Zobrazeno 1 - 10
of 11
pro vyhledávání: '"Kavita Kapadia Matsko"'
Autor:
Sarah Schneider Kavanagh, Sharon Feiman-Nemser, Karen Hammerness, Kavita Kapadia Matsko, Jamie Wallace
Publikováno v:
Journal of Teacher Education. 74:274-287
Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K–12 students are present. This gap in the lite
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0dfd4bd78f197e6b21f1f9a363bebb7c
https://doi.org/10.1177/00224871221142843
https://doi.org/10.1177/00224871221142843
Publikováno v:
The Palgrave Handbook of Teacher Education Research ISBN: 9783031161926
The Palgrave Handbook of Teacher Education Research ISBN: 9783030595333
The Palgrave Handbook of Teacher Education Research ISBN: 9783030595333
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7522bf267f6eec34f2dc261698b06b82
https://doi.org/10.1007/978-3-031-16193-3_64
https://doi.org/10.1007/978-3-031-16193-3_64
Publikováno v:
Teaching and Teacher Education. 130:104139
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b519c439cce2f49df790bf802d84204d
https://doi.org/10.1016/j.tate.2023.104139
https://doi.org/10.1016/j.tate.2023.104139
Publikováno v:
Journal of Teacher Education. 73:225-239
Nontraditional teacher preparation pathways were designed to offer different forms of preparation meant to attract different populations of teachers; however, prior literature suggests they may not provide as much of an alternative as initially inten
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fae906edae8cb14f77eb2f005a76f5a7
https://doi.org/10.1177/00224871211015976
https://doi.org/10.1177/00224871211015976
Publikováno v:
Journal of Teacher Education. 72:56-71
This article extends prior research seeking to identify preparation features related to better workforce outcomes. To our knowledge, it is the first to link many dimensions of preparation to graduates’ first-year observation ratings. It follows 305
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::38690e3e474a80e99aeb9f21fa446748
https://doi.org/10.1177/0022487120919753
https://doi.org/10.1177/0022487120919753
Autor:
Kavita Kapadia Matsko, Yihua Hong
Publikováno v:
American Educational Research Journal. 56:2368-2407
This article puts forth a multidimensional framework for empirically testing the effects of teacher mentoring, focusing on interactions between formal mentors and novice teachers and the setting in which these interactions occur. Analyzing survey and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::68f46130e47eac35fe44d04106fedb1b
https://doi.org/10.3102/0002831219843657
https://doi.org/10.3102/0002831219843657
Publikováno v:
Urban Education. :004208592110651
Teacher education programs are increasingly taking up commitments to prepare new teachers for equitable teaching. Despite best intentions, programs feel challenged to help candidates translate these commitments into classroom practice. Using a contex
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a1e3510472a255750cbace6bbd67077d
https://doi.org/10.1177/00420859211065188
https://doi.org/10.1177/00420859211065188
Cooperating Teacher as Model and Coach: What Leads to Student Teachers’ Perceptions of Preparedness?
Autor:
Kavita Kapadia Matsko, Matthew Ronfeldt, Stacey L. Brockman, Hillary Greene Nolan, Joshua Klugman, Michelle Reininger
Publikováno v:
Journal of Teacher Education. 71:41-62
Drawing on survey and administrative data on cooperating teachers (CTs) and their preservice student teachers (PSTs) in Chicago Public Schools during 2014-2015, this study offers an in-depth look at reports of how CTs engage in their mentoring roles
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f8524574501cede94565c9ec8421bf11
https://doi.org/10.1177/0022487118791992
https://doi.org/10.1177/0022487118791992
Publikováno v:
Journal of Teacher Education. 65:128-144
The literature on preparing teachers for urban schools provides a rationale for helping candidates understand the particular cultures of students. However, research has not sufficiently “unpacked” features of the setting that programs can address
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::62ac02652f12aa3302d7a77194059d4a
https://doi.org/10.1177/0022487113511645
https://doi.org/10.1177/0022487113511645
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 114:387-416
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::59bb2b8124fdec779be4fd7bc2fc8192
https://doi.org/10.1177/016146811211401408
https://doi.org/10.1177/016146811211401408