Research in teacher education
Many area schools become research centers for our faculty and
staff, who spend weeks—even years—pursuing research projects in
cooperation with teachers, counselors, and administrators. We are
proud that our research is based on teacher practice and that
educators are incorporating our research into their classrooms. It
is a partnership that produces a very important group of winners—our
students and the children and youth they will teach.
Study with the leaders
Our faculty include experts such as
Martha Bigelow works with several Somali
teens to improve their literacy skills.
Study where the research begins
Through our research centers, the college is actively involved
in research to improve our schools.
A few examples follow:
- The
Center for Applied Research and Educational Improvement
(CAREI) is a collaborative organization that brings the
resources of the college to bear on educational issues in
Minnesota and across the nation. Projects include authentic
pedagogy; before- and after-school programs; block scheduling;
extended day, week, and year programs; and school start times.
See also: Narrowing the achievement gap:
The promise of community learning
- The Center for
Early Education and Development links the University's
resources with those who serve children and families. CEED
facilitates communication among University colleagues around
research and professional issues in early education and
development and provides increased training opportunities for
practitioners.
- The
Minnesota Center for Reading Research conducts applied
research on reading and research on teaching approaches that
facilitate reading instruction. The focus is on conducting
research that supports teachers, particularly those who teach
students of poverty, as they learn to effectively teach children
and youth from diverse backgrounds, to become competent readers
in K-12 school settings.
We couldn't do it without the schools
Key partners in every aspect of our teacher
education programs are the school districts throughout Minnesota.
For example, more than 150 school districts in the state open their
doors to our students so they may gain essential guided classroom
experience. This allows students to enter the teaching profession
feeling as prepared as possible. Our cooperating teachers share
years of invaluable experience with our student teachers and devote
significant energy to welcoming them to the profession.
The Minneapolis school district has worked with the
college to establish three Professional Practice Schools,
Patrick Henry High School, Roosevelt High School, and
Anishinabe Academy. The program emphasizes a school culture
that supports research to inform practice and practice to inform
research. Teachers and college faculty/staff work together to
support continuous development and school improvement.
Area principals and other school administrators
participate in the Urban Leadership Academy, which offers continuing
professional development programs for aspiring and current
administrators. The
Minnesota Principals' Academy, coordinated by the University's
Consortium for Post-Secondary Academic Success, enables cohorts of
practicing principals to participate on leadership development drawn
from best practices from education, business, and other fields to
focus on instructional leadership as a key area in school
improvement.
December 2007
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