Cheryl Rosaen - Academia.edu (original) (raw)

Papers by Cheryl Rosaen

Routledge eBooks, Aug 4, 2023

The Journal of Technology and Teacher Education, 1997

Abstract This paper describes how the authors engaged teacher candidates in authentic and goal-or... more Abstract This paper describes how the authors engaged teacher candidates in authentic and goal-oriented portfolio activity that was designed as a mode of professional learning, used information technologies as tools, and was intended to support both learning to teach and ...

Asia-Pacific Journal of Teacher Education, 2017

ABSTRACT Being a good teacher depends on many cultural and linguistic assumptions. Dominant defin... more ABSTRACT Being a good teacher depends on many cultural and linguistic assumptions. Dominant definitions of a good teacher are often based on these implicit assumptions. Probing notions of a good teacher, we examine the endeavors of a Chinese international pre-service teacher, Ling, to become a “good teacher” through her encounters with micro-aggression in the context of her coursework and fieldwork at a U.S. university. The data presented here were collected through semi-structured interviews and field notes from 2014 to 2015 as part of a larger ethnographic case study. We find that the process of becoming a good teacher depends on many cultural and linguistic assumptions that are linked to micro-aggression. We conclude by reflecting on Ling’s understanding of a good teacher in light of dominant views on the matter and her ambivalence to speak up, and make recommendations for further research to allow for alternative views of good teachers to coexist.

Introduction If teacher education programs are going to successfully prepare teacher education ca... more Introduction If teacher education programs are going to successfully prepare teacher education candidates to integrate technology into their teaching in a meaningful way, then the needs of faculty and instructors in teacher education programs must be addressed first. These ...

Action in teacher education, Apr 1, 1996

Teaching Education, Oct 21, 2009

This paper discusses research on a Partner Classroom pilot program that was implemented over a tw... more This paper discusses research on a Partner Classroom pilot program that was implemented over a two‐year period to provide high quality, targeted field experiences in a senior‐level elementary literacy methods course. The aim was to shift the focus from passive watching and engagement in routine classroom tasks to emphasize guided observations, debriefing with classroom teachers, and interacting with students. We documented Partner Classroom experiences as they were organized and carried out for two sections of a literacy methods course across two different semesters (n = 41), and investigated the following research question: What did teacher candidates notice and value, and how did they make sense of one Partner Classroom visit each semester? Findings indicate candidates valued seeing a “real” teacher in action to help course concepts and theories come alive. The opportunity to compare and contrast their regular classroom placement with an observation in a different school setting was also salient. Candidates also valued the opportunity to discuss their observations with teachers and principals. We conclude with a discussion of next steps for strengthening partnerships for enhanced teacher candidate learning, and implications for future research.

Studying Teacher Education, Mar 14, 2012

New conceptions of literacies and the practices associated with them call for new approaches to p... more New conceptions of literacies and the practices associated with them call for new approaches to preparing teachers to engage students in literacy as a situated social phenomenon. This article describes two teacher educators&amp;amp;amp;#39; engagement in collaborative self-study as we implemented The New Literacies Project to help pre-service teachers expand their conceptions of literacy and their knowledge of how to incorporate

Change: The Magazine of Higher Learning, 2000

Page 1. 3 44 CHANOE JANUARY~FEBRUARY 2ooo Page 2. How to Strengthen the Scholarship Component of ... more Page 1. 3 44 CHANOE JANUARY~FEBRUARY 2ooo Page 2. How to Strengthen the Scholarship Component of Outreach BY LORILEE R. SANDMANN, PENNIE G . FOSTER-FISHMAN, JAMES LLOYD, WARREN RAUHE, & CHERYL ROSAEN m ...

Research findings are reported concerning the extent to which writing assignments in contrasting ... more Research findings are reported concerning the extent to which writing assignments in contrasting examples of upper elementary science curriculum materials are likely to engage students in higher order thinking and problem solving, and to facilitate meaningful learning of scientific concepts. Organized ar:,und a common set of elaborate framing questions which are appended, critiques focused on three types of curriculum materials: a commonly used curriculum series in the elementary grades; another widely used series that contrasts with the first in organization and sequencing of content and/or methodology for teaching content; and two or more distinctive curricula selected for emphasis on higher level thinking or problem solving in the content area. Discussion focuses on the following topics: (1) a rationale for the curriculum materials study; (2) study methodology and the analysis of writing assignments in science materials; (3) contrasts in goals and subject me.'.er content; (4) the form and function of writing assignments; (5) the function of the written assignments in the learning process; (6) how writing assignments provide different learning opportunities; and (7) using text materials to bring about meaningful learning. (RH)

Society for Information Technology & Teacher Education International Conference, Mar 26, 2007

This report describes the development of a learning community in a fifth-grade writers' workshop ... more This report describes the development of a learning community in a fifth-grade writers' workshop across one school year and two girls' participation in the learning community. The report examines ways in which teacher-researchers' and students' notions and actions regarding collaboration changed; it also describes the curriculum in the writers' workshop in relation to the teacher-researchers' intentions and the way the curriculum was enacted across the year. Using sociolinguistic methodology, the paper analyzes the conversations that took place during October and March group work to understand both the social and academic aspects of talk in relation to the content (what was talked about) and processes (how social relations were achieved and how knowledge was constructed). Ways in which two girls, Nan and Heidi, revised their goals, roles, and actions as collaborators are described. Differences in the learning community in October and March are linked in the paper to differences in the form and substance of the girls' collaboration. The study provides insights into ways more was learned about: (1) when and if students were experiencing the kind of learning community they envisioned; and (2) how to uncover, understand, and explain linkages between the qualities of a learning community and student learning. Nine tables of data and four figures presenting curriculum strands in the writers' workshop, a sample student exercise called an "alphabet page," and two journal entries are included. (Contains 47 references.) (Author/RS)

Journal of Educational Multimedia and Hypermedia, Jun 22, 2002

... When Ofala, an African Black "fair" speaker from Nigeria spoke with Riba, a white &... more ... When Ofala, an African Black "fair" speaker from Nigeria spoke with Riba, a white "good ... Could such questions be used for ongoing interviews with the teacher to add to the ... Another possibility is for teachers whose classrooms will become the focus of hypermedia environments to ...

Journal of Higher Education Outreach and Engagement, 2001

The outreach and engagement movement of the 1990s has had a demonstrable impact on American highe... more The outreach and engagement movement of the 1990s has had a demonstrable impact on American higher education. Today, outreach is recognized as a legitimate form of scholarship on many campuses, and numerous colleges and universities are taking actions as "engaged institutions." In large measure, this progress is testimony to the vision, courage, and tenacity of executive-level academic leaders, including presidents, provosts, and deans. Faculty members play vital roles, too. One of those roles is to deepen our understanding of the work itself-the never-ending quest to comprehend outreach more completely and deeply. The purpose of this essay is to stimulate national dialogue about this domain, which we call outreach as scholarly expression. In this essay we explore several complexities associated with understanding outreach as scholarly expression; interpret contemporary perspectives on scholarship with outreach in mind; and discuss three areas we believe are fundamental to advancing outreach as scholarly expression.

Engagement is the label increasingly embraced by higher education to describe activities associat... more Engagement is the label increasingly embraced by higher education to describe activities associated with serving the public interest. What had been viewed previously as service to, extension of, and outreach from is now engagement with as faculty members, students, and staff collaborate with partners in community affairs. This book describes how members of a faculty learning community have come to understand engagement as both intellectual endeavor and scholarly practice at the interface between academy and citizenry. Coming to Critical Engagement argues that the academy has a moral imperative to participate deliberately and consistently in democratic and systemic discourse with the public

Dec 91 G0087CO226 37p.; Small print in the appendix may affect legibility.

Teachers College Record, Jul 1, 2003

Developed from a year-long collaboration between researchers and a fifth-grade teacher, this pape... more Developed from a year-long collaboration between researchers and a fifth-grade teacher, this paper presents case study materials designed for use with prospective and experienced teachers interested in thinking and learning about students' writing development. Several kinds of information regarding the progress of "Billy" are included in the paper: transcripts of classroom interactions such as sharing time and writing conferences; wr;tten work from Billy's writing folder and journal; self-evaluations; and excerpts from an end-of-year group interview. The materials in the paper are designed to be used flexibly in a group situation where participants can discuss their impressions and insights as they study the examples, drawing on their own knowledge and experience as teachers of writing. The paper offers an initial set of analytic categories for use in interpreting the examples. The three sections of the paper enable teachers to study all or parts of the materials. Section 1, "Tracking Writing Development," provides an introduction to Billy and the context. Section 2, "Looking at Writing Development Over Time," is organized into hree "phases" and provides information about the curriculum that Billy experienced and different sets of examples from each phase. Section 3, "Examining and Revising Beliefs and Practices," is organized around how to document and assess students' writing development and the extent to which teachers' practices are consistent with their beliefs about teaching writing.

Society for Information Technology & Teacher Education International Conference, 2005

Abstract Recent literature on technology integration in teacher preparation describes and recomme... more Abstract Recent literature on technology integration in teacher preparation describes and recommends particular program content and practices. We have learned that teacher educators need to model effective uses of technology throughout a teacher preparation ...

Literacy research, practice and evaluation, May 6, 2015

Abstract Purpose This critical analysis investigates 23 studies on the use of video in pre-servic... more Abstract Purpose This critical analysis investigates 23 studies on the use of video in pre-service literacy teacher preparation to gain a better understanding of the potential of video-based pedagogy for supporting pre-service teachers’ development of the complex set of knowledge, skills, and dispositions needed for teaching literacy in today’s classrooms. Methodology/approach This study extends what has been learned from prior reviews to investigate research focused on the use of video in pre-service literacy teacher preparation with particular attention paid to the extent to which pre-service teachers’ work with video helps them examine literacy teaching and learning in relation to race, language, culture, and power. Findings Working with video has strong potential for engaging pre-service teachers in reflecting on their own teaching, deepening their understanding of the challenges of engaging in literacy practices, fostering expertise in systematically describing, reflecting on, and analyzing their teaching, providing multiple perspectives on instruction, analyzing and assessing student growth, and discussing developmentally appropriate instruction. Results were mixed regarding changing teachers’ knowledge and beliefs. Overall, the tasks pre-service teachers completed did not explicitly guide them to focus on the relationship between characteristics of the diverse learners featured in the videos and issues of teaching and learning. Practical implications Literacy teacher educators could do more to take advantage of the affordances of using video to work more explicitly toward goals of helping pre-service teachers develop a critical consciousness, an inquiring stance, and a sense of agency, along with examining teaching practices that represent culturally responsive teaching. Pre-service teachers need explicit guidance in what to observe for and more focused discussion regarding their developing knowledge and beliefs about student diversity.