Darlene Schoenly

EDUC 450 2014

Annotated Bibliography

Schon, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass
This text is the sequel to Donald Schons seminal work on reflective practice, The Reflective Practitioner,
written in 1983. Schon extends his concept of reflection as a critical element of competent
professionals by defining how institutions of higher education can prepare professionals who can
respond to complex and unpredictable issues and events. His approach includes coaching of students,
by a master, through authentic situations in the development of strong problem solving skills.
Genre: Book

Reeves, D. B. (2006). The learning leader. Alexandra: Association of Supervision and Curriculum
Development.
This resource on leadership infuses theory, research and best practices in improving schools through
effective and responsive leadership. Included in the content is a unique leadership for learning
framework, which is referenced throughout the text. The author offers ideas for constructive action of
leaders in planning, implementing and monitoring school improvement. The appendixes provide
templates for the school improvement processes.
Genre: Informational Article

Elbow, P. (2004). Writing first. Educational Leadership, 62(2), 9-13.
The revered author and writing expert Peter Elbow presents a convincing case for elevating the status of
writing in the literacy learning process. He suggests that reading has inappropriately dominated the
literacy learning process. As an outputs, writing and talking, not the inputs, of reading and listening,
should be the dominant activities in classrooms.
Genre: Informational Article

Zeichner, K., Miller, L.,& Silvernail, D. (2002). Studies of excellence in teacher education: Preparation in
the undergraduate years. Washington, D.C.: American Association of Colleges for teachers.
The researcher present their case study findings of two successful teacher education programs. The
case studies offer information regarding the program goals, the consistent instructional strategies, the
content of the courses and the policy processes. Four elements of prominent practices in each of the
programs are delineated. They include a shared vision of good teaching, well defined standards of
practice, extended clinical experiences and performance assessment, including portfolio evaluation.
Genre: Book

Maloeh, B., Flint, A.S., Eldridge, D., Harmon, J., Loven, R., Fine, J.C., & Martinez, M. (2003).
Understandings, beliefs, and reported decision making of first-year teachers from different teacher
preparation programs. Elementary School Journal, 103(5), 431-457.
This extensive study involved 73 graduates of three higher educational institutions that were recognized
by the International Reading Association for their excellence in elementary education preparation in
reading. The qualities and features that were identified as outstanding included purposeful course
work, apprenticeship opportunities, clear vision and focus on reading.
Genre: Research Article

Kiuhara, S., Graham, S., & Hawkens, L., (2009). Teaching writing to high school students: A national
survey. Journal of Educational Psychology. 101(1), 136-160.
A sampling of content area teachers were surveyed about their students writing, their writing
assessment practices, their preparation to teach writing, their beliefs about the significance of writing,
and their judgments about their students writing competence. The specific writing experiences
included in the survey included items such as short answer responses, response to material read, journal
entry, step-by-step instruction, and essays. The findings reveal that English teachers used more
evidence-based practices than social studies teachers and science teachers. The researchers reveal that
most respondents used many of the evidence-based practices, but the use was infrequent. Further,
most teachers in the study did not feel their teacher education program adequately prepared them to
teach writing. A significant number of minority English and social studies teachers felt their in-service
preparation was adequate.
Genre: Research Article

Kennedy,M., (1991). Some surprising findings on how teachers learn to teach. Educational Leadership,
49(3), 14-17.
The National Center for Research on Teacher Learning conducted a major research project, known as
the Teacher Education and Learning to Teach (TELT), included 700 teachers and teacher candidates. This
study explored the research subjects content knowledge, diverse learners accommodations, mentors,
alternative certification programs and and preservice programs. The findings assert that teachers need
deep content knowledge, but also competence in content pedagogy. Also, teachers need a set of skills
and dispositions to allow them to innovate. The research concludes that not just subject matter mastery
or isolated pedagogy preparation are adequate. Thus, the data suggest that the content and the quality
of teacher education programs must address deep content knowledge and rich pedagogical
understandings.
Genre: Article, Research Summary

Roya, S., Ganske, K., Grisham, D., Yoder, K., Lenski, S., Wolsey, T., Chambers, S., Young,J., Dobler, E., &
Smetana,L., (2014). Exploring the impact of literacy teacher education programs on student teachers
instructional practices. Journal of Reading Education, 39(3), 3-11.
This case study explores the extent to which student teachers in eight teacher preparation programs
applied the International Reading Associations Standards for Reading Professions. The focus of the
study is on how student teachers use their knowledge from literacy methods courses in their work in
student teaching. The results indicate that student teachers are able to demonstrate some of the
Standards, but struggle with others. The researchers conclude that teacher educators could be more
explicit and intentional in their instruction when teaching the Reading Associations standards.
Genre: Article, Research Summary

Boyer, E. (1987). College: The undergraduate experience in America. New York: Harper & Row.
Ernest Boyer, former U.S. Commissioner of Education, offers a framework for improvement in
undergraduate education. In a three year project, Boyer studied the status of 30 public and private
higher education institutions. He purports that colleges must decide not only what each academic
department stands for, but what the institution stands for. There is a danger that colleges, in
attempting to remain solvent, will offer narrow skills training, without attention to deeper thinking.
Genre: Book

Moore, C. E., (1993). Restructured schools: How, why do they work? National Association of Secondary
School Principals Bulletin, 77(553), 64-69.
The author delineates 12 characteristics that healthy school climates and satisfying teaching
environments exhibit. A few of the most significant commonalities include, professional talk about
behaviors and beliefs, pride in professional work, shared decision making, visionary leadership, clear
institutional goals and valuing students.
Genre: Informational Article