Relevant bibliographies by topics / Morgenster Teachers' College – Students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Morgenster Teachers' College – Students'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Morgenster Teachers' College – Students"

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Simpson, Madeline L., Freda McCombs, Ellery Sedgwick, and Rosemary Sprague. "Teachers' Self-Disclosure Sought by College Students." Perceptual and Motor Skills 60, no. 3 (June 1985): 783–87. http://dx.doi.org/10.2466/pms.1985.60.3.783.

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Students in Psychology, English, and Natural Science were invited to submit questions for information deemed by them pertinent to success in a course. A 13-category classification of the 1030 items collected from 194 students showed dominance of personal and teacher-related questions. Mean number of questions for upper classmen were consistently lower than those for lower classmen, this being interpreted as a normative and developmental tendency. Types of questions were restricted to cultural norms that centered on personal traits, interests, attitudes, opinions, and work of the target person, rather than on interpersonal relationships, morality, sex, and personal concerns. Analysis of class-size effects indicated that students attending a large class asked significantly more questions than those attending a small class in one of the four categories assessed, grading practices. Lower classmen tended to ask more questions about acceptable classroom behavior than upper classmen.
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Renwick, Margery. "Teachers College Students Who Are Also Parents." Early Childhood Folio 2 (June 1, 1986): 1–6. http://dx.doi.org/10.18296/ecf.0283.

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Feldman, Kenneth A. "College students' views of male and female college teachers: Part II?Evidence from students' evaluations of their classroom teachers." Research in Higher Education 34, no. 2 (April 1993): 151–211. http://dx.doi.org/10.1007/bf00992161.

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MesfinAnteneh, Atalay. "Helping Aesthetics Students in Debremarkos College of Teachers Education." International Journal of Computer Applications 82, no. 14 (November 22, 2013): 37–46. http://dx.doi.org/10.5120/14231-1747.

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Viktorovna, Akhmetzyanova Natalia. "Research into the Creative Abilities of Teachers College Students." Procedia - Social and Behavioral Sciences 191 (June 2015): 1970–75. http://dx.doi.org/10.1016/j.sbspro.2015.04.277.

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Liu, Shujie, Jared Keeley, and William Buskist. "Chinese College Students’ Perceptions of Characteristics of Excellent Teachers." Teaching of Psychology 42, no. 1 (December 17, 2014): 83–86. http://dx.doi.org/10.1177/0098628314562684.

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Chang, Jin-Yi. "Teachers college students' conceptions about evaporation, condensation, and boiling." Science Education 83, no. 5 (September 1999): 511–26. http://dx.doi.org/10.1002/(sici)1098-237x(199909)83:5<511::aid-sce1>3.0.co;2-e.

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Mazer, Joseph P. "Teachers, students, and ideological bias in the college classroom." Communication Education 67, no. 2 (February 15, 2018): 254–58. http://dx.doi.org/10.1080/03634523.2018.1428761.

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Pokay, Patricia, and Carla Tayeh. "Preservice Elementary Teachers: Building Portfolios Around Students' Writings." Teaching Children Mathematics 2, no. 5 (January 1996): 308–13. http://dx.doi.org/10.5951/tcm.2.5.0308.

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Traditionally, college mathematics courses have rarely asked students to write or to reflect on their learning, concentrating instead on textbook exercises and problem sets in a lecture format. The intent of this study was to model the use of portfolio assessment in a college mathematics course for preservice teachers while focusing on the contributions of the students' writing in the mathematics classroom. In the study, portfolios were the vehicle for organizing the students' writings.
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Lamude, Kevin G., and Mary Fong. "Students' Tactics of Resistance and Teachers' Stress." Perceptual and Motor Skills 85, no. 3 (December 1997): 826. http://dx.doi.org/10.2466/pms.1997.85.3.826.

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In a study of 134 college teachers, teachers' self-reported stress scores were significantly and positively related with their perceptions of students' use of reluctant compliance and deception tactics in resistance to on-task learning.
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Dissertations / Theses on the topic "Morgenster Teachers' College – Students"

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Poon, Tat Hong. "Community college students' perceptions of effective teachers." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.617597.

