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Teachers' perceptions guide their instructional decisions and interactions with their students. Given the increasing number of Emergent Bilingual (EB) students and the more acceptance of multilingual language ideologies in the social and political contexts, there is an urgency to examine teachers' beliefs about EB students and to train teachers to teach students from the pluralist perspective. This paper examines the language ideologies of teacher education students and how their language ideologies are related to their backgrounds, their attitudes about the engagement of the EB students and their families, and their perceived responsibility to teach EB students. The survey responses of 235 teacher education students were analyzed using descriptive statistics, regression, and correlation. The participants held more multilingual and heteroglossic beliefs about bilingualism. Their language ideologies were significantly related to their attitudes toward EBs and their families and their perceived teacher responsibility. Race was the only variable that demonstrated a statistically significant relationship with monoglossic or heteroglossic beliefs. We discuss how teacher educators address heteroglossic language ideologies in their programs to help teacher education students create inclusive and asset-oriented learning environments.

Two common approaches to grouping students include an approach where students are grouped based on their aptitude and a cross-sectional approach where equal groups are formed and comprised of students of varied aptitudes. Instructional Grouping Theory is the study of how selection strategies impact the learning of group members. Using a non-biased, mathematically centric analysis, we found that a liked-skilled tiered grouping strategy is preferable to a cross-sectional grouping strategy when the goal is to facilitate the learning of all students. In addition, we found that a higher teacher-to-student ratio provides further benefit when analyzing the potential for facilitated learning.

The first years of teaching can be difficult for some teachers and substantial numbers of them leave the profession early in their careers. This attrition can be detrimental to student academic outcomes and financially damaging to school districts. One solution schools have implemented is peer mentoring teacher induction programs. The Peer Assistance and Review program (PAR) is one such mentoring initiative adopted by a group of schools in a large, urban school district in the Southwestern United States. Administrative data indicate that schools that implemented PAR saw decreases in new teachers leaving and teacher attrition overall.

The purpose of this manuscript is to detail pre and post changes that occurred after a principal, Dr. Doyle, was moved from one middle school to another. Dr. Doyle brought an established partnership with him to his new school including a teacher residency program, UTeach replication program, and an on-site course. The results of ANOVAs are presented regarding the school climate according to student and teacher perspectives. Significant results were found on a number of variables including student belonging, bullying, and teacher autonomy.

Teacher leaders function in many roles in supporting school success including instructional leadership and supporting colleagues. This study draws upon the Status of the Social Studies Survey (Fitchett, P. G., and P. J. Vanfossen. 2013. 'Survey on the Status of Social Studies: Development and Analysis.' "Social Studies Research and Practice" 8 (1): 1-23.) to examine the responses of 6,702 US-based middle and high school social studies teachers to understand the antecedents of teacher leadership and the instructional practices of these individuals compared to their peers. Survey responses indicate that the vast majority of social studies teachers report participating in some aspect of teacher leadership. Teacher leaders tend to be less experienced and have less educational attainment while employing more research-based instructional techniques.

Private Christian schools in North America endeavour to provide an educational experience that integrates religious and academic training for their preK-12 students. The integration of faith and academics has been studied in higher education institutions in North America, but not substantially in preK-12 schools. This study uses the lens of teacher self-efficacy to examine Christian school teachers' confidence to integrate faith into their instructional practices. A survey was conducted that drew responses from 390 educators from 18 Mennonite-affiliated schools across North America. Responses indicated generally high levels of faith integration self-efficacy for all teachers; however, teachers felt least confident in drawing parents into the process. Regression analysis showed that individual factors did predict faith integration self-efficacy. Implications of these findings are discussed.

This study examines the creation and implementation of a video-based assessment of teacher knowledge of effective teaching called the Video Assessment of Teacher Knowledge (VATK). The VATK was developed with the intention of creating an easily administered, standardised assessment that can potentially provide information on teacher candidate knowledge of teaching at important points during their training programmes and into the teaching field. The theoretical framework upon which the VATK was developed and the process for item creation are described. Classical test theory and item response theory analysis were conducted to determine the measure's potential for use in future studies. Analyses indicate that after some questions are removed, the measure is sensitive to differences in teachers' pedagogical knowledge.

Teaching English as foreign language (EFL) has grown around the world. However, certain regions have experienced little empirical research into the practices and results of these EFL programs. This study looks at English as foreign language teachers in Niger, an Expanding Circle country, to understand their training, instruction, and attitudes. The study surveyed 609 teachers about their level of comfort with English, preservice teacher training, use of English in the classroom, and career satisfaction. Descriptive and correlational statistics shed light into the profession of Nigerien EFL teachers. One in five Nigerien teachers had no preservice teacher training and the more comfortable they were with English, the more satisfied they were with their career. The results also suggest an interesting relationship between teachers' comfort level in English and the nature of their teacher training, which might need further investigation. The research presented in this paper provides information to policy makers, teacher trainers, and researchers in Expanding Circle locations.

