Derleme
BibTex RIS Kaynak Göster

Teacher Residency as an Alternative Teacher Preparation Program: A Program Review

Yıl 2022, Cilt: 11 Sayı: 3, 351 - 372, 31.12.2022

Kemal Afacan

Öz

Teacher residency programs have emerged as an alternative teacher preparation program that prepares teacher candidates; also known as residents, for high-need areas such as special education
in the United States of America. The purpose of this study was to conduct a systematic review of the literature on teacher residency programs in the United States of America. Electronic
databases were searched for articles examining teacher residency programs. Forty-five articles met the inclusion criteria. Results from the analysis of the articles and some selected
teacher residency programs showed that the most common characteristic of teacher residency programs was a yearlong clinical residency experience. Residents also committed to teaching
in a high-need school district upon completion of their programs. The most common goal was to increase teacher retention in high-need schools. Moreover, the programs offered induction
support for residents upon completion of their programs. Limitations of teacher residency programs and directions for future research were provided.

Anahtar Kelimeler

teacher residency teacher preparation special education high-need areas

Destekleyen Kurum

The author acknowledges the support of the Forward Madison Partnership during the initial work on teacher residency program models

Kaynakça

  • Academy for Urban School Leadership (2019, April 25). Retrieved June 1, 2019, from http://auslchicago.org/
  • Akiba, M. (2011). Identifying program characteristics for preparing pre-service teachers for diversity. Teachers College Record, 113(3), 658-697.
  • Apple Tree Early Learning Teacher Residency (2019, April 25). Retrieved June 1, 2019, from https://www.appletreeinstitute.org/
  • Aspire Teacher Residency (2019, April 25). Retrieved June 1, 2019, from https://aspirepublicschools.org/join/aldergse/
  • *Beck, J. S. (2016). The complexities of a third-space partnership in an urban teacher residency. Teacher Education Quarterly, 43(1), 51-70.
  • Boettcher Teacher Residency (2019, April 25). Retrieved June 1, 2019, from https://www.pebc.org/boettcher-teacher-residency/
  • Boston Teacher Residency (2019, April 25). Retrieved June 1, 2019, from https://www.bpe.org/boston-teacher-residency/
  • Cherian, F. (2007). Learning to teach: Teacher candidates reflect on the relational, conceptual, and contextual influences of responsive mentorship. Canadian Journal of Education, 30(1) 25-46.
  • Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84(2), 163-202. doi: 10.3102/0034654313499618
  • *Clewell, B. C., & Villegas, A. M. (1999). Creating a nontraditional pipeline for urban teachers: The pathways to teaching careers model. The Journal of Negro Education, 68(3), 306-317.
  • Cochran-Smith, M., Keefe, E.S., Chang, W.C., & Carney, M.C. (2018). NEPC Review: “2018 Teacher Prep Review .” Boulder, CO: National Education Policy Center. Retrieved [April 2019] from http://nepc.colorado.edu/thinktank/review-teacher-prep-2018.
  • Denver Teacher Residency (2019, April 25). Retrieved June 1, 2019, From http://morgridge.du.edu/wpcontent/uploads/2017/08/C9-2017-2018 DTR-Handbook.pdf
  • *Drake, J., Moran, K., Sachs, D., Angelov, A. D. S., & Wheeler, L. (2011). The University of Indianapolis Woodrow Wilson Indiana Teaching Fellowship Program: Reviewing the policy implications of university-based urban clinical residency programs in stem teacher preparation. Planning and Changing, 42(3-4), 316-333.
