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2009 - ATE Annual Meeting Pages: 6 pages || Words: 836 words || 
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1. Mann, Beth. and Heck, Teresa. "A Student Teaching Partnership: Preparing Teacher Candidates and Cooperating Teachers to Collaborate and Co-Teach During Student Teaching" Paper presented at the annual meeting of the ATE Annual Meeting, Hyatt Regency Dallas, Dallas, TX, Feb 15, 2009 Online <PDF>. 2018-11-17 <http://citation.allacademic.com/meta/p277447_index.html>
Publication Type: Single Paper Format
Abstract: Successful student teaching begins with a collaborative relationship between a Cooperating Teacher and the Teacher Candidate. Participants will receive resources to strengthen this relationship prior to the student teaching experience.

2011 - National Women's Studies Association Words: 105 words || 
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2. Dawuni, Josephine J.. "Teaching Gender When There is No Gender to Teach: Exploring the Opportunities and Challenges for Teaching Gender at Liberal Arts Colleges" Paper presented at the annual meeting of the National Women's Studies Association, SHERATON HOTEL (DOWNTOWN) ATLANTA, Atlanta, GA, <Not Available>. 2018-11-17 <http://citation.allacademic.com/meta/p512320_index.html>
Publication Type: Individual Paper
Abstract: This paper examines the opportunities and challenges for integrating women’s studies and gender issues into college classrooms where there is no specific focus on gender both at the college wide level and within individual courses. The paper revisits bell hook’s Teaching to Trangress which among other things seeks to focus on making the classroom “the most radical space of possibility in the academy”. Using interviews from feminist scholars in a newly created liberal arts college, the paper will explore both the challenges and opportunities for feminist scholars in teaching introductory social science courses when there is no gender and women’s studies center at the College.

2015 - SRCD Biennial Meeting Words: 514 words || 
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3. Creasey, Gary., Gallegos, Martin. and Lee, Robert. "Multicultural Teaching Competence: Its Role in Predicting Urban Teaching Intentions and Urban Teaching Anxiety" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, Mar 19, 2015 <Not Available>. 2018-11-17 <http://citation.allacademic.com/meta/p940607_index.html>
Publication Type: Individual Poster
Review Method: Peer Reviewed
Abstract: A pressing need is to better prepare pre-service teachers to work in under-serviced urban communities (Peterman, 2008). A difficultly is that most teacher education majors are white females (National Center for Education Statistics, 2006), who are often culturally worlds apart from children who reside in under-serviced communities. Indeed, pre-service teachers often report barriers to urban teaching careers, which significantly hinders their intentions to work in urban contexts (Creasey et al., 2014).

A variable that might attenuate barriers to urban teaching careers is multicultural teaching competence (MTC). This represents a working, factual knowledge of the cultural characteristics/assets of different ethnic groups that allows teachers to make learning culturally relevant for their students (Gay, 2000). Indeed, culturally responsive teachers often form positive relationships with their students and support their cultural identity (Siwatu, 2007).

Pre-service teachers who express strong MTC should express a greater desire to teach in an urban context, and display less career anxiety for teaching in this context than their counterparts who are less competent. However, it is questionable if this relationship is direct. In order to feel comfortable working in such a context one must express confidence to do so, and feel unconstrained by barriers that might dampen such intentions (e.g., concerns over personal safety). Thus, the researchers predicted that urban teaching efficacy and urban teaching barriers would mediate the relationship between MTC and urban teaching intentions/career anxiety.

Method
Pre-service teachers (N = 132) completed measures that assessed multicultural teaching competence (Yang & Montgomery, 2010), barriers to urban teaching careers (Creasey et al., 2014), and urban teaching efficacy (Bandura, 2006). They also completed assessments of urban teaching intentions (Lee et al., 2010), and urban teaching career anxiety using a modified version of the Career Factors Inventory (Chartland et al., 1990).

Results
The proposed meditational model was tested using a multiple regression series suggested by Baron and Kenny (1986) in which urban teaching intentions was treated as the criterion variable, multicultural teaching competence (MTC) was treated as the independent variable, and urban teaching efficacy and urban teaching barriers were treated as mediating variables. All conditions were met to establish mediation (Holmbeck, 1997), and urban teaching efficacy and urban teaching barriers were both established as mediators. This regression series was also repeated using urban teaching career anxiety as the criterion. The aforementioned results were replicated; however, the results revealed that urban teaching barriers played the primary role in mediating associations between MTC and urban teaching career anxiety.


Discussion
Urban teaching barriers and urban teaching efficacy played different roles in mediating associations between multicultural teaching competence (MTC) and urban teaching intentions/career anxiety. Both played a meditational role in terms of explaining associations between MTC and urban teaching intentions, but only urban teaching barriers played a role in explaining relations between MTC and urban teaching anxieties. However, as many participants reported barriers concerning issues over personal/school/and neighborhood safety, it would make sense that this construct would play a stronger mediating role given that the criterion variable represented anxieties over teaching in this context.

