Nancy Markowitz | San Jose State University Research Foundation (original) (raw)

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Research paper thumbnail of Introduction: Social Emotional Learning and Culturally Responsive and Sustaining Teaching Practices

Teacher Education Quarterly, Sep 22, 2019

Research paper thumbnail of A Case Study in Collaboration for Curriculum Reform

This paper presents a case study describing the collaboration between a state university, a local... more This paper presents a case study describing the collaboration between a state university, a local school district, and Dialog Information Services, Inc. that was designed to include the use of online searching in a social studies methodology course and to encourage school curriculum reform in the area of technology by integrating online searching into the elementary social studies curriculum of a fourth-grade classroom. Two assumptions guided the research: (1) that significant changes will have to occur in both preservice and inservice education for computers to become integrated into the school curriculum; and (2) that collaborative partnerships between universities and schools can facilitate curriculum reform in both institutions. Data were gathered from the classroom teacher and the computer resource teacher at the beginning of the semester to provide baseline information; a taped interview was held with each teacher at the end of the semester; response journals were used weekly by the students; and a university professor acted as a participant-observer providing data through a personal journal. A discussion framed by key elements identified as necessary for successful collaborative efforts and a summary of project outcomes, both successes and failures, complete the document. (Contains approximately 20 references.) (LL)

Research paper thumbnail of Windows into the Classroom: Observing and Evaluating Beginning Teachers' Developing Practice

An observation study examined four dimensions of beginning teacher practice that had been heavily... more An observation study examined four dimensions of beginning teacher practice that had been heavily emphasized in the first year of a partial internship program and that typically pose problems for first year teachers. These dimensions included: (1) literacy instruction; (2) instructional planning; (3) positive classroom environments and management; and (4) assessment practices that inform instruction. The partial internship program, the Triple L (Lifelong Learning and Leadership) Collaborative, is a school/university partnership for professional development beginning with preservice education. Study participants were eight first-year teachers from a school district. Four were in the second year of the Triple L program, teaching full-time as interns in the district and the other four were first-year teachers who had completed other programs. Participants were interviewed early in the school year and later observed and evaluated during literacy instruction by a Triple L school district liaison. Overall, all the participants were rated as developing their practice in a satisfactory way, but teachers from the partial internship program received higher ratings than teachers who had completed other credential programs. Substantial differences favoring Triple L teachers were found in the areas of learning environments and literacy best practices. The results reveal several areas for improvement that have implications for further research and program evaluation. For example, all of the participants received their lowest ratings in the areas of planning and assessment. In addition to the information the study provided about the progress of these new teachers, the results support the use of the data collection and analysis techniques using developmental scales. Seven appendixes contain interview protocols, the observation summary sheet, two developmental scales for teaching practice, and observation results from fall 1998 and spring 1999. (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.

Research paper thumbnail of Teaching with a Social, Emotional, and Cultural Lens: A Framework for Educators and Teacher Educators

Teachers make more minute by minute decisions than brain surgeons...and that is why you are going... more Teachers make more minute by minute decisions than brain surgeons...and that is why you are going home exhausted each day."

Research paper thumbnail of Developing Classroom Learning Communities: Scholarship of Teaching Research Project

Research paper thumbnail of The Heart of the Matter: Integrating Socialemotional Learning Skills into Teacher Preparation

This paper provides a description of an on-going development and research project known as the SJ... more This paper provides a description of an on-going development and research project known as the SJSU Collaborative for Reaching & Teaching the Whole Child (CRTWC)* and first year findings of a three year longitudinal study of our work. CRTWC is situated at San José State University in a 5 year Multiple Subject Credential/Masters teacher preparation program. Approximately 100 teacher candidates are enrolled in the teacher credential program each year. The over-arching mission of CRTWC, which began in 2009, is to integrate social-emotional learning (SEL) knowledge, skills and dispositions into the course and field experiences required in this K-8 credential program. The focus of CRTWC’s work is on fostering candidates’ ability to use an “SEL lens” as part of their teaching practice. Our intention is to develop candidates who will become competent and caring teachers of culturally, racially, and linguistically diverse learners in various settings; and assessment strategies in teacher pr...