  • *Fisher-Ari, T. R., Martin, A. E., Burgess, A., Cox, V., & Ejike, J. (2018). PDS teacher residents: Storied journeys with implications for partnerships and teacher recruitment, development, and retention. School-University Partnerships, 11(2), 62-72.
  • *Gardiner, W. (2011). Mentoring in an urban teacher residency: Mentors' perceptions of yearlong placements. The New Educator, 7(2), 153-171. doi:10.1080/1547688X.2011.574591
  • *Gardiner, W. (2012). Coaches' and new urban teachers' perceptions of induction coaching: Time, trust, and accelerated learning curves. The Teacher Educator, 47(3), 195-215. doi: 10.1080/08878730.2012.685797
  • *Gardiner, W., & Lorch, J. (2015). From “outsider” to “bridge”: The changing role of university supervision in an urban teacher residency program. Action in Teacher Education, 37(2), 172-189. doi: 10.1080/01626620.2015.1004601
  • *Gardiner, W., & Salmon, D. (2014). Bridging the theory-practice gap in an urban teacher residency: Two interventions and a cautionary note. Journal of Urban Learning, Teaching, and Research, 10, 87-100.
  • *Garza, R., & Harter, R. A. (2016). Perspectives from pre-service mathematics and science teachers in an urban residency program: Characteristics of effective mentors. Education and Urban Society, 48(4), 403-420. doi: 10.1177/0013124514533989
  • *Garza, R., Reynosa, R., Werner, P., Duchaine, E. L., & Harter, R. (2018). Characterizing mentoring capital in a residency program through mentor’s voices. Mentoring & Tutoring: Partnership in Learning, 26(2), 226-244. doi: 10.1080/13611267.2018.1472590
  • *Garza, R., & Werner, P. (2014). Preparing mathematics and science teachers through a residency program: perceptions and reflections. Teaching Education, 25(2), 202-216. doi: 10.1080/10476210.2012.762352
  • *Goodwin, A. L., Roegman, R., & Reagan, E. M. (2016). Is experience the best teacher? Extensive clinical practice and mentor teachers’ perspectives on effective teaching. Urban Education, 51(10), 1198-1225. doi: 10.1177/0042085915618720
  • *Hammerness, K., & Craig, E. (2016). “Context-specific” teacher preparation for New York City: An exploration of the content of context in Bard College’s urban teacher residency program. Urban Education, 51(10), 1226-1258. doi: 10.1177/0042085915618722
  • *Hammerness, K., Williamson, P., & Kosnick, C. (2016). Introduction to the special issue on urban teacher residencies: The trouble with “generic” teacher education. Urban Education, 51(10), 1155-1169. doi: 10.1177/0042085915618723
  • *Henning-Smith, J. (2018). Best practices article: Gradually increasing individuality: Suggestions for improving alternative teacher education programs. Journal of the National Association for Alternative Certification, 13(1), 15-25.
  • Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534. doi: 10.3102/00028312038003499
  • *Jagla, V. (2009). Transforming urban schools: Lessons for America from an urban teacher residency program. International Journal of Learning, 16(9), 41-48.
  • *Jones, A. H., & Barnes, C. P. (1984). The California Consortium: A case study on seeking change in teacher education. Journal of Teacher Education, 35(6), 5-10. doi: 10.1177/002248718403500603
  • *Kee, A. N. (2012). Feelings of preparedness among alternatively certified teachers: What is the role of program features?. Journal of Teacher Education, 63(1), 23-38. doi: 10.1177/0022487111421933
  • *Klein, E. J., Taylor, M., Monteiro, K., Romney, W., Scipio, M., Diaz, A., ... & Poole, S. (2015). Making the leap to teacher: Pre-service residents, faculty, and school mentors taking on action research together in an urban teacher residency program. Networks: An Online Journal for Teacher Research, 17(1), 547-547.
