Linking Research to Practice within a Secondary Teacher Preparation Program

摘要: ABSTRACT The purpose of this study was to investigate the willingness and ability preservice interns implement Concept Anchoring Routine (Bulgren, Schumaker, & Deshler, 1994) Comparison Lenz, Deshler 1995) after learning these research-based routines in a university general methods course. Additionally, influence teaching on urban high school students assessed. Interns' students' opinions about also were measured. Findings from investigation revealed that six out 12 willingly implemented routines. These demonstrated an use with rates accuracy, High performed similarly regardless which routine used. perceptions both favorable. slightly more favorable than Routine. Over past decade, much has been written importance linking research practice. need integrate empirically derived educational practices into teachers' instructional repertoires frequently is cited as major concern among researchers (Foegen, Espin, Allinder, Markell, 2001). Of particular lag time exists between discovery effective actual implementation public classrooms (Abbott, Walton, Tapia, Greenwood, 1999; Malouf Schiller, 1995; Warby, Greene, Higgins, Lovitt, 1999). Concerns have expressed regarding traditional workshop format used teach teachers practices. rate methodology learned in-service workshops very low. According Showers Joyce (1996), 10% participants actually information their classrooms. Consequently, variety staff development processes emerged help improve integration Included are peer coaching strategies (Gersten, Morvant, Brengelman, 1995), teacher groups (Sanacore, 1993), step-by-step procedures for obtaining developing related plan (Warby et al.) include ongoing follow-up activities and/or support (Eaker Huffman, 1984; Lovitt 1996). For most part, focused working collaboratively practicing trustworthiness, accessibility, usability, attractiveness (Foegen al., 2001, p. 226). efforts beneficial terms helping veteran learn new methodologies. Perhaps another way reinforce classroom practice offer research-to-practice opportunities during preparation programs rather waiting until begun careers full-time teachers. Only few studies conducted relevant role educators addressing gap within contexts Daly Cooper (1993) involved who enrolled course designed called precision (i.e., 1-minute timings promote fluency academic skills). A survey administered determine whether or not respective Results approximately 50 percent …