Research paper thumbnail of Introduction: Social Emotional Learning and Culturally Responsive and Sustaining Teaching Practices

Teacher Education Quarterly, 2019

Research paper thumbnail of Teacher Training for Lifelong Learning & Leadership

Thrust for Educational …, 2000

... More Info: Help Peer-Reviewed: N/A. Publisher: Association of California School Administrator... more ... More Info: Help Peer-Reviewed: N/A. Publisher: Association of California School Administrators, 1517 L Street, Sacramento, CA 95418; Tel: 800-672-3494 (Toll Free); Internet: www.acsa.org. Publication Date: 2000-00-00. Pages: N/A. ...

Research paper thumbnail of The Pedagogy of Multicultural Foundations

Research paper thumbnail of Windows into the Classroom: Observing and Evaluating Beginning Teachers' Developing Practice

Research paper thumbnail of Learning Together What We Do Not Know: The Pedagogy of Multicultural Foundations

Teacher Education Quarterly, Jun 22, 2005

I'm struggling with how to get the students to address the culture of power-I might bring in some... more I'm struggling with how to get the students to address the culture of power-I might bring in something… on curriculum and instructional planning that draws on students' backgrounds and interests and makes explicit how their home knowledge can be used as a bridge to school knowledge. This might help to make the abstract ideas more concrete. (Instructor multicultural foundations course) I came into this class thinking… of everyone as the same…treat everyone equal… About half way through [the course] I start to think about race and [other] issues. Should I think about it in my class? Midway through I'm really lost and not sure what to do as a teacher. [Now,] I'm heading toward knowing that race is an issue. (Prospective teacher enrolled in multicultural foundations course) Comments from the teacher educator and prospective teacher acknowledge the complexity of incorporating issues of equity in teaching and learning to teach. The teacher educator considers the pedagogical decisions that enable prospective teachers to connect concepts with their classroom practices, while the prospective teacher reflects on how her experience related to race intersects with the lived experiences of her students. Their participation in a

Research paper thumbnail of A Case Study in Collaboration for Curriculum Reform

This paper presents a case study describing the collaboration between a state university, a local... more This paper presents a case study describing the collaboration between a state university, a local school district, and Dialog Information Services, Inc. that was designed to include the use of online searching in a social studies methodology course and to encourage school curriculum reform in the area of technology by integrating online searching into the elementary social studies curriculum of a fourth-grade classroom. Two assumptions guided the research: (1) that significant changes will have to occur in both preservice and inservice education for computers to become integrated into the school curriculum; and (2) that collaborative partnerships between universities and schools can facilitate curriculum reform in both institutions. Data were gathered from the classroom teacher and the computer resource teacher at the beginning of the semester to provide baseline information; a taped interview was held with each teacher at the end of the semester; response journals were used weekly by the students; and a university professor acted as a participant-observer providing data through a personal journal. A discussion framed by key elements identified as necessary for successful collaborative efforts and a summary of project outcomes, both successes and failures, complete the document. (Contains approximately 20 references.) (LL)

Research paper thumbnail of Beyond the Professional Development School Model: The Professional Development District

This paper examines the conditions of university/districtwide partnering that can aid systemic pu... more This paper examines the conditions of university/districtwide partnering that can aid systemic public education change. It introduces a university/school partnership known as the Triple "L" (Lifelong Learning and Leadership) Collaborative. The text details shared responsibility, shared accountability, alignment of teacher-performance standards, multiple linkages across people and programs, and relationship building. It discusses how these conditions are embedded in a professional-development district model and analyzes the effects of a development district partnership on student learning, adult learning, and institutional change. It presents the necessary conditions for school reform and outlines the goals of the Triple "L" Collaborative, which are: develop a seamless continuum of inquiry-based professional development at all levels of teacher development, promote teachers' capacity to provide leadership at their school, support research and evaluate efforts continuously, and implement and sustain redesign at both the university and the district and school-site levels. Some of the elements that are analyzed in detail are preservice preparation, a school/university full-intern program, new teacher support, an Master of Arts in education with an emphasis in teacher leadership, and linkages among adults, programs, and institutions. Three tables depict data sources and preliminary findings and summarize key

