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Download full textDavid Stroupe; Julie Christensen – AERA Open, 2023
At the onset of the COVID-19 pandemic, our teacher preparation program shifted to an online setting, disrupting a key feature of practice-based teacher preparation: preservice science teachers' (PSTs) approximation of rigorous and responsive instruction during extended pedagogical rehearsals, called macroteaching. Given this unplanned shock to…
Descriptors: Preservice Teachers, Teaching Methods, COVID-19, Pandemics
Mimi Engel; Robin Jacob; Anna Hart Erickson; Shira Mattera; Danielle Shaw Attaway; Amy Claessens – AERA Open, 2024
Preschool through third grade (P-3) alignment is regularly named as a key aspect of early childhood education and the transition to formal schooling. However, little is known about P-3 alignment in practice. Using data from 265 observations of math instruction in preschool, kindergarten, first-, and third-grade classrooms in New York City public…
Descriptors: Alignment (Education), Mathematics Instruction, Preschools, Kindergarten
Edgerton, Adam K.; Desimone, Laura M. – AERA Open, 2018
Using state-representative teacher surveys in three states--Texas, Ohio, and Kentucky--we examine teachers' implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict…
Descriptors: Teacher Attitudes, Program Implementation, College Readiness, Career Readiness