  • *Klein, E. J., Taylor, M., Onore, C., Strom, K., & Abrams, L. (2013). Finding a third space in teacher education: Creating an urban teacher residency. Teaching Education, 24(1), 27-57. doi: 10.1080/10476210.2012.711305
  • *Klein, E. J., Taylor, M., Onore, C., Strom, K., & Abrams, L. (2016). Exploring inquiry in the third space: Case studies of a year in an urban teacher-residency program. The New Educator, 12(3), 243-268. doi: 10.1080/1547688X.2016.1187980
  • *Kolman, J. S., Roegman, R., & Goodwin, A. L. (2016). Context as mediator: Teaching residents’ opportunity and learning in high-need urban schools. Teaching Education, 27(2), 173-193. doi: 10.1080/10476210.2015.1062979
  • *Kretchmar, K., White, K., Hofkamp, K., & Kramer, K. (2018). Research, design, and implementation of an inclusive teacher residency model. National Teacher Education Journal, 11(3), 8-16.
  • *Lau, K. F., Dandy, E. B., & Hoffman, L. (2007). The pathways program: A model for increasing the number of teachers of color. Teacher Education Quarterly, 34(4), 27-40.
  • *Lee, R. E., Eckrich, L. L., Lackey, C., & Showalter, B. D. (2010). Pre-service teacher pathways to urban teaching: A partnership model for nurturing community based urban teacher preparation. Teacher Education Quarterly, 37(3), 101-122.
  • *Leon, M. R. (2014). Distributed mentoring: Preparing preservice resident teachers for high needs urban high schools. Journal of Urban Learning, Teaching, and Research, 10, 101-117.
  • LiBetti, A., & Trinidad, J. (2018). Trading coursework for classroom: Realizing the potential of teacher residencies. Bellwether Educational Partners.
  • *Mentzer, G. A., Czerniak, C. M., & Duckett, T. R. (2019). Comparison of two alternative approaches to quality STEM teacher preparation: Fast‐track licensure and embedded residency programs. School Science and Mathematics, 119(1), 35-48. doi: 10.1111/ssm.12314
  • Nashville Teacher Residency (2019, April 25). Retrieved June 1, 2019, from http://nashvilleteacherresidency.org/
  • *Nelson, R. M., Duke, B. L., Hutchens, K., & Machell, J. (2014). Urban teacher preparation academy: Preparing urban teachers through a collaborative partnership. Metropolitan Universities, 25(2), 42-55.
  • Newark Montclair Urban Teacher Residency (2019, April 25). Retrieved June 1, 2019, from https://www.montclair.edu/ecele/academic-programs/newark-montclair urban teacher residency-program/
  • *Nivens, R. A. (2013). Ready2Teach: Shifts in teacher preparation through residency and situated learning. Southeastern Regional Association of Teacher Education Journal, 23(1), 13-17.
  • Onwuegbuzie, A. J., Leech, N. L., & Collins, K. M. (2012). Qualitative analysis techniques for the review of the literature. Qualitative Report, 17, 1-28.
  • Pan, M. L. (2016). Preparing literature reviews: Qualitative and quantitative approaches (5th ed.). Taylor & Francis.
  • *Papay, J. P., West, M. R., Fullerton, J. B., & Kane, T. J. (2012). Does an urban teacher residency increase student achievement? Early evidence from Boston. Educational Evaluation and Policy Analysis, 34(4), 413-434. doi: 10.3102/0162373712454328
  • *Reagan, E. M., Chen, C., & Vernikoff, L. (2016). “Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations of teaching for social justice. Teaching and Teacher Education, 59, 213-227. doi: 10.1016/j.tate.2016.05.011
  • *Reagan, E. M., Roegman, R., & Goodwin, A. L. (2017). Inquiry in the round? Education rounds in a teacher residency program. Action in Teacher Education, 39(3), 239-254. doi: 10.1080/01626620.2017.1317299