Research paper thumbnail of Sowing Seeds of SEL: University-District Partnership Builds Social and Emotional Learning across the Teacher Pipeline

Research paper thumbnail of Teaching with a Social, Emotional, and Cultural Lens: A Framework for Educators and Teacher Educators

Teachers make more minute by minute decisions than brain surgeons...and that is why you are going... more Teachers make more minute by minute decisions than brain surgeons...and that is why you are going home exhausted each day."

Research paper thumbnail of Beyond the Professional Development School Model: The Professional Development District

This paper examines the conditions of university/districtwide partnering that can aid systemic pu... more This paper examines the conditions of university/districtwide partnering that can aid systemic public education change. It introduces a university/school partnership known as the Triple "L" (Lifelong Learning and Leadership) Collaborative. The text details shared responsibility, shared accountability, alignment of teacher-performance standards, multiple linkages across people and programs, and relationship building. It discusses how these conditions are embedded in a professional-development district model and analyzes the effects of a development district partnership on student learning, adult learning, and institutional change. It presents the necessary conditions for school reform and outlines the goals of the Triple "L" Collaborative, which are: develop a seamless continuum of inquiry-based professional development at all levels of teacher development, promote teachers' capacity to provide leadership at their school, support research and evaluate efforts continuously, and implement and sustain redesign at both the university and the district and school-site levels. Some of the elements that are analyzed in detail are preservice preparation, a school/university full-intern program, new teacher support, an Master of Arts in education with an emphasis in teacher leadership, and linkages among adults, programs, and institutions. Three tables depict data sources and preliminary findings and summarize key

Research paper thumbnail of Introduction: Social Emotional Learning and Culturally Responsive and Sustaining Teaching Practices

Teacher Education Quarterly, Sep 22, 2019

Research paper thumbnail of A Case Study in Collaboration for Curriculum Reform

This paper presents a case study describing the collaboration between a state university, a local... more This paper presents a case study describing the collaboration between a state university, a local school district, and Dialog Information Services, Inc. that was designed to include the use of online searching in a social studies methodology course and to encourage school curriculum reform in the area of technology by integrating online searching into the elementary social studies curriculum of a fourth-grade classroom. Two assumptions guided the research: (1) that significant changes will have to occur in both preservice and inservice education for computers to become integrated into the school curriculum; and (2) that collaborative partnerships between universities and schools can facilitate curriculum reform in both institutions. Data were gathered from the classroom teacher and the computer resource teacher at the beginning of the semester to provide baseline information; a taped interview was held with each teacher at the end of the semester; response journals were used weekly by the students; and a university professor acted as a participant-observer providing data through a personal journal. A discussion framed by key elements identified as necessary for successful collaborative efforts and a summary of project outcomes, both successes and failures, complete the document. (Contains approximately 20 references.) (LL)

Research paper thumbnail of Windows into the Classroom: Observing and Evaluating Beginning Teachers' Developing Practice

