Mary Lou Veal
Biographic Data
| ID | 1606150 |
|---|---|
| NAME | Mary Lou Veal |
| GIVEN NAMES | Mary Lou |
| FAMILY NAME | Veal |
| SIGNATURE | VEAL M L |
| AFFILIATIONS | University of North Carolina at Greensboro |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 1998 |
| H-INDEX | 2 |
Cooperating Teachers' Perspectives on the Student Teaching Triad
Student teaching has been the capstone experience in teacher preparation for more than 75 years. Welborn (1920) noted that by 1920, one third of the normal schools placed student teachers in public schools. With few exceptions, the situation today is similar. Griffin (1989) concluded that student teaching was business as usual and that the triad of university-based supervisor, school-based cooperating teacher, and student teacher has remained sta…
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…
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
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…
Cooperating Teachers' Perspectives on the Student Teaching Triad
Student teaching has been the capstone experience in teacher preparation for more than 75 years. Welborn (1920) noted that by 1920, one third of the normal schools placed student teachers in public schools. With few exceptions, the situation today is similar. Griffin (1989) concluded that student teaching was business as usual and that the triad of university-based supervisor, school-based cooperating teacher, and student teacher has remained sta…
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
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…
School contexts that encourage reflection
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…
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…
Cooperating Teachers' Perspectives on the Student Teaching Triad
Student teaching has been the capstone experience in teacher preparation for more than 75 years. Welborn (1920) noted that by 1920, one third of the normal schools placed student teachers in public schools. With few exceptions, the situation today is similar. Griffin (1989) concluded that student teaching was business as usual and that the triad of university-based supervisor, school-based cooperating teacher, and student teacher has remained sta…
Pedagogy (4 works) · Psychology (4 works) · Teacher Education and Leadership Studies (4 works) · Collaborative Teaching and Inclusion (3 works) · Mathematics education (3 works) · Computer Science (2 works) · Context (archaeology (2 works) · Educational leadership (2 works) · Educational Practices and Policies (2 works) · Political science (2 works)