Section archive - Instruction in Teacher Training

The authors investigated the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement by using a meta-analytic approach. Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium.

The current mixed-methods study investigated the perceptions of 304 teacher education students regarding the learning-related value of handouts accompanying teacher educators’ computer-generated slide presentations. The extent to which graduate and undergraduate students differed in their perceptions was also investigated. The results revealed that handouts that accompany computer-generated slide presentations served as a crucial learning tool for students in their teacher education experiences. This study also found that amount of detail provided in a handout affects the degree of perceived student learning

In this article, the authors intend to solve two enduring problems in education: Unacceptably large variation in learning opportunities for students across classrooms and little continuing improvement in the quality of instruction. Hence, the authors propose a system that centers on the creation of shared instructional products that guide classroom teaching.

The current study explores novice, urban-trained teachers’ evaluations of their current schools. The participants were16 teachers from the same private, graduate-level university teacher education program (TEP) in the eastern United States. The findings reveal that these teachers prefer the behaviors, beliefs, and values that they perceive most resemble suburban-ness or middle-class-ness. This study demonstrates how these teachers’ ranking essentially reinforced the dominance of White, middle-class culture, revealing the hidden discourse of class and how the beliefs associated with class are often entangled with race.