Investigating the Third Space: A New Agenda for Teacher Education Research

Classified as probably not a substantial claim.

The traditional application of theory model results in disconnected and superficial learning.

“This is one means of avoiding the traditional “'application of theory model'” (Zeichner, 2010, p. 90) in which TCs learn theory at the university and go to their school placements to apply it which results in disconnected and superficial learning.”

• cites Zeichner, 2010 sourcePartly supported

  The Traditional Divide between Campus and Field-Based Teacher Education (p. 5) describes the application-of-theory model and says the disconnect between campus courses and school placements is often very great. The discussion on p. 6 identifies obstacles to learning in traditionally disconnected field experiences, but does not establish that the model necessarily results in superficial learning. (LLM, conf=0.86)

  Experimental — accuracy not yet measured

Classified as probably not a substantial claim.

Zeichner (2010) indicated faculty are not rewarded for their work in schools but for their scholarship.

“As Zeichner (2010) indicated, faculty are not rewarded for their work in schools but, instead, for their scholarship.”

• cites Zeichner (2010) sourcePartly supported

  Zeichner says there are few incentives for tenure-track faculty to coordinate campus and field-based teacher education (p. 4), and describes a lack of reward for good work in teacher education at research-oriented universities (p. 14). These passages support the point about school-related work, but do not explicitly say faculty are rewarded instead for their scholarship. (LLM, conf=0.84)

  Experimental — accuracy not yet measured

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The author worked with a school district that required researchers to pay a $50 application fee, align their work to the district's priority areas, and find a district sponsor for their research.

“I worked with a school district that required researchers to pay a $50 application fee, align their work to the district's priority areas, and find a district sponsor for their research.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Other districts operating in clinical programs have not even entertained the author's request to conduct research.

“Other districts operating in clinical programs have not even entertained my request to conduct research, and I know that my experiences are not unique.”

May combine two claims.

The standards and accountability movement has resulted in complex accountability systems for students and teachers that are troubled by validity issues such as curricular misalignment and disproportionate fallout on children of color.

“This movement has resulted in the complex accountability systems currently in place for students and teachers that are troubled by validity issues such as curricular misalignment (Popham, 2005) and disproportionate fallout on children of color (Shahjahan, 2011).”

• cites Popham, 2005Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Shahjahan, 2011 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

In the Third Space, it is possible to collapse traditional hierarchies and break down binaries to introduce more dynamic and egalitarian systems.

“In the Third Space, it is possible to collapse traditional hierarchies and break down binaries (Bhabha, 1994;Rutherford, 1990) in order to introduce more dynamic and egalitarian systems.”

• cites Bhabha, 1994Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Rutherford, 1990Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim. May combine two claims.

Third Space is an equalizer that challenges the historical identity of culture as a homogenizing, unifying force.

“According to Bhabha (1994), the Third Space is an equalizer-it “challenges our sense of the historical identity of culture as a homogenizing, unifying force” (p.54).”

• cites Bhabha, 1994Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The contextualized nature of case study yields analytic generalization which could inform other preparation programs although findings are not directly generalizable.

“The contextualized nature of case study yields analytic generalization (Yin, 2009) which could inform the work of other preparation programs although these findings would not be directly generalizable.”

• cites Yin, 2009Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Case study relies upon multiple methods of data collection and attending to a variety of evidence, which speaks to third-space ideology's emphasis on multiple ways of knowing.

“Although this design does not mandate that a broad range of stakeholders work together in order to conduct an investigation, case study relies upon multiple methods of data collection and attending to a variety of evidence (Yin, 2009) which speaks to third-space ideology's emphasis on multiple ways of knowing.”

• cites Yin, 2009Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

Cochran-Smith and colleagues (2009) made recommendations for a new agenda in teacher education almost a decade ago without widespread adoption.

“Cochran-Smith and colleagues (2009) made recommendations for a new agenda in teacher education almost a decade ago without widespread adoption.”

• cites Cochran-Smith and colleagues (2009)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Sykes and colleagues concluded that teaching is learned substantially in schools, so the obvious reform is to locate preparation there with the university playing an ancillary role.

