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Exploring Human Resource Development: Adult Learning And Education In The U.S., Andrea N. Smith 2015 University of Georgia

Exploring Human Resource Development: Adult Learning And Education In The U.S., Andrea N. Smith

FIRE: Forum for International Research in Education

The twentieth century has witnessed an upsurge of Human Resource Development (HRD) activities reflected through globalization and overall economic initiatives to improve the economy. This paper undertakes a critical approach to adult education in the United States and does so through the lens of human resource development issues, trends and policies. Through the use of key reports and other recent literature, adult education is placed in a wider economic development framework. It concludes that there is a future for adult education in the United States with implications for the program to provide a more comprehensive lens for understanding adult education ...


Reflections On My White Privilege And Understanding It: Thoughts From A Teacher Educator, Todd Sloan Cherner 2015 University of Tennessee, Knoxville

Reflections On My White Privilege And Understanding It: Thoughts From A Teacher Educator, Todd Sloan Cherner

Catalyst: A Social Justice Forum

The topic of White Privilege continually appears in a variety of contexts. As one of those contexts is teacher education, the author reflects on how he came to understand his White Privilege in this article. To frame his reflection, the author first unpacks the term “White Privilege” by drawing from other scholarly works and then explains how he came to understand its meaning. The author put forward his reflections as a way of sharing his experiences, in hopes they may help other White educators become aware of their own White Privilege and begin living socially conscious lives.


Community Teachers And The Preparation Of Special Education Teachers: A Case Study, John Delport, Christopher Daikos 2015 Coastal Carolina University

Community Teachers And The Preparation Of Special Education Teachers: A Case Study, John Delport, Christopher Daikos

Catalyst: A Social Justice Forum

The current context of special education classrooms across America is that of an increasing demographic complexity. There is a disproportionate representation of historically marginalized groups (HMGs) in special education that (re)emphasizes a disconnect between those students, their families, and schools. Coupled with a predominantly White middle-class teaching force not being prepared to effectively teach these students, it furthers the marginalization of HMG special education students. Using a feminist-standpoint theoretical framework, the authors put forward a rationale for special education teacher preparation programs to partner with community teachers working in community-based organizations (CBOs) that serve HMGs. The authors contend that ...


A Case For Community-Based Teacher Education: The Critical Space Between Social Justice-Oriented Teaching And Learning, Jacob Hackett, Ayinde Summers, Tony Coppage, Mecca Handy 2015 University of Washington Seattle

A Case For Community-Based Teacher Education: The Critical Space Between Social Justice-Oriented Teaching And Learning, Jacob Hackett, Ayinde Summers, Tony Coppage, Mecca Handy

Catalyst: A Social Justice Forum

A case-study analysis is used to examine the relationship between community partners and in-service public high school teachers who co-constructed a culturally responsive informal learning experience. An analysis of a summer literacy and character development camp for adolescent males of color provides a supportive argument for developing the Community-Based Teacher (Murrell, 2001). Culturally responsive informal learning experiences of public school students are the centerpiece of this case study as well as the shared experiential education instruction provided by community partners. Implications for teacher education programs, both traditional and Alternative Routes to Certification (ARCs) that purport mission statements integrating social justice ...


Fusing Literacy And The Arts To Meet Common Core Standards, Justin Jackson 2015 The College at Brockport

Fusing Literacy And The Arts To Meet Common Core Standards, Justin Jackson

Education and Human Development Master's Theses

The literacy demands of current elementary students continues to increase through the use of state testing and Common Core State Standards while the time devoted to creative exploration suffers on the sidelines. As a way to bridge this increasing gap, educators may look towards new means of integrating literacy with the fine arts to produce a creative, fresh appearance to literacy instruction beyond that of traditional reading and writing instruction. The fine arts can serve either as literacy or as a component to a literacy lesson. This project researches the benefits of including the fine arts in some capacity to ...


