OISE School-University Partnership Projects with Induction Components

“ School/University Partnerships: Research Into Practice is a unique research and practice initiative in OISE’s Initial Teacher Education program. Since its inception in the 2002-2003 academic year, it has focused on enhancing learning experiences and strengthening relationships between OISE’s field partners and the university….Through mutually enhancing the intersecting school-university communities, educators can better address complex challenges that are confronting schools—especially while they seek to deepen and improve student understanding and achievement.”

Rolheiser, C. (2008). School/university partnerships: Enriching and extending partnerships (Ed.), Toronto, ON: OISE/UT Teacher Education Program.

Articles

Ien, J., & Lordon, M. (2008). From risk to relief: Advocating for at-risk students and
programs. In C. Rolheiser (Ed.), School/university partnerships: Enriching and
extending partnerships (pp. 35-40). Toronto, ON: OISE/UT Teacher Education Program.

Objectives:

To identify the challenges and possibilities that teacher candidates and new teachers face while working with students at risk and related programming

To identify how teacher candidates and new teachers may be supported to meet the needs of students at risk and related programming

To empower research participants to share their experiences and, in so doing, to help inform a more responsive teacher education curriculum and professional induction process

Eldridge, J., Borczon, T., & Wolfe, J. (2007). Preparing teachers to meet the needs of
   learners with exceptionalities. In C. Rolheiser (Ed.), School/university partnerships:
   Transformation of teacher education (pp. 6-8). Toronto, ON: OISE/UT Teacher
     Education Program.

Objectives:

To ascertain the needs of beginning teachers and field partners in meeting the needs of students with exceptionalities

To identify the needs of current OISE teacher candidates in the area of special education

To increase our teacher candidate level of knowledge about special education through an additional 12-hour special education course

Swartz, L., & Giles, J. (2007). Men who choose to teach in the elementary division: From
   preparation to induction and beyond. In C. Rolheiser (Ed.), School/university
   partnerships: Transformation of teacher education (pp. 24-26). Toronto, ON: OISE/UT
   Teacher Education Program.

Objectives:

This research was framed by three key questions:

How are males who choose to enter the profession prepared for working in the elementary division?

What are the strengths and challenges of males working in the elementary division?

How can males who choose to work in elementary classrooms best receive support during their training and induction into the profession?

Swartz, L., & Giles, J. (2008). Inductees as mentors: Men who choose to teach in the
   elementary division—phase two. In C. Rolheiser (Ed.), School/university partnerships:
   Enriching and extending partnerships (pp. 41-45). Toronto, ON: OISE/UT Teacher
   Education Program.

Objectives:

The research objectives were framed by three key questions:

How might beginning teachers serve as mentors to teacher candidates?

How might male inductees better reflect on their journey as beginning teachers by having a context for sharing their stories?

What are the strengths and challenges of males working in the elementary division?