Thomas J. Lasley

Demographics, diversity, and K-12 accountability: The challenge of closing the achievement gap

The achievement gap persists within American classrooms. Although teachers do make a difference in terms of what and how much students achieve, educational practitioners and policy makers would be well served to consider social inequities created by demographic realities, instructional practices that engender broad student participation, and accountability measures that compare districts fairly.

Exemplary Technology Use in Elementary Classrooms

AbstractThis descriptive study identifies and describes how exemplary technology-using teachers in south western Ohio are using technology in their elementary classrooms. Qualitative and quantitative data collection strategies were used. Data gathered from technology coordinators were used to create a questionnaire that was sent to teachers identified as exemplary. The picture that emerges from this study is a classroom that is changing from the traditional classroom to a classroom where a wide variety of teaching techniques are being used. Students use technology predominantly in a tool or constructivist mode. Discrepancies between teacher’s beliefs and practices were examined. Staff-development data were also analyzed.

Problems of early field experience students of teaching

Abstract Field experiences provide a time for professional growth and for practicing pedagogical skills. This research investigates two questions related to pre-student teaching field experiences: First, what problems do preservice teachers confront during field placements? Second, what underlying constructs can be inferred from the problem statements of field experience students? Data were collected from 272 early field experience students in a midwestern state. Using factor analysis, the researchers identified and described seven factors that characterize pre-student teacher problems during early field experiences.

The Impact of Emerging Market-based Public Policy on Urban Schools and a Democratic Society.

Education is being transformed at a rapid pace because of a variety of political and social forces. One of those forces is an increased emphasis on market-based policy and practice. School reform advocates in general and political conservatives in particular see the market approach as one that can and will positively affect educational practices. Ridenour, Lasley, and Bainbridge examine the efficacy of the market approach as it has been evidenced in the development of charter schools and choice options. The authors conclude that the rate of change needs to be managed to protect students and that strategic partnerships must be created to ensure more collaboration between those with conflicting views. Whereas business benefits from competition, education requires a type of “coop-petition” to ensure that all students are provided an adequate education.

Teacher Technicians: A “New” Metaphor for New Teachers

Abstract New teachers enter classrooms and face a multitude of complex instructional dynamics. One of the most perplexing and difficult dimensions of classroom teaching focuses on how teachers learn to manage student behavior. All too often preservice teachers learn more “knowledge about” classroom management than they do “knowledge how” to actually deal with classroom problems. The reason for this circumstance is simple: preservice teachers experience an information overload without a concomitant experiential opportunity to use what they know. Lasley proposes that teacher educators simplify the classroom management training process through limiting the skills covered and by focusing in more depth on what teachers do experience.

Curriculum models in teacher education: The liberal arts and professional studies

Abstract This paper explores questions concerning curriculum collaboration between professional education faculty and liberal arts faculty. To this end, the paper examines three curriculum models currently used by teacher preparation institutions to structure the relationship between professional education and liberal arts course work: Integrated, Collaborative, and Segmented. Each generic model is described and then evaluated in terms of its inherent strengths and weaknesses, and a case example of each is elaborated. The paper proposes interconnectedness and pedagogical relevance as normative criteria for assessing teacher education programs. Under these criteria, the collaborative model seems to be the most efficacious curriculum model for teacher education.

Effective Urban Teaching Environments for the 21st Century

Urban schools have historically struggled to create engaging learning environments for students. One of the emerging answers to this educational conundrum is the development of more personalized learning environments. Such environments draw on the natural interests of students but contextualize those interests within demanding academic structures. This article describes the historical context confronting urban educators and one of the emerging solutions: early colleges.

The Expectations and Problems of University Supervisors of Early Field Experiences.

abstract Field experiences are an essential component of the teacher education curriculum. Prospective teachers, as part of methods courses and introductory professional educational experiences, are expected to spend time in schools observing and working with teachers and students. Until recently, little was known about the effects and impact of such experiences. This investigation identifies the expectations and problems of university supervisors and complements studies conducted by the authors focusing on the expectations and problems of cooperating teachers and preservice students. Eight expectations and problems factors are described and the implications for structuring field experiences are discussed.

How Do University Administrators Evaluate Education Deans

Lasley and Haberman conducted a sur vey of higher education central adminis trators to determine what criteria they use to evaluate college of education deans. Respondents were requested to identify what criteria are used in dean ship evaluations and to specify the level of importance of each criterion in mak ing an overall assessment of the deans performance. The implications of the criteria are discussed in light of extant political activities and in terms of future policymaking.

Charters: A Value Added Opportunity for Urban Teachers?.

Charters Issued 18/08/2010 Page 1 of 2 Charters Overview Students and parents are required to sign a charter (i.e., either a user or loan charter) governing laptop usage and their responsibilities concerning the device. This charter is updated periodically with new versions. There is an Internal Audit requirement to upload scanned copies of charters signed by students and teachers into a „central location‟.