  • *Reynolds, H. M., Wagle, A. T., Mahar, D., Yannuzzi, L., Tramonte, B., & King, J. (2016). Changes in residents’ self-efficacy beliefs in a clinically rich graduate teacher education program. Action in Teacher Education, 38(2), 137-155. doi: 10.1080/01626620.2016.1155096
  • *Roegman, R., Goodwin, A. L., Reed, R., & Scott-McLaughlin, R. M. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment, Evaluation and Accountability, 28(2), 111-137.
  • *Roegman, R., Pratt, S., Goodwin, A. L., & Akin, S. (2017). Curriculum, social justice, and inquiry in the field: Investigating retention in an urban teacher residency. Action in Teacher Education, 39(4), 432-452. doi: 10.1080/01626620.2017.1300956
  • *Ross, S. W., & Lignugaris-Kraft, B. (2015). Multi-tiered systems of support preservice residency: A pilot undergraduate teacher preparation model. Journal of the National Association for Alternative Certification, 10(1), 3-20.
  • Scafidi, B., Sjoquist, D. L., & Stinebrickner, T. R. (2007). Race, poverty, and teacher mobility. Economics of Education Review, 26(2), 145-159. doi: 10.1016/j.econedurev.2005.08.006
  • *Schulte, A. K. (2017). The impacts of preservice action research in a rural teaching residency. Journal of Inquiry and Action in Education, 9(1), 69-76.
  • Seattle Teacher Residency (2019, April 25). Retrieved June 1, 2019, from http://www.seattleteacherresidency.org/
  • Silva, T., McKie, A., Knechtel, V., Gleason, P., & Makowsky, L. (2014). Teaching residency programs: A multisite look at a new model to prepare teachers for high-need schools (NCEE 2015-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
  • *Solomon, J. (2009). The Boston teacher residency: District-based teacher education. Journal of Teacher Education, 60(5), 478-488. doi: 10.1177/0022487109349915
  • Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S.. Palo Alto, CA: Learning Policy Institute.
  • The San Francisco Teacher Residency Program (2019, April 25). Retrieved June 1, 2019, from http://www.sfteacherresidency.org/
  • *Tindle, K., Freund, M., Belknap, B., Green, C., & Shotel, J. (2011). The urban teacher residency program: A recursive process to develop professional dispositions, knowledge, and skills of candidates to teach diverse students. Educational Considerations, 38(2), 28-35.
  • United States Census Bureau (2019, December 3). Census bureau reports nearly 77 million students enrolled in U.S. schools. Retrieved from https://www.census.gov/newsroom/press-releases/2019/school-enrollment.html
  • *Villagómez, A. A., Easton-Brooks, D., Gomez, K., Lubbes, T., & Johnson, K. (2016). Oregon teacher pathway: Responding to national trends. Equity & Excellence in Education, 49(1), 100-114. doi: 10.1080/10665684.2015.1121455
  • *Villegas, A. M., & Clewell, B. C. (1998). Increasing the number of teachers of color for urban schools: Lessons from the Pathways national evaluation. Education and Urban Society, 31(1), 42-61. doi: 10.1177/0013124598031001004
  • *Wasburn-Moses, L. (2017). A national descriptive survey of teacher residency programs. School University Partnerships, 10(2), 33-41.
  • *Williamson, P., Apedoe, X., & Thomas, C. (2016). Context as content in urban teacher education: Learning to teach in and for San Francisco. Urban Education, 51(10), 1170-1197. doi:10.1177/0042085915623342 *Williamson, P., & Hodder, L. (2015). Unpacking practice with clinical instructional rounds in the San Francisco Teacher Residency program. International Journal of Educational Research, 73, 53-64. doi: 10.1016/j.ijer.2015.07.004
  • *Zirakparvar, N. A. (2015). A balancing act in the third space: Graduate-level earth science in an urban teacher-residency program. Journal of Geoscience Education, 63(3), 167-175. doi: 10.5408/14-058.1