The Business Of Learning To Teach: A Critical Metaphor Analysis Of One Teacher's Journey, Lauren Gatti, Theresa Catalano 2015 University of Nebraska-Lincoln

The Business Of Learning To Teach: A Critical Metaphor Analysis Of One Teacher's Journey, Lauren Gatti, Theresa Catalano

Lauren Gatti

This article analyzes the learning to teach process of one novice teacher, Rachael, enrolled in an Urban Teacher Residency (UTR) in Harbor City, United States. Building on Loh and Hu's (2014) scholarship on neoliberalism and novice teachers, we employ Critical Metaphor Analysis (CMA) to make visible the ways in which Rachael contends with conflicting frames of learning to teach--TEACHING IS A JOURNEY vs. TEACHING IS A BUSINESS--within her program. Rachael encounters three primary obstacles: programmatic incompatibility, pedagogical paralysis, and, ultimately, programmatic abandonment. The discussion explores the potential consequences of learning to teach in neoliberal contexts.


Early Childhood Math Coaching: Relationships And Strategies, Cilla Williams Bercovici 2015 Northeastern University

Early Childhood Math Coaching: Relationships And Strategies, Cilla Williams Bercovici

Education Doctoral Theses

Falling scores in American student achievement in mathematics has prompted renewed interest in elementary math instruction. By their own admission, elementary school teachers, however, are not always comfortable teaching math. On-site math coaches/specialists can help teachers implement best practices and new standards. Since teachers' sense of efficacy has been shown to affect their instructional practices and, in turn, their students' math achievement, coaches' support of such efficacy is essential. This qualitative case study explored the relationships between elementary math coaches and early childhood educators. The goal was to identify the strategies most effective in developing and supporting teachers' sense ...


An Interpretative Phenomenological Analysis Of English-As-A-Second-Language (Esl) Teachers’ Motivational Beliefs In Developing Different Pedagogical Starategies, Ho Ying Chung 2015 Northeastern University

An Interpretative Phenomenological Analysis Of English-As-A-Second-Language (Esl) Teachers’ Motivational Beliefs In Developing Different Pedagogical Starategies, Ho Ying Chung

Education Doctoral Theses

Motivated teachers affect not only their own teaching quality and job satisfaction, but also their students' motivation and learning outcomes, and institutional culture and development. One self-financed tertiary college in Hong Kong has also begun to consider the significance of teacher motivation and revised its appraisal criteria to include evaluating teacher motivation. However, as of yet, the college has not developed programs, classes, or seminars designed to improve teacher motivation. Hence, teacher motivation, and the different ways to improve and assess it, has become an important consideration for higher education institutions like the research site. This study employed an interpretive ...


Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros 2015 University of Nebraska-Lincoln

Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros

Faculty Publications: Department of Teaching, Learning and Teacher Education

The classroom is a unique discursive space for the enactment of critical pedagogy. In some ways, all classroom discourse is critical because it is inherently political, and at the heart of critical pedagogy is an implicit understanding that power is negotiated daily by teachers and students. Historically, critical pedagogy is rooted in schools of thought that have emphasized the individual and the self in relation and in contrast to society, sociocultural and ideological forces, and economic factors and social progress. In addressing conceptualizations in Orthodox Marxism (with Karl Marx, Max Weber, and Emile Durkheim) in the mid-19th century and the ...


A Case Study Of The Effectiveness Of A Summer Transition Program For First-Time Ninth Grade Students, Jonathan Wickert 2015 Walden University

A Case Study Of The Effectiveness Of A Summer Transition Program For First-Time Ninth Grade Students, Jonathan Wickert

Dissertations and Doctoral Studies

High schools have undertaken numerous approaches to reduce the number of first-time 9th grade students who do not move to 10th grade with their cohort. The purpose of this study was to determine if a summer program successfully transitioned 9th grade students from middle school to high school environments. Guided by the stage-environment fit conceptual framework, this study explored the effectiveness of a summer transition program at acclimating first time 9th grade students to physical, social, and academic environments. A mixed-method design was used in the study. A t test was used with a sample of approximately 400 archival 9th ...


Effects Of Embedded Study-Skills Instruction On High School Students' Attitudes Toward Mathematics, Alberta Diahann Banks 2015 Walden University

Effects Of Embedded Study-Skills Instruction On High School Students' Attitudes Toward Mathematics, Alberta Diahann Banks

Dissertations and Doctoral Studies

The target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students' attitudes toward mathematics. Metacognitive theory was used for this study's framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative data from the Attitudes Toward Mathematics Inventory assessed students' pre- and post-instruction attitudes toward mathematics in 4 domains. Data were analyzed using 4 independent samples t tests for students who did and did not receive embedded instruction. Qualitative data were ...


