Katherine K Merseth
Biographic Data
| ID | 1605355 |
|---|---|
| NAME | Katherine K Merseth |
| GIVEN NAMES | Katherine K |
| FAMILY NAME | Merseth |
| SIGNATURE | MERSETH K K |
| AFFILIATIONS | Harvard University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 4 |
Walking the Walk: Teacher Candidates’ Professed Commitment to Urban Teaching and Their Subsequent Career Decisions
This study is a longitudinal analysis of the early career decisions made by graduates of an urban-focused secondary teacher preparation program. By matching graduates’ self-reported commitment to teaching in urban schools at the end of the training program to the demographic data of the schools where they subsequently teach, the authors explore the relationship between preservice teacher attitudes about urban schools and their actual career decis…
Weaving stronger fabric: The pedagogical promise of hypermedia and case methods in teacher education
Collaborating Teachers in a Professional Development School: Inducements and Contributions
Collaborative teacher education programs add to the already heavy demands on practicing teachers, who may question the payoffs for the extra time and effort required. Inducements-contribution theory is used to examine teachers' experiences in such a program, identify the demands and rewards for the teachers, and analyze the balance between the two. The paper provides a framework for analyzing individuals' decisions to participate in collaborative…
The Early History of Case-Based Instruction: Insights for Teacher Education Today
This examination of early efforts to use the case method of instruction in business and education at Harvard provides historical insights for those currently contemplating the use of cases in the education of teachers. Conceptual clarity about the purpose of case instruction and administrative and financial support for coordinated case writing by faculty are suggested as reasons why the method took hold in business but not in education
General Interest: Supporting Beginning Teachers with Computer Networks
Interactive computer networking offers a promising medium for the induction support of first- year teachers. This research investigates the nature and type of support delivered to 39 beginning teachers who participated on the Beginning Teacher Computer Network at Harvard University. Data from mail surveys, computer message counts, and structured follow-up interviews showed that the network was most effective in providing moral support and least e…
Walking the Walk: Teacher Candidates’ Professed Commitment to Urban Teaching and Their Subsequent Career Decisions
This study is a longitudinal analysis of the early career decisions made by graduates of an urban-focused secondary teacher preparation program. By matching graduates’ self-reported commitment to teaching in urban schools at the end of the training program to the demographic data of the schools where they subsequently teach, the authors explore the relationship between preservice teacher attitudes about urban schools and their actual career decis…
Weaving stronger fabric: The pedagogical promise of hypermedia and case methods in teacher education
The Early History of Case-Based Instruction: Insights for Teacher Education Today
This examination of early efforts to use the case method of instruction in business and education at Harvard provides historical insights for those currently contemplating the use of cases in the education of teachers. Conceptual clarity about the purpose of case instruction and administrative and financial support for coordinated case writing by faculty are suggested as reasons why the method took hold in business but not in education
General Interest: Supporting Beginning Teachers with Computer Networks
Interactive computer networking offers a promising medium for the induction support of first- year teachers. This research investigates the nature and type of support delivered to 39 beginning teachers who participated on the Beginning Teacher Computer Network at Harvard University. Data from mail surveys, computer message counts, and structured follow-up interviews showed that the network was most effective in providing moral support and least e…
Collaborating Teachers in a Professional Development School: Inducements and Contributions
Collaborative teacher education programs add to the already heavy demands on practicing teachers, who may question the payoffs for the extra time and effort required. Inducements-contribution theory is used to examine teachers' experiences in such a program, identify the demands and rewards for the teachers, and analyze the balance between the two. The paper provides a framework for analyzing individuals' decisions to participate in collaborative…
The Early History of Case-Based Instruction: Insights for Teacher Education Today
This examination of early efforts to use the case method of instruction in business and education at Harvard provides historical insights for those currently contemplating the use of cases in the education of teachers. Conceptual clarity about the purpose of case instruction and administrative and financial support for coordinated case writing by faculty are suggested as reasons why the method took hold in business but not in education
General Interest: Supporting Beginning Teachers with Computer Networks
Interactive computer networking offers a promising medium for the induction support of first- year teachers. This research investigates the nature and type of support delivered to 39 beginning teachers who participated on the Beginning Teacher Computer Network at Harvard University. Data from mail surveys, computer message counts, and structured follow-up interviews showed that the network was most effective in providing moral support and least e…
Collaborating Teachers in a Professional Development School: Inducements and Contributions
Collaborative teacher education programs add to the already heavy demands on practicing teachers, who may question the payoffs for the extra time and effort required. Inducements-contribution theory is used to examine teachers' experiences in such a program, identify the demands and rewards for the teachers, and analyze the balance between the two. The paper provides a framework for analyzing individuals' decisions to participate in collaborative…
Weaving stronger fabric: The pedagogical promise of hypermedia and case methods in teacher education
Walking the Walk: Teacher Candidates’ Professed Commitment to Urban Teaching and Their Subsequent Career Decisions
This study is a longitudinal analysis of the early career decisions made by graduates of an urban-focused secondary teacher preparation program. By matching graduates’ self-reported commitment to teaching in urban schools at the end of the training program to the demographic data of the schools where they subsequently teach, the authors explore the relationship between preservice teacher attitudes about urban schools and their actual career decis…
Mathematics education (5 works) · Psychology (5 works) · Pedagogy (4 works) · Teacher Education and Leadership Studies (3 works) · Computer Science (2 works) · Education and Technology Integration (2 works) · Medical education (2 works) · Multimedia (2 works) · Online and Blended Learning (2 works) · Political science (2 works)