Zobrazeno 1 - 10
of 95
pro vyhledávání: '"Paul G Fitchett"'
Publikováno v:
Current Issues in Education, Vol 19, Iss 1 (2016)
Educational research has long established moonlighting as a popular employment practice among public school teachers. Using data from the National Center for Education Statistics Schools and Staffing Survey, this study examined both the characteristi
Externí odkaz:
https://doaj.org/article/ef0b925c623745eea68ab981ddf657e3
Publikováno v:
AERA Open, Vol 10 (2024)
This study explores social studies teachers’ self-reported instruction about teaching the 2020 election in U.S. secondary schools. We analyzed survey responses from 1,723 secondary social studies teachers from 12 states (3 left-leaning, 3 right-lea
Externí odkaz:
https://doaj.org/article/963fb469d6a3427fafbe3d72f738d650
Autor:
Paul G. Fitchett, Jendayi Dillard, Christopher J. McCarthy, Richard G. Lambert, Kristen Mosley
Publikováno v:
Education Policy Analysis Archives, Vol 28, Iss 0 (2020)
Combining secondary data from the National Center for Education Statistics National Teacher Principal Survey (NTPS) and Common Core of Data (CCD), this exploratory study examined the distribution of teacher race/ethnicity across the race/ethnicity of
Externí odkaz:
https://doaj.org/article/1d441ff0ef3041bca2d059c9d1840947
Autor:
Paul G. Fitchett, Tina L. Heafner
Publikováno v:
Journal of Teacher Education. 73:494-508
Examining the connections among teacher characteristics, instructional decision-making, and student learning in social studies education are both complicated and contentious. In the current study, we shed light on middle grades social studies teachin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::10bcee21613d378298733361549ef612
https://doi.org/10.1177/00224871221108642
https://doi.org/10.1177/00224871221108642
Autor:
Paul G. Fitchett, Stacy B. Moore
Publikováno v:
The Journal of Social Studies Research. 46:169-184
This dual methods study explored one social studies teacher education program as it attempted to incorporate a cycle of practice-based teacher education into a methods course for the purpose of democratizing the teacher education experience. In addit
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d03379694117cea03cbe9be892a36d4f
https://doi.org/10.1016/j.jssr.2021.09.005
https://doi.org/10.1016/j.jssr.2021.09.005
Publikováno v:
Journal of Curriculum Studies. 54:536-558
The goal of this study was to identify teacher-reported practices related to teaching the 2018 US Midterm Elections and contemporary social and policy issues. In particular, we sought to identify f...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::99fd1e91aafb8547327865d37bf38d20
https://doi.org/10.1080/00220272.2021.1992674
https://doi.org/10.1080/00220272.2021.1992674
Publikováno v:
Action in Teacher Education. 44:123-142
As teacher preparation programs across the country evolve in response to criticism, declining enrollment, and increasing competition, research is needed to guide and inform their evolution. In resp...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e1e5b316ef767fafe4a15799be898222
https://doi.org/10.1080/01626620.2021.1955775
https://doi.org/10.1080/01626620.2021.1955775
Publikováno v:
Education Policy Analysis Archives, Vol 25, Iss 0 (2017)
How and to what extent students learn history content is a complicated process, drawing from the instructional opportunities they experience; the policy prioritization of history/social studies instruction in schools; and their own cultural perspecti
Externí odkaz:
https://doaj.org/article/045e500279874221a1a9419d24d75a47
Autor:
Jendayi B. Dillard, Christopher J. McCarthy, Paul G. Fitchett, Kristen C. Mosley, Richard G. Lambert
Publikováno v:
International Journal of Stress Management. 28:24-31
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::82b7e4f17ec904728b8e2556ab928fbc
https://doi.org/10.1037/str0000208
https://doi.org/10.1037/str0000208
Publikováno v:
Urban Education. 57:401-431
This study examined the mobility trends of African American public-school teachers. Guided by the integration of critical race theory and organization theory, this study used longitudinal data from the National Center for Education Statistics to expl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c61ff3129b818334529bb1aad8fe85d6
https://doi.org/10.1177/0042085920988335
https://doi.org/10.1177/0042085920988335