Renée T Clift
Biographic Data
| ID | 124470 |
|---|---|
| NAME | Renée T Clift |
| GIVEN NAMES | Renée T |
| FAMILY NAME | Clift |
| SIGNATURE | CLIFT R T |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 73 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 5 |
"Toward a "Pedagogy of Reinvention: Memory Work, Collective Biography, Self-Study, and Family
In this article, we illustrate how we have drawn on the methodology of collective biography as a way to inform our teaching practices. Collective biography offers a strategy for retrieving and reworking memories/experiences that can be used to understand subjectivity. In doing so, we utilize this work on our memories, experiences, and subjectivities as we engage in the self-study of education practice. Seeking to incorporate embodied, familial, e…
A Letter to the 44Th President of the United States
Madam/Mr. President, I urge you to think broadly and systemically about improving education in the United States. Use your authority to create a plan that provides all children and adolescents with access to well-funded, desirable schools that orient their learning toward the future. Enable them to flourish because they are healthy, they have a balanced and engaging curriculum, and they are working with good teachers-who themselves are encouraged…
Are Electronic Conferences a Solution in Search of an Urban Problem
This article briefly reviews initiatives that have attempted to create communities of educators using Web-based, electronic conferencing. The authors critically analyze the advocacy for electronic communication as a medium for bringing educators together across time and distance with an emphasis on what is known about urban schools, access to Internet connections, and teachers’workloads. Although not a research report, the analysis is grounded in…
Technologies in contexts
Playing it Safe as a Novice Teacher: Implications for Programs for New Teachers
Prompted by the continuing attrition rate of novice teachers, this study examines 1st-year teachers' needs in the context of a university-regional partnership sponsored support program for novice teachers, the Novice Teacher Support Project (NTSP). Using the concept of reality shock as occurring in the interaction of person and environment, the authors examined novice teachers' expressed needs and how those needs are met. Throughout all the findi…
Telecommunication, Student Teaching, and Methods Instruction: An Exploratory Investigation
An essay-review of teacher personal theorizing: Connecting curriculum practice, theory, and research
Mixed messages in learning to teach english
Conversations with Collaborators, Colleagues, and Friends: Representing Others and Presenting Ourselves
Developing the Potential for Collaborative School Leadership
Role interactions among teams from five schools and one university team are discussed within the context of a collaborative project entitled “Time for Reflection: A Project in Collaborative Leadership for Working More Effectively in Multicultural Settings.” Interactions were coded into the categories of role ambiguity; negotiation; conflict; overload; and consensus among teachers, principals, and university staff members. Although no dramatic cha…
Learning to Teach English-Maybe: A Study of Knowledge Development
This case study describes the first 2 years of one young woman's (Lesley) experi ences in learning to teach secondary school English. Analysis of her response to three problematic incidents she encountered during her preservice preparation suggests that developing knowledge for the teaching of English includes the intersection of knowledge schemes for literary analysis, the teaching of literature and language, planning for instruction, assessment…
Restructuring Teacher Education Through Collaborative Action Research
Teacher education faculty at the University of Houston are collaborating with the staff at five elementary schools on an action research project. The evolution of the project is traced from its origins in the professional preparation program through the second year of work with the leader ship teams of the schools. Five dimensions of professional learning are identified: leadership, temporal and physical structures, individuals, interpersonal rel…
School contexts that encourage reflection: Teacher perceptions
The following is a report of a study of the relationship between school context and learning how to teach. The study is based on the assumption, among others, that learning to teach is enhanced by "reflection," which is understood to be collaborative problem solving. The context for reflective practice in seven schools is discussed. Teacher interview data provide the basic information. The data include the identification of factors within each sc…
Teacher Education: Collaboration or Conflict
Clift and Say review existing models of collaborative teacher education and propose a new model that encourages joint responsibility for curriculum de velopment, knowledge dissemination, knowledge production, and continuous evaluation of the effects of the collabora tive program
Comparison of Comprehension Monitoring of Skilled and Less Skilled Readers
THE PURPOSE of this study was to gain a better understanding of the differences in comprehension and comprehension monitoring in reading between skilled and less skilled readers. Sixteen fifth-grade students of each type, matched on intelligence, were given five stories to read on a microcomputer screen. Three of the stories made little sense because a page of the story was purposefully omitted to make the story inconsistent. The skilled readers …