Yıl 2022, Cilt: 11 Sayı: 3, 351 - 372, 31.12.2022

Kemal Afacan

Öz

Kaynakça

  • Academy for Urban School Leadership (2019, April 25). Retrieved June 1, 2019, from http://auslchicago.org/
  • Akiba, M. (2011). Identifying program characteristics for preparing pre-service teachers for diversity. Teachers College Record, 113(3), 658-697.
  • Apple Tree Early Learning Teacher Residency (2019, April 25). Retrieved June 1, 2019, from https://www.appletreeinstitute.org/
  • Aspire Teacher Residency (2019, April 25). Retrieved June 1, 2019, from https://aspirepublicschools.org/join/aldergse/
  • *Beck, J. S. (2016). The complexities of a third-space partnership in an urban teacher residency. Teacher Education Quarterly, 43(1), 51-70.
  • Boettcher Teacher Residency (2019, April 25). Retrieved June 1, 2019, from https://www.pebc.org/boettcher-teacher-residency/
  • Boston Teacher Residency (2019, April 25). Retrieved June 1, 2019, from https://www.bpe.org/boston-teacher-residency/
  • Cherian, F. (2007). Learning to teach: Teacher candidates reflect on the relational, conceptual, and contextual influences of responsive mentorship. Canadian Journal of Education, 30(1) 25-46.
  • Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84(2), 163-202. doi: 10.3102/0034654313499618
  • *Clewell, B. C., & Villegas, A. M. (1999). Creating a nontraditional pipeline for urban teachers: The pathways to teaching careers model. The Journal of Negro Education, 68(3), 306-317.
  • Cochran-Smith, M., Keefe, E.S., Chang, W.C., & Carney, M.C. (2018). NEPC Review: “2018 Teacher Prep Review .” Boulder, CO: National Education Policy Center. Retrieved [April 2019] from http://nepc.colorado.edu/thinktank/review-teacher-prep-2018.
  • Denver Teacher Residency (2019, April 25). Retrieved June 1, 2019, From http://morgridge.du.edu/wpcontent/uploads/2017/08/C9-2017-2018 DTR-Handbook.pdf
  • *Drake, J., Moran, K., Sachs, D., Angelov, A. D. S., & Wheeler, L. (2011). The University of Indianapolis Woodrow Wilson Indiana Teaching Fellowship Program: Reviewing the policy implications of university-based urban clinical residency programs in stem teacher preparation. Planning and Changing, 42(3-4), 316-333.
  • *Fisher-Ari, T. R., Martin, A. E., Burgess, A., Cox, V., & Ejike, J. (2018). PDS teacher residents: Storied journeys with implications for partnerships and teacher recruitment, development, and retention. School-University Partnerships, 11(2), 62-72.
  • *Gardiner, W. (2011). Mentoring in an urban teacher residency: Mentors' perceptions of yearlong placements. The New Educator, 7(2), 153-171. doi:10.1080/1547688X.2011.574591
  • *Gardiner, W. (2012). Coaches' and new urban teachers' perceptions of induction coaching: Time, trust, and accelerated learning curves. The Teacher Educator, 47(3), 195-215. doi: 10.1080/08878730.2012.685797
  • *Gardiner, W., & Lorch, J. (2015). From “outsider” to “bridge”: The changing role of university supervision in an urban teacher residency program. Action in Teacher Education, 37(2), 172-189. doi: 10.1080/01626620.2015.1004601
  • *Gardiner, W., & Salmon, D. (2014). Bridging the theory-practice gap in an urban teacher residency: Two interventions and a cautionary note. Journal of Urban Learning, Teaching, and Research, 10, 87-100.
  • *Garza, R., & Harter, R. A. (2016). Perspectives from pre-service mathematics and science teachers in an urban residency program: Characteristics of effective mentors. Education and Urban Society, 48(4), 403-420. doi: 10.1177/0013124514533989
  • *Garza, R., Reynosa, R., Werner, P., Duchaine, E. L., & Harter, R. (2018). Characterizing mentoring capital in a residency program through mentor’s voices. Mentoring & Tutoring: Partnership in Learning, 26(2), 226-244. doi: 10.1080/13611267.2018.1472590
  • *Garza, R., & Werner, P. (2014). Preparing mathematics and science teachers through a residency program: perceptions and reflections. Teaching Education, 25(2), 202-216. doi: 10.1080/10476210.2012.762352
  • *Goodwin, A. L., Roegman, R., & Reagan, E. M. (2016). Is experience the best teacher? Extensive clinical practice and mentor teachers’ perspectives on effective teaching. Urban Education, 51(10), 1198-1225. doi: 10.1177/0042085915618720
  • *Hammerness, K., & Craig, E. (2016). “Context-specific” teacher preparation for New York City: An exploration of the content of context in Bard College’s urban teacher residency program. Urban Education, 51(10), 1226-1258. doi: 10.1177/0042085915618722
