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Research

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Murawski, W.W. (2012, Nov 8). Co-teaching and student teaching: A logical combination. Presentation for the national Teacher Education Division of the Council for Exceptional Children, Grand Rapids, MI.

Abstract

The purpose of this research study was to examine the differences between traditional student teaching and student teaching through a co-teaching methodology. A pilot study was conducted at California State University, Northridge with student teachers in Elementary Education. Results showed that both master and student teachers were more positive about the co-teaching experiences over the traditional experiences. A follow-up study is in progress.

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Montano, T. & Burstein, J.  (July, 2006). Mujeres, maestras y mas: Creating teacher       networks for resistance and voice. Journal of Latinos in Education, 5(3), 169-188.             Mahwah, NJ: Lawrence Erlbaum.
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Montano, T.& Burstein, J.H. (2007). Learning from las maestras: Experienced teacher       activists who remain in the classroom. Journal of Borderland Education, 1(1), 29-39.             Routledge.
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Jeffries, C., & Maeder, D. W. (2009). The effect of scaffolded vignette instruction on student mastery of subject matter. The Teacher Educator, 44, 21-39.
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Burstein, J.H. & Montaño, T. (2010) Maestras dedicadas: A portrait of Chicana
teacher activism in troubled times. The Journal of Critical Pedagogy, 3(3).
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Techaviratanakul, D. & Murawski, W.W. (2011, Winter). Collaboration between Educational Therapists and their Potential School Partners. The Educational Therapist, 32(1), 9-10, 16-17.

Abstract

This article describes a study that investigated preK-12 school personnel's (N=135) background knowledge and opinions regarding educational therapists (ETs) and the effect those opinions have on subsequent collaboration between school personnel and ETs. Results showed that school personnel had limited knowledge and experiences with ETs but were amenable to those collaborations.

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Jeffries, C., & Maeder, D. W. (2011). Comparing vignette instruction and assessment tasks to classroom observations and reflections. The Teacher Educator, 46(2), 161-175
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Techaviratanakul, D. & Murawski, W.W. (2012). Educational therapists seek to be healers in times of tight budgets. Kappan, 93(5), 48-50.

Abstract

As funding cuts require schools to do more with less, one main concern is how to continue high-quality learning. That’s an ever-more difficult proposition where students who have any of a variety of learning difficulties are involved. In such situations an educational therapist can be helpful.This article describes what educational therapy is and how educational therapists (ET) can be helpful in collaborating with schools.

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Gainsburg, J. (2012). Why new mathematics teachers do or don’t use practices emphasized in their credential program. Journal of Mathematics Teacher Education, 15(5), 359-79.

Abstract

Abstract A major research concern for teacher education is the impact of university credentialing programs on K-12 teaching and the disjuncture between university-promoted practices and what teachers actually do in their classrooms. In particular, mathematicscredential programs typically promote reform-oriented methods, while mathematics teaching in the US remains largely traditional. Proposed explanations for the limited uptake of university-promoted mathematics-teaching methods have included new teachers’ struggle to bridge the ‘‘two worlds’’ of the university and school, the relative difficulty of reform-oriented teaching, and the failure of the standard teacher-preparation model that teaches general pedagogical concepts prior to specific teaching tools and practices. In this study, interviews of 19 first- through 4th-year secondary-level mathematics teachers— graduates of a single credential program—investigated the factors, internal and external to the credential program, that these teachers perceived to support or impede their implementation of certain university-taught practices. The findings are used to examine previously proposed explanations for limited uptake, and recommendations are made for credential programs and employing schools.

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Sears, R., Brosnan, P., Gainsburg, J., Olaff-Lewis, J., Stone, J., Spencer, C., Riggs, L., Biagetti, S., Cayton, C., Grady. M., Clarke, P. J., & Andreasen, J. (2017). Using improvement science to transform internship experiences through co-teaching strategies. In L. West & M. Boston (Eds.), Reflective and Collaborative Processes to Improve Mathematics Teaching (pp. 265-274). Reston, VA: The National Council of Teachers of Mathematics, Inc.