Search results for author:"Renee Clift"
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University of Illinois at Urbana-Champaign
Studying Teacher Education Vol. 5, No. 2 (November 2009) pp. 129–141
This article, written in narrative form, represents a data-based analysis of what I have learned about myself as a teacher of prospective teachers and as a teacher education researcher from Fall 2000 through Fall 2008 at the University of Illinois...
Urban Education Vol. 40, No. 4 (July 2005) pp. 412–429
This article briefly reviews initiatives that have attempted to create communities of educators using Web-based, electronic conferencing. The authors critically analyze the advocacy for electronic communication as a medium for bringing educators...
Technology Education in Teacher Preparation: Perspectives from a Year-Long Elementary Teacher Education Program
Educational Foundations Vol. 10, No. 4 (1996) pp. 33–50
Technology education in teacher preparation should challenge preservice students to build new understandings beyond the technical about the relationship of technology in schools to society and the connection of that relationship to democratic life....
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 17, No. 1 (2001) pp. 33–50
This paper discusses the interaction among school and university contexts, instruction, and individual practice that occurs as telecommunications technology is integrated into teacher education programs. Data from a series of studies of such...
If We Build It, Will Anyone Use It? From Web-based Resources Toward a Statewide Community of Support
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2973–2978
Beginning in 2004, the Illinois New Teacher Collaborative (INTC) began creating a statewide resource and networking platform for the purpose of providing resources and networking opportunities for new teachers and their allies across the state. This ...
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3086–3090
Teacher induction programs (focused on support for those in their first two to three years of teaching) are recognized as an important strategy in keeping teachers in the profession but the quality and substance of such initiatives varies...