View in EDS

Educating for Equity: Alder Graduate School's Teacher Residency

Saved in:
Bibliographic Details
Title: Educating for Equity: Alder Graduate School's Teacher Residency
Language: English
Authors: Cathy Yun, Julie Fitz, Tomoko Nakajima, Chris Mauerman, Learning Policy Institute
Source: Learning Policy Institute. 2025.
Availability: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Peer Reviewed: Y
Page Count: 57
Publication Date: 2025
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Education Programs, Graduate Study, Schools of Education, Program Design, Student Recruitment, College Admission, Student Financial Aid, Student Personnel Services, Academic Support Services, Partnerships in Education, Organizational Culture, Outcomes of Education, Program Improvement, Educational Finance, Preservice Teacher Education, Equal Education
Geographic Terms: California
Abstract: In this report, the authors present a case study of the Alder Teacher Residency that was guided by the overarching question "How do successful residencies do their work?" This case is part of a larger multiple-case study of five California teacher residency programs across four different institutions of higher education (IHEs), with each case study conducted with the goal of documenting the details of program infrastructure; program design; recruitment strategies; resident, mentor teacher, and graduate supports; partnership; leadership; and financial sustainability. By understanding the details of how these residencies developed and operated their programming, the authors are able to share insights that can inform the design and continuous improvement of residency programs across the country. For each program, they drew data from program documents as well as interviews and focus groups with a wide range of constituents, such as current residents, residency graduates, mentor teachers, clinical coaches, course instructors, hosting or hiring principals, residency program leaders, teacher preparation program administrators, and LEA administrators. Transcriptions have been coded iteratively, both with attention to categories derived from prior research and to themes that emerged in the case study data. In particular, the authors focused their analytical attention on the following areas: (1) How are residencies structured in terms of their organization, programming, and financing?; (2) What is the experience like for residents?; (3) What procedural and structural features support the residency to enable smooth operations and success?; and (4) What ongoing challenges do residencies face?
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED674769
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED674769
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED674769
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Educating for Equity: Alder Graduate School's Teacher Residency
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cathy+Yun%22">Cathy Yun</searchLink><br /><searchLink fieldCode="AR" term="%22Julie+Fitz%22">Julie Fitz</searchLink><br /><searchLink fieldCode="AR" term="%22Tomoko+Nakajima%22">Tomoko Nakajima</searchLink><br /><searchLink fieldCode="AR" term="%22Chris+Mauerman%22">Chris Mauerman</searchLink><br /><searchLink fieldCode="AR" term="%22Learning+Policy+Institute%22">Learning Policy Institute</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Learning+Policy+Institute%22"><i>Learning Policy Institute</i></searchLink>. 2025.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 57
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Bill and Melinda Gates Foundation
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Schools+of+Education%22">Schools of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Design%22">Program Design</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Recruitment%22">Student Recruitment</searchLink><br /><searchLink fieldCode="DE" term="%22College+Admission%22">College Admission</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Financial+Aid%22">Student Financial Aid</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Personnel+Services%22">Student Personnel Services</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Support+Services%22">Academic Support Services</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Culture%22">Organizational Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Improvement%22">Program Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Finance%22">Educational Finance</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this report, the authors present a case study of the Alder Teacher Residency that was guided by the overarching question "How do successful residencies do their work?" This case is part of a larger multiple-case study of five California teacher residency programs across four different institutions of higher education (IHEs), with each case study conducted with the goal of documenting the details of program infrastructure; program design; recruitment strategies; resident, mentor teacher, and graduate supports; partnership; leadership; and financial sustainability. By understanding the details of how these residencies developed and operated their programming, the authors are able to share insights that can inform the design and continuous improvement of residency programs across the country. For each program, they drew data from program documents as well as interviews and focus groups with a wide range of constituents, such as current residents, residency graduates, mentor teachers, clinical coaches, course instructors, hosting or hiring principals, residency program leaders, teacher preparation program administrators, and LEA administrators. Transcriptions have been coded iteratively, both with attention to categories derived from prior research and to themes that emerged in the case study data. In particular, the authors focused their analytical attention on the following areas: (1) How are residencies structured in terms of their organization, programming, and financing?; (2) What is the experience like for residents?; (3) What procedural and structural features support the residency to enable smooth operations and success?; and (4) What ongoing challenges do residencies face?
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED674769
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED674769
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 57
    Subjects:
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Graduate Study
        Type: general
      – SubjectFull: Schools of Education
        Type: general
      – SubjectFull: Program Design
        Type: general
      – SubjectFull: Student Recruitment
        Type: general
      – SubjectFull: College Admission
        Type: general
      – SubjectFull: Student Financial Aid
        Type: general
      – SubjectFull: Student Personnel Services
        Type: general
      – SubjectFull: Academic Support Services
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Organizational Culture
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Program Improvement
        Type: general
      – SubjectFull: Educational Finance
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Educating for Equity: Alder Graduate School's Teacher Residency
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Learning Policy Institute
      – PersonEntity:
          Name:
            NameFull: Cathy Yun
      – PersonEntity:
          Name:
            NameFull: Julie Fitz
      – PersonEntity:
          Name:
            NameFull: Tomoko Nakajima
      – PersonEntity:
          Name:
            NameFull: Chris Mauerman
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Learning Policy Institute
              Type: main
ResultId 1