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This mixed-methods study investigates community college students' perceptions of effective Teachers. This issue is critical as self-financing institutions which rely on students for their income may often fail to meet the needs and preference of their students due to a mismatch of both parties' perceptions of what constitutes an effective teacher. The study was conducted in two phases. In phase one, 468 students from a local community college were surveyed with the aid of the Teacher Behaviors Checklist (TBC) which asked them to identify factors that they believed to be most important for effective teachers. The quantitative data were collected and analyzed using descriptive statistics and statistical correlation. In phase two of the study, 18 recent graduates from the same community college were interviewed to gain a more detailed understanding of their perceptions concerning the most important characteristics for effective teachers. The qualitative data were analyzed using thematic analysis. The purpose of adopting more than one approach was to triangulate the findings ,obtained in this study and to follow up general statements which arose from the questioill13ire in more detail. Firstly, the results of this study generally supported the findings of Buskist et. a1. (2002) and Schaeffer et. al. (2003) by identifying the following as being the most important attributes of an effective teacher: knowledgeable about subject matter; effective communicators; and enthusiastic about teaching and their topics. In addition, being creative and interesting; well prepared; flexible/open-minded; approachable; having realistic expectations; providing constructive feedback; and presenting current information were also shown to be important behaviours of an effective teacher. The study revealed some evidence that the social and cultural backgrounds of the students could affect their perceptions. Secondly, results obtained from thematic analysis of the interview data suggested that the characteristics of effective teachers could be classified into four main themes: Technical skills, or the ability to deliver the subject content, and to make it feasible for the students to learn; Human skills, or the ability to interact with students and to build trust and assurance. These were seen as essential to motivate students and create their desirability to learn. A third theme included Knowledge skills, or the ability to organise, package-and then pitch the materials at the correct level for the students. The final theme, Social calibre or status refers to the academic or professional qualifications, research record and physical appearance of the teacher. Teachers who possess characteristics within these four themes were said to construct the proper learning environment that could facilitate students' learning and create an enjoyable learning experience. However, there was some evidence that this process was modulated by contextual factors which include gender, programme of study, trust-assurance and the reliance of individual students. These findings, therefore, argue that students emphasized both teaching competence and the ability to bu~1d relationships as being the most important characteristics of effective teachers. This being the case, trainers and administrators would be advised to prioritize these attributes in relation to the training and recruitment of teaching staff in community colleges within Hong Kong.
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Sun, Xiaocheih. "Behavioral Differences in the Classroom: U.S. University Teachers and Chinese University Teachers." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4921.

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Although intercultural scholars examine the differences in cultural values, beliefs, and attitudes between the U.S. and China, few specifically have studied cultural differences between U.S. and Chinese university classrooms. This study examines behavioral differences exhibited by U.S. teachers in U.S. university classrooms and Chinese teachers in Chinese university classrooms. This research addresses three areas of significance. First, Chinese students studying in the U.S. who read this thesis may be better able to cope with the U.S. educational system and communicate more effectively with both U.S. students and teachers. Second, this research may help U.S. university teachers to better understand the Chinese culture and Chinese students. Third, this research may increase U.S. teachers' awareness of and sensitivity to the increasingly multicultural classroom environment in the U.S. Three male university teachers in the U.S. and three male university teachers in China were observed and videotaped in this study. The data analysis was guided by categories establish by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) as behavioral indicators of cultural styles. Several interesting findings occurred among overall descriptive observation and qualitative accounts of observations. First, a powerful trend of behavioral differences exhibited in the classroom by U.S. university teachers and Chinese university teachers was found. The findings in this search strongly support findings by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) that U.S. university teachers exhibited far more individualist/direct communication styles and small power distance/personal communication styles than Chinese teachers, while Chinese teachers exhibited more collectivist/indirect communication styles and large power distance/contextual communication styles than U.S. teachers. Second, the results of this research provide valuable insights for both U.S. university teachers and Chinese university teachers; that is, culture reflects teachers' and students' values, assumptions, and behaviors. U.S. culture reflects values, assumptions, and behaviors, such as individualism, direct communication styles, small power distance, and personal communication styles. However, Chinese culture reflects collectivism, indirect communication styles, large power distance, and contextual communication styles.
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Fassett, William E. "Doing right by students : professional ethics for professors /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/7641.

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Gutierrez, Shellie. "Factors influencing community college students' educational attainment as future teachers." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/215.

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Lorbeer, Scott Henry. "Understanding the experiences of postsecondary faculty and students with precision teaching a phenomenological approach /." Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/lorbeer/LorbeerS0507.pdf.

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Spellman, Natasha Brown. "A case study of nontraditional females in teacher education programs." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Krzykalski, Sara. "Analysis of the difference between college young adults' and college educators' perceptions of stressful life events." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998krzykalskis.pdf.

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Rocca, Kelly A. "Attendance and participation in the college classroom the role of the instructor /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1279.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains xxi, 147 p. Includes abstract. Includes bibliographical references (p. 127-139).
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Gumia, Lilibeth Q. Brickell John L. Baker Paul J. "Comparative perceptions of teaching criteria by students, faculty, and administrators in selected state universities in the Philippines." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918615.

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Thesis (Ph. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 5, 2005. Dissertation Committee: John L. Brickell, Paul J. Baker (co-chairs), Robert L. Fisher, George Padavil, Patricia H. Klass. Includes bibliographical references (leaves 168-176) and abstract. Also available in print.
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Khan, Ahmed S. "Students' perceptions of the importance of the faculty dimensions of technical currency, teaching techniques, and commitment to student success for their learning/success in a technology based baccalaureate program." Access citation, abstract and download form; downloadable file 5.75 Mb, 2004. http://wwwlib.umi.com/dissertations/fullcit/3131678.

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Books on the topic "Morgenster Teachers' College – Students"

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Candraśēkhar, Si Ār. Manual on students' counselling for college teachers. Edited by NIMHANS (Institute). 3rd ed. Bangalore: National Institute of Mental Health & Neuro Sciences, 2008.

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Ibrāhīm, Ṣabrī al-Dimirdāsh. al- Ittijāhāt al-bīʾīyah ladá ṭullāb Kullīyāt al-Tarbīyah fī Jumhūrīyat Miṣr al-ʻArabīyah. al-Qāhirah: Maktabat al-Anjlū al-Miṣrīyah, 1985.

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A, Watson Richard. Good teaching: A guide for students. Carbondale: Southern Illinois University Press, 1996.

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Belkom, Edo Van. Martyrs. Darien, Ill: Design Image, 2001.

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Frankel, Rob. Virtual soap: A comedy in two acts. Tallahassee, FL: Eldridge Pub., 2003.

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Ḥassān, Ḥassān Muḥammad. al-Tarbiyah al-ʻamalīyah fī duwal al-Khalīj al-ʻArabīyah: Wāqiʻuhā wa-subul taṭwīrihā. al-Riyāḍ: Maktab al-Tarbiyah al-ʻArabī li-Duwal al-Khalīj, 1992.

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Huang, Rayson. Feng yu xian ge: Huang Lisong hui yi lu. Xianggang: Xianggang da xue chu ban she, 2000.

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Counseling college students: A practical guide for teachers, parents, and counselors. New York: Continuum, 1991.

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Rosenblatt, Roger. Beet: A novel. New York: Ecco, 2008.

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Cullin, Mitch. The cosmology of Bing. Sag Harbor, N.Y: Permanent Press, 2001.

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Book chapters on the topic "Morgenster Teachers' College – Students"

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Huang, Zheng. "Voices of Chinese College Students." In Native and Non-Native English Speaking Teachers in China, 67–94. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5284-2_4.

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Xu, Mingzhu. "Research on Conversion of College English Teachers and Students Roles under the Background of Educational Information." In Information and Business Intelligence, 325–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29084-8_49.

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D’Arcy, Grace, and Ilaria Mariani. "Science Gallery Dublin—Open Mind: Improving Mental Health of Young People." In Springer Series in Design and Innovation, 119–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78733-2_12.

