Kavita Kapadia Matsko
Dados Biográficos
| ID | 1603861 |
|---|---|
| NOME | Kavita Kapadia Matsko |
| PRENOMES | Kavita Kapadia |
| SOBRENOME | Matsko |
| ASSINATURA | MATSKO K K |
| AFILIAÇÕES | Northwestern University |
| ORCID | 0000-0003-1653-6750 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 79 |
| OBRAS COMO AUTOR | 10 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 5 |
Learning in Context and Practicing in Place
Teacher education programs are increasingly taking up commitments to prepare new teachers for equitable teaching. Despite best intentions, programs feel challenged to help candidates translate these commitments into classroom practice. Using a context-specific teacher education framework, we conducted a mixed-methods study of seven urban-focused programs to understand how they targeted preparation for urban contexts. We found that while programs …
Two sides of a coin
Host or teacher of teaching? Examining mentors’ tacit theories of student teacher learning
Stepping in or Stepping On
Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K-12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 men…
How Different Are They? Comparing Teacher Preparation Offered by Traditional, Alternative, and Residency Pathways
Nontraditional teacher preparation pathways were designed to offer different forms of preparation meant to attract different populations of teachers; however, prior literature suggests they may not provide as much of an alternative as initially intended. Drawing on surveys of nearly 800 preservice student teachers and their mentor teachers, we offer a descriptive overview comparing traditional, alternative, and residency pathways preparing teache…
Three Different Measures of Graduates' Instructional Readiness and the Features of Preservice Preparation That Predict Them
This article extends prior research seeking to identify preparation features related to better workforce outcomes. To our knowledge, it is the first to link many dimensions of preparation to graduates' first-year observation ratings. It follows 305 preservice teachers (PSTs) who student taught in Chicago Public Schools (CPS) in 2014-2015 and were subsequently hired in CPS in 2015-2016. PSTs received stronger observation ratings when their CTs had…
Cooperating Teacher as Model and Coach
Drawing on survey and administrative data on cooperating teachers (CTs) and their preservice student teachers (PSTs) in Chicago Public Schools during 2014-2015, this study offers an in-depth look at reports of how CTs engage in their mentoring roles during student teaching, and their influence on PSTs. Our sample includes CTs working with PSTs from across 44 teacher preparation institutions. Central to our analysis is an exploration of CTs as bot…
Looking Inside and Outside of Mentoring
This article puts forth a multidimensional framework for empirically testing the effects of teacher mentoring, focusing on interactions between formal mentors and novice teachers and the setting in which these interactions occur. Analyzing survey and administrative data from Chicago Public Schools with a multilevel propensity-score weighting approach, our analyses identifies the combination of stronger leadership and high-quality mentoring that f…
Unpacking the "Urban" in Urban Teacher Education
The literature on preparing teachers for urban schools provides a rationale for helping candidates understand the particular cultures of students. However, research has not sufficiently "unpacked" features of the setting that programs can address; nor has it discussed how programs tailor teaching approaches to their specific contexts. Drawing from program descriptions, syllabi, and interviews, we describe the "context-specific" approach of the Un…
When Context Has Content
Reviews of research evaluating the impact of beginning teacher induction suggest that the mixed results may be due to the fact that the programs do not fully address school context. We examine how one induction program for urban teachers explicitly addresses teachers’ specific schools and students to illustrate how context becomes the content for teachers’ learning and work. We argue that the program’s “context-specific” supports may ease transit…
Unpacking the "Urban" in Urban Teacher Education
The literature on preparing teachers for urban schools provides a rationale for helping candidates understand the particular cultures of students. However, research has not sufficiently "unpacked" features of the setting that programs can address; nor has it discussed how programs tailor teaching approaches to their specific contexts. Drawing from program descriptions, syllabi, and interviews, we describe the "context-specific" approach of the Un…
When Context Has Content
Reviews of research evaluating the impact of beginning teacher induction suggest that the mixed results may be due to the fact that the programs do not fully address school context. We examine how one induction program for urban teachers explicitly addresses teachers’ specific schools and students to illustrate how context becomes the content for teachers’ learning and work. We argue that the program’s “context-specific” supports may ease transit…
Cooperating Teacher as Model and Coach
Drawing on survey and administrative data on cooperating teachers (CTs) and their preservice student teachers (PSTs) in Chicago Public Schools during 2014-2015, this study offers an in-depth look at reports of how CTs engage in their mentoring roles during student teaching, and their influence on PSTs. Our sample includes CTs working with PSTs from across 44 teacher preparation institutions. Central to our analysis is an exploration of CTs as bot…
Three Different Measures of Graduates' Instructional Readiness and the Features of Preservice Preparation That Predict Them
This article extends prior research seeking to identify preparation features related to better workforce outcomes. To our knowledge, it is the first to link many dimensions of preparation to graduates' first-year observation ratings. It follows 305 preservice teachers (PSTs) who student taught in Chicago Public Schools (CPS) in 2014-2015 and were subsequently hired in CPS in 2015-2016. PSTs received stronger observation ratings when their CTs had…
