While there has been much research done by Deborah Ball and her colleagues at the University of Michigan concerning their TeacherWorks (teachingworks.org) program, I am curious what successes and failures other universities have had in implementing high-leverage practices (teachingworks.org/work-of-teaching/high-leverage-practices) into their programs.
http://www.teachingworks.org/
Brad Fogo in a 2014 issue highlights the work of Grossman and colleagues concept of "core practices." While distinctions abound, the work is somewhat comparable.
I think really good examples for a documented implementation of practices in teacher education are the TED Studies (for example TEDS_M ("Teacher Education and Development Study in Mathematics")). An extensive amount on literature on these studies in both German and English can be found on the following webpages:
https://www.erziehungswissenschaften.hu-berlin.de/de/institut/abteilungen/didaktik/mitarb/bloemeke/schriftenverzeichnis_html
https://www.teds-unterricht.uni-hamburg.de/weitere-teds-studien.html
https://www.teds-unterricht.uni-hamburg.de/weitere-teds-studien/teds-m/publikationen.html
Lampert and colleagues use the term "ambitious teaching" but they look at a lot of the same ideas as Ball. http://jte.sagepub.com/content/64/3/226.short
There are several math professors at McGill who use and teach these practices, but I don't think they have published anything yet. You could try contacting Annie Savard or Marta Kobiela to learn more from them.
Hi Dan
I'm not sure if this is helpful, but you may want to also have a read through John Hattie's Visible Learning. Hi meta-analysis is helpful in thinking about which practices we should consider employing writ large.
Three studies on HLTPs in K-12 teacher preparation in foreign languages have been published in the past few years:
Davin, K. J., & Troyan, F. J. (2015). The implementation of high-leverage teaching practices: From the university classroom to the field site. Foreign Language Annals, 48(1), 124-142.
Kearney, E. (2015). A high-leverage language teaching practice: Leading an open-ended group discussion. Foreign Language Annals, 48(1), 100-123.
Troyan, F. J., Davin, K. J., & Donato, R. (2013). Exploring a practice-based approach to foreign language teacher preparation: A work in progress. The Canadian Modern Language Review/La revue canadienne des lungs vivantes, 69, 154-180.
Some of this research has been funded by Phase II of ACTFL's Research Priorities Project. Some grant recipients for Phase III of the project are also investigating HLTPs, so there should be more research published in this area soon: http://www.actfl.org/news/press-releases/2015-16-research-priorities-project-recipients
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