Research on Methods Courses and Field Experiences Renee T. Clift and Patricia Brady, University of Illinois

By A. Urbana-Champaign. 2009

494 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/faa68ac5b6cbdac5ac4a12bc22ebf905aac0ab82

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In General Agricultural and Biological Sciences

Citations in the corpus

More or Better Student Teaching (2012, background): “…experiences in one kind of context e professional development schools (PDS) e have demonstrated generally beneficial effects on teachers’ beliefs, efficacy, instructional preparedness, retention, and practice (BoyleBaise & McIntyre, 2008; Clift & Brady, 2005; Grossman, Ronfeldt, & Cohen, 2011).”
Learning From Teaching Experience: Dewey’s Theory and Preservice Teachers’ Learning (2010, background): “Therefore, it is difficult to determine direct relationships between course- and field-based experiences in a teacher preparation program and the practices that novices learn from those experiences (Clift & Brady, 2005).”
Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation (2012, background): “To overcome this paradox, strategies such as problem-based learning, case studies, authentic assessment, and modeling are gaining increased recognition and support as instructional strategies that should permeate teacher education (Clift & Brady, 2005; Darling-Hammond, 2010; Grossman, 2005).”
Where Should Student Teachers Learn to Teach? (2012, background): “…indicates that teacher preparation in PDS settings has generally positive impacts on teachers’ beliefs, attitudes, practices, recruitment, and retention (Castle, Fox, & Souder, 2005; Clift & Brady, 2005; Latham & Vogt, 2007; Paese, 2003; Ridley, Hurwitz, Davis Hackett, & Knutson Miller, 2005).”
Strategic Compromise a Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate (2007, background): “Bridget’s use of strategic compromise suggests 344 Journal of Teacher Education, Vol. 58, No. 4, September/October 2007 the importance of “understanding the contexts in which teacher education is taking place” (Clift & Brady, 2005, p. 319).”
Meaningful Practice (2017, background): “Although there is a plethora of research documenting the impact of field experiences on novice teachers’ beliefs about teaching and learning, there is little research on how field experiences affect instructional practice (Clift & Brady, 2005; Maheady et al., 2014).”
Cooperating Teacher as Model and Coach: What Leads to Student Teachers’ Perceptions of Preparedness? (2018, background): “Cooperating teachers (CTs) are one of the most acknowledged yet least understood contributors to the student teaching experience (Clift & Brady, 2005; Feiman-Nemser & Parker, 1993; Grossman, 2010; Guyton & McIntyre, 1990; NRC, 2010; Zeichner, 1980).”
The practicum in preservice teacher education: a review of empirical studies (2013, background): “Clift and Brady (2005) examined the impact of methods courses in several content areas and field experience on learning to teach in 105 studies.”
Beginning teachers moving toward effective elementary science teaching (2009, background): “Given what is known, however, about the resistance of preservice teachers even to coherent visions of practice (Clift & Brady, 2005), it seems crucial to work to improve the field experiences in these ways (Schwarz et al., 2008; Zembal-Saul, 2009, this issue).”