Judith Haymore Sandholtz
Biographic Data
| ID | 1605661 |
|---|---|
| NAME | Judith Haymore Sandholtz |
| GIVEN NAMES | Judith Haymore |
| FAMILY NAME | Sandholtz |
| SIGNATURE | SANDHOLTZ J H |
| AFFILIATIONS | University of California, Riverside |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 54 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Professional development tune-up
Given the time and resources invested in teacher professional development, it is important to find ways to extend positive outcomes over the long term. Judith Haymore Sandholtz, Cathy Ringstaff, and Jessica Triant investigated whether modest follow-up supports influenced the sustainability of outcomes for elementary school teachers who had previously participated in science education professional development programs. Results indicate that follow…
Preservice Teachers' Mathematics Teaching Competence
This exploratory study examines the relationship between preservice teachers' performance on a teaching performance assessment for licensure in elementary mathematics and a measure of knowledge that, in studies of practicing teachers, was found to predict effective mathematics teaching. A sample of 89 preservice teachers completed the Performance Assessment for California Teachers (PACT) and the classroom video analysis (CVA) instrument. Correlat…
Exploring the Influences of a Partner-Based Teacher Credential Program on Candidates’ Performance Outcomes
The study compared candidates in a 4-year undergraduate program for secondary mathematics and science teaching, based on the UTeach model, with candidates in a 1-year postbaccalaureate program at the same institution. Candidates in the undergraduate program participated in a partnership of university mathematics, science, and education departments and intensive field-based experiences in high-needs schools. We conjectured that this approach would…
Predicting Performance
The implementation of teaching performance assessments has prompted a range of concerns. Some educators question whether these assessments provide information beyond what university supervisors gain through their formative evaluations and classroom observations of candidates. This research examines the relationship between supervisors' predictions and candidates' performance on a summative assessment based on a capstone teaching event, the Perfor…
Confronting Gender Issues in a Novice Teacher's Classroom
This paper stems from a classroom discussion in which one author, a sixth-grade student in that classroom, contended that boys only read books about boys and proposed that the teacher change the situation by assigning books with both male and female main characters. The boys who responded emphatically denied the girl's claim, and the teacher later ended the discussion with a caution against stereotypes. In this paper, the authors describe their r…
Competing views of teaching in a school–university partnership
The paradox of administrative control in fostering teacher professional development
The Substantive and Symbolic Consequences of a District’s Standards-Based Curriculum
This study examines a “critical case” of one school district’s efforts to develop and implement a standards-based curriculum. The study was conducted from two competing perspectives that have dominated organizational analysis in education: the rational and the institutional. The findings demonstrate that the district took an expressly rationalistic approach by using standards and a corresponding criterion-referenced test to focus teachers’ instru…
Inservice training or professional development
Designing Successful Service Learning Projects for Urban Schools
This research compares the strengths and weaknesses of 10 different service learning projects at six high schools in one urban school district. Drawing on both quantitative and qualitative data, the study examines critical design elements in developing service learning programs that produce positive attitudinal outcomes for students. Results indicate that students had more positive attitudes toward their academic achievement, self-esteem, teacher…
Blurring the Boundaries to Promote School-University Partnerships
I am a border woman. I grew up between two cultures, the Mexican (with a heavy Indian influence) and the Anglo (as a member of a colonized people in our own territory).... Living on borders and in margins, keeping intact one's shifting and multiple identity and integrity, is like trying to swim in a new element, an 'alien' element (Anzaldua, 1987, preface). In Borderlands, Gloria Anzaldua describes her experiences in straddling two cultures and p…
Collaborating Teachers in a Professional Development School
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…
Inservice training or professional development
Competing views of teaching in a school–university partnership
Predicting Performance
The implementation of teaching performance assessments has prompted a range of concerns. Some educators question whether these assessments provide information beyond what university supervisors gain through their formative evaluations and classroom observations of candidates. This research examines the relationship between supervisors' predictions and candidates' performance on a summative assessment based on a capstone teaching event, the Perfor…
The Substantive and Symbolic Consequences of a District’s Standards-Based Curriculum
This study examines a “critical case” of one school district’s efforts to develop and implement a standards-based curriculum. The study was conducted from two competing perspectives that have dominated organizational analysis in education: the rational and the institutional. The findings demonstrate that the district took an expressly rationalistic approach by using standards and a corresponding criterion-referenced test to focus teachers’ instru…
The paradox of administrative control in fostering teacher professional development
Designing Successful Service Learning Projects for Urban Schools
This research compares the strengths and weaknesses of 10 different service learning projects at six high schools in one urban school district. Drawing on both quantitative and qualitative data, the study examines critical design elements in developing service learning programs that produce positive attitudinal outcomes for students. Results indicate that students had more positive attitudes toward their academic achievement, self-esteem, teacher…
