Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education)

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Autor/in	Miller, Andrew Frederic
Titel	Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education)
Quelle	(2017), (398 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Boston College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-1032-8
Schlagwörter	Hochschulschrift; Dissertation; Graduate Study; Teacher Effectiveness; Charter Schools; Academic Achievement; Achievement Gap; Teacher Education Programs; Urban Schools; Elementary School Teachers; Secondary School Teachers; Teacher Educators; Teacher Attitudes; Student Attitudes; Graduate Students; Qualitative Research; Case Studies; Beginning Teachers; Socialization; Educational Objectives; Educational Policy; Educational Quality; Equal Education; Educational Improvement; Teacher Education Curriculum; Epistemology; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Aufbaustudium; Graduiertenstudium; Hauptstudium; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Charter school; Charter-Schule; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Schülerverhalten; Graduate Study; Student; Students; Studentin; Qualitative Forschung; Case study; Fallstudie; Case Study; Junior teacher; Junglehrer; Socialisation; Sozialisation; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Erkenntnistheorie; Master-Studiengang
Abstract	Beginning in 2000, a number of new graduate schools of education (nGSEs) have been established in the U.S. in response to increasing calls for more effective teachers. Among these are programs affiliated with "No Excuses"-style charter schools, which are focused on closing the achievement gap in urban K-12 schools. Teacher education programs at nGSEs affiliated with "No Excuses" schools were designed to prepare teachers specifically for these schools. Although these nGSEs have been applauded by the press and by education reform advocates, there has been almost no independent research about them. Systematic study of the goals, practices and beliefs of teacher educators and candidates at these programs is necessary to understand the impact "No Excuses"-affiliated nGSEs may have on teacher preparation for urban schools. The purpose of this qualitative case study was to analyze teacher preparation from insiders' perspectives at the Sposato Graduate School of Education, which is connected to the Match Education charter management organization. For this study, the Sposato GSE was regarded as an illustrative and an instrumental case of the nGSE phenomenon. Drawing on multiple data sources and using qualitative data analysis methods, this dissertation found the Sposato mission was to create "jaw-droppingly effective rookie teachers," and it argues this mission was in large part realized due to the remarkable coherence of the program's design, curriculum, and vision. However, this dissertation also argues the success of the Sposato teacher education program came at a cost. My analysis shows that Sposato leaders and faculty members zeroed in almost exclusively on two goals: (1) implementing a technical, moves-based epistemology of teaching in their teacher preparation curriculum; and (2) socializing teachers into a gradualist and technically rational vision of equity and justice consistent with the goals of "No Excuses" schools. This study has important implications for the practice of urban teacher preparation, research into the nGSE phenomenon, and policies related to improving teacher education program quality and the goal of closing the achievement gap. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01