An observation study examined four dimensions of beginning teacher practice that had been heavily... more An observation study examined four dimensions of beginning teacher practice that had been heavily emphasized in the first year of a partial internship program and that typically pose problems for first year teachers. These dimensions included: (1) literacy instruction; (2) instructional planning; (3) positive classroom environments and management; and (4) assessment practices that inform instruction. The partial internship program, the Triple L (Lifelong Learning and Leadership) Collaborative, is a school/university partnership for professional development beginning with preservice education. Study participants were eight first-year teachers from a school district. Four were in the second year of the Triple L program, teaching full-time as interns in the district and the other four were first-year teachers who had completed other programs. Participants were interviewed early in the school year and later observed and evaluated during literacy instruction by a Triple L school district liaison. Overall, all the participants were rated as developing their practice in a satisfactory way, but teachers from the partial internship program received higher ratings than teachers who had completed other credential programs. Substantial differences favoring Triple L teachers were found in the areas of learning environments and literacy best practices. The results reveal several areas for improvement that have implications for further research and program evaluation. For example, all of the participants received their lowest ratings in the areas of planning and assessment. In addition to the information the study provided about the progress of these new teachers, the results support the use of the data collection and analysis techniques using developmental scales. Seven appendixes contain interview protocols, the observation summary sheet, two developmental scales for teaching practice, and observation results from fall 1998 and spring 1999. (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.

Research paper thumbnail of Teaching with a Social, Emotional, and Cultural Lens: A Framework for Educators and Teacher Educators

Teachers make more minute by minute decisions than brain surgeons...and that is why you are going... more Teachers make more minute by minute decisions than brain surgeons...and that is why you are going home exhausted each day."

Research paper thumbnail of Developing Classroom Learning Communities: Scholarship of Teaching Research Project

Research paper thumbnail of The Heart of the Matter: Integrating Socialemotional Learning Skills into Teacher Preparation

This paper provides a description of an on-going development and research project known as the SJ... more This paper provides a description of an on-going development and research project known as the SJSU Collaborative for Reaching & Teaching the Whole Child (CRTWC)* and first year findings of a three year longitudinal study of our work. CRTWC is situated at San José State University in a 5 year Multiple Subject Credential/Masters teacher preparation program. Approximately 100 teacher candidates are enrolled in the teacher credential program each year. The over-arching mission of CRTWC, which began in 2009, is to integrate social-emotional learning (SEL) knowledge, skills and dispositions into the course and field experiences required in this K-8 credential program. The focus of CRTWC’s work is on fostering candidates’ ability to use an “SEL lens” as part of their teaching practice. Our intention is to develop candidates who will become competent and caring teachers of culturally, racially, and linguistically diverse learners in various settings; and assessment strategies in teacher pr...

Research paper thumbnail of Introduction: Social Emotional Learning and Culturally Responsive and Sustaining Teaching Practices

Teacher Education Quarterly, 2019

Research paper thumbnail of Teacher Training for Lifelong Learning & Leadership

Thrust for Educational …, 2000

... More Info: Help Peer-Reviewed: N/A. Publisher: Association of California School Administrator... more ... More Info: Help Peer-Reviewed: N/A. Publisher: Association of California School Administrators, 1517 L Street, Sacramento, CA 95418; Tel: 800-672-3494 (Toll Free); Internet: www.acsa.org. Publication Date: 2000-00-00. Pages: N/A. ...

Research paper thumbnail of The Pedagogy of Multicultural Foundations

Research paper thumbnail of Windows into the Classroom: Observing and Evaluating Beginning Teachers' Developing Practice

Research paper thumbnail of Learning Together What We Do Not Know: The Pedagogy of Multicultural Foundations

Teacher Education Quarterly, Jun 22, 2005

I'm struggling with how to get the students to address the culture of power-I might bring in some... more I'm struggling with how to get the students to address the culture of power-I might bring in something… on curriculum and instructional planning that draws on students' backgrounds and interests and makes explicit how their home knowledge can be used as a bridge to school knowledge. This might help to make the abstract ideas more concrete. (Instructor multicultural foundations course) I came into this class thinking… of everyone as the same…treat everyone equal… About half way through [the course] I start to think about race and [other] issues. Should I think about it in my class? Midway through I'm really lost and not sure what to do as a teacher. [Now,] I'm heading toward knowing that race is an issue. (Prospective teacher enrolled in multicultural foundations course) Comments from the teacher educator and prospective teacher acknowledge the complexity of incorporating issues of equity in teaching and learning to teach. The teacher educator considers the pedagogical decisions that enable prospective teachers to connect concepts with their classroom practices, while the prospective teacher reflects on how her experience related to race intersects with the lived experiences of her students. Their participation in a

