Sandra J Odell
Datos Biográficos
| ID | 1603522 |
|---|---|
| NOMBRE | Sandra J Odell |
| NOMBRES | Sandra J |
| APELLIDO | Odell |
| FIRMA | ODELL S J |
| AFILIACIONES | University of Nevada, Las Vegas, Las Vegas, NV, USA |
| VERIFICADO | No |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 51 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1986 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2011 |
| ÍNDICE H | 4 |
Understanding Teacher Education in an Era of Globalization
The growth of a global economy, which has spurred fierce competition among many nations hoping to make economic advances, is changing social, political, and economic landscapes as well as the educational systems within these nations (Stromquist & Monkman, 2000). In the United States, these changes exert continual pressures to alter the ways in which public schools prepare their citizenry for work (Burbules & Torres, 2000) and the characteristics …
Learning to Teach
In May 2010, Mr. Hemant Mehta completed his first year of teaching math at Neuqua Valley High School in Naperville, Illinois. Shortly thereafter, his reflections on his preparation for teaching were featured in an article distributed widely by the Associated Press. The article, How Should We Teach Our Future Teachers? began thus: Hemant Mehta's formal training taught him how to write a lesson plan and how public schooling began in the U.S., but i…
Quality Teaching and Teacher Education
For generations, the kaleidoscope has captivated children and adults alike. The kaleidoscope viewer puts one end of the tube to her eye, points the other toward a light source, then rotates the tube, producing colorful symmetrical patterns formed by the tiny, tumbling objects inside. Beautiful though they are, these patterns are evanescent, disappearing with the twist of the wrist. The kaleidoscope maker cannot predict what patterns might emerge …
Toward Strengthening the Preparation of Teacher Educator-Researchers in Doctoral Programs and Beyond
Educators, scholars, and policy makers agree that quality research is needed to improve teaching and teacher education (Boote & Beile, 2005; Grossman, 2008; Levine, 2007; Young, 2008). This is especially true in the current climate of increasing pressures to produce research that can guide policy making in an age of standards-based reform and teacher accountability. As pressures to enhance student achievement and teaching practice mount, so too d…
Social Justice and Teacher Education
The Journal of Teacher Education (JTE) has a long, distinguished record of publishing articles focusing on multiple aspects of to teach for social justice, social change, and social responsibility (Coehran-Smith, 2001, p. 3). Since the most recent themed issue on the topic, Culture, Diversity, and Transformation, appeared in 2004, the time seemed fight for an update. Furthermore, the current issue devoted to the topic of social justice and teache…
Bold Ideas for Improving Teacher Education and Teaching
Teacher education has been struggling with the central chal-lenge of preparing and retaining sufficient numbers of high-quality teachers who can work effectively with students from diverse cultural and racial backgrounds, especially in urban school contexts. As teacher educators, we work in an institution situated in the frontline of facing this challenge, where we have learned that bold ideas—fresh, creative, dif-ferent, and empirically sound co…
Judging Research in Teacher Education
nearly 10 years ago, called for “scientifically based research” and “evidence-based practices. ” This 2001 legislation has led to subsequent changes in federal funding policies that encourage the use of a more quantitative approach to mea-suring cause-and-effect relationships between educational conditions and outcomes to produce generalized findings that can inform policy decision making (Feuer, Towne, & Shavelson, 2002). Consequently, these gov…
Understanding Teacher Education Reform
Teacher education reform in the United States (US) is a crucial part of a broader educational reform intended to improve teaching practice and, thus, student performance (Darling-Hammond, 2005). Teacher education reform has become an international trend (Bates, 2008; Garm & Karlsen, 2004), which in spite of the different national contexts and traditions, shares a set of similar expectations, foci, and even policy interventions (Loomis, Rodriguez,…
Effects of Teacher Induction on Beginning Teachers' Teaching
Drawing on literature since 1997, this review explores the effects of teacher induction on beginning teachers' conceptions and practice of teaching, and it identifies three approaches to understanding such effects, as found in the literature. The first approach addresses the assumed effects of teacher induction components on beginning teachers' teaching using theoretical assumptions as a base. The second approach analyzes the effects through teac…