The Phoenix Agenda: Essential Reform in Teacher Education
All of us are familiar with the an-cient story of the Phoenix and its symbolism of rebirth from a desper-ate situation. No field could better use the magical properties of the Phoenix than teacher education. The field is not just surrounded by critics, it is inhabited by them. Its graduates, current students, fac-ulty, and administrators generate at least as much fury toward it as do the politicians, pundits, and serious scholars who reside outsi…
The Phoenix Agenda: Essential Reform in Teacher Education
All of us are familiar with the an-cient story of the Phoenix and its symbolism of rebirth from a desper-ate situation. No field could better use the magical properties of the Phoenix than teacher education. The field is not just surrounded by critics, it is inhabited by them. Its graduates, current students, fac-ulty, and administrators generate at least as much fury toward it as do the politicians, pundits, and serious scholars who reside outsi…
Restructuring Teacher Education Through Collaborative Action Research
Teacher education faculty at the University of Houston are collaborating with the staff at five elementary schools on an action research project. The evolution of the project is traced from its origins in the professional preparation program through the second year of work with the leader ship teams of the schools. Five dimensions of professional learning are identified: leadership, temporal and physical structures, individuals, interpersonal rel…
Playing it Safe as a Novice Teacher: Implications for Programs for New Teachers
Prompted by the continuing attrition rate of novice teachers, this study examines 1st-year teachers' needs in the context of a university-regional partnership sponsored support program for novice teachers, the Novice Teacher Support Project (NTSP). Using the concept of reality shock as occurring in the interaction of person and environment, the authors examined novice teachers' expressed needs and how those needs are met. Throughout all the findi…
Teacher Education: Collaboration or Conflict
Clift and Say review existing models of collaborative teacher education and propose a new model that encourages joint responsibility for curriculum de velopment, knowledge dissemination, knowledge production, and continuous evaluation of the effects of the collabora tive program
Comparison of Comprehension Monitoring of Skilled and Less Skilled Readers
THE PURPOSE of this study was to gain a better understanding of the differences in comprehension and comprehension monitoring in reading between skilled and less skilled readers. Sixteen fifth-grade students of each type, matched on intelligence, were given five stories to read on a microcomputer screen. Three of the stories made little sense because a page of the story was purposefully omitted to make the story inconsistent. The skilled readers …
"Toward a "Pedagogy of Reinvention: Memory Work, Collective Biography, Self-Study, and Family
In this article, we illustrate how we have drawn on the methodology of collective biography as a way to inform our teaching practices. Collective biography offers a strategy for retrieving and reworking memories/experiences that can be used to understand subjectivity. In doing so, we utilize this work on our memories, experiences, and subjectivities as we engage in the self-study of education practice. Seeking to incorporate embodied, familial, e…
Technologies in contexts
Telecommunication, Student Teaching, and Methods Instruction: An Exploratory Investigation
Mixed messages in learning to teach english
Developing the Potential for Collaborative School Leadership
Role interactions among teams from five schools and one university team are discussed within the context of a collaborative project entitled “Time for Reflection: A Project in Collaborative Leadership for Working More Effectively in Multicultural Settings.” Interactions were coded into the categories of role ambiguity; negotiation; conflict; overload; and consensus among teachers, principals, and university staff members. Although no dramatic cha…
School contexts that encourage reflection: Teacher perceptions
The following is a report of a study of the relationship between school context and learning how to teach. The study is based on the assumption, among others, that learning to teach is enhanced by "reflection," which is understood to be collaborative problem solving. The context for reflective practice in seven schools is discussed. Teacher interview data provide the basic information. The data include the identification of factors within each sc…
Comparison of Comprehension Monitoring of Skilled and Less Skilled Readers
THE PURPOSE of this study was to gain a better understanding of the differences in comprehension and comprehension monitoring in reading between skilled and less skilled readers. Sixteen fifth-grade students of each type, matched on intelligence, were given five stories to read on a microcomputer screen. Three of the stories made little sense because a page of the story was purposefully omitted to make the story inconsistent. The skilled readers …
The Phoenix Agenda: Essential Reform in Teacher Education
