Dorene D Ross
Biographic Data
| ID | 6006839 |
|---|---|
| NAME | Dorene D Ross |
| GIVEN NAMES | Dorene D |
| FAMILY NAME | Ross |
| SIGNATURE | ROSS D D |
| AFFILIATIONS | University of Florida |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 82 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 5 |
Sustaining a commitment to teaching in a research-intensive university: What We Learn From Award-Winning Faculty
Within any higher education institution, there are great teachers who recognize the challenges to sustaining a commitment to highly effective teaching. The current paper explores the beliefs and practices of 10 faculty members who won an undergraduate teacher of the year award at a research-intensive institution. The paper explores the challenges faculty face in prioritizing teaching, the strategies they use to meet these challenges, and suggests…
Elementary Preservice Teachers as Warm Demanders in an African American School
Clinical Partnership at a Distance: A Design That Transforms Teaching and Leadership
In this article we describe a graduate program for practicing teachers at the University of Florida. Offered in a blended format (mostly online but supported by a local faculty member), the program embeds graduate work within school reform efforts in hard to staff schools in partner school districts up to 350 miles away from campus in order to directly address the needs of practicing teachers in their own contexts. The article describes the progr…
Becoming Warm Demanders: Perspectives and Practices of First Year Teachers
In the literature on culturally responsive pedagogy warm demanders are teachers who embrace values and enact practices that are central to their students’ success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be warm demanders for their predominantly African American elementary school students, the authors answer …
The Effects of a Family Math Night on Preservice Teachers’ Perceptions of Parental Involvement
This study examined the impact of a Family Math Night on preservice teachers’ perceptions of low-income parents and their engagement in their children’s education. Participants were enrolled in an elementary mathematics methods course; one section served as the treatment group. Participants were required to aid in the planning and implementation of a Family Math Night held at a school serving a predominantly African American, high-poverty communi…
Preparing teacher leaders: Perceptions of the impact of a cohort-based, job embedded, blended teacher leadership program
Creating Environments of Success and Resilience: Culturally Responsive Classroom Management and More
Creating safe and productive environments with a diverse student population requires more than the strategies recommended in the original classroom-management literature. Drawing from the literature on culturally responsive classroom management, psychologically supportive classroom environments, and building resilience, the authors describe the practices used by three effective novice teachers in urban elementary classrooms during the first 2 hou…
Research From Professional Development Schools; Can We Live Up to the Potential
Research From Professional Development Schools; Can We Live Up to the Potential
Following PROTEACH Graduates: The Fifth Year of Practice
Understanding Preservice Teachers' Perspectives on Diversity
Case studies of six preservice teachers were conducted to assess their emerging perspectives about the problems that confront diverse learners in classrooms, their commitment to teaching diverse learners, and their beliefs about the causes of failure for diverse learners. Students' perceptions of the influences on their perspectives including the course work, their background experiences, contrasting field experiences, and their entering perspect…
Understanding the Teaching Perspectives of First-Year Teachers
The effect of school context on first-year teachers' reflective judgment was investigated. Six begin ning teachers were asked to describe a problem that they had encountered in their first year of teaching and their attempted solutions. Their descriptions were analyzed to determine the teachers' level of reflective judgment. Analysis of interviews with the teachers revealed that the teachers who exhibited more mature reflection worked in schools …
Action research for preservice teachers: A description of why and how
(1987). Action research for preservice teachers: A description of why and how. Peabody Journal of Education: Vol. 64, The Potential and Practice of Action Research Part II, pp. 131-150
Graduate Methods Classes: Do They Influence Teaching Methods
The basic skills list: An influence on curriculum
The basic skills list, a list of minimum educational objectives, performance-based objectives list-whatever term your state uses, the meaning remains the same. And, as competency-based education continues its sweep across the country, more and more states will compile such lists. Whether professional educators support this movement is no longer relevant; as realists, we must face facts. Competency-based education is here to stay. And, while debat…
Creating Environments of Success and Resilience: Culturally Responsive Classroom Management and More
Creating safe and productive environments with a diverse student population requires more than the strategies recommended in the original classroom-management literature. Drawing from the literature on culturally responsive classroom management, psychologically supportive classroom environments, and building resilience, the authors describe the practices used by three effective novice teachers in urban elementary classrooms during the first 2 hou…
Understanding Preservice Teachers' Perspectives on Diversity
Case studies of six preservice teachers were conducted to assess their emerging perspectives about the problems that confront diverse learners in classrooms, their commitment to teaching diverse learners, and their beliefs about the causes of failure for diverse learners. Students' perceptions of the influences on their perspectives including the course work, their background experiences, contrasting field experiences, and their entering perspect…
Becoming Warm Demanders: Perspectives and Practices of First Year Teachers
In the literature on culturally responsive pedagogy warm demanders are teachers who embrace values and enact practices that are central to their students’ success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be warm demanders for their predominantly African American elementary school students, the authors answer …
Preparing teacher leaders: Perceptions of the impact of a cohort-based, job embedded, blended teacher leadership program
Action research for preservice teachers: A description of why and how
(1987). Action research for preservice teachers: A description of why and how. Peabody Journal of Education: Vol. 64, The Potential and Practice of Action Research Part II, pp. 131-150
Understanding the Teaching Perspectives of First-Year Teachers