An alternative conception of mentor–novice relationships
Mentored Learning to Teach According to Standards-Based Reform
This article analyzes literature on mentored learning to teach in ways consistent with the standards reform movement. It suggests that although reformers encourage mentoring for standards-based teaching, the assumptions underlying mentoring programs are often focused not on standards but on emotional and technical support. Mentoring practices are consistent with program assumptions rather than with the assumptions underlying standards-based teach…
Three School-University Partnerships for Teacher Development
A formal, contractual school-university partnership is described that has evolved over 25 years through an ongoing conversation among district teachers and administrators, local teacher federation members and leaders, and college faculty and administrators. The article focuses on the exchange of services agreement that funds the partnership at no cost to either party, a brief description of three programs that have grown out of the complementary …
Teacher Mentoring and Teacher Retention
Four years after their initial, mentored teaching year, two cohorts of beginning teachers (N= 160) were surveyed to determine whether they had remained in teaching and their retrospective attitudes about mentoring. Approximately 96% of those located were still teaching. Of the different types of support they received from their mentors, they most valued emotional support. It is suggested that teacher mentoring may reduce the early attrition of be…
Induction Support of New Teachers
Odell completed a functional analysis of the needs of teachers by recording the forms of actual assistance given to first year and "new to system" teachers in a teacher induction program. Eighty-six first year and 79 new to system teachers were involved in the study. The two pri mary needs of both groups of teachers included (a) obtaining information about the school district and (b) obtain ing resources and materials pertinant to the curriculum …
An alternative conception of mentor–novice relationships
Induction Support of New Teachers
Odell completed a functional analysis of the needs of teachers by recording the forms of actual assistance given to first year and "new to system" teachers in a teacher induction program. Eighty-six first year and 79 new to system teachers were involved in the study. The two pri mary needs of both groups of teachers included (a) obtaining information about the school district and (b) obtain ing resources and materials pertinant to the curriculum …
Teacher Mentoring and Teacher Retention
Four years after their initial, mentored teaching year, two cohorts of beginning teachers (N= 160) were surveyed to determine whether they had remained in teaching and their retrospective attitudes about mentoring. Approximately 96% of those located were still teaching. Of the different types of support they received from their mentors, they most valued emotional support. It is suggested that teacher mentoring may reduce the early attrition of be…
Effects of Teacher Induction on Beginning Teachers' Teaching
Drawing on literature since 1997, this review explores the effects of teacher induction on beginning teachers' conceptions and practice of teaching, and it identifies three approaches to understanding such effects, as found in the literature. The first approach addresses the assumed effects of teacher induction components on beginning teachers' teaching using theoretical assumptions as a base. The second approach analyzes the effects through teac…
Bold Ideas for Improving Teacher Education and Teaching
Teacher education has been struggling with the central chal-lenge of preparing and retaining sufficient numbers of high-quality teachers who can work effectively with students from diverse cultural and racial backgrounds, especially in urban school contexts. As teacher educators, we work in an institution situated in the frontline of facing this challenge, where we have learned that bold ideas—fresh, creative, dif-ferent, and empirically sound co…
Judging Research in Teacher Education
nearly 10 years ago, called for “scientifically based research” and “evidence-based practices. ” This 2001 legislation has led to subsequent changes in federal funding policies that encourage the use of a more quantitative approach to mea-suring cause-and-effect relationships between educational conditions and outcomes to produce generalized findings that can inform policy decision making (Feuer, Towne, & Shavelson, 2002). Consequently, these gov…
Three School-University Partnerships for Teacher Development
