Nathan Bond

Online Compared to Face-to-Face Teacher Preparation for Learning Standards-Based Planning Skills

Abstract This study compared preservice teachers’ learning of instructional planning in two pairs of asynchronous online and face-to-face (FTF) courses aligned with national standards for teacher preparation. The quasi-experimental design was supported by interviews of a purposive sample of participants. Both groups made significant gains in learning to plan technology-supported, problem-based learning and in their willingness to implement innovative instruction. Post assessment results showed no significant differences between groups. Qualitative data analysis identified the advantage of FTF environments for learning instructional planning and for developing interpersonal skills for teaching. The data also suggest a FTF advantage for lower performing students that should be explored in future research.

Preparing Preservice Teachers to become Teacher Leaders.

Abstract Since PreK–12 student achievement is the primary focus of schools, all teachers are called to serve as teachers leaders and improve learning on their campuses. Rather than waiting until they have gained experience, teachers can begin acquiring the knowledge, skills, and dispositions of teacher leaders during their preservice programs. Drawing upon published literature, this synthesis paper recommends reflection, service learning, and involvement in university-level student professional organizations as ways to prepare preservice teachers to become teacher leaders.

Questioning Strategies that Minimize Classroom Management Problems

Abstract Minimize classroom problems and maximize student learning with proven techniques for asking questions.