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School Leaders' Perspectives on Educating Teachers to Work in Vulnerable Communities: New Insights from the Coal Face

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Title: School Leaders' Perspectives on Educating Teachers to Work in Vulnerable Communities: New Insights from the Coal Face
Language: English
Authors: Longaretti, Lynette, Toe, Dianne
Source: Australian Journal of Teacher Education. Apr 2017 42(4):1-18.
Availability: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Disadvantaged Schools, Disadvantaged Environment, Administrator Attitudes, Preservice Teacher Education, Skill Analysis, Teaching Skills, Teacher Qualifications, Teacher Placement, Knowledge Base for Teaching, Principals, Teacher Effectiveness, Learner Engagement, Beliefs, Expertise, Interpersonal Relationship, Context Effect, Resilience (Psychology), Socioeconomic Status, Foreign Countries, Qualitative Research, Semi Structured Interviews
Geographic Terms: Australia
ISSN: 0313-5373
Abstract: Classroom teacher quality can significantly impact student learning outcomes. Increased access to skilled teachers in low socioeconomic status (SES) schools could substantially improve the learning outcomes and engagement levels of young people. The National Exceptional Teaching for Disadvantaged Schools (NETDS) programme is a university based Teacher Education programme that has been implemented by Deakin University in the Geelong/Werribee area. It seeks to prepare high achieving pre-service teachers (PSTs) to teach in low SES school settings. This project investigated the views of school leadership teams in low SES schools including their views of an exemplary teacher, and the understandings and skills deemed necessary for pre-service teachers undertaking placements in low SES schools. These findings will be used to develop and enhance the NETDS programme at Deakin University, build new models of collaborative professional learning and guide schools in mentoring new graduates for a longer-term commitment to disadvantaged school communities.
Abstractor: As Provided
Number of References: 33
Entry Date: 2017
Accession Number: EJ1139321
Database: ERIC
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  Data: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
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  Data: <searchLink fieldCode="DE" term="%22Disadvantaged+Schools%22">Disadvantaged Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Environment%22">Disadvantaged Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Analysis%22">Skill Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Placement%22">Teacher Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Semi+Structured+Interviews%22">Semi Structured Interviews</searchLink>
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  Data: Classroom teacher quality can significantly impact student learning outcomes. Increased access to skilled teachers in low socioeconomic status (SES) schools could substantially improve the learning outcomes and engagement levels of young people. The National Exceptional Teaching for Disadvantaged Schools (NETDS) programme is a university based Teacher Education programme that has been implemented by Deakin University in the Geelong/Werribee area. It seeks to prepare high achieving pre-service teachers (PSTs) to teach in low SES school settings. This project investigated the views of school leadership teams in low SES schools including their views of an exemplary teacher, and the understandings and skills deemed necessary for pre-service teachers undertaking placements in low SES schools. These findings will be used to develop and enhance the NETDS programme at Deakin University, build new models of collaborative professional learning and guide schools in mentoring new graduates for a longer-term commitment to disadvantaged school communities.
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      – Text: English
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        PageCount: 19
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    Subjects:
      – SubjectFull: Disadvantaged Schools
        Type: general
      – SubjectFull: Disadvantaged Environment
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Skill Analysis
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      – SubjectFull: Teaching Skills
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      – SubjectFull: Teacher Qualifications
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      – SubjectFull: Teacher Placement
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      – SubjectFull: Knowledge Base for Teaching
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      – SubjectFull: Principals
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Context Effect
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      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Qualitative Research
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      – SubjectFull: Australia
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      – TitleFull: School Leaders' Perspectives on Educating Teachers to Work in Vulnerable Communities: New Insights from the Coal Face
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