Journal Club archives

The TeachingWorks Journal Club, which ran from 2012 to 2019, explored the latest education research published in peer-reviewed journals. Explore available information, articles, slides, and handouts from past sessions.

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Fall 2017/Winter 2018

Shari Saunders and Alexandra Sherman

September 22, 2017

This session explored McLean, L., Abry, T., Taylor, M., Jimenez, M., and K. Granger (2017). Teachers’ mental health and perceptions of school climate across the transition from training to teaching; and Lindqvist, H., Weurlander, M., Wernerson, A., and R. Thornberg (2017). Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations.

Bridget Maher and Brian Rowan

November 17, 2017

This session explored Evans, C.M. (2017). Predictive validity and impact of CAEP standard 3.2: Results from one master’s-level teacher preparation program; and Goldhaber, D., Cowan, J., and R. Theobald (2017). Evaluating prospective teachers: Testing the predictive validity of the edTPA.

Joy Johnson and Matthew Ronfeldt

February 23, 2018

This session explored Depaepe, F. and J. König (2018). General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education; and Ronfeldt, M., Matsko, K.K., Greene Nolan, H., & Reininger, M. (2018). Who Knows if our Teachers are Prepared? Three Different Perspectives on Graduates’ Instructional Readiness and the Features of Preservice Preparation that Predict them.

Deborah Rivas-Drake

April 6, 2018

This session explored the latest peer-reviewed research in teaching and teacher education.

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Fall 2016/Winter 2017

Percy Bates and Ebony Perouse

September 9, 2016

This session explored Brownell, M., Sindelar, P., Kiely, M., & Danielson, L. (2010). Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model; and Rock, M.L., Spooner, F., Nagro, S., & Vasquez, E. (2016). 21st Century Change Drivers Considerations for Constructing Transformative Models of Special Education Teacher Development.

Debi Khasnabis and Kim Ransom

November 11, 2016

This session explored Sharkey, J., Clavijo Olarte, A. and L.M. Ramírez (2016). Developing a deeper understanding of community-based pedagogies with teachers: Learning with and from teachers in Colombia; and Zeichner, K., Bowman, M., Guillen, L. and K. Napolitan (2016). Engaging and working in solidarity with local communities in preparing the teachers of their children.

Tim Boerst and Meri Tenney Muirhead

February 3, 2017

This session explored Ronfeldt, M. and S.L. Campbell (2016). Evaluating teacher preparation using graduates’ observational ratings; and Burns, R.W., Jacobs, J., and D. Yendol-Hoppey (2016). The changing nature of the role of the university supervisor and function of preservice teacher supervision in an era of clinically-rich practice.

Michael MacDonald and Dan Quinn

March 24, 2017

This session explored Philpott, C. (2017). Medical models for teachers’ learning: Asking for a second opinion; and Christ, T., Arya, P., & Chiu, M. M. (2017). Video use in teacher education: An international survey of practices.

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Fall 2015/Winter 2016

Nell Duke and Crystal Wise

September 25, 2015

This session explored Pendergast, M., May, L., Bingham, G., & K.S. Kurumada (2015). Acquiring responsive practices: Preservice teachers learn to conduct interactive read-alouds; and Reeves, T.D. and S.L. Honig (2015). A classroom data literacy intervention for pre-service teachers.

Donald Freeman and Rachel Kuck

November 13, 2015

This session explored Polikoff, M.S., Desimone, L.M., Porter, A.C., and Hochberg, E.D. (2015). Mentor policy and the quality of mentoring; Thompson, J., Hagenah, S., Lohwasser, K., and Laxton, K. (2015). Problems without ceilings: How mentors and novices frame and work on problems-of-practice; and Wilkins, E.A. and Okrasinski, J.E. (2015). Induction and mentoring: Levels of student teacher understanding.

Shanyce Campbell and Hillary Greene

January 29, 2016

This session explored Conklin, H.G. (2015). Preparing novice teacher educators in the pedagogy of teacher education; and Zion, S., Allen, C. and Jean, C. (2015). Enacting a critical pedagogy, influencing teachers’ sociopolitical development.

Angeline Spain and Julie Freeman

March 18, 2016

This session explored Lai, C., Li, Z., and Y. Gong (2016). Teacher agency and professional learning in cross-cultural teaching contexts: Accounts of Chinese teachers from international schools in Hong Kong; and Teng, L.S. (2016). Changes in teachers’ beliefs after a professional development project for teaching writing: Two Chinese cases.

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Fall 2014/Winter 2015

Charles Dershimer and Brad Cawn

September 19, 2014

This session explored the latest peer-reviewed educational research.

Stuart Karabenick and Stephen Aguilar

November 14, 2014

This session explored de Vries, S., Jansen, E.P.W.A., Helms-Lorenz, M. and W.J.C.M. van de Grift (2014). Student teachers’ beliefs about learning and teaching and their participation in career-long learning activities; and Mattern, J. and J. Bauer (2014). Does teachers’ cognitive self-regulation increase their occupational well-being? The structure and role of self-regulation in the teaching context.

