January 1 2006
Project PRE, a $3.9 million grant from the U.S. Department of Education, encompasses multiple initiatives as it works to achieve the goals of teacher quality enhancement. Irene Brock, the project's lead co-director, and Linnea Rademaker, its evaluation director, have reported on the project's initiatives and successes at a number of recent conferences.
Karen Hamilton, assistant professor of curriculum, instruction and media technology (CIMT) and co-facilitator of Project PRE's Mentor Teacher Preparation (MTP) program, recently made a presentation with Rademaker on "Mentor Teacher Preparation: Mentors' and Teachers' Perceptions about Projected Mentor-Mentee Concerns Compared with Mentor Perceptions Post First-Year Mentoring" at the peer-reviewed Seventeenth Annual Ethnographic and Qualitative Research in Education (EQRE) conference at Cedarville University in Cedarville, Ohio. Their presentation was one of few from the conference selected for publication in an upcoming collection of conference proceedings to be published by Cambridge Press.
Brock and Rademaker also traveled to the 2005 Curriculum and Pedagogy Conference at Miami University in Oxford, Ohio. Their presentation, "Whose knowledge and how to teach it: Examining assumptions within a tripartite collaboration to reform teacher education" highlighted the development of the new teacher education program (TEP) - a key initiative of Project PRE.
They examined the issue of collaboration more deeply as they traveled to Washington, D.C., along with Ann Rider, co-director of Project PRE and associate dean of ISU's College of Arts and Sciences; Holly Pies, co-director of Project PRE and curriculum coordinator for the Vigo County School Corporation; Diana Quatroche, chairperson of the department of early, elementary and special education; David Hofmeister, chairperson of the department of curriculum, instruction and media technology at ISU; and Jay Gatrell, assistant professor in the department of geography, geology and anthropology, coordinator of social science education and administrative fellow in the College of Arts and Sciences. Their presentation at the Teacher Quality Enhancement grant conference, entitled "Partnering to Reform Education. Emphasis on the 'Partnering:' An Exercise in Collaboration," brought together the combined expertise of the PRE-tripartite - the College of Education, the content-area colleges, and the K-12 schools.
Rademaker and Deborah Flurkey, a graduate assistant for Project PRE and a doctoral candidate in CIMT, traveled to the combined American Evaluation Association and Canadian Evaluation Society conference in Toronto, Canada. They presented their paper, "Using a modified 'pragmatic parallel,' mixed-methods evaluation to realize the requests of multiple stakeholders in the evaluation of a grant-funded program." The session was aimed at examining the use of qualitative methods in the evaluation process.
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