GATEways to Teacher Education is a refereed online journal with national representation on its editorial review board published by the Georgia Association of Teacher Educators. Each issue is non-thematic. The journal, published annually in October, is soliciting manuscripts concerned with teacher education, including teaching and learning, induction, in-service education, and pre-service education. Project descriptions, research reports, theoretical papers, debates, papers espousing a particular point of view, and descriptions of activities or issues in teacher education at the local, state, or national level would be appropriate topics for the journal.
Fitting Educational Methods to Marginalized Students: A Historical Consideration
University of Alabama
Valdosta State University
Do the designs of educational structures in the southeastern United States raise the likelihood of academic and social failure for marginalized students? To us, the answer appears to be “yes,” because they too often fail to address students on their own terms. In this article, we briefly examine the history of rural students who have not been involved in creating and administering the educational K-12 structure of the southeastern United States. We argue that educators need to address inequality that exists in these structures and to better tailor curriculum to fit the education needs of impoverished rural students. The purpose of this paper is to review existing literature on how minorities and low socioeconomic students are treated by a southeastern educational system that favors middle to upper class Caucasians and to provide a historical model for how a reformed educational system might look and what obstacles it might have to overcome.
The modern education structure does not, and historically has not, fit minorities and low socioeconomic students’ psychology, tradition, and environmental upbringing. How these students adjust to the demands created by this disconnect is still an unresolved issue.
Children of Violence: Characterizing Patterns of Achievement for Caring, but Busy, Educators
University of West Georgia
Montana State University
Tamra Ogletree, Ronald Reigner, and Abbot Packard
University of West Georgia
Using a sample size of 162 inner-city elementary school children (grades 2-5), the relationship between self-reports of violence exposure and three years of reading and mathematics scores were examined for the purpose of characterizing children of violence for caring, but busy, educators to help them better understand the academic and personal needs of these children. Results of exploration suggest that children who were exposed to high amounts of violence may be characterized by inconsistent achievement and children who were exposed to moderate amounts of violence may be characterized by decreasing achievement. It is hoped that these characterizations will help raise awareness of children of violence and encourage educators to identify these children and intervene on their behalf.
Collaboration with Scientists Enhances Teacher Preparation
Dr. Glenda L. Ogletree
Armstrong Atlantic State University
This article describes how collaboration with scientists increased pre-service teachers’ content knowledge about marine science, and also increased their overall confidence in teaching science to their future students.
- Affordances and Constraints of a Professional Development School-based Science Methods Course-Caitlin McMunn Dooley, Susan L. Swars, and Laura Smith
- Comprehension Strategy Instruction for Pre-service Teachers: Promoting Critical Thinking, Reading, and Writing- Julie Schultz
- The Challenges and Opportunities for Meeting the Content Area Needs of English Language Learners in the Teacher Education Classroom-Gertrude Tinker-Sachs, Nancy Brown, Pier Junior Clark, Wankira Kinuthica, Ewa McGrail, and Caroline Sullivan
- The Development and Implementation of a Year-Long Internship: Lessons Learned and Implications for the Future-John Ponder and Donna Harkins