All of us are familiar with the an-cient story of the Phoenix and its symbolism of rebirth from a desper-ate situation. No field could better use the magical properties of the Phoenix than teacher education. The field is not just surrounded by critics, it is inhabited by them. Its graduates, current students, fac-ulty, and administrators generate at least as much fury toward it as do the politicians, pundits, and serious scholars who reside outsi…
Teacher Education: Collaboration or Conflict
Clift and Say review existing models of collaborative teacher education and propose a new model that encourages joint responsibility for curriculum de velopment, knowledge dissemination, knowledge production, and continuous evaluation of the effects of the collabora tive program
School contexts that encourage reflection: Teacher perceptions
The following is a report of a study of the relationship between school context and learning how to teach. The study is based on the assumption, among others, that learning to teach is enhanced by "reflection," which is understood to be collaborative problem solving. The context for reflective practice in seven schools is discussed. Teacher interview data provide the basic information. The data include the identification of factors within each sc…
Restructuring Teacher Education Through Collaborative Action Research
Teacher education faculty at the University of Houston are collaborating with the staff at five elementary schools on an action research project. The evolution of the project is traced from its origins in the professional preparation program through the second year of work with the leader ship teams of the schools. Five dimensions of professional learning are identified: leadership, temporal and physical structures, individuals, interpersonal rel…
Learning to Teach English-Maybe: A Study of Knowledge Development
This case study describes the first 2 years of one young woman's (Lesley) experi ences in learning to teach secondary school English. Analysis of her response to three problematic incidents she encountered during her preservice preparation suggests that developing knowledge for the teaching of English includes the intersection of knowledge schemes for literary analysis, the teaching of literature and language, planning for instruction, assessment…
Developing the Potential for Collaborative School Leadership
Role interactions among teams from five schools and one university team are discussed within the context of a collaborative project entitled “Time for Reflection: A Project in Collaborative Leadership for Working More Effectively in Multicultural Settings.” Interactions were coded into the categories of role ambiguity; negotiation; conflict; overload; and consensus among teachers, principals, and university staff members. Although no dramatic cha…
An essay-review of teacher personal theorizing: Connecting curriculum practice, theory, and research
Mixed messages in learning to teach english
Conversations with Collaborators, Colleagues, and Friends: Representing Others and Presenting Ourselves
Telecommunication, Student Teaching, and Methods Instruction: An Exploratory Investigation
Technologies in contexts
Playing it Safe as a Novice Teacher: Implications for Programs for New Teachers
Prompted by the continuing attrition rate of novice teachers, this study examines 1st-year teachers' needs in the context of a university-regional partnership sponsored support program for novice teachers, the Novice Teacher Support Project (NTSP). Using the concept of reality shock as occurring in the interaction of person and environment, the authors examined novice teachers' expressed needs and how those needs are met. Throughout all the findi…
Are Electronic Conferences a Solution in Search of an Urban Problem
This article briefly reviews initiatives that have attempted to create communities of educators using Web-based, electronic conferencing. The authors critically analyze the advocacy for electronic communication as a medium for bringing educators together across time and distance with an emphasis on what is known about urban schools, access to Internet connections, and teachers’workloads. Although not a research report, the analysis is grounded in…
A Letter to the 44Th President of the United States
Madam/Mr. President, I urge you to think broadly and systemically about improving education in the United States. Use your authority to create a plan that provides all children and adolescents with access to well-funded, desirable schools that orient their learning toward the future. Enable them to flourish because they are healthy, they have a balanced and engaging curriculum, and they are working with good teachers-who themselves are encouraged…
"Toward a "Pedagogy of Reinvention: Memory Work, Collective Biography, Self-Study, and Family
In this article, we illustrate how we have drawn on the methodology of collective biography as a way to inform our teaching practices. Collective biography offers a strategy for retrieving and reworking memories/experiences that can be used to understand subjectivity. In doing so, we utilize this work on our memories, experiences, and subjectivities as we engage in the self-study of education practice. Seeking to incorporate embodied, familial, e…
Pedagogy (15 works) · Psychology (14 works) · Mathematics education (12 works) · Sociology (11 works) · Teacher Education and Leadership Studies (11 works) · Political science (8 works) · Computer Science (7 works) · Collaborative Teaching and Inclusion (4 works) · Context (archaeology (4 works) · Teacher education (4 works)