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Improving Teacher Education Through a Multi-Institutional Collaboration: The [Our State] Teacher Education Research Consortium

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Abstract:

In January 2006 researchers from institutions representing the three primary programs of teacher education in our state—a private college, a state university, and a research university—came together to create the [Our state] Teacher Education Research Consortium (XTERC). The purpose of XTERC’s research is to better understand the critical teacher preparation experiences that contribute to the instructional practices of teachers in differing and diverse school contexts. This partnership leverages the intellectual resources of three institutions of higher education to address teacher education issues that are of state-wide concern.

This collaboration to study these issues across institutions and at this scale is among the first of this kind in the nation. The three institutions share a common state context that is rapidly changing. Urban, suburban, and rural areas alike are becoming increasingly diverse. Our state classrooms are more ethnically and culturally diverse than ever before, with rising populations of students with refugee status. With the majority of teachers being White and an increasing number of students coming from ethnically and culturally diverse groups, the potential for mismatches between the teachers’ expectations and experiences and the students’ cultural backgrounds and learning styles is growing.

The three institutions also build their programs on common standards for effective teaching practice and under common state licensing rules. As members of a community of teacher educators within the state, this consortium is poised to provide research tools, methodologies, and recommendations for practice that have the potential of state-wide dissemination. This research will also provide baseline data that can be used in state-wide public policy deliberations on issues related to preparing and sustaining a high quality teaching workforce.

This paper will first describe each of the institutions, their student demographics, conceptual frameworks, and programmatic structures. The paper will also detail the creation of the partnership including the negotiation of research questions, the institutional agreements for data sharing, the commitment of institutional resources and personnel, and the joint data collection and analysis processes. All three institutions have agreed to implement changes based on findings from the study. The paper will provide a description of the institutional responses to the first year of data.
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Association:
Name: American Association of Colleges for Teacher Education
URL:
http://www.aacte.org


Citation:
URL: http://citation.allacademic.com/meta/p207703_index.html
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MLA Citation:

Bents, Mary., Miller, Michael. and Distad, Linda. "Improving Teacher Education Through a Multi-Institutional Collaboration: The [Our State] Teacher Education Research Consortium" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New Orleans Riverside, New Orleans, LA, <Not Available>. 2013-12-15 <http://citation.allacademic.com/meta/p207703_index.html>

APA Citation:

Bents, M. L., Miller, M. and Distad, L. "Improving Teacher Education Through a Multi-Institutional Collaboration: The [Our State] Teacher Education Research Consortium" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New Orleans Riverside, New Orleans, LA <Not Available>. 2013-12-15 from http://citation.allacademic.com/meta/p207703_index.html

Publication Type: Symposium Paper
Abstract: In January 2006 researchers from institutions representing the three primary programs of teacher education in our state—a private college, a state university, and a research university—came together to create the [Our state] Teacher Education Research Consortium (XTERC). The purpose of XTERC’s research is to better understand the critical teacher preparation experiences that contribute to the instructional practices of teachers in differing and diverse school contexts. This partnership leverages the intellectual resources of three institutions of higher education to address teacher education issues that are of state-wide concern.

This collaboration to study these issues across institutions and at this scale is among the first of this kind in the nation. The three institutions share a common state context that is rapidly changing. Urban, suburban, and rural areas alike are becoming increasingly diverse. Our state classrooms are more ethnically and culturally diverse than ever before, with rising populations of students with refugee status. With the majority of teachers being White and an increasing number of students coming from ethnically and culturally diverse groups, the potential for mismatches between the teachers’ expectations and experiences and the students’ cultural backgrounds and learning styles is growing.

The three institutions also build their programs on common standards for effective teaching practice and under common state licensing rules. As members of a community of teacher educators within the state, this consortium is poised to provide research tools, methodologies, and recommendations for practice that have the potential of state-wide dissemination. This research will also provide baseline data that can be used in state-wide public policy deliberations on issues related to preparing and sustaining a high quality teaching workforce.

This paper will first describe each of the institutions, their student demographics, conceptual frameworks, and programmatic structures. The paper will also detail the creation of the partnership including the negotiation of research questions, the institutional agreements for data sharing, the commitment of institutional resources and personnel, and the joint data collection and analysis processes. All three institutions have agreed to implement changes based on findings from the study. The paper will provide a description of the institutional responses to the first year of data.

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