Category: Teacher Formation Podcast

We are Monica Kowalski and Erin Wibbens, professors of education working with beginning teachers in Catholic schools across the country. We believe that teacher formation is an ongoing process that includes learning from current research. In each episode, we will unpack a work of current educational scholarship and discuss applications for classroom teachers.

Teacher Formation Podcast, Episode 3: Grit

Posted on by Monica

https://soundcloud.com/monica-kowalski-927511621/teacher-formation-episode-3

In this episode, Erin Wibbens and I discuss the article What Shall we do about Grit? by Marcus Créde. We unpack the construct of grit and how it is similar to other ideas like persistence and resilience. We explore problems with measuring grit, interventions to improve grit, and why we feel that other constructs have more promise.
The article can be found here: journals.sagepub.com/doi/abs/10.310…13189X18801322

Find our future Podcast episodes on iTunes from now on!

 

Teacher Formation Podcast, Episode 2: Homework

Posted on by Monica

 

https://soundcloud.com/monica-kowalski-927511621/teacher-formation-episode-2

Homework might be one of the more contentious issues in education. How much homework should students have? Should homework be graded? For completion or accuracy? In this episode, we share our thoughts on these and other questions as we discuss a chapter on the role and use of homework in school from Tom Schimmer’s book Grading from the Outside In.
The book can be found here: www.amazon.com/dp/1936763850/ref…p_U_DPtBCbT3BB9GS

Podcast! Teacher Formation, Episode 1: Leveling Readers

Posted on by Monica

Teacher Formation, Episode 1

 

https://soundcloud.com/monica-kowalski-927511621/teacher-formation-episode-1

 

Dr. Erin Wibbens and I discuss this educational research article:

“What If ‘Just Right’ Is Just Wrong? The Unintended Consequences of Leveling Readers” by James Hoffman in The Reading Teacher, November/December 2017 (Vol. 71, #3, p. 265-273), http://onlinelibrary.wiley.com/wol1/doi/10.1002/trtr.1611/full;