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Beginning Elementary Teachers' Development of Ambitious Instructional Practices in Reading/Language Arts and Mathematics
Mon, April 20, 12:25 to 1:55pm, Virtual RoomSession Type: Symposium
Abstract
This symposium focuses on the landscape of resources available to beginning elementary teachers in the areas of reading/language arts and mathematics, challenges they face in trying to enact ambitious instruction, the nature of their instructional practices in both subjects, and how their teacher preparation experiences and resources in their schools are associated with their enactment of ambitious instruction as first- and second-year teachers. This session brings together five papers from the same mixed-methods, longitudinal study of elementary teacher preparation in five universities in three states; as a group, the papers draw on a variety of data sources and utilize multiple research methods to better understand how to support beginning teacher development across content areas.
Sub Unit
Chair
Papers
Resources That Support Beginning Teachers' Ambitious Instruction - Jillian M. Cavanna, University of Hartford; Tutita M. Casa, University of Connecticut; John L. Lane, Michigan State University
Novice Teachers' Responses to Challenges Related to Enacting Ambitious Instruction - Kim Evert, Middle Tennessee State University; Corey Drake, Michigan State University
Promising Practices and Areas to Support: An Investigation of First-Year Teachers' Ambitious Mathematics Teaching Practices - Holly Henderson Pinter, Western Carolina University; Jillian M. Cavanna, University of Hartford; Tutita M. Casa, University of Connecticut
Toward a Framework for Ambitious Nonfiction Reading Instruction - Alexa Miller Quinn, James Madison University
How Elementary Teaching Candidates' Opportunity to Learn in Teacher Preparation Is Associated With the Quality of Their Instruction as Beginning Teachers - Peter A. Youngs, University of Virginia; Lauren Molloy Elreda, University of Virginia; Spyros Konstantopoulos, Michigan State University; Julie Jackson Cohen, University of Virginia; Corey Drake, Michigan State University