“However, ultimately the authors concluded, “Teaching is learned so substantially in the schools that the obvious reform is to locate preparation there, with the university playing an ancillary rather than primary role” (p.470).”

• cites Sykes et al., 2010 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Handa and Tippins (2013) created an immersive service learning experience for math candidates to learn about rural villages and connect historic and modern ways of knowing.

“In the Philippines, Handa and Tippins (2013) created an immersive service learning experience for math candidates to learn about rural villages and connect historic and modern ways of knowing.”

• cites Handa and Tippins (2013) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

IHEs are set up as hierarchical systems in which empirical knowledge production is privileged.

“In sum, IHEs are set up as hierarchical systems in which empirical knowledge production is privileged”

May combine two claims.

Teacher residency programs recruit diverse candidates for hard-to-staff positions and retain teachers beyond average retention rates.

“What can be distilled from the teacher residency literature is that these programs recruit diverse candidates for hard-to-staff positions and retain teachers beyond average retention rates (Berry et al., 2008;Papay, West, Fullerton, & Kane, 2012).”

• cites Berry et al., 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Papay et al., 2012 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Sammons and colleagues' (2007) study incorporated student perspectives to better understand the influence of school climate and culture related to other variables.

“Sammons' and colleagues' (2007) study incorporated student perspectives in order to better understand the influence of school climate and culture related to other variables.”

• cites Sammons' and colleagues' (2007)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

The sheer size of the teaching profession may make it difficult to implement sweeping changes.

“Indeed, the sheer size of the teaching profession may make it difficult to implement sweeping changes (Sykes et al., 2010).”

• cites Sykes et al., 2010 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Stevenson (2015) used video-stimulated recall to uncover Inuit teachers' methods for teaching about their native cultures in Canada.

“Stevenson (2015) used video-stimulated recall in order to uncover Inuit teachers' methods for teaching about their native cultures in Canada.”

• cites Stevenson (2015) sourceNot checked — no full text of the source

May combine two claims.

The cited studies reveal tensions in these relationships as well as their dynamic nature.

“All of these studies reveal tensions in these relationships as well as their dynamic nature.”

May combine two claims.

The ESSA (2015) will return responsibility for accountability to states and school districts and incentivizes new teacher preparation structures.

“It is time to revisit this idea and methods for achieving this goal due to the authorization of the ESSA (2015) which will return responsibility for accountability to states and school districts (Klein, 2015;Zeichner, 2016) and incentivizes new teacher preparation structures.”

• cites Klein, 2015Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Zeichner, 2016Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Transformative mixed methods research has the explicit purpose of responding to societal inequities, engaging culturally diverse groups, and advancing social justice.

“In the same vein, transformative mixed methods research (Mertens, 2010) has the explicit purpose of responding to societal inequities, engaging culturally diverse groups, and advancing social justice.”

• cites Mertens, 2010 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Focus groups are another method of eliciting rich information from students because youth are social learners.

“Additionally, because youth are social learners, focus groups are another method of eliciting rich information from students (Eder & Fingerson, 2003).”

• cites Eder & Fingerson, 2003Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Participatory designs have an explicit focus on shared ownership of research projects, community-based analysis of social problems, and an orientation toward community action.

“Participatory designs have an explicit focus on “shared ownership of research projects, community-based analysis of social problems, and an orientation toward community action” (Kemmis & McTaggart, 2005, p. 273).”

• cites Kemmis & McTaggart, 2005Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

Mixed methods research can be viewed as a third-space paradigm for its valuing of diverse perspectives and a plurality of methods of data collection.

“According to both Johnson and Onwuegbuzie's (2004) and Greene's (2007) theorizing of paradigms and mental models, mixed methods research can be viewed as a third-space paradigm for its valuing of diverse perspectives and a plurality of methods of data collection.”

• AssumptionRests on an assumption: The Third Space is a space of revitalization and creativity in which all voices, narratives, and histories can be honored.

May combine two claims.

In first-space programs, either schools or IHEs are emphasized to the neglect of the other, which can result in thin TC learning.

“In first-space programs, either schools or IHEs are emphasized to the neglect of the other which can result in thin TC learning.”

Probably not a substantial claim: may not pass S2 (checkable).

Third-space programs require continuous reflection on evidence and outcomes as well as ongoing adjustment.