2014 - Advancing Teacher Education that Matters in Teaching, Learning, and Schooling. Pages: unavailable || Words: 453 words || 
Info
4. Melser, Nancy. "Co-Teaching in Student Teaching: Advancing Teaching that Matters" Paper presented at the annual meeting of the Advancing Teacher Education that Matters in Teaching, Learning, and Schooling., Hyatt Regency St. Louis Riverfront, St. Louis, MO, Feb 14, 2014 Online <PDF>. 2018-11-17 <http://citation.allacademic.com/meta/p675400_index.html>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: Co-teaching between a classroom teacher and a student teacher is an effective way to teach and mentor pre-service teachers. Come learn about advice, concerns, and successes for using this strategy.

2012 - 56th Annual Conference of the Comparative and International Education Society Words: 709 words || 
Info
5. Wang, Jian. "Effects of subject-related training, teaching experiences, and contrived curriculum and teaching organization on Chinese elementary teachers’ mathematics knowledge for teaching" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, Apr 22, 2012 <Not Available>. 2018-11-17 <http://citation.allacademic.com/meta/p551188_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Teachers' deeper understanding of what they teach presumably shapes the quality of their instruction and consequently their student learning (Deborah Loewenberg Ball, 2000; D. L Ball & McDiarmid, 1989; Shulman, 1987). This assumption has been one of important bases upon which various mathematics teacher education reform policies rest in many countries (Tatto, et al., 2008). These policies are pushing many teacher preparation and professional development programs to change their contents and approaches to improve teachers’ subject knowledge for teaching (Darling-Hammond & Bransford, 2005). Drawing on open-ended survey and relevant curriculum data from Chinese elementary mathematics teachers, this study examines the characteristics of teachers’ mathematics knowledge for teaching and whether and to what extent, teachers’ mathematics and mathematics education training, mathematics teaching experiences, and curriculum can influence the development of their mathematics knowledge for teaching.
Three conceptual assumptions of teachers’ knowledge for teaching and its development (Cochran-Smith & Lytle, 1999) are adapted to frame the focus, questions, and inquiry process of this study and guide the interpretations of its findings. The first is the knowledge for practice assumption, which suggests that in order to teach effectively, teachers need to acquire subject content knowledge through their university coursework and then transform it into their subject knowledge for teaching through their teaching practice. However, the relationship between what teachers learned in their mathematics courses and mathematics specific pedagogical courses, their knowledge for teaching, and their teaching practice has not been established empirically based on a systematic review of literature (Wilson, Floden, & Ferrini-Mundy, 2001).
The second is the knowledge in practice assumption. It presumes that the knowledge teachers need for teaching effectively is embedded in their actions, decisions, and judgments in the context of their teaching practice and can only be acquired through their accumulation of, deliberative reflection about, and inquiry into their teaching experience (Cochran-Smith & Lytle, 1999). In contrast, the empirical evidence for the relationship between teachers’ mathematics teaching experiences and their mathematics knowledge for teaching (Hilda Borko & Livingston, 1989; Li & Huang, 2008; Livingston & Borko, 1990) suggested that longer mathematics teaching experience may lead to a better understanding of mathematics for teaching.
The third is the knowledge of practice assumption, which stresses the role of teachers in reconstructing knowledge for teaching through a collaborative inquiry into their curriculum and teaching practice with their colleagues (Cochran-Smith & Lytle, 1999). Nevertheless, the existing studies showed that teachers often claimed that their study and use of their mathematics curriculum influenced their understanding of mathematics content for teaching. However, few studies captured the direct relationship between their study and use of curriculum materials and their mathematics knowledge for teaching (Han & Paine, 2010; Jian Wang & Paine, 2003; J. Wang, Strong, & Odell, 2004).
Therefore, it is necessary whether and to what extent each of these three assumptions can be sustained by the empirical data. This study analyzes the open surveys with 25 Chinese elementary mathematics teachers from three elementary schools in an urban metropolitan context in China and curriculum data that they used for their teaching. By coding and analyzing their answers to survey questions relevant to various mathematics topics covered by their curriculum materials, synthesizing the emergent themes from the codes, and then comparing the themes with participants’ backgrounds, it found that the participants’ mathematics and mathematics education training and mathematics teaching experience alone had limited influences on the quality of their mathematics knowledge for teaching. Their reconstruction of mathematics understanding of mathematics concept that they have to teach under the centralized curriculum and in collaboration with their colleagues shaped importantly the quality of their mathematics knowledge for teaching.
The study suggests that teacher preparation at university level should focus on helping students develop their competence of inquiry into specific issues of teaching instead of helping develop their concrete and applicable mathematics contents. The substantial support for teachers to develop this knowledge should be structured in their context of teaching specific topic (H. Borko, 2004; Putnam & Borko, 2000). In supporting teachers to develop this knowledge in the context of teaching, the powerful, specific, and consistent curriculum materials, the relevant accountable system (Cohen & Spillane, 1992), and a professional community that support, check, and co-experiment with teachers are necessary conditions (Hiebert, Gallimore, & Stigler, 2002; Jian Wang & Paine, 2003).

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