Tracy W. Smith

Toward a Prototype of Expertise in Teaching A Descriptive Case Study

This study used a prototype view of teaching as a theoretical framework to interpret, analyze, and describe the behaviors and verbal responses of three expert teachers and to determine the degree to which these three teachers share a “family resemblance” to one another. A case study that provides descriptions of what expert teachers do and say contributes to our understanding of the complexity of expertise in teaching. Analysis of data collected for this study reveals six central tendencies of the three participants. The rich descriptions and summary representations provide specific and complex profiles to inform teacher educators and professional development providers in their efforts to improve professional practice among teachers.

Why Specialized Preparation is Critical

Abstract Mandating specific teacher-preparation programs may be necessary to ensure that teachers are adequately prepared for the unique challenges and rewards of teaching young adolescents

Teachers' Responsibilities When Adolescent Abuse and Neglect Are Suspected

As institutions collectively serving young adolescents of every race, creed, ethnic, and socioeconomic group, middle level schools provide an ideal environment for combating adolescent abuse and neglect. Additionally, because of their frequent, recurring, and long-term contact with the young adolescents they teach, middle level teachers are in an excellent position to serve as primary agents in the identification of young adolescents who are victims of abuse and to report these cases to child protective services (CPS) as required by law (Abrahams, Casey, & Daro, 1992). Berk (2002) estimated that the typical American student will spend nearly 15,000 hours in the school context before graduating from high school. Most of that time is spent in contact with teachers and other school personnel. Given the amount of time and contact that they spend with children and adolescents, teachers can play a strategic role in efforts to prevent and intervene in child and adolescent maltreatment (Reyome & Gaeddert, 1998).