“Thus, third-space programs require continuous reflection on evidence and outcomes as well as ongoing adjustment-a process of experimentation, data collection, and reflection in endless iterations.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Teacher residencies were first created in Boston, Massachusetts and Chicago, Illinois as a means of home growing teachers for those urban districts.

“Teacher residencies were first created in Boston, Massachusetts and Chicago, Illinois as a means of “'home growing'” (Boggess, 2008, p. 8) teachers for those urban districts.”

• cites Boggess, 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

A 2013 study created a training program that explicitly incorporated practitioner and scholarly knowledge and discovered how this played out in nuanced ways in TCs' instruction.

“( 2013) created a training program that explicitly incorporated practitioner and scholarly knowledge and discovered how this played out in nuanced ways in TCs' instruction.”

• cites [2013]Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Learning to teach is a complex, long-term process best implemented through contextualized teacher preparation with yearlong experiences, community asset learning, teacher leaders, program evaluation, and hiring in the same district.

“Thus, learning to teach is a complex, long-term process that is best implemented through contextualized teacher preparation in which TCs complete yearlong experiences, learn the assets of a community, work with teacher leaders, aid in the systematic evaluation of the program, and are then hired in the same school district.”

Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing). May combine two claims.

Teacher education scholars have hypothesized that improvements in teacher education can be a catalyst for, or must be implemented in tandem with, innovations in P-12 education.

“Significantly, since the Holmes Group's seminal Tomorrow's Teachers (1986), teacher education scholars have hypothesized that improvements in teacher education can be a catalyst for, or must be implemented in tandem with, innovations in P-12 education (Darling-Hammond, 2010; Goodlad, 1990;Zimpher & Howey, 2005)”

• cites Darling-Hammond, 2010Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Goodlad, 1990Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Zimpher & Howey, 2005 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Research-based teacher education has been implemented in Finland for 30 years.

“Internationally, research-based teacher education has been implemented in Finland for 30 years (Malinen, Väisänen, & Savolainen, 2012)”

• cites Malinen, Väisänen, & Savolainen, 2012 sourceNot checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

Qualitative research offers description, demonstration of multiple perspectives, and connections to other settings, complementing quantitative data collection.

“The quantitative data collection so common in American schools today would be complemented by many affordances of qualitative research including the description that it offers, the demonstration of multiple perspectives, and connections to other settings (Tierney & Clemens, 2010).”

• cites Tierney & Clemens, 2010Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

Focus groups can soften power dynamics between researchers and students, eliminating the potential for students to provide responses they think researchers want, which could render data unreliable.

“This method of data collection can also soften power dynamics that may exist between researchers and students thus eliminating the potential for students to provide researchers with the responses they think that they want to hear which could render the data unreliable.”

Probably not a substantial claim: may not pass S3 (load-bearing).

There has long been disagreement between quantitative and qualitative purists in research paradigms.

“In considering research paradigms, there has long been disagreement between quantitative and qualitative purists (Johnson & Onwuegbuzie, 2004).”

• cites Johnson & Onwuegbuzie, 2004 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Third-space teacher education is best described as improvisational because individuals must continually adjust their work to achieve ambiguous and shifting goals.

“Perhaps Klein, Taylor, Onore, Strom, and Abrams (2013) are correct in noting that third-space teacher education is best described as “improvisational,” (p.52) because those individuals operating in that space must continually adjust their work in order to achieve the often ambiguous and shifting goals of the ideology.”

• cites Klein et al., 2013 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

School and university-based educators working in tandem to scaffold and guide teacher candidates can lead to a collective third space in which both individuals and the collective develop.

“As Martin, Snow, and Torrez (2011) explained, “[S]chool and universitybased educators, working in tandem to scaffold and guide teacher candidates, can lead to a collective third space in which both individuals and the collective develop.New and shared understandings and practices evolve through coordinated activity” (p.300).”

• cites Martin, Snow, and Torrez, 2011 sourceNot checked — no full text of the source

May combine two claims.

Teacher residency programs fulfill recruitment needs in urban districts and may be successful in retaining teachers beyond average rates.