The Lesson Observation On-Line (Evidence Portfolio) Platform, David G. Cooper 2015 University of Wolverhampton

The Lesson Observation On-Line (Evidence Portfolio) Platform, David G. Cooper

Australian Journal of Teacher Education

Abstract: At a time when teacher training is being moved to school-based programmes it is important to engage in a research-informed dialogue about creating more distinctive, and cost-effective 21st century models of teacher training. Three years ago I began feasibility field testing the Lesson Observation On-line (Evidence Portfolio) Platform [LOOP] concept (Cooper, 2012). Student-teachers from a university in the Midlands of England were video recorded, with their schools’ permissions, teaching mathematics’ lessons during their second period of teaching experience. The video recorded lessons together with the trainees’ lesson plans, accompanying lesson resources, lesson self-evaluations and snapshots of tangible, written ...


An Investigation Of Teachers’ Awareness And Willingness To Engage With A Self-Directed Professional Development Package On Gifted And Talented Education, Kylie T. Fraser-Seeto, Steven J. Howard, Stuart Woodcock 2015 University of Wollongong

An Investigation Of Teachers’ Awareness And Willingness To Engage With A Self-Directed Professional Development Package On Gifted And Talented Education, Kylie T. Fraser-Seeto, Steven J. Howard, Stuart Woodcock

Australian Journal of Teacher Education

Despite recognising the importance of educators in meeting the needs of gifted and talented students, research indicates that teachers often lack the essential knowledge, skills and confidence to identify and meet the needs of gifted and talented students. Evidence suggests this lack of preparation may be related to teachers’ professional development. This quantitative study of 96 primary school teachers aimed to provide an initial insight into the knowledge and uptake of the 2005 DEST/GERRIC Gifted and Talented Training Package. It further aimed to give some insight into teachers’ opinions and behaviours as it pertains to this mode of professional ...


Learning To Become Teacher Educators: Testimonies Of Three Phd Students In China, Rui Yuan 2015 The Chinese University of Hong Kong

Learning To Become Teacher Educators: Testimonies Of Three Phd Students In China, Rui Yuan

Australian Journal of Teacher Education

While there has been an increasing number of graduate students who enter teacher education after obtaining a higher research degree (e.g., PhD or EdD), scant attention has been paid to their professional learning as prospective teacher educators in higher education. To fill this gap, this study, informed by the social theory of learning, investigates how three PhD students learned to become teacher educators in a university in China. Drawing on the data from interviews and the participants’ personal reflections, the study shows that the participants engaged in professional learning by interacting with different others (e.g., teachers and teacher ...


How Does Pre-Service Teacher Preparedness To Use Icts For Learning And Teaching Develop Through Their Degree Program?, Lincoln Gill, Barney Dalgarno, Lauren Carlson 2015 Charles Sturt University

How Does Pre-Service Teacher Preparedness To Use Icts For Learning And Teaching Develop Through Their Degree Program?, Lincoln Gill, Barney Dalgarno, Lauren Carlson

Australian Journal of Teacher Education

It is now well accepted that graduating teachers need the capacity to integrate Information and Communication Technologies (ICTs) in ways which harness their learning affordances and develop students’ digital literacies. However, effective ICT integration in the classroom is challenging because it requires complex application of technological, pedagogical and content knowledge. A key challenge for teacher educators is the provision of learning experiences at university and on professional placement which will allow pre-service teachers to develop these capacities. Understanding the learning process of pre-service teachers in relation to ICT integration is essential if this teacher education challenge is to be addressed ...


Early Childhood Pre-Service Students’ Transitioning Into Discourses Of Professional Practice, Gloria Quinones, Avis Ridgway 2015 Monash University

Early Childhood Pre-Service Students’ Transitioning Into Discourses Of Professional Practice, Gloria Quinones, Avis Ridgway

Australian Journal of Teacher Education

The focus of this study is to investigate early childhood students’ discourses of play – based curriculum. In this paper we focus on how students made implicit and explicit links to the Victorian Early Years Learning and Development Framework (VEYLDF). Twenty-six early childhood students had volunteered their de-identified play and pedagogy assignments. We analysed their assignments and selected quotes that focused on their role as educators and related to the VEYLDF. We theorized the concept of conceptual reciprocity as students’ understanding of their role in being sensitive and reciprocal with children and families. Our findings indicated that early childhