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This study examined the conceptions of teacher evaluation criteria of 9th-and 12th-grade teachers... more This study examined the conceptions of teacher evaluation criteria of 9th-and 12th-grade teachers and administrators. Four representative members of each group (n=12) were interviewed and asked to identify and define indicators of instructional practice based on the context of their allocated roles and experiences. It was hypothesized that conceptions of the criteria for teacher evaluation would vary according to the interviewed subjects' organizational positions as teachers or administrators. Variables were constructed from the responses of those interviewed and entered into a principal components analysis. Inspection of the scree plot and eigenvalues revealed three components that accounted for 68% of the data. Ninth-grade teachers, twelfth-grade teachers, and administrators differed in their conceptions of teacher evaluation criteria. Ninth-grade teachers focused on management and discipline issues. Twelfth-grade teachers emphasized content material and student achievement. Administrators noted that teacher commitment and general instructional behaviors and skills were important attributes to consider for evaluation. (Contains 2 tables and 17 references.) (Author/SLD) *
This study examines the White racial identity (WRI) development of preservice teachers in diverse... more This study examines the White racial identity (WRI) development of preservice teachers in diverse and nondiverse student teaching placements. A qualitative design, using constant comparative analysis yielded salient themes/ categories. Our results provide evidence that experience in diverse settings might provide opportunities for individuals to reflect on issues of their own race and ethnicity in contrast to their students' backgrounds. Student teachers placed in more diverse settings showed evidence of WRI growth, as they became more cognizant of their heritage and their own privileges. We found that the level of diversity of student teaching field placements influenced White student teachers' perceptions of working with students of color. We propose that ongoing discussions will foster an awareness of the history of racism and discrimination in the United States that has created racial and educational inequities, which, in turn, will promote multicultural competence.
Presented Is a curriculum designed to provide the teacher of the young deaf child with learning d... more Presented Is a curriculum designed to provide the teacher of the young deaf child with learning disabilities with a description of developmental objectives and methods for fulfilling these objectives in the areas of gross motor development, sensory motor integration, visual analysis, attention and memory, and conceptualization. The objectives are based on assumptions such as, the deaf child with learning disabilities moves through stages of physical and cognitive development in the same sequence as normal children. Information in each of the five instructional areas consist of a sequence of broad instructional objectives and subordinate specific objectives defined in terms of the child's behavior, with activities and materials intended to help the child master the objectives included under the subordinate objective. The curriculum is arranged in an hierarchical manner, since the authors believe that the earliest levels of gross motor coordination need to be mastered before the finer skills of sensory motor integration can be Performed successfully. Pictures and diagrams accompany the curriculum. (For related documents see also EC 041 647-9-) um CURRICULUM FOR YOUNG DEAF CHILDREN
This study examined changes in student teachers' White racial identity and color-blindness (u... more This study examined changes in student teachers' White racial identity and color-blindness (using scores on the WRCDS-R and CoBRAS), as well as their perceptions of working with students of color, following a semester of student teaching in diverse classrooms. Paired samples t-tests demonstrated student teachers were more color-blind about institutional discrimination and blatant racial issues at the conclusion of student teaching. Responses to open-ended questions showed that White student teachers entered placements with biased expectations, and most stated that students of color were biased toward White teachers, yet their explanations neglected the impact of sociological factors, such as institutional racism and historical oppression.
According to the National Council of Teachers of English (NCTE, 2008) "proficiency with the tools... more According to the National Council of Teachers of English (NCTE, 2008) "proficiency with the tools of technology" and the ability to "create, critique analyze and evaluate multi-media texts" are among the key characteristics of 21st century literacies (p.1). Using a case study design, researchers explored the digital literacy demonstrated by fifty preservice teachers engaged in problem-based learning. The study examined the interaction and collaboration between and among fifty preservice teachers in methods classes as they created wikis as tools for identifying solutions to content-bound, open-ended problems in social studies and science. Data included interviews conducted with participants at the beginning and conclusion of the wiki project and activities documented in wiki page histories such as adding, editing, questioning and deleting information. Findings indicated that preservice teachers were facile with the skills needed for using wikis as meaning making tools and that they recognized the potential of wikis as tools for meaning making; however, they were unable to use wikis as tools for deep engagement in the process of knowledge construction. Students engaged in fact finding, but they did not engage in analyzing, evaluating or critiquing information. The students' wikis presented no evidence of critical thinking or evaluation of sources. Based on the findings of this case study investigation, this paper presentation identifies and describes essential components for designing teacher education and professional development programs, courses and assignments that will enable learners to use ICTs as tools for critical thinking. Specifically, it discusses the development of instructional goals, objectives and activities that truly necessitate the use of ICTs as meaning making tools, the types of facilitation, scaffolding and modeling that foster critical thinking when using ICTs and ways to provide multiple opportunities to use ICTs in academic settings.
According to the National Council of Teachers of English [NCTE] (2008) “proficiency with the tool... more According to the National Council of Teachers of English [NCTE] (2008) “proficiency with the tools of technology” and the ability to “create, critique analyze and evaluate multi-media texts” are among the key characteristics of 21st century literacies (p.1). Using a case study design, researchers explored the digital literacy demonstrated by fifty preservice teachers engaged in problem-based learning. The study examined the interaction and collaboration between and among fifty preservice teachers in methods classes as they created wikis as tools for identifying solutions to content-bound, open-ended problems in social studies and science. Data included interviews conducted with participants at the beginning and conclusion of the wiki project and activities documented in wiki page histories such as adding, editing, questioning and deleting information. Findings indicated that preservice teachers were facile with the skills needed for using wikis as meaning making tools and that they ...
This study compared undergraduate and graduate student teachers’ and alternate route teachers’ se... more This study compared undergraduate and graduate student teachers’ and alternate route teachers’ sense of efficacy and views of their teacher preparation programs. A one-way analysis of variance indicated that student teachers in the undergraduate program had higher teacher efficacy than the other two groups of teachers. Alternate route teachers and graduates student teachers reported similar levels of teacher efficacy. Teachers across all programs valued coursework in instructional methods and classroom management. The undergraduates and graduates also noted the importance of their fieldwork experiences, whereas alternate route teachers highly valued the camaraderie they established with their cohort members.
This study examined the conceptions of teacher evaluation criteria of 9thand 12th-grade teachers ... more This study examined the conceptions of teacher evaluation criteria of 9thand 12th-grade teachers and administrators. Four representative members of each group (n=12) were interviewed and asked to identify and define indicators of instructional practice based on the context of their allocated roles and experiences. It was hypothesized that conceptions of the criteria for teacher evaluation would vary according to the interviewed subjects' organizational positions as teachers or administrators. Variables were constructed from the responses of those interviewed and entered into a principal components analysis. Inspection of the scree plot and eigenvalues revealed three components that accounted for 68% of the data. Ninth-grade teachers, twelfth-grade teachers, and administrators differed in their conceptions of teacher evaluation criteria. Ninth-grade teachers focused on management and discipline issues. Twelfth-grade teachers emphasized content material and student achievement. Ad...
This mixed method study examined changes in student teachers’ White racial identity (using scores... more This mixed method study examined changes in student teachers’ White racial identity (using scores on the CoBRAS), as well as their perceptions of working with students of color, following a semester of student teaching in diverse classrooms. Paired samples t-tests demonstrated student teachers were more color-blind about institutional discrimination and blatant racial issues at the conclusion of student teaching. The qualitative data showed that White student teachers entered placements with biased expectations, and most stated that students of color were biased toward White teachers, yet their explanations neglected the impact of sociological factors, such as institutional racism and historical oppression.
Journal of the National Association For Alternative Certification, Jan 15, 2012
Education and Urban Society, 2013
This study examined the conceptions of teacher evaluation criteria of 9th-and 12th-grade teachers... more This study examined the conceptions of teacher evaluation criteria of 9th-and 12th-grade teachers and administrators. Four representative members of each group (n=12) were interviewed and asked to identify and define indicators of instructional practice based on the context of their allocated roles and experiences. It was hypothesized that conceptions of the criteria for teacher evaluation would vary according to the interviewed subjects' organizational positions as teachers or administrators. Variables were constructed from the responses of those interviewed and entered into a principal components analysis. Inspection of the scree plot and eigenvalues revealed three components that accounted for 68% of the data. Ninth-grade teachers, twelfth-grade teachers, and administrators differed in their conceptions of teacher evaluation criteria. Ninth-grade teachers focused on management and discipline issues. Twelfth-grade teachers emphasized content material and student achievement. Administrators noted that teacher commitment and general instructional behaviors and skills were important attributes to consider for evaluation. (Contains 2 tables and 17 references.) (Author/SLD) *
This study examines the White racial identity (WRI) development of preservice teachers in diverse... more This study examines the White racial identity (WRI) development of preservice teachers in diverse and nondiverse student teaching placements. A qualitative design, using constant comparative analysis yielded salient themes/ categories. Our results provide evidence that experience in diverse settings might provide opportunities for individuals to reflect on issues of their own race and ethnicity in contrast to their students' backgrounds. Student teachers placed in more diverse settings showed evidence of WRI growth, as they became more cognizant of their heritage and their own privileges. We found that the level of diversity of student teaching field placements influenced White student teachers' perceptions of working with students of color. We propose that ongoing discussions will foster an awareness of the history of racism and discrimination in the United States that has created racial and educational inequities, which, in turn, will promote multicultural competence.
Presented Is a curriculum designed to provide the teacher of the young deaf child with learning d... more Presented Is a curriculum designed to provide the teacher of the young deaf child with learning disabilities with a description of developmental objectives and methods for fulfilling these objectives in the areas of gross motor development, sensory motor integration, visual analysis, attention and memory, and conceptualization. The objectives are based on assumptions such as, the deaf child with learning disabilities moves through stages of physical and cognitive development in the same sequence as normal children. Information in each of the five instructional areas consist of a sequence of broad instructional objectives and subordinate specific objectives defined in terms of the child's behavior, with activities and materials intended to help the child master the objectives included under the subordinate objective. The curriculum is arranged in an hierarchical manner, since the authors believe that the earliest levels of gross motor coordination need to be mastered before the finer skills of sensory motor integration can be Performed successfully. Pictures and diagrams accompany the curriculum. (For related documents see also EC 041 647-9-) um CURRICULUM FOR YOUNG DEAF CHILDREN
This study examined changes in student teachers' White racial identity and color-blindness (u... more This study examined changes in student teachers' White racial identity and color-blindness (using scores on the WRCDS-R and CoBRAS), as well as their perceptions of working with students of color, following a semester of student teaching in diverse classrooms. Paired samples t-tests demonstrated student teachers were more color-blind about institutional discrimination and blatant racial issues at the conclusion of student teaching. Responses to open-ended questions showed that White student teachers entered placements with biased expectations, and most stated that students of color were biased toward White teachers, yet their explanations neglected the impact of sociological factors, such as institutional racism and historical oppression.
According to the National Council of Teachers of English (NCTE, 2008) "proficiency with the tools... more According to the National Council of Teachers of English (NCTE, 2008) "proficiency with the tools of technology" and the ability to "create, critique analyze and evaluate multi-media texts" are among the key characteristics of 21st century literacies (p.1). Using a case study design, researchers explored the digital literacy demonstrated by fifty preservice teachers engaged in problem-based learning. The study examined the interaction and collaboration between and among fifty preservice teachers in methods classes as they created wikis as tools for identifying solutions to content-bound, open-ended problems in social studies and science. Data included interviews conducted with participants at the beginning and conclusion of the wiki project and activities documented in wiki page histories such as adding, editing, questioning and deleting information. Findings indicated that preservice teachers were facile with the skills needed for using wikis as meaning making tools and that they recognized the potential of wikis as tools for meaning making; however, they were unable to use wikis as tools for deep engagement in the process of knowledge construction. Students engaged in fact finding, but they did not engage in analyzing, evaluating or critiquing information. The students' wikis presented no evidence of critical thinking or evaluation of sources. Based on the findings of this case study investigation, this paper presentation identifies and describes essential components for designing teacher education and professional development programs, courses and assignments that will enable learners to use ICTs as tools for critical thinking. Specifically, it discusses the development of instructional goals, objectives and activities that truly necessitate the use of ICTs as meaning making tools, the types of facilitation, scaffolding and modeling that foster critical thinking when using ICTs and ways to provide multiple opportunities to use ICTs in academic settings.
According to the National Council of Teachers of English [NCTE] (2008) “proficiency with the tool... more According to the National Council of Teachers of English [NCTE] (2008) “proficiency with the tools of technology” and the ability to “create, critique analyze and evaluate multi-media texts” are among the key characteristics of 21st century literacies (p.1). Using a case study design, researchers explored the digital literacy demonstrated by fifty preservice teachers engaged in problem-based learning. The study examined the interaction and collaboration between and among fifty preservice teachers in methods classes as they created wikis as tools for identifying solutions to content-bound, open-ended problems in social studies and science. Data included interviews conducted with participants at the beginning and conclusion of the wiki project and activities documented in wiki page histories such as adding, editing, questioning and deleting information. Findings indicated that preservice teachers were facile with the skills needed for using wikis as meaning making tools and that they ...
This study compared undergraduate and graduate student teachers’ and alternate route teachers’ se... more This study compared undergraduate and graduate student teachers’ and alternate route teachers’ sense of efficacy and views of their teacher preparation programs. A one-way analysis of variance indicated that student teachers in the undergraduate program had higher teacher efficacy than the other two groups of teachers. Alternate route teachers and graduates student teachers reported similar levels of teacher efficacy. Teachers across all programs valued coursework in instructional methods and classroom management. The undergraduates and graduates also noted the importance of their fieldwork experiences, whereas alternate route teachers highly valued the camaraderie they established with their cohort members.
This study examined the conceptions of teacher evaluation criteria of 9thand 12th-grade teachers ... more This study examined the conceptions of teacher evaluation criteria of 9thand 12th-grade teachers and administrators. Four representative members of each group (n=12) were interviewed and asked to identify and define indicators of instructional practice based on the context of their allocated roles and experiences. It was hypothesized that conceptions of the criteria for teacher evaluation would vary according to the interviewed subjects' organizational positions as teachers or administrators. Variables were constructed from the responses of those interviewed and entered into a principal components analysis. Inspection of the scree plot and eigenvalues revealed three components that accounted for 68% of the data. Ninth-grade teachers, twelfth-grade teachers, and administrators differed in their conceptions of teacher evaluation criteria. Ninth-grade teachers focused on management and discipline issues. Twelfth-grade teachers emphasized content material and student achievement. Ad...
This mixed method study examined changes in student teachers’ White racial identity (using scores... more This mixed method study examined changes in student teachers’ White racial identity (using scores on the CoBRAS), as well as their perceptions of working with students of color, following a semester of student teaching in diverse classrooms. Paired samples t-tests demonstrated student teachers were more color-blind about institutional discrimination and blatant racial issues at the conclusion of student teaching. The qualitative data showed that White student teachers entered placements with biased expectations, and most stated that students of color were biased toward White teachers, yet their explanations neglected the impact of sociological factors, such as institutional racism and historical oppression.
Journal of the National Association For Alternative Certification, Jan 15, 2012
Education and Urban Society, 2013