... TRISH STODDART Department of Educational Studies, University of Utah, Salt Lake City, USA ...... more ... TRISH STODDART Department of Educational Studies, University of Utah, Salt Lake City, USA ... The majority of the candidates entering teaching through these routes are older and bring with them a rich variety of personal and work experiences (Darling-Hammond, Hudson and ...
This article discusses the professional development school (PDS) in the context of the vision, th... more This article discusses the professional development school (PDS) in the context of the vision, the change process, and the development of organizational structures that support collaboration between school and university faculties. It is argued that the development of the PDS requires a mutual accommodation between the cultures of schools and universities. Top-down, bottom-up, and role-differentiated approaches to collaboration are described. Finally, it is argued that a third culture-the graduate school of education-is a major obstacle to the development of the PDS.
... Constructivists argue that developing new understanding requires an authentic experience that... more ... Constructivists argue that developing new understanding requires an authentic experience that challenges prior ... The intent was to facilitate the restructuring of their pedagogical conceptions. ... 1. Were there any differences in the degree of science content understandings held by ...
This chapter focuses on the preparation of pre-service teachers to teach science to English Learn... more This chapter focuses on the preparation of pre-service teachers to teach science to English Learners (ELs) and is based on the SSTELLA (Secondary Science Teaching with English Language and Literacy Acquisition) project that has been implemented in four pre-service teacher education programs in Arizona, California and Texas. The SSTELLA project uses a practice-focused model of teacher education to engage novice teachers in observation, analysis, and experience with explicit models of the instructional approaches they are being prepared to teach. It describes how four SSTELLA practices – Scientific Sense-making, Scientific Discourse, English Language and Literacy Development, and Contextualized Science Activity–are articulated across the coursework and practicum requirements of the teacher education program through the use of instructional exemplars, video cases, and professional development with cooperating teachers and teacher supervisors. Data are presented that show that teacher candidates who participated in the SSTELLA intervention implemented several key practices at a higher level: contextualizing science activity, and engaging students in productive talk and student-student interaction. Furthermore, these teacher candidates showed higher self-efficacy for teaching ELs than candidates who were not part of the intervention.
... Requests for reprints should be sent to Trish Stoddart or Elliot Turiel, Department of Educat... more ... Requests for reprints should be sent to Trish Stoddart or Elliot Turiel, Department of Education, University of California, Berkeley, CA 94720. [Child Development, 1985, 56, 1241-1252. ? ... For example, one story depicts a boy pushing another boy from a swing. ...
Page 1. r r l r F l r '< r Some Reflections on the Honorable Profession of Teaching r r r... more Page 1. r r l r F l r '< r Some Reflections on the Honorable Profession of Teaching r r r r L r r 1 r i L r r r fill!! I l Trish Stoddart David J. Losk Charles S. Benson University of California. Berkeley Preparation of this document was assisted ...
... TRISH STODDART Department of Educational Studies, University of Utah, Salt Lake City, USA ...... more ... TRISH STODDART Department of Educational Studies, University of Utah, Salt Lake City, USA ... The majority of the candidates entering teaching through these routes are older and bring with them a rich variety of personal and work experiences (Darling-Hammond, Hudson and ...
This article discusses the professional development school (PDS) in the context of the vision, th... more This article discusses the professional development school (PDS) in the context of the vision, the change process, and the development of organizational structures that support collaboration between school and university faculties. It is argued that the development of the PDS requires a mutual accommodation between the cultures of schools and universities. Top-down, bottom-up, and role-differentiated approaches to collaboration are described. Finally, it is argued that a third culture-the graduate school of education-is a major obstacle to the development of the PDS.
... Constructivists argue that developing new understanding requires an authentic experience that... more ... Constructivists argue that developing new understanding requires an authentic experience that challenges prior ... The intent was to facilitate the restructuring of their pedagogical conceptions. ... 1. Were there any differences in the degree of science content understandings held by ...
This chapter focuses on the preparation of pre-service teachers to teach science to English Learn... more This chapter focuses on the preparation of pre-service teachers to teach science to English Learners (ELs) and is based on the SSTELLA (Secondary Science Teaching with English Language and Literacy Acquisition) project that has been implemented in four pre-service teacher education programs in Arizona, California and Texas. The SSTELLA project uses a practice-focused model of teacher education to engage novice teachers in observation, analysis, and experience with explicit models of the instructional approaches they are being prepared to teach. It describes how four SSTELLA practices – Scientific Sense-making, Scientific Discourse, English Language and Literacy Development, and Contextualized Science Activity–are articulated across the coursework and practicum requirements of the teacher education program through the use of instructional exemplars, video cases, and professional development with cooperating teachers and teacher supervisors. Data are presented that show that teacher candidates who participated in the SSTELLA intervention implemented several key practices at a higher level: contextualizing science activity, and engaging students in productive talk and student-student interaction. Furthermore, these teacher candidates showed higher self-efficacy for teaching ELs than candidates who were not part of the intervention.
... Requests for reprints should be sent to Trish Stoddart or Elliot Turiel, Department of Educat... more ... Requests for reprints should be sent to Trish Stoddart or Elliot Turiel, Department of Education, University of California, Berkeley, CA 94720. [Child Development, 1985, 56, 1241-1252. ? ... For example, one story depicts a boy pushing another boy from a swing. ...
Page 1. r r l r F l r '< r Some Reflections on the Honorable Profession of Teaching r r r... more Page 1. r r l r F l r '< r Some Reflections on the Honorable Profession of Teaching r r r r L r r 1 r i L r r r fill!! I l Trish Stoddart David J. Losk Charles S. Benson University of California. Berkeley Preparation of this document was assisted ...
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