Clinically Based Models of Teacher Preparation

Using Value Added Models to Evaluate Teacher Preparation Programs

Personality Development during Teacher Preparation

Objective: The purpose of this 3-year longitudinal study was to examine pre-service teachers' personality trajectories as measured by the IPIP Big-Five factor markers during teacher preparation. The relationship between students' personality traits, social desirability, and prior academic attainment was also examined. Method: This 3-year longitudinal study invited participants from the first ye...

Web-Based Learning and Teacher Preparation: Lessons Learned

Data was collected on technology-related issues involved in the conversion of a teacher preparation program into an online, competency, and field-based model. Faculty issues involving instructional design, workload, and merit/tenure were examined, as well as the effects of webbased course delivery on student and faculty interaction, competency acquisition, technology proficiency, and learning o...

Infusing Cognitive Science Content in Teacher Preparation

Surprisingly, foundational knowledge about cognitive science (CS) is not included in all teacher preparation programs or required for certification in all states. Here, I examine the impact of infusing CS content into teachercandidates’ coursework by providing half of the pedagogy instructors with professional development on big ideas in CS (memory/attention/transfer/problem solving/practice/ex...

Teacher Perceptions of Inquiry-Based Instruction vs. Teacher-Based Instruction

This applied research was designed to analyze the effectiveness of inquiry-based instruction as compared to teacher-directed instruction in 5th-grade mathematics and science courses at the subject school. The subject school modified mathematics and science curriculum for 3 years and became an Alabama Math, Science, and Technology (AMSTI) [2009] school. AMSTI provided extensive professional deve...