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There is extensive research demonstrating the benefit tutoring has on the tutee. However, minimal research exists about the impact tutoring has on the tutor, and particularly, how being a tutor influences pre-service teacher development during teacher preparation. Using qualitative measures, we documented the influence participating in the tutoring program, Advancement Via Individual Determination (AVID), has on a pre-service teacher's development of their teacher identity, predominantly in the areas of pedagogical knowledge and practice. We revealed how the AVID tutoring program influenced the tutors' development of their teacher identity, implications of the findings, and areas for future research and practice. [ABSTRACT FROM AUTHOR]

A Midwestern state allocated grant funding to encourage more accessible alternative programming at the middle level. Seventeen schools were approved for this grant and used the funds to supplement the operation of a new or existing program. This study provides policymakers and educators with an overview of the various types of alternative middle school programs in the state, focusing on schools that met the qualifications for funding. The study revealed varying models and promising practices for meeting the needs of at-risk youth, and it identified shortcomings such as a lack of adequate funding, gaps in services, and the need for documentation and systematic data collection to determine program effectiveness and better serve students. [ABSTRACT FROM AUTHOR]

This article presents an overall exploratory comparison of two specific pre-service teacher preparation programmes at two research-intensive institutions of higher education in the USA and Romania. The main conclusions suggest that US and Romanian teacher candidates differ very little in their ratings of their respective programmes in terms of learning in the programme, preparation for general teaching and twenty-first century skills. The largest differences were recorded for the university supervisor and cooperating teacher constructs, which the US teacher candidates rated considerably higher than their Romanian peers, namely in the quality and extent of applied field and clinical experiences, which merit further exploration. [ABSTRACT FROM AUTHOR]

This mixed-methods study investigated the effects of the flipped classroom on academic performance of high school advanced placement chemistry students. Student perceptions about the approach were also studied. The control group consisted of students from the 2011-2012 academic year, in which traditional teaching methods were used. The treatment group consisted of students from the 2012-2013 academic year, in which the flipped classroom approach was used. Identical assessments were administered and analyzed through both descriptive statistics and independent t tests. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind, and review lectures, as well as increased individualized learning and increased teacher availability. This contribution is part of a special issue on teaching introductory chemistry in the context of the advanced placement (AP) chemistry course redesign. [ABSTRACT FROM AUTHOR]

Partnerships and collaboration have become popular in higher education; and partnerships with community agencies, K-12 schools, and businesses are common. However, formal and sustained partnerships among institutions of higher education are not nearly as widespread. This article presents a model for collaboration in higher education focused on a partnership among teacher preparation programs at three institutions. The article provides an overview of theoretical underpinnings for collaboration, the process and practices used, and lessons learned by Valley Partnership, as well as the stages of partnership development, the governance model, and key elements related to sustaining the partnership. [ABSTRACT FROM AUTHOR]

This mixed-methods analysis uses exit surveys from 17 teacher education programs in four US states to compare self-ratings of preparedness between two cohorts of preservice teachers: 2019 graduates who had "normal" student teaching experiences (n = 1264) and 2020 graduates (n = 1280), for whom in-person student teaching was shortened by 6–10 weeks during the spring 2020 COVID-19 school closures. Despite truncated student teaching experiences, the 2020 cohort felt more prepared. Through a theoretical lens of self-efficacy, we explore how these differences might reflect a generative process as future teachers deepen their understanding of complexities in teaching, and grapple to bridge theory and practice. • Preservice teachers with shorter student teaching experiences rated themselves as more prepared. • Preservice teachers with less student teaching attributed their preparation to vicarious and social persuasion experiences. • Student teaching helps preservice teachers align self-estimations derived from coursework with realities of classroom management. [ABSTRACT FROM AUTHOR]