  • *Hammerness, K., Williamson, P., & Kosnick, C. (2016). Introduction to the special issue on urban teacher residencies: The trouble with “generic” teacher education. Urban Education, 51(10), 1155-1169. doi: 10.1177/0042085915618723
  • *Henning-Smith, J. (2018). Best practices article: Gradually increasing individuality: Suggestions for improving alternative teacher education programs. Journal of the National Association for Alternative Certification, 13(1), 15-25.
  • Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534. doi: 10.3102/00028312038003499
  • *Jagla, V. (2009). Transforming urban schools: Lessons for America from an urban teacher residency program. International Journal of Learning, 16(9), 41-48.
  • *Jones, A. H., & Barnes, C. P. (1984). The California Consortium: A case study on seeking change in teacher education. Journal of Teacher Education, 35(6), 5-10. doi: 10.1177/002248718403500603
  • *Kee, A. N. (2012). Feelings of preparedness among alternatively certified teachers: What is the role of program features?. Journal of Teacher Education, 63(1), 23-38. doi: 10.1177/0022487111421933
  • *Klein, E. J., Taylor, M., Monteiro, K., Romney, W., Scipio, M., Diaz, A., ... & Poole, S. (2015). Making the leap to teacher: Pre-service residents, faculty, and school mentors taking on action research together in an urban teacher residency program. Networks: An Online Journal for Teacher Research, 17(1), 547-547.
  • *Klein, E. J., Taylor, M., Onore, C., Strom, K., & Abrams, L. (2013). Finding a third space in teacher education: Creating an urban teacher residency. Teaching Education, 24(1), 27-57. doi: 10.1080/10476210.2012.711305
  • *Klein, E. J., Taylor, M., Onore, C., Strom, K., & Abrams, L. (2016). Exploring inquiry in the third space: Case studies of a year in an urban teacher-residency program. The New Educator, 12(3), 243-268. doi: 10.1080/1547688X.2016.1187980
  • *Kolman, J. S., Roegman, R., & Goodwin, A. L. (2016). Context as mediator: Teaching residents’ opportunity and learning in high-need urban schools. Teaching Education, 27(2), 173-193. doi: 10.1080/10476210.2015.1062979
  • *Kretchmar, K., White, K., Hofkamp, K., & Kramer, K. (2018). Research, design, and implementation of an inclusive teacher residency model. National Teacher Education Journal, 11(3), 8-16.
  • *Lau, K. F., Dandy, E. B., & Hoffman, L. (2007). The pathways program: A model for increasing the number of teachers of color. Teacher Education Quarterly, 34(4), 27-40.
  • *Lee, R. E., Eckrich, L. L., Lackey, C., & Showalter, B. D. (2010). Pre-service teacher pathways to urban teaching: A partnership model for nurturing community based urban teacher preparation. Teacher Education Quarterly, 37(3), 101-122.
  • *Leon, M. R. (2014). Distributed mentoring: Preparing preservice resident teachers for high needs urban high schools. Journal of Urban Learning, Teaching, and Research, 10, 101-117.
  • LiBetti, A., & Trinidad, J. (2018). Trading coursework for classroom: Realizing the potential of teacher residencies. Bellwether Educational Partners.
  • *Mentzer, G. A., Czerniak, C. M., & Duckett, T. R. (2019). Comparison of two alternative approaches to quality STEM teacher preparation: Fast‐track licensure and embedded residency programs. School Science and Mathematics, 119(1), 35-48. doi: 10.1111/ssm.12314
  • Nashville Teacher Residency (2019, April 25). Retrieved June 1, 2019, from http://nashvilleteacherresidency.org/
  • *Nelson, R. M., Duke, B. L., Hutchens, K., & Machell, J. (2014). Urban teacher preparation academy: Preparing urban teachers through a collaborative partnership. Metropolitan Universities, 25(2), 42-55.
  • Newark Montclair Urban Teacher Residency (2019, April 25). Retrieved June 1, 2019, from https://www.montclair.edu/ecele/academic-programs/newark-montclair urban teacher residency-program/
  • *Nivens, R. A. (2013). Ready2Teach: Shifts in teacher preparation through residency and situated learning. Southeastern Regional Association of Teacher Education Journal, 23(1), 13-17.
  • Onwuegbuzie, A. J., Leech, N. L., & Collins, K. M. (2012). Qualitative analysis techniques for the review of the literature. Qualitative Report, 17, 1-28.
  • Pan, M. L. (2016). Preparing literature reviews: Qualitative and quantitative approaches (5th ed.). Taylor & Francis.
  • *Papay, J. P., West, M. R., Fullerton, J. B., & Kane, T. J. (2012). Does an urban teacher residency increase student achievement? Early evidence from Boston. Educational Evaluation and Policy Analysis, 34(4), 413-434. doi: 10.3102/0162373712454328
