Rebekah Berlin
Biographic Data
| ID | 2018443 |
|---|---|
| NAME | Rebekah Berlin |
| GIVEN NAMES | Rebekah |
| FAMILY NAME | Berlin |
| SIGNATURE | BERLIN R |
| AFFILIATIONS | Deans for Impact, Austin, TX, USA |
| ORCID | 0000-0001-6154-3621 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
The Change We Cannot See: Instructional Quality and Classroom Observation in the Era of Common Core
The adoption of “College and Career Ready” standards—including Common Core State Standards—aims to raise academic expectations for students nationwide. Meeting these outcomes requires shifts in teaching, which, in turn, requires developing measures for the observation, assessment, and support of new kinds of instruction. This essay focuses on our efforts to develop such measures in a research project conducted in the District of Columbia Public S…
How Elementary Teaching Candidates’ Learning Opportunities Are Associated with Their Knowledge, Self-Efficacy, and Beliefs
Background/Context Many elementary teacher education programs seek to prepare candidates to enact ambitious mathematics instruction that supports students in engaging in rigorous, conceptually rich mathematics tasks. Extant literature suggests that preparedness to engage in ambitious elementary mathematics instruction is multifaceted and includes teaching candidates’ mathematical knowledge for teaching (MKT), self-efficacy with regard to teaching…
Sense Making and Professional Identity in the Implementation of edTPA
edTPA is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, we focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, we survey 250 teacher edu…
What Constitutes an "Opportunity to Learn" in Teacher Preparation
Teacher education research is in still in the process of developing a robust set of tools that can measure the key features of coursework and fieldwork. This article focuses on the design of measures of "opportunities to learn" (OTLs) in content method courses that can be used across large populations of candidates at diverse preparation programs. We draw on the survey and interview data from a broader, longitudinal study of teacher preparation a…
Sense Making and Professional Identity in the Implementation of edTPA
edTPA is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, we focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, we survey 250 teacher edu…
What Constitutes an "Opportunity to Learn" in Teacher Preparation
Teacher education research is in still in the process of developing a robust set of tools that can measure the key features of coursework and fieldwork. This article focuses on the design of measures of "opportunities to learn" (OTLs) in content method courses that can be used across large populations of candidates at diverse preparation programs. We draw on the survey and interview data from a broader, longitudinal study of teacher preparation a…
Sense Making and Professional Identity in the Implementation of edTPA
edTPA is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, we focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, we survey 250 teacher edu…
What Constitutes an "Opportunity to Learn" in Teacher Preparation
Teacher education research is in still in the process of developing a robust set of tools that can measure the key features of coursework and fieldwork. This article focuses on the design of measures of "opportunities to learn" (OTLs) in content method courses that can be used across large populations of candidates at diverse preparation programs. We draw on the survey and interview data from a broader, longitudinal study of teacher preparation a…
How Elementary Teaching Candidates’ Learning Opportunities Are Associated with Their Knowledge, Self-Efficacy, and Beliefs
Background/Context Many elementary teacher education programs seek to prepare candidates to enact ambitious mathematics instruction that supports students in engaging in rigorous, conceptually rich mathematics tasks. Extant literature suggests that preparedness to engage in ambitious elementary mathematics instruction is multifaceted and includes teaching candidates’ mathematical knowledge for teaching (MKT), self-efficacy with regard to teaching…
The Change We Cannot See: Instructional Quality and Classroom Observation in the Era of Common Core
The adoption of “College and Career Ready” standards—including Common Core State Standards—aims to raise academic expectations for students nationwide. Meeting these outcomes requires shifts in teaching, which, in turn, requires developing measures for the observation, assessment, and support of new kinds of instruction. This essay focuses on our efforts to develop such measures in a research project conducted in the District of Columbia Public S…
Mathematics education (4 works) · Psychology (4 works) · Pedagogy (3 works) · Computer Science (2 works) · Higher education (2 works) · Political science (2 works) · School Choice and Performance (2 works) · Teacher education (2 works) · Teacher Education and Leadership Studies (2 works) · Variation (astronomy) (2 works)