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.

• Literacy faculty: Reading, writing, and emoticons
• Martha Bigelow: Learning English and learning in English
• Aaron Doering: Online learning grows up
• Lee Galda: Children’s literature
• Roger and David W. Johnson: Cooperative learning
• Tom Post: Rational Numbers Project
• James Stone: Career and technical education
• Jennifer York-Barr: Team teaching

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