“To sum, teacher residency programs fulfill recruitment needs in urban districts and may be successful in retaining teachers beyond average rates.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Smith (2017) provided a continuum for a research-based program that includes observations, interviews, and quantitative methods.

“in Norway, Smith (2017) recently provided a continuum for a research-based program that includes observations, interviews, and quantitative methods.”

• cites Smith (2017)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Zimpher and Howey (2005) made recommendations for P-16 partnerships within a reform agenda.

“Zimpher and Howey (2005) made recommendations for P-16 partnerships within a reform agenda including”

• cites Zimpher and Howey (2005) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Carnegie (2018) already recognizes universities with a community engaging classification for this work.

“( 2018) already recognizes universities with a community engaging classification for this work”

• cites [2018]Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim. May combine two claims.

The NCATE Blue Ribbon Panel report (2010) called for greater accountability, stronger candidate selection and placement, revitalized curricula, incentives, and hiring, supporting partnerships, and additional research on what works in clinical teacher preparation.

“An NCATE Blue Ribbon Panel report (2010) called for greater accountability; stronger candidate selection and placement; revitalized curricula, incentives, and hiring; supporting partnerships; and additional research on “what works” (p.iv) in clinical teacher preparation.”

• cites NCATE Blue Ribbon Panel report (2010)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based).

A necessary prerequisite to conduct research on clinical teacher education programs is access to school sites.

“A necessary prerequisite to conduct research on clinical teacher education programs is access to school sites.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Cochran-Smith and colleagues (2009) delineated four key elements in supporting a culture of evidence in teacher preparation programs.

“In 2009, Cochran-Smith and colleagues delineated four key elements in supporting a “culture of evidence” (p.459) in teacher preparation programs:”

• cites Cochran-Smith and colleagues (2009)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable).

Undertones of colonization are evident in policies that dictate research in schools.

“Undertones of colonization are evident in these policies that dictate the research in their schools.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Much like quantitative and qualitative research, the experiences and expertise of P-12 and university faculty provide a continuum of benefits rather than discrete advantages.

“Much like quantitative and qualitative research, the experiences and expertise of P-12 and university faculty provide a continuum of benefits rather than discrete advantages.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

The Holmes Group (1986) was the first collective of education scholars to advocate for reform in teacher education in the United States.

“The Holmes Group (1986) was the first collective of education scholars to advocate for reform in teacher education in the United States”

• cites The Holmes Group (1986)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Practitioner journals are more likely to reach teachers in the field and thus have a greater influence on P-12 students.

“However, practitioner journals are more likely to reach teachers in the field and thus have a greater influence on P-12 students.”

May combine two claims.

What can be distilled from the body of research on clinical teacher preparation are the importance of tightly-linked course work and field work, a focus on continuous improvement, and mission-specific or contextualized preparation.

“What can be distilled from the body of research on clinical teacher preparation are the importance of tightly-linked course work and field work (Brouwer & Korthagen, 2005); a focus on continuous improvement; and mission-specific or contextualized preparation (Darling-Hammond, 2006; Sykes et al., 2010).”

• cites Brouwer & Korthagen, 2005 sourceNot checked — no full text of the source
• cites Darling-Hammond, 2006 sourceNot checked — no full text of the source
• cites Sykes et al., 2010 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

According to the National Center for Teacher Residencies (n.d.), programs in this network are regularly audited and must abide by particular criteria including focused recruitment and selection of residents, robust selection and support for mentors, contextualized preservice preparation, carefully designed induction support, and strategic [criteria].

“According to the National Center for Teacher Residencies (n.d.), programs in this network are regularly audited and must abide by particular criteria including: (a) focused recruitment and selection of residents; (b) robust selection and support for mentors; (c) contextualized preservice preparation; (d) carefully designed induction support; and (e) strategic”

• cites National Center for Teacher Residencies (n.d.)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

The importance of continuous improvement in these partnerships is well known.

“importance of continuous improvement in these partnerships is well known(Darling-Hammond, 2006;Sykes et al., 2010; Urban Teacher Residency United, 2015)”

• cites Darling-Hammond, 2006 sourceNot checked — no full text of the source
• cites Sykes et al., 2010 sourceNot checked — no full text of the source
• cites Urban Teacher Residency United, 2015Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.