Effect of Transnational Standards on U.S. Teacher Education

Autor/inn/en	Murry, Kevin G.; Herrera, Socorro G.; Miller, Stuart S.; Fanning, Cristina A.; Kavimandan, Shabina K.; Holmes, Melissa A.
Titel	Effect of Transnational Standards on U.S. Teacher Education
Quelle	In: FIRE: Forum for International Research in Education, 1 (2015) 3, S.41-63, Artikel 5 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Global Approach; Academic Standards; Teacher Education; Faculty Development; Evidence Based Practice; English Language Learners; Second Language Instruction; Measures (Individuals); Culturally Relevant Education; Statistical Significance; Teacher Improvement; Best Practices; Public School Teachers; Community Schools; Elementary School Teachers; Hierarchical Linear Modeling; Scores; Middle School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Globales Denken; Lehrerausbildung; Lehrerbildung; Fremdsprachenunterricht; Messdaten; Community school; ; Gemeindeschule; Gemeinschaftsschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	The Standards for Effective Pedagogy and Learning (CREDE, 2014) specify five "transnational universals of teaching" that are especially effective for the rapidly growing population of English language learners in North America. CLASSIC is an evidence-based, CREDE-aligned model of teacher education for classroom educators of English language learners. CLASSIC has utilized with more than 10,000 teachers in 100 school districts, located in eight states, in collaboration with eight different universities. This study examined the impact of the transnational standards of CLASSIC curricula on teachers' observed practices with English language learners as measured by the recently developed "Inventory of Situationally and Culturally Responsive Teaching" (ISCRT). Despite some variability, over 110 participating teachers in 37 U.S. schools demonstrated "statistically significant improvements" in their delivery of effective pedagogy, across a wide range (18 of 22) ISCRT indicators; teachers exhibited "highest levels of growth" in instructional conversations, joint productive activity, and challenging activities. (As Provided).
Anmerkungen	Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: fire@lehigh.edu; Web site: http://preserve.lehigh.edu/fire/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01