The effect of school context on first-year teachers' reflective judgment was investigated. Six begin ning teachers were asked to describe a problem that they had encountered in their first year of teaching and their attempted solutions. Their descriptions were analyzed to determine the teachers' level of reflective judgment. Analysis of interviews with the teachers revealed that the teachers who exhibited more mature reflection worked in schools …
Sustaining a commitment to teaching in a research-intensive university: What We Learn From Award-Winning Faculty
Within any higher education institution, there are great teachers who recognize the challenges to sustaining a commitment to highly effective teaching. The current paper explores the beliefs and practices of 10 faculty members who won an undergraduate teacher of the year award at a research-intensive institution. The paper explores the challenges faculty face in prioritizing teaching, the strategies they use to meet these challenges, and suggests…
The Effects of a Family Math Night on Preservice Teachers’ Perceptions of Parental Involvement
This study examined the impact of a Family Math Night on preservice teachers’ perceptions of low-income parents and their engagement in their children’s education. Participants were enrolled in an elementary mathematics methods course; one section served as the treatment group. Participants were required to aid in the planning and implementation of a Family Math Night held at a school serving a predominantly African American, high-poverty communi…
Following PROTEACH Graduates: The Fifth Year of Practice
The basic skills list: An influence on curriculum
The basic skills list, a list of minimum educational objectives, performance-based objectives list-whatever term your state uses, the meaning remains the same. And, as competency-based education continues its sweep across the country, more and more states will compile such lists. Whether professional educators support this movement is no longer relevant; as realists, we must face facts. Competency-based education is here to stay. And, while debat…
The basic skills list: An influence on curriculum
The basic skills list, a list of minimum educational objectives, performance-based objectives list-whatever term your state uses, the meaning remains the same. And, as competency-based education continues its sweep across the country, more and more states will compile such lists. Whether professional educators support this movement is no longer relevant; as realists, we must face facts. Competency-based education is here to stay. And, while debat…
Graduate Methods Classes: Do They Influence Teaching Methods
Action research for preservice teachers: A description of why and how
(1987). Action research for preservice teachers: A description of why and how. Peabody Journal of Education: Vol. 64, The Potential and Practice of Action Research Part II, pp. 131-150
Understanding the Teaching Perspectives of First-Year Teachers
The effect of school context on first-year teachers' reflective judgment was investigated. Six begin ning teachers were asked to describe a problem that they had encountered in their first year of teaching and their attempted solutions. Their descriptions were analyzed to determine the teachers' level of reflective judgment. Analysis of interviews with the teachers revealed that the teachers who exhibited more mature reflection worked in schools …
Understanding Preservice Teachers' Perspectives on Diversity
Case studies of six preservice teachers were conducted to assess their emerging perspectives about the problems that confront diverse learners in classrooms, their commitment to teaching diverse learners, and their beliefs about the causes of failure for diverse learners. Students' perceptions of the influences on their perspectives including the course work, their background experiences, contrasting field experiences, and their entering perspect…
Following PROTEACH Graduates: The Fifth Year of Practice
Research From Professional Development Schools; Can We Live Up to the Potential
Research From Professional Development Schools; Can We Live Up to the Potential
Creating Environments of Success and Resilience: Culturally Responsive Classroom Management and More
Creating safe and productive environments with a diverse student population requires more than the strategies recommended in the original classroom-management literature. Drawing from the literature on culturally responsive classroom management, psychologically supportive classroom environments, and building resilience, the authors describe the practices used by three effective novice teachers in urban elementary classrooms during the first 2 hou…
Preparing teacher leaders: Perceptions of the impact of a cohort-based, job embedded, blended teacher leadership program
The Effects of a Family Math Night on Preservice Teachers’ Perceptions of Parental Involvement
This study examined the impact of a Family Math Night on preservice teachers’ perceptions of low-income parents and their engagement in their children’s education. Participants were enrolled in an elementary mathematics methods course; one section served as the treatment group. Participants were required to aid in the planning and implementation of a Family Math Night held at a school serving a predominantly African American, high-poverty communi…
Becoming Warm Demanders: Perspectives and Practices of First Year Teachers
In the literature on culturally responsive pedagogy warm demanders are teachers who embrace values and enact practices that are central to their students’ success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be warm demanders for their predominantly African American elementary school students, the authors answer …
Clinical Partnership at a Distance: A Design That Transforms Teaching and Leadership
In this article we describe a graduate program for practicing teachers at the University of Florida. Offered in a blended format (mostly online but supported by a local faculty member), the program embeds graduate work within school reform efforts in hard to staff schools in partner school districts up to 350 miles away from campus in order to directly address the needs of practicing teachers in their own contexts. The article describes the progr…
Elementary Preservice Teachers as Warm Demanders in an African American School
Sustaining a commitment to teaching in a research-intensive university: What We Learn From Award-Winning Faculty
Within any higher education institution, there are great teachers who recognize the challenges to sustaining a commitment to highly effective teaching. The current paper explores the beliefs and practices of 10 faculty members who won an undergraduate teacher of the year award at a research-intensive institution. The paper explores the challenges faculty face in prioritizing teaching, the strategies they use to meet these challenges, and suggests…
Mathematics education (15 works) · Pedagogy (15 works) · Psychology (15 works) · Sociology (11 works) · Teacher Education and Leadership Studies (9 works) · Medical education (5 works) · Faculty Development (4 works) · Medicine (4 works) · Political science (4 works) · Professional development (4 works)