Papers by Peter Rennert-Ariev
How can teacher educators initiate and sustain a culture of inquiry among participants in a gradu... more How can teacher educators initiate and sustain a culture of inquiry among participants in a graduate program? This was the core issue in the design of a new Masters degree program that emphasized teacher leadership. As the faculty discussed desirable fea-tures of the program, agreement emerged that the core courses should build teachers ’ capacities to inquire into their own teaching practices and student learn-ing. Because inquiry was seen as a central component of teacher education, professional development, and school improvement (Valli, 2000; van Zee, 1998), program faculty placed high priority on modeling a culture of inquiry in program design and publicly Linda Valli and Emily H. van Zee are associate professors in the
A peer-reviewed electronic journal. Copyright is retained by the first or sole author, who grants... more A peer-reviewed electronic journal. Copyright is retained by the first or sole author, who grants right of first publication to the Practical Assessment, Research & Evaluation. Permission is granted to distribute this article for nonprofit, educational purposes if it is copied in its entirety and the
Teachers College Record, 2008
Background and context: Despite a growing body of literature that describes the variety of ways t... more Background and context: Despite a growing body of literature that describes the variety of ways that teacher education programs are aligning their curriculum with new performance-based standards, more research is needed to help those concerned with reforming teacher ...
Teacher Education Quarterly, 2006
How can teacher educators initiate and sustain a culture of inquiry among participants in a gradu... more How can teacher educators initiate and sustain a culture of inquiry among participants in a graduate program? This was the core issue in the design of a new Masters degree program that emphasized teacher leadership. As the faculty discussed desirable features of the program, agreement emerged that the core courses should build teachers' capacities to inquire into their own teaching practices and student learning. Because inquiry was seen as a central component of teacher education, professional development, and school improvement (Valli, 2000; van Zee, 1998), program faculty placed high priority on modeling a culture of inquiry in program design and publicly engaging in classroom inquiry and action research ourselves (Valli & Price, 2000; van Zee, 2000). Thinking about what data to gather and how to interpret these data are critical elements in developing expertise in inquiring into one's own teaching practices (Cochran-Smith & Lytle, 1993; Hubbard & Power, 1993, 1999; Mills...
Practical Assessment, Research and Evaluation, 2005
Over the course of the last decade, many higher education institutions that prepare teachers alon... more Over the course of the last decade, many higher education institutions that prepare teachers along with states, districts, and national organizations have sought to design new forms of assessment for preservice teachers. These efforts have stemmed from a growing sentiment that more powerful and nuanced assessment strategies are now needed to target the complexities of the knowledge that teachers bring to bear in their teaching (Shulman, 1987) as well as the subtleties of innovative teaching practice (Smith, 1990). Efforts to create new forms of assessment have sought to transcend the limits of traditional testing practices as they provide ways to sensitively document the personally and contextually complex world of teaching. This movement towards new forms of assessment for preservice teachers has been marked, generally speaking, by movement away from standardized paper and pencil tests of knowledge and skill and the use of observational checklists of teaching behaviors. These types...
This study offers a framework for identifying areas of agreement and disagreement across eight re... more This study offers a framework for identifying areas of agreement and disagreement across eight recent teacher education reform documents. Researchers analyzed each document in relation to the reform principles proposed by the National Commission on Teaching and America's Future (NCTAF). They developed a rubric to assess whether the documents expressed agreement or disagreement with the NCTAF principles and, if so, to determine the extent of the agreement/disagreement. The analysis indicated that, based on means and standard deviations, two principles elicited the strongest agreement: that teacher education programs should (1) include strong disciplinary preparation that incorporates an understanding of a discipline's core concepts, structure, and tools of inquiry as a foundation for subject matter pedagogy and (2) seek to develop multicultural competence in their students. The principle that teacher education programs should add an additional year or two of graduate-level pr...
This paper describes the Beginning Teacher Survey Study's rationale, design, theoretical fram... more This paper describes the Beginning Teacher Survey Study's rationale, design, theoretical framework, research questions, and findings. The study was designed to: develop a survey that would gather information from beginning teachers about their preservice and induction learning experiences; develop theoretically and empirically based constructs of teacher preparation, induction, knowledge, beliefs, and practice; and determine relationships among three sets of variables (teacher preparation, teaching knowledge and practice, and student learning). The survey was administered in Tennessee and Connecticut to first, second, and third year teachers of grades 3-8 who taught reading and/or mathematics. This paper reports findings from Tennessee only, focusing on mathematics instruction. By linking the database of survey responses from Tennessee beginning teachers to measures of student academic growth, researchers were able to examine relationships between teacher preparation/practice va...
Journal of Teacher Education, 2000
... Title: Identifying Consensus in Teacher Education Reform Documents: A Proposed Framework and ... more ... Title: Identifying Consensus in Teacher Education Reform Documents: A Proposed Framework and Action Implications. Full-Text Availability Options: ... Title: Identifying Consensus in TeacherEducation Reform Documents: A Proposed Framework and Action Implications. ...
Journal of Curriculum Studies, 2002
. A theoretical model for the authentic assessment of teaching.
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Papers by Peter Rennert-Ariev