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AbstractTo face the challenge of improving mental health and well-being with young people, Science Gallery Dublin initiates a high-school programme for mentorship among students. Involving academics, NGO’s, psychologists, parents, teachers, college and high-school students, ‘Open Mind’ intends to use hobbies and individual attitudes for favouring empowerment and the overall atmosphere of the school, also leading to a long-term increased well-being and fewer mental health issues.
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Mwandosya, Godfrey Isaac, Calkin Suero Montero, Esther Rosinner Mbise, and Solomon Sunday Oyelere. "Mobile Learning Systems’ Functionalities in Higher Education Institutions in Tanzania: Teachers and Students’ Readiness at the College of Business Education." In Learning and Analytics in Intelligent Systems, 1–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-36778-7_1.

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Mwandosya, Godfrey, Calkin Suero Montero, and Esther Rosinner Mbise. "Introducing Mobile Technology for Enhancing Teaching and Learning at the College of Business Education in Tanzania: Teachers and Students’ Perspectives." In Information Systems and Technologies to Support Learning, 56–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03577-8_7.

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"HOW DO THEY TREAT THEIR STUDENTS?" In What the Best College Teachers Do, 135–49. Harvard University Press, 2011. http://dx.doi.org/10.2307/j.ctvjnrvvb.8.

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"WHAT DO THEY EXPECT OF THEIR STUDENTS?" In What the Best College Teachers Do, 68–97. Harvard University Press, 2011. http://dx.doi.org/10.2307/j.ctvjnrvvb.6.

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"HOW DO THEY EVALUATE THEIR STUDENTS AND THEMSELVES?" In What the Best College Teachers Do, 150–72. Harvard University Press, 2011. http://dx.doi.org/10.2307/j.ctvjnrvvb.9.

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Heritage, Margaret. "Changing the Assessment Relationship to Empower Teachers and Students." In Preparing Students for College and Careers, 153–64. Routledge, 2017. http://dx.doi.org/10.4324/9781315621975-14.

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Fujiwara, Barbara. "Planning an advanced listening comprehension elective for Japanese college students." In Teachers as Course Developers, 151–75. Cambridge University Press, 1996. http://dx.doi.org/10.1017/cbo9780511551178.009.

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Conference papers on the topic "Morgenster Teachers' College – Students"

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Gao, Le. "The Influence of College Teachers' Cultural Quality on College Students' Cultural Quality." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.270.

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"Interaction between Teachers and Students in College English Language Teaching." In 2019 International Conference on Arts, Management, Education and Innovation. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/icamei.2019.160.

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Li, Qianqian. "The Influence of Teachers’ Teaching Style on College Students’ Creativity." In 6th International Conference on Contemporary Education, Social Sciences and Humanities. (Philosophy of Being Human as the Core of Interdisciplinary Research) (ICCESSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210902.033.

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Ariani, Yetti. "Developing College Students' Soft Skills through Generative Learning Model." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.135.

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Ariani, Yetti. "Developing College Students' Soft Skills through Generative Learning Model." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.42.

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Zhu, Yushuang. "An Investigation of College English Teachers Mediation in Classroom: From Perspective of Teachers and Students." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.231.

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Fang, Lieming, Weiran Zhang, and Yuhua Wang. "The Study on Teachers’ Inspiring the Learning Motivation of College Students." In Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/meici-18.2018.146.

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Bao, Zhenbo, Hongjun Teng, Jinxing Peng, Dengchao Jin, and Xinyuan Liu. "The Influencing factors and Countermeasures of College Students' Innovation and Entrepreneurship Ability from the Perspective of College Students and Teachers." In 2017 7th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/mcei-17.2017.52.

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Basu, B. N. "Microwave tube research scenario: Role and scope of engineering college students and teachers." In 2008 International Conference on Recent Advances in Microwave Theory and Applications (MICROWAVE). IEEE, 2008. http://dx.doi.org/10.1109/amta.2008.4763239.

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Smith, Carol L., and Carl Singer. "Teaching teachers to teach with technology while encouraging students to look forward to college." In the 26th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/288335.288512.

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Reports on the topic "Morgenster Teachers' College – Students"

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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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