Blurring the Boundaries to Promote School-University Partnerships
I am a border woman. I grew up between two cultures, the Mexican (with a heavy Indian influence) and the Anglo (as a member of a colonized people in our own territory).... Living on borders and in margins, keeping intact one's shifting and multiple identity and integrity, is like trying to swim in a new element, an 'alien' element (Anzaldua, 1987, preface). In Borderlands, Gloria Anzaldua describes her experiences in straddling two cultures and p…
Collaborating Teachers in a Professional Development School
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…
Preservice Teachers' Mathematics Teaching Competence
This exploratory study examines the relationship between preservice teachers' performance on a teaching performance assessment for licensure in elementary mathematics and a measure of knowledge that, in studies of practicing teachers, was found to predict effective mathematics teaching. A sample of 89 preservice teachers completed the Performance Assessment for California Teachers (PACT) and the classroom video analysis (CVA) instrument. Correlat…
Exploring the Influences of a Partner-Based Teacher Credential Program on Candidates’ Performance Outcomes
The study compared candidates in a 4-year undergraduate program for secondary mathematics and science teaching, based on the UTeach model, with candidates in a 1-year postbaccalaureate program at the same institution. Candidates in the undergraduate program participated in a partnership of university mathematics, science, and education departments and intensive field-based experiences in high-needs schools. We conjectured that this approach would…
Collaborating Teachers in a Professional Development School
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…
Blurring the Boundaries to Promote School-University Partnerships
I am a border woman. I grew up between two cultures, the Mexican (with a heavy Indian influence) and the Anglo (as a member of a colonized people in our own territory).... Living on borders and in margins, keeping intact one's shifting and multiple identity and integrity, is like trying to swim in a new element, an 'alien' element (Anzaldua, 1987, preface). In Borderlands, Gloria Anzaldua describes her experiences in straddling two cultures and p…
Designing Successful Service Learning Projects for Urban Schools
This research compares the strengths and weaknesses of 10 different service learning projects at six high schools in one urban school district. Drawing on both quantitative and qualitative data, the study examines critical design elements in developing service learning programs that produce positive attitudinal outcomes for students. Results indicate that students had more positive attitudes toward their academic achievement, self-esteem, teacher…
Inservice training or professional development
The Substantive and Symbolic Consequences of a District’s Standards-Based Curriculum
This study examines a “critical case” of one school district’s efforts to develop and implement a standards-based curriculum. The study was conducted from two competing perspectives that have dominated organizational analysis in education: the rational and the institutional. The findings demonstrate that the district took an expressly rationalistic approach by using standards and a corresponding criterion-referenced test to focus teachers’ instru…
The paradox of administrative control in fostering teacher professional development
Competing views of teaching in a school–university partnership
Confronting Gender Issues in a Novice Teacher's Classroom
This paper stems from a classroom discussion in which one author, a sixth-grade student in that classroom, contended that boys only read books about boys and proposed that the teacher change the situation by assigning books with both male and female main characters. The boys who responded emphatically denied the girl's claim, and the teacher later ended the discussion with a caution against stereotypes. In this paper, the authors describe their r…
Predicting Performance
The implementation of teaching performance assessments has prompted a range of concerns. Some educators question whether these assessments provide information beyond what university supervisors gain through their formative evaluations and classroom observations of candidates. This research examines the relationship between supervisors' predictions and candidates' performance on a summative assessment based on a capstone teaching event, the Perfor…
Exploring the Influences of a Partner-Based Teacher Credential Program on Candidates’ Performance Outcomes
The study compared candidates in a 4-year undergraduate program for secondary mathematics and science teaching, based on the UTeach model, with candidates in a 1-year postbaccalaureate program at the same institution. Candidates in the undergraduate program participated in a partnership of university mathematics, science, and education departments and intensive field-based experiences in high-needs schools. We conjectured that this approach would…
Preservice Teachers' Mathematics Teaching Competence
This exploratory study examines the relationship between preservice teachers' performance on a teaching performance assessment for licensure in elementary mathematics and a measure of knowledge that, in studies of practicing teachers, was found to predict effective mathematics teaching. A sample of 89 preservice teachers completed the Performance Assessment for California Teachers (PACT) and the classroom video analysis (CVA) instrument. Correlat…
Professional development tune-up
Given the time and resources invested in teacher professional development, it is important to find ways to extend positive outcomes over the long term. Judith Haymore Sandholtz, Cathy Ringstaff, and Jessica Triant investigated whether modest follow-up supports influenced the sustainability of outcomes for elementary school teachers who had previously participated in science education professional development programs. Results indicate that follow…
Psychology (12 works) · Mathematics education (11 works) · Pedagogy (10 works) · Teacher Education and Leadership Studies (10 works) · Political science (8 works) · Sociology (7 works) · Medical education (6 works) · Medicine (6 works) · Collaborative Teaching and Inclusion (5 works) · Professional development (5 works)