Teacher education programs are under considerable pressure to evaluate their effectiveness in training new teachers. Over the last several decades there have been repeated calls for more systematic research on preservice teacher preparation programs. One institution has heeded this call, using the Video Assessment of Interactions and Learning (VAIL: Jamil, Sabol, Hamre, & Pianta, 2015) to annually assess teacher noticing of teacher-student interactions in preservice teachers. While there was no significant difference in first-test and last-test VAIL scores, VAIL scores were shown to be related to final college GPA. Additionally, there was a difference in student effort on the VAIL assessment, as participants provided fewer responses at the end of their program than at the beginning. These data show that assessments can be overused with regard to preservice teacher education programs. Future VAIL implementation should consider assessment fatigue when designing preservice teacher evaluation.

For many years, teacher education has focused on the centrality of the learner in the educational process. This study examined how preservice teachers' beliefs regarding children changed over the course of a teacher education program. It also examined the role of personality indicators in that change. Preservice social studies teachers were administered surveys in each year of a teacher education program to assess participants' beliefs towards children and their personality type. Participants' beliefs about children became more child-centered and personality type was a predictor of these beliefs.

There continues to be a debate as to the role and value of educator preparation programs throughout the world. This paper examines self-report data of the instructional language learning methods of Nigerien English as a Foreign Language (EFL) teachers. This study sought to understand what instructional methods EFL teachers are using in their classrooms and if there is any connection between instructional methods and teacher training. All EFL teachers in Niger were surveyed to answer these questions. Teachers used a variety of instructional methods based on their preservice training; however, these differences were contained to teachers in their first five years of teaching. The findings support that teacher training is associated with the instructional decisions of teachers.

Christian educators must regularly articulate the ways in which they add value to the learning experiences of students, recognizing that pedagogy and purpose are inextricably linked. This study investigates the relationship between constructivist teaching practices and the religious beliefs of Christian educators. Drawing on mixed-methods analysis of survey data, the study includes 385 teachers in a network of private preK-12 Mennonite schools stretching from Oregon to Pennsylvania to Florida. Data analysis suggests that while the participants consistently espouse a high level of commitment to Christian approaches to education, the participants' relationship to constructivist pedagogy across the corpus is less clear. The results contribute to the empirical literature on faith integration and notions of constructivism in Christian education.

Research about in-service teachers has shown that specific skills such as the skill to identify effective teaching interactions in others relates to the teachers' skill to engage in effective classroom interactions related to student learning. This study aimed to examine the relationship between these skills for 130 preservice teachers in the final year of their program. Findings indicated that preservice teachers' skill to identify effective teaching interactions in others related to the effectiveness of the emotional support and instructional support exhibited in their observed classroom interactions. In addition, the study investigated the relationship between these skills and the teacher program characteristics. This study provides further evidence that the skill of noticing effective teaching interactions in others is related to implementing one's own effective classroom interactions. Thus, enhancing preservice teachers' noticing skills serves as an important target for current and future teacher training.

A decade ago, the Carnegie Corporation of New York, along with the Ford and Annenberg Foundations, undertook a reform initiative, Teachers for a New Era (TNE). The goal of the TNE was to "stimulate construction of excellent teacher education programs at selected colleges and universities"(Carnegie Corporation of New York, 2001, p. 1). As part of this project, one mid-Atlantic university designed and implemented a participant data pool (PDP) to collect and manage data on teacher education students. The purpose of the PDP was to use the data to better understand whether the teacher education program was, indeed, an excellent program and to further stimulate knowledge creation about teacher education and preservice teachers. Ten years later, it is now time to examine the implementation of a PDP. In reflecting on the creation of PDP, McNergney and Imig (2006) wondered whether it was feasible to conduct teacher education program evaluations within and across settings. To this end, this study sought to examine the implementation of the PDP over the past ten years and to address McNergney and Imig's question. Results indicate that it is feasible to create and manage teacher education data in a national research university. Use of the PDP by researchers has steadily grown over the past five years. Further, a research requirement, along with increased attention to the PDP, has led to increasingly high percentages of student participation in research activities. This effort has led to a database of information on more than 1,300 students over a five-year period. Nevertheless, this article noted the unequal use of the data for research purposes. While researchers have conducted multiple analyses on some measures in the PDP, other measures have not been used frequently for analysis. As data are continually collected through the PDP, further analysis can provide information on how teacher education students grow personally and how their conceptions of teaching change throughout the course of their program. It is equally important to continually assess the usefulness of each measure in the PDP while searching for other measures that might be incorporated into the data collection effort.

