Teachers for a New Era: Activities
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May 2005 Update
Study Group & Committee Work:
Education Minor Committee, Cori Mantle Bromley
This committee of COE and A&S faculty has been developing a new minor for undergraduates interested in education, expected to be offered beginning in January of 2006.
English Study Group, Juan Guerra, A&S Co-director
This tripartite group will have met for a series of 8 three-hour sessions between January and June to recommend ways to reconfigure the academic major in English to better prepare teachers and to develop a shared definition of pedagogical content knowledge. Their recommendation report will be completed in late June and center around 1) Student-Centered Projects, 2) Advisor-Centered Projects, and 3) Faculty-Centered Projects.
Urban School Study Group, Wanda Brown, P-12 Co-Director
This is another tripartite group that met regularly between January and June of 2005 to complete a set of recommendations. Their report focuses on teacher education program structures and systems that would better facilitate meeting the needs of urban, diverse students.
Download Report
Undergraduate General Science Degree Committee, Julie Lutz, Research Professor, Astronomy
A tripartite committee will begin meeting this summer to develop a new undergraduate general science degree directed towards potential math and science teachers as well as individuals interested in having a broader understanding of multiple science disciplines.
Research & Projects
Identity and Interest Development in Learning to Teach: The Role of Multiple Social Contexts, Sue Nolan
The participants in this study are eight secondary 2004-06 TEP cohort members. The study employs ethnographic techniques, including interviews, observations in multiple contexts, and collection of artifacts and began last fall. Through analysis of data this summer two basic interpretations will be provided: participants’ social action in terms of their identities and interests related to teaching and how participants’ think about themselves as teachers.
Teaching/Learning Partnership Graduates’ Second Year of Teaching, Bill McDiarmid
This study is designed to follow TLP graduates to determine how their teaching has changed since their first year and what has prompted the changes using online surveys, interviews, and student and teacher artifacts. Analysis will be completed this summer.
Evidence of Pupil Learning Tied to Teacher Education Graduates – Seattle, Jerry Herting, Research Associate Professor
The goals of this research effort are: 1) to provide evidence that content and quality of teacher training has direct impact on pupil learning in the classroom and 2) to develop a program of timely and systematic feedback to teacher training programs and induction teachers to facilitate improvement in teacher training and use of evidence based content. During the summer and early fall, instruments will be finalized and the IRB process completed in order to start pilot implementation by late fall with reviews to follow for the rest of the academic year. A cross-site TNE meeting to discuss research on pupil learning tied to teacher education is occurring next month.
Teachers Learning in Networked Communities (T-LINC), Bill McDiarmid & Jane Goetz, Director of Instructional Services in the Seattle Public Schools
The initial goal of this project is to provide support to novice and mentor teachers in Seattle Public School by building an electronic infrastructure designed to augment face to face teacher mentoring. The pilot will then be scaled up for all UW teacher education graduates as part of an induction program. Download poster.
Urban Teacher Scholars Program: Bridging Theory and Practice for Novice Teachers, Lani Horn
This research project just received TNE funding and is designed to overhaul the secondary math methods course to better articulate theory and practice. To provide mediated experiences for real time teaching, portions of the course will be held at a local urban high school that is undertaking serious renewal work in its math department. To facilitate the presence of A&S and COE faculty as well as preservice teachers, the funds support a first year teacher (TEP graduate) in the department to serve as a bridge between the university and the department.
The Experiences of Students of Color in TEP – Implications for Pedagogy, Jen Stone
This project also just received funding notification. It will be jointly funded by the COE and TNE and proposes: 1) to engage in a systematic analysis of the videos collected last year around student teachers’ of color experiences in TEP and 2) form tripartite focus groups to examine the implications for pedagogy raised by the videos in order to build a repertoire of evidence-based pedagogical strategies for more inclusive teacher education.