... more It is well recognized in the field of teacher education that teachers need to better understand how theory and research relate to their teaching practices; however, teachers often struggle to find practical meaning in educational theory and research. As teacher educators, we ...
This paper reports research on a practicebased curriculum, the Adaptive Cycles of Teaching (ACT)... more This paper reports research on a practicebased curriculum, the Adaptive Cycles of Teaching (ACT), supported by a cloudbased technology that enables coaching and feedback to preservice teacher candidates as they engage in classroom instruction. Specifically, the research explored mentor teachers’ perspectives on the benefits and limitations of the ACT literacy model and if mentors’ own literacy instruction practices improved through their involvement with ACT. Ten mentor teachers (grades 16) were interviewed. Interviews were transcribed and thematically coded to address the research questions. Findings indicated that mentors had a positive view of the ACT literacy model, and saw an impact on their students’ learning. Mentors benefited by having additional reflective opportunities, and in some cases, learning new literacy instruction practices. Mentors identified challenges in completing all the coaching steps and working with the technology. This feedback has lead to refinements i...
This is exploratory study investigated the use of the Adaptive Cycles of Teaching (ACT) model and... more This is exploratory study investigated the use of the Adaptive Cycles of Teaching (ACT) model and associated technology platform to support and document in-service teacher learning. Four elementary teachers participated in monthly face-to-face meetings as well as virtual coaching through the ACT model as they implemented guided reading instruction in their classrooms. Data sources included the ACT lesson cycles teachers completed online coaching platform, Danielson-derived rubric ratings of the guided reading lessons, and student assessment data. Findings indicated that teachers were challenged in using the technology and where uncomfortable video-taping themselves while implementing a new practice. They did not complete the suggested number of ACT lesson cycles using the technology platform for reflection and coaching. Observational data indicated that teachers performed at a basic level in implementing the new practice. Student assessment data showed achievement gains. However, these gains cannot be warranted to the use of the ACT model since the teachers did not implement the ACT cycles with fidelity. Future use of ACT and TREKLEM with in-service teachers appears to require initial technology training and ongoing coaching to ensure ACT cycle implementation
This paper reports research on a practice-based curriculum, the Adaptive Cycles of Teaching (ACT)... more This paper reports research on a practice-based curriculum, the Adaptive Cycles of Teaching (ACT), supported by a cloud-based technology that enables coaching and feedback to preservice teacher candidates as they engage in classroom instruction. The research explored the impact of the ACT on our graduates who had been hired as classroom teachers, in particular how well they were prepared to teach balanced literacy and make an impact on student learning progressions. Seven graduates were interviewed about their instruction with an emphasis on literacy but including other content areas. Surveys were sent to principals to understand their perceptions of our graduates relative to other novice teachers they had hired. Interviews were transcribed and thematically coded to address the research questions. Classroom pre and post assessment data was reviewed along with the analysis of principal surveys from our graduate’s schools. Findings indicated that graduates who had engaged in the ACT for their teacher training developed areas of strength related to adaptive expertise in planning, instruction and analysis of teaching including the learning environment. They were engaged in assessment-centered teaching and sought leadership roles within their school. The research contributes to the promise of the ACT model for curriculum design
Abstract Purpose To explain how an innovative practice-based approach to teacher preparation call... more Abstract Purpose To explain how an innovative practice-based approach to teacher preparation called the Adaptive Cycles of Teaching utilizes video reflection as part of multiple cycles of teaching across high impact literacy practices. Methodology/approach The faculty research team adopted a design-based research approach to develop and test the ACT model through iterations of design, implementation, analysis, and redesign. The chapter outlines the curriculum and findings from the initial iteration of design. Findings Teacher candidates experiencing the ACT model developed a strong knowledge of core literacy practices and were able to implement them with children. They continued to need additional scaffolding with respect to the quality of their instructional discourse and the gradual release of responsibility. Practical implications Continued research on the ACT model will allow us to refine the ways in which video use can enable preservice teachers to reflect and analyze their teaching and learning.
In this study we explore the use of concept maps for knowledge integration in an online graduate ... more In this study we explore the use of concept maps for knowledge integration in an online graduate course for teachers and pilot-test an analytic scheme for describing the thinking processes underlying map construction. The course is structured around a hypothetical ...
Http Dx Doi Org 10 1207 S1532768xjepc0303_1, Jun 8, 2010
In this article, a general model and specific program that expand traditional behavioral consulta... more In this article, a general model and specific program that expand traditional behavioral consultation training are presented. The training program involves five interrelated components: (a) procedural and content skills, (b) role and relationship considerations, (c) entry/systems issues, (d) field-based experience, and (e) peer supervision. As a system, each component is necessary but not sufficient in the development of consulting expertise. Likewise, each component is subsumed by one or more components that encompass this broader framework. A theoretical rationale, model for implementation, and future training and research directions are also presented.
Investigated variances of outlook and method among consulting school psychologists with different... more Investigated variances of outlook and method among consulting school psychologists with different levels of training and experience. As consultants, school psychologists have an opportunity to understand children in the context of a system of variables. Adopting the assumptions and methodology of personal construct psychology, researchers explored school psychology trainers’ and students’ implicit theories of consulting with regard to 3 variables.
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Papers by Diane Salmon