In the studied university, a recurring discussion among preservice teachers centers around whether good teachers are born or made. Scott and Dinham (2008) examined this issue and found that many preservice teachers believe that some people are born to be good teachers and that this is a genetic trait. Darling-Hammond (2006), however, argues that "teachers are born, not made" is a myth and highly damaging to teacher education and to education more broadly. Further, Harrison, Smithey, MacAffee, and Weiner (2006) describe the importance of having a "teacher's heart" but assume that this can be developed in teacher candidates even before entering the teacher education program. The argument that teachers are made, not born, is especially compelling to teacher educators. As teachers of teachers, teacher educators must believe in the learning potential of all preservice teachers admitted into their programs. If a teacher candidate has the motivation to become a reflective practitioner of the craft of teaching, then a teacher educator believes that that person can, indeed, develop into an effective teacher. However, at its heart, this is an empirical question that needs to be examined. In this article paper, the authors attempt to understand one aspect of teacher candidates, personality, and its potential impact on teaching quality. First, the authors examine which personality, according to the five-factor model, preservice teachers tend to have. Then the authors examine the stability of personality over the course of a teacher training program. Finally, the connections between teaching performance, feelings about teaching, and personality are assessed.

Teacher leadership has received attention for empirical and practical reasons. However, despite the evolution of the concept over the last several decades, there is still dissonance regarding the concept of teacher leadership. This study was grounded in the theory of professional identity to understand how administrators and teachers conceptualize teacher leadership. We studied the perceptions of administrators and teachers about teacher leadership using a survey and interviews. While there was some overlap in how administrators and teachers perceived teacher leadership, administrators viewed teacher leadership as occurring outside of the classroom while teachers located it inside of the classroom. Teachers also valued formal and informal mentoring. We provide implications for research and practice based on these findings. [ABSTRACT FROM AUTHOR]

The complexity of contemporary schools necessitates principals supporting teachers to become teacher leaders while also supporting their instructional practices. Drawing on data from the 2018 Teaching and Learning International Survey, principal and teacher surveys examined how principal instructional support and a climate of shared leadership are associated with teacher satisfaction. Findings suggest that more frequent principal instructional support led to lower teacher satisfaction. Meanwhile, shared leadership was associated with increased levels of teacher satisfaction. [ABSTRACT FROM AUTHOR]

The Video Assessment of Interactions and Learning (VAIL), a video-based assessment of teacher understanding of effective teaching strategies and behaviors, was administered to preservice teachers. Descriptive and regression analyzes were conducted to examine trends among participants and identify predictors at the individual level and program level. Results from this study demonstrate that a standardized assessment used previously with in-service teachers can be implemented in a teacher education program. Analysis shows variability in preservice abilities to detect effective teaching strategies and behaviors that is partially explained by teacher education program factors. (Contains 2 figures and 7 tables.)

Secondary subject subcultures, differing in status, perceived sequentiality, and scope, have been shown to form within departmental content areas. This study aimed to determine if preservice secondary teachers also exhibited attributes of secondary subcultures. Through the Teacher Multicultural Attitude Survey and the Culturally Responsive Teacher Self-Efficacy Scale, this study revealed that subcultures also occur within preservice teachers, specifically preservice mathematics teachers and preservice English teachers, with regards to multicultural awareness and attitudes. The results from this study support the need for purposeful and consistent focus on multicultural education and Ethnomathematics education in mathematics education programs. In doing so, secondary mathematics students can obtain a robust background in multicultural education before entering the PK-12 classroom. When they do enter the PK-12 classroom, they will be able to empower all students that they teach. [ABSTRACT FROM AUTHOR]

Teacher education has recently come under attack for its perceived lack of efficacy in preparing teachers for classroom duty. A lack of comprehensive research in teacher education makes it difficult to understand the effects of teacher education programs on student learning. There is a missing link between what happens in teacher education programs how it affects student learning outcomes. Methodological issues make it difficult for researchers to isolate the contributions of teacher education programs to teacher learning. This article examines what research tells us about teacher education quality and suggestions for future research are discussed. (Contains 1 figure.)

This study examined teacher-student conferences and the students' perception of their writing. Students were surveyed and interviewed before, during and after the study to compare their perception of their writing. The students and the teacher-researcher met face to face twice a week and collaborated together on discussing the student's writing mechanics and usage. The method involved two, adult English Language Learner students and the teacher-researcher working together to discuss the expectations, goals, and writing criteria used throughout the study. This study concluded that by using the teacher-student conference, the students' perception of their writing improved. This resulted in the students having more confidence because they had someone to assist with questions and to provide suggestions concerning the needs of the ELL students. [ABSTRACT FROM AUTHOR]