Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Joni S. Kolman"'
Autor:
Andrew R. Ratner, Joni S. Kolman
Publikováno v:
Education Policy Analysis Archives, Vol 24, Iss 0 (2016)
This article reflects a qualitative exploratory inquiry into the lived experiences of faculty members working within a system of urban schools of education as they supported diverse teacher candidates in completing the Educative Teacher Performance A
Externí odkaz:
https://doaj.org/article/b3612f86807f457ea8bbfd5402e57742
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 123:202-247
Background:Racial inequities are a persistent reality in K–12 schools in the United States. There is a need for consensus and coordination between principals and teachers if they are to address the harm of racial inequities in education. Yet, despi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a83872d19f6405d131064e9e981512d0
https://doi.org/10.1177/01614681211048657
https://doi.org/10.1177/01614681211048657
Autor:
Joni S. Kolman, Rachel Roegman
Publikováno v:
Journal of Teacher Education. 71:108-121
In this conceptual article, we present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. Drawing on the literature on K-12 teaching and on teacher preparation, we argue f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::54402c307bbb0f6272b663f583d25434
https://doi.org/10.1177/0022487119850174
https://doi.org/10.1177/0022487119850174
Autor:
Joni S. Kolman
Publikováno v:
Pedagogy, Culture & Society. 25:501-514
This case study examines how an experienced teacher’s practice and pedagogy differs across two high-accountability urban charter schools in the United States of America (USA). Drawing on semi-structured interviews and participant observations, the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cde370e18490ae1f6494fdb0dc7f6fc0
https://doi.org/10.1080/14681366.2017.1285344
https://doi.org/10.1080/14681366.2017.1285344
Publikováno v:
Teaching Education. 27:173-193
This article presents findings from an exploratory empirical study of teaching residents’ opportunities and learning within the overlapping contexts of English as a Second Language (ESL)/special education classrooms and high-need urban schools. Uti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2662aa08b2720ce3ee2410fc9f3aaac7
https://doi.org/10.1080/10476210.2015.1062979
https://doi.org/10.1080/10476210.2015.1062979