M. Winston Egan

Teaching with a peer: a comparison of two models of student teaching

Abstract Two models of student teaching were compared: the traditional model of placing one student teacher with a mentor teacher and a peer teaching model, where two student teachers worked with one mentor. While the peer teaching model involved some trade-offs, the model was found to have a positive impact on children and to offer several important advantages for student teachers including increased support, the opportunity for on-going conversation about teaching, and experience in learning how to collaborate to improve practice. Mentor teachers found much of value in the model and support its continued use.

Rethinking Field Experience: Partnership Teaching Versus Single-Placement Teaching

Three types of data were gathered on a partnership and a single-placement model of early field experience. Data came from mentor and preservice teacher interviews, preservice teacher time logs, and transcripts of planning sessions. Although all mentors and preservice teachers found value in their experience, data indicate that those who participated in partnership placements had a very different experience. Preservice teachers in partner-placements felt better supported and were able to engage in greater instructional risks within the classroom. Children in classrooms where partners were placed were reportedly better served. Mentors in partnership placements were more flexible in planning with preservice teachers and appeared to be more trusting. The authors conclude that partnership placement holds promise for providing richer, more interesting, and more educative early field experience for elementary preservice teachers than traditional practice allows.

Paradise Unrealized: Teacher Educators and the Costs and Benefits of School/University Partnerships:

Considering progress in establishing partnership or professional development schools, Goodlad (1994) wrote that reports of success tend to be of paradise envisioned, not gained (p. 218). The partnership literature is filled with positive statements written during the formative stages of partnership development, but scholars have begun to take a more sobering view (see Abdul-Haqq, 1998) as the complexity of the undertaking has become more fully appreciated. Labaree (1995) argues that educational reform runs in cycles and that enthusiasm wanes over time. Getting a partnership off the ground engenders commitment. The program energizes faculty. But over time, disquieting and unexpected problems emerge: teachers and faculty tire; a new phase in partnership follows as teachers and university teacher education faculty reconsider their initial commitment. We believe a real danger exists that this reform effort will go the way of other reforms that ... have failed to take root. Most remain just interesting ideas (Pogrow, 1996, p. 657). Paradise envisioned is seldom paradise realized. Creating a genuine partnership between universities and schools demands a fundamental reconsideration of the roles and functions provided by all organizations that have an interest in and responsibility for teacher development (Robinson & Darling-Hammond, 1994, p. 204). This is a daunting challenge. For 15 years, faculty at Brigham Young University (BYU) have striven to meet it. In so doing, faculty roles have changed. A critical juncture has been reached, a point where hardheaded realism has replaced initial enthusiasm. Faculty are asking critical questions: What are the costs and benefits of the program? What is needed to sustain it over the long haul? In posing these questions, the faculty have no intention to back away from partnerships. Indeed, it is the current strength of the partnership and faculty commitment that enables them to ask cost questions openly. In this article, we forthrightly air problems in the belief that doing so will assist us and others in the effort to form sustainable partnerships. This is a study of partnership development after initial enthusiasm fades. We explore the benefits, but mostly seek to locate the costs of partnership for university faculty. We do so in the hope of more successfully ameliorating those costs. In addition to its openly critical tone, this study is unique in at least three ways. First, program costs and benefits are linked--but not causally--to specific contextual and program elements. This linkage enables a sharper analysis than is commonly presented in partnership studies. Second, the BYU partnership effort is massive, representing the efforts of a teacher education program annually graduating 360 elementary teacher candidates and involving 46 elementary schools. Much of the research on professional development schools or partnerships reports on relatively small programs. Third, we assessed personal and family impact. University based teacher education faculty spouses completed surveys in which they described the impact of the 1994 program changes on their spouses and family life. The research team decided to survey spouses when they realized that the cost of changing professional roles to family and personal life may not be readily apparent even to faculty members. Positive or negative program impact on a family likely influences long-term program viability as well as the quality of ones professional and personal life. Background Partner schools are schools engaged simultaneously and jointly with colleges and universities in the renewal of both themselves and the educator preparation programs of which they are an integral part (Osguthorpe, Harris, Harris, & Black, 1995, p. xii). The initial drive toward partnership at BYU reflected Goodlads (1993) belief stated that the bumping together of university and school cultures would have a positive effect on both institutions (p. …

A Team-Based Junior High Inclusion Program Parent Perceptions and Feedback

Parent perceptions and attitudes regarding the inclusion of students with mild to moderate disabilities into general classrooms have been mixed. In this qualitative study, the parents of 17 students with learning disabilities and 1 student with behavior disorders were interviewed following the first year of a junior high inclusion pilot program based on teacher and student collaborative teams. Twelve response categories are identified. Parents recognized personal attention for students and positive attributes of teachers as strengths of the program and increased student self-esteem as a positive outcome. The results indicate that the majority of the parents were supportive of the program and wanted it to continue.

Overcoming Parental Resistance to Change in a Professional Development School.

Abstract In this study, the authors explored the role that parents can play as agents of school reform and educational restructuring. Specifically, they traced the role of two parents who participated in designing and implementing an experimental, field based teacher preparation program at one professional development school in a university-school partnership. This investigation illuminated many of the tensions experienced by parents as they passed through the four stages of involvement in promoting school change and reforming teacher education reported in this study. The four stages are conceptualized into themes that included: (1) excluding breeds suspicion, (2) holding our ground, (3) saying the same thing, and (4) establishing a new culture of advocacy and trust. The implications of these themes for involving parents in future restructing efforts within professional development schools are discussed.