How Different Are They? Comparing Teacher Preparation Offered by Traditional, Alternative, and Residency Pathways
Nontraditional teacher preparation pathways were designed to offer different forms of preparation meant to attract different populations of teachers; however, prior literature suggests they may not provide as much of an alternative as initially intended. Drawing on surveys of nearly 800 preservice student teachers and their mentor teachers, we offer a descriptive overview comparing traditional, alternative, and residency pathways preparing teache…
Learning in Context and Practicing in Place
Teacher education programs are increasingly taking up commitments to prepare new teachers for equitable teaching. Despite best intentions, programs feel challenged to help candidates translate these commitments into classroom practice. Using a context-specific teacher education framework, we conducted a mixed-methods study of seven urban-focused programs to understand how they targeted preparation for urban contexts. We found that while programs …
Stepping in or Stepping On
Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K-12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 men…
Looking Inside and Outside of Mentoring
This article puts forth a multidimensional framework for empirically testing the effects of teacher mentoring, focusing on interactions between formal mentors and novice teachers and the setting in which these interactions occur. Analyzing survey and administrative data from Chicago Public Schools with a multilevel propensity-score weighting approach, our analyses identifies the combination of stronger leadership and high-quality mentoring that f…
Two sides of a coin
When Context Has Content
Reviews of research evaluating the impact of beginning teacher induction suggest that the mixed results may be due to the fact that the programs do not fully address school context. We examine how one induction program for urban teachers explicitly addresses teachers’ specific schools and students to illustrate how context becomes the content for teachers’ learning and work. We argue that the program’s “context-specific” supports may ease transit…
Unpacking the "Urban" in Urban Teacher Education
The literature on preparing teachers for urban schools provides a rationale for helping candidates understand the particular cultures of students. However, research has not sufficiently "unpacked" features of the setting that programs can address; nor has it discussed how programs tailor teaching approaches to their specific contexts. Drawing from program descriptions, syllabi, and interviews, we describe the "context-specific" approach of the Un…
Looking Inside and Outside of Mentoring
This article puts forth a multidimensional framework for empirically testing the effects of teacher mentoring, focusing on interactions between formal mentors and novice teachers and the setting in which these interactions occur. Analyzing survey and administrative data from Chicago Public Schools with a multilevel propensity-score weighting approach, our analyses identifies the combination of stronger leadership and high-quality mentoring that f…
Cooperating Teacher as Model and Coach
Drawing on survey and administrative data on cooperating teachers (CTs) and their preservice student teachers (PSTs) in Chicago Public Schools during 2014-2015, this study offers an in-depth look at reports of how CTs engage in their mentoring roles during student teaching, and their influence on PSTs. Our sample includes CTs working with PSTs from across 44 teacher preparation institutions. Central to our analysis is an exploration of CTs as bot…
Three Different Measures of Graduates' Instructional Readiness and the Features of Preservice Preparation That Predict Them
This article extends prior research seeking to identify preparation features related to better workforce outcomes. To our knowledge, it is the first to link many dimensions of preparation to graduates' first-year observation ratings. It follows 305 preservice teachers (PSTs) who student taught in Chicago Public Schools (CPS) in 2014-2015 and were subsequently hired in CPS in 2015-2016. PSTs received stronger observation ratings when their CTs had…
How Different Are They? Comparing Teacher Preparation Offered by Traditional, Alternative, and Residency Pathways
Nontraditional teacher preparation pathways were designed to offer different forms of preparation meant to attract different populations of teachers; however, prior literature suggests they may not provide as much of an alternative as initially intended. Drawing on surveys of nearly 800 preservice student teachers and their mentor teachers, we offer a descriptive overview comparing traditional, alternative, and residency pathways preparing teache…
Two sides of a coin
Host or teacher of teaching? Examining mentors’ tacit theories of student teacher learning
Stepping in or Stepping On
Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K-12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 men…
Learning in Context and Practicing in Place
Teacher education programs are increasingly taking up commitments to prepare new teachers for equitable teaching. Despite best intentions, programs feel challenged to help candidates translate these commitments into classroom practice. Using a context-specific teacher education framework, we conducted a mixed-methods study of seven urban-focused programs to understand how they targeted preparation for urban contexts. We found that while programs …
Pedagogy (10 obras) · Psychology (10 obras) · Mathematics education (9 obras) · Teacher Education and Leadership Studies (9 obras) · Teacher education (8 obras) · Collaborative Teaching and Inclusion (6 obras) · Teacher Preparation (5 obras) · Professional development (4 obras) · Sociology (4 obras) · Computer Science (3 obras)