  • *Reagan, E. M., Chen, C., & Vernikoff, L. (2016). “Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations of teaching for social justice. Teaching and Teacher Education, 59, 213-227. doi: 10.1016/j.tate.2016.05.011
  • *Reagan, E. M., Roegman, R., & Goodwin, A. L. (2017). Inquiry in the round? Education rounds in a teacher residency program. Action in Teacher Education, 39(3), 239-254. doi: 10.1080/01626620.2017.1317299
  • *Reynolds, H. M., Wagle, A. T., Mahar, D., Yannuzzi, L., Tramonte, B., & King, J. (2016). Changes in residents’ self-efficacy beliefs in a clinically rich graduate teacher education program. Action in Teacher Education, 38(2), 137-155. doi: 10.1080/01626620.2016.1155096
  • *Roegman, R., Goodwin, A. L., Reed, R., & Scott-McLaughlin, R. M. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment, Evaluation and Accountability, 28(2), 111-137.
  • *Roegman, R., Pratt, S., Goodwin, A. L., & Akin, S. (2017). Curriculum, social justice, and inquiry in the field: Investigating retention in an urban teacher residency. Action in Teacher Education, 39(4), 432-452. doi: 10.1080/01626620.2017.1300956
  • *Ross, S. W., & Lignugaris-Kraft, B. (2015). Multi-tiered systems of support preservice residency: A pilot undergraduate teacher preparation model. Journal of the National Association for Alternative Certification, 10(1), 3-20.
  • Scafidi, B., Sjoquist, D. L., & Stinebrickner, T. R. (2007). Race, poverty, and teacher mobility. Economics of Education Review, 26(2), 145-159. doi: 10.1016/j.econedurev.2005.08.006
  • *Schulte, A. K. (2017). The impacts of preservice action research in a rural teaching residency. Journal of Inquiry and Action in Education, 9(1), 69-76.
  • Seattle Teacher Residency (2019, April 25). Retrieved June 1, 2019, from http://www.seattleteacherresidency.org/
  • Silva, T., McKie, A., Knechtel, V., Gleason, P., & Makowsky, L. (2014). Teaching residency programs: A multisite look at a new model to prepare teachers for high-need schools (NCEE 2015-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
  • *Solomon, J. (2009). The Boston teacher residency: District-based teacher education. Journal of Teacher Education, 60(5), 478-488. doi: 10.1177/0022487109349915
  • Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S.. Palo Alto, CA: Learning Policy Institute.
  • The San Francisco Teacher Residency Program (2019, April 25). Retrieved June 1, 2019, from http://www.sfteacherresidency.org/
  • *Tindle, K., Freund, M., Belknap, B., Green, C., & Shotel, J. (2011). The urban teacher residency program: A recursive process to develop professional dispositions, knowledge, and skills of candidates to teach diverse students. Educational Considerations, 38(2), 28-35.
  • United States Census Bureau (2019, December 3). Census bureau reports nearly 77 million students enrolled in U.S. schools. Retrieved from https://www.census.gov/newsroom/press-releases/2019/school-enrollment.html
  • *Villagómez, A. A., Easton-Brooks, D., Gomez, K., Lubbes, T., & Johnson, K. (2016). Oregon teacher pathway: Responding to national trends. Equity & Excellence in Education, 49(1), 100-114. doi: 10.1080/10665684.2015.1121455
  • *Villegas, A. M., & Clewell, B. C. (1998). Increasing the number of teachers of color for urban schools: Lessons from the Pathways national evaluation. Education and Urban Society, 31(1), 42-61. doi: 10.1177/0013124598031001004
  • *Wasburn-Moses, L. (2017). A national descriptive survey of teacher residency programs. School University Partnerships, 10(2), 33-41.
  • *Williamson, P., Apedoe, X., & Thomas, C. (2016). Context as content in urban teacher education: Learning to teach in and for San Francisco. Urban Education, 51(10), 1170-1197. doi:10.1177/0042085915623342 *Williamson, P., & Hodder, L. (2015). Unpacking practice with clinical instructional rounds in the San Francisco Teacher Residency program. International Journal of Educational Research, 73, 53-64. doi: 10.1016/j.ijer.2015.07.004
  • *Zirakparvar, N. A. (2015). A balancing act in the third space: Graduate-level earth science in an urban teacher-residency program. Journal of Geoscience Education, 63(3), 167-175. doi: 10.5408/14-058.1
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Kemal Afacan 0000-0002-2691-6397

Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 11 Sayı: 3

Kaynak Göster

APA Afacan, K. (2022). Teacher Residency as an Alternative Teacher Preparation Program: A Program Review. Journal of Teacher Education and Educators, 11(3), 351-372.