Research paper thumbnail of A Case Study in Collaboration for Curriculum Reform

This paper presents a case study describing the collaboration between a state university, a local... more This paper presents a case study describing the collaboration between a state university, a local school district, and Dialog Information Services, Inc. that was designed to include the use of online searching in a social studies methodology course and to encourage school curriculum reform in the area of technology by integrating online searching into the elementary social studies curriculum of a fourth-grade classroom. Two assumptions guided the research: (1) that significant changes will have to occur in both preservice and inservice education for computers to become integrated into the school curriculum; and (2) that collaborative partnerships between universities and schools can facilitate curriculum reform in both institutions. Data were gathered from the classroom teacher and the computer resource teacher at the beginning of the semester to provide baseline information; a taped interview was held with each teacher at the end of the semester; response journals were used weekly by the students; and a university professor acted as a participant-observer providing data through a personal journal. A discussion framed by key elements identified as necessary for successful collaborative efforts and a summary of project outcomes, both successes and failures, complete the document. (Contains approximately 20 references.) (LL)

Research paper thumbnail of Beyond the Professional Development School Model: The Professional Development District

This paper examines the conditions of university/districtwide partnering that can aid systemic pu... more This paper examines the conditions of university/districtwide partnering that can aid systemic public education change. It introduces a university/school partnership known as the Triple "L" (Lifelong Learning and Leadership) Collaborative. The text details shared responsibility, shared accountability, alignment of teacher-performance standards, multiple linkages across people and programs, and relationship building. It discusses how these conditions are embedded in a professional-development district model and analyzes the effects of a development district partnership on student learning, adult learning, and institutional change. It presents the necessary conditions for school reform and outlines the goals of the Triple "L" Collaborative, which are: develop a seamless continuum of inquiry-based professional development at all levels of teacher development, promote teachers' capacity to provide leadership at their school, support research and evaluate efforts continuously, and implement and sustain redesign at both the university and the district and school-site levels. Some of the elements that are analyzed in detail are preservice preparation, a school/university full-intern program, new teacher support, an Master of Arts in education with an emphasis in teacher leadership, and linkages among adults, programs, and institutions. Three tables depict data sources and preliminary findings and summarize key

Research paper thumbnail of Sowing Seeds of SEL: University-District Partnership Builds Social and Emotional Learning across the Teacher Pipeline

Research paper thumbnail of Teaching with a Social, Emotional, and Cultural Lens: A Framework for Educators and Teacher Educators

Teachers make more minute by minute decisions than brain surgeons...and that is why you are going... more Teachers make more minute by minute decisions than brain surgeons...and that is why you are going home exhausted each day."

Research paper thumbnail of Beyond the Professional Development School Model: The Professional Development District

This paper examines the conditions of university/districtwide partnering that can aid systemic pu... more This paper examines the conditions of university/districtwide partnering that can aid systemic public education change. It introduces a university/school partnership known as the Triple "L" (Lifelong Learning and Leadership) Collaborative. The text details shared responsibility, shared accountability, alignment of teacher-performance standards, multiple linkages across people and programs, and relationship building. It discusses how these conditions are embedded in a professional-development district model and analyzes the effects of a development district partnership on student learning, adult learning, and institutional change. It presents the necessary conditions for school reform and outlines the goals of the Triple "L" Collaborative, which are: develop a seamless continuum of inquiry-based professional development at all levels of teacher development, promote teachers' capacity to provide leadership at their school, support research and evaluate efforts continuously, and implement and sustain redesign at both the university and the district and school-site levels. Some of the elements that are analyzed in detail are preservice preparation, a school/university full-intern program, new teacher support, an Master of Arts in education with an emphasis in teacher leadership, and linkages among adults, programs, and institutions. Three tables depict data sources and preliminary findings and summarize key