A formal, contractual school-university partnership is described that has evolved over 25 years through an ongoing conversation among district teachers and administrators, local teacher federation members and leaders, and college faculty and administrators. The article focuses on the exchange of services agreement that funds the partnership at no cost to either party, a brief description of three programs that have grown out of the complementary …
Toward Strengthening the Preparation of Teacher Educator-Researchers in Doctoral Programs and Beyond
Educators, scholars, and policy makers agree that quality research is needed to improve teaching and teacher education (Boote & Beile, 2005; Grossman, 2008; Levine, 2007; Young, 2008). This is especially true in the current climate of increasing pressures to produce research that can guide policy making in an age of standards-based reform and teacher accountability. As pressures to enhance student achievement and teaching practice mount, so too d…
Understanding Teacher Education Reform
Teacher education reform in the United States (US) is a crucial part of a broader educational reform intended to improve teaching practice and, thus, student performance (Darling-Hammond, 2005). Teacher education reform has become an international trend (Bates, 2008; Garm & Karlsen, 2004), which in spite of the different national contexts and traditions, shares a set of similar expectations, foci, and even policy interventions (Loomis, Rodriguez,…
Understanding Teacher Education in an Era of Globalization
The growth of a global economy, which has spurred fierce competition among many nations hoping to make economic advances, is changing social, political, and economic landscapes as well as the educational systems within these nations (Stromquist & Monkman, 2000). In the United States, these changes exert continual pressures to alter the ways in which public schools prepare their citizenry for work (Burbules & Torres, 2000) and the characteristics …
Learning to Teach
In May 2010, Mr. Hemant Mehta completed his first year of teaching math at Neuqua Valley High School in Naperville, Illinois. Shortly thereafter, his reflections on his preparation for teaching were featured in an article distributed widely by the Associated Press. The article, How Should We Teach Our Future Teachers? began thus: Hemant Mehta's formal training taught him how to write a lesson plan and how public schooling began in the U.S., but i…
Quality Teaching and Teacher Education
For generations, the kaleidoscope has captivated children and adults alike. The kaleidoscope viewer puts one end of the tube to her eye, points the other toward a light source, then rotates the tube, producing colorful symmetrical patterns formed by the tiny, tumbling objects inside. Beautiful though they are, these patterns are evanescent, disappearing with the twist of the wrist. The kaleidoscope maker cannot predict what patterns might emerge …
Induction Support of New Teachers
Odell completed a functional analysis of the needs of teachers by recording the forms of actual assistance given to first year and "new to system" teachers in a teacher induction program. Eighty-six first year and 79 new to system teachers were involved in the study. The two pri mary needs of both groups of teachers included (a) obtaining information about the school district and (b) obtain ing resources and materials pertinant to the curriculum …
Three School-University Partnerships for Teacher Development
A formal, contractual school-university partnership is described that has evolved over 25 years through an ongoing conversation among district teachers and administrators, local teacher federation members and leaders, and college faculty and administrators. The article focuses on the exchange of services agreement that funds the partnership at no cost to either party, a brief description of three programs that have grown out of the complementary …
Teacher Mentoring and Teacher Retention
Four years after their initial, mentored teaching year, two cohorts of beginning teachers (N= 160) were surveyed to determine whether they had remained in teaching and their retrospective attitudes about mentoring. Approximately 96% of those located were still teaching. Of the different types of support they received from their mentors, they most valued emotional support. It is suggested that teacher mentoring may reduce the early attrition of be…
Mentored Learning to Teach According to Standards-Based Reform
This article analyzes literature on mentored learning to teach in ways consistent with the standards reform movement. It suggests that although reformers encourage mentoring for standards-based teaching, the assumptions underlying mentoring programs are often focused not on standards but on emotional and technical support. Mentoring practices are consistent with program assumptions rather than with the assumptions underlying standards-based teach…
An alternative conception of mentor–novice relationships
Effects of Teacher Induction on Beginning Teachers' Teaching
Drawing on literature since 1997, this review explores the effects of teacher induction on beginning teachers' conceptions and practice of teaching, and it identifies three approaches to understanding such effects, as found in the literature. The first approach addresses the assumed effects of teacher induction components on beginning teachers' teaching using theoretical assumptions as a base. The second approach analyzes the effects through teac…
Social Justice and Teacher Education
The Journal of Teacher Education (JTE) has a long, distinguished record of publishing articles focusing on multiple aspects of to teach for social justice, social change, and social responsibility (Coehran-Smith, 2001, p. 3). Since the most recent themed issue on the topic, Culture, Diversity, and Transformation, appeared in 2004, the time seemed fight for an update. Furthermore, the current issue devoted to the topic of social justice and teache…
Bold Ideas for Improving Teacher Education and Teaching
Teacher education has been struggling with the central chal-lenge of preparing and retaining sufficient numbers of high-quality teachers who can work effectively with students from diverse cultural and racial backgrounds, especially in urban school contexts. As teacher educators, we work in an institution situated in the frontline of facing this challenge, where we have learned that bold ideas—fresh, creative, dif-ferent, and empirically sound co…
Judging Research in Teacher Education
nearly 10 years ago, called for “scientifically based research” and “evidence-based practices. ” This 2001 legislation has led to subsequent changes in federal funding policies that encourage the use of a more quantitative approach to mea-suring cause-and-effect relationships between educational conditions and outcomes to produce generalized findings that can inform policy decision making (Feuer, Towne, & Shavelson, 2002). Consequently, these gov…
Understanding Teacher Education Reform
Teacher education reform in the United States (US) is a crucial part of a broader educational reform intended to improve teaching practice and, thus, student performance (Darling-Hammond, 2005). Teacher education reform has become an international trend (Bates, 2008; Garm & Karlsen, 2004), which in spite of the different national contexts and traditions, shares a set of similar expectations, foci, and even policy interventions (Loomis, Rodriguez,…
Understanding Teacher Education in an Era of Globalization
The growth of a global economy, which has spurred fierce competition among many nations hoping to make economic advances, is changing social, political, and economic landscapes as well as the educational systems within these nations (Stromquist & Monkman, 2000). In the United States, these changes exert continual pressures to alter the ways in which public schools prepare their citizenry for work (Burbules & Torres, 2000) and the characteristics …
Learning to Teach
In May 2010, Mr. Hemant Mehta completed his first year of teaching math at Neuqua Valley High School in Naperville, Illinois. Shortly thereafter, his reflections on his preparation for teaching were featured in an article distributed widely by the Associated Press. The article, How Should We Teach Our Future Teachers? began thus: Hemant Mehta's formal training taught him how to write a lesson plan and how public schooling began in the U.S., but i…
Quality Teaching and Teacher Education
For generations, the kaleidoscope has captivated children and adults alike. The kaleidoscope viewer puts one end of the tube to her eye, points the other toward a light source, then rotates the tube, producing colorful symmetrical patterns formed by the tiny, tumbling objects inside. Beautiful though they are, these patterns are evanescent, disappearing with the twist of the wrist. The kaleidoscope maker cannot predict what patterns might emerge …
Toward Strengthening the Preparation of Teacher Educator-Researchers in Doctoral Programs and Beyond
Educators, scholars, and policy makers agree that quality research is needed to improve teaching and teacher education (Boote & Beile, 2005; Grossman, 2008; Levine, 2007; Young, 2008). This is especially true in the current climate of increasing pressures to produce research that can guide policy making in an age of standards-based reform and teacher accountability. As pressures to enhance student achievement and teaching practice mount, so too d…
Pedagogy (14 obras) · Teacher Education and Leadership Studies (12 obras) · Collaborative Teaching and Inclusion (11 obras) · Mathematics education (11 obras) · Psychology (11 obras) · Political science (8 obras) · Sociology (8 obras) · Teacher education (8 obras) · Education and Technology Integration (4 obras) · Educator Training and Historical Pedagogy (3 obras)