Patricio Herbst, Joy Johnson, and Nicolas Boileau

February 6, 2015

This session explores Barnhart. T, & Van Es. E. (2014). Studying teacher noticing: Examining the relationship among pre-service science teachers’ ability to attend, analyze and respond to student thinking; and Chieu, V. M., Kosko, K. W., & Herbst, P. G. (2015). An analysis of evaluative comments in teachers’ online discussions of representations of practice.

Mary Schleppegrell and JoeyLynn Selling

March 20, 2015

This session explores Tekkumru Kisa, M., & Stein, M. K. (2015). Learning to see teaching in new ways: A foundation for maintaining cognitive demand; and Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. A. (2015). Keeping an eye on learning: Differences between expert and novice teachers’ representations of classroom management events.

Kendra Hearn and Kiel McQueen

May 15, 2015

This session explores Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers; and Zeichner, K., Payne, K.A., and K. Brayko (2015). Democratizing teacher education.

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Fall 2013/Winter 2014

Hyman Bass

September 20, 2013

This session explores Brantlinger, A. & Smith, B. (2013). Alternative teacher certification and the new professionalism: The pre-service preparation of mathematics teachers in the New York City teaching fellows program; and Desimone, L., Smith, T.M., & Phillips, J. R. (2013). Linking student achievement growth to professional development participation and changes in instruction: A longitudinal study of elementary students and teachers in Title I schools.

Liz Keren-Kolb and Barry Fishman

November 22, 2013

This session explores Adair Breault, D. (2013). The challenges of scaling-up and sustaining professional development school partnerships; and Wesely, P.M. (2013). Investigating the community of practice of world language educators on Twitter.

Stefanie Iwashyna and Simona Goldin

January 31, 2014

This session explores Henry, G.T., S.L. Campbell, C.L. Thompson, L.A. Patriarca, K.J. Luterbach, D.B. Lys, and V.M. Covington (2013). The predictive validity of measures of teacher candidate programs and performance: Toward an evidence-based approach to teacher preparation; and McDonald, M., E. Kazemi, and S.S. Schneider (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity.

Colleen Kuusinen

March 21, 2014

This session explores König, J., Blömeke, S., Klein, P., Suhl, U., Busse, A., & Kaiser, G. (2014). Is teachers’ general pedagogical knowledge a premise for noticing and interpreting classroom situations? A videobased assessment approach; and König, J., Blomeke, S., Paine, L., Schmidt, W. H., & Hsieh, F.J. (2011). General pedagogical knowledge of future middle school teachers: On the complex ecology of teacher education in the United States, Germany, and Taiwan.

Nancy Songer and Michelle Reicher Newstadt

May 16, 2014

This session explores Fulmer, S.M. and J.C. Turner (2014). The perception and implementation of challenging instruction by middle school teachers: Overcoming pressures from students; and Teemant, A., Leland, C., and B. Berghoff (2014). Development and validation of a measure of Critical Stance for instructional coaching.

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Fall 2012/Winter 2013

Simona Goldin

November 16, 2012

This session explores Cochran-Smith, Marilyn, Matthew Cannady, Kirstin McEachern, Kara Mitchell, Peter Piazza, Christine Power, and Amy Ryan. (2012). Teachers’ Education and Outcomes: Mapping the Research Terrain; and Gansle, Kristin A., George H. Noell, and Jeanne M. Burns. (2012). Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana.

Vilma Mesa

January 25, 2013

This session explores Antoniou, Panayiotis, and Leonidas Kyriakides. (2013). A Dynamic Integrated Approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes; and DeLuca, Christopher. (2012). Promoting inclusivity through and within teacher education programmes.

Charles Dershimer and Simona Goldin

March 22, 2013

This session explores Berry, Amanda, & Van Driel, Jan H. (2013). Teaching About Teaching Science: Aims, Strategies, and Backgrounds of Science Teacher Educators; and Kleickmann, Thilo, Richter, Dirk, Kunter, Mareike, Elsner, Jürgen, Besser, Michael, Krauss, Stefan, & Baumert, Jürgen. (2013). Teachers’ Content Knowledge and Pedagogical Content Knowledge: The Role of Structural Differences in Teacher Education.

Simona Goldin

May 10, 2013

This session explores Lampert, Magdalene, Franke, Megan Loef, Kazemi, Elham, Ghousseini, Hala, Turrou, Angela Chan, Beasley, Heather, Crowe, Kathleen. (2013). Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching; and McDonald, Morva, Bowman, Michael, & Brayko, Kate. (2013). Learning to See Students: Opportunities to Develop Relational Practices of Teaching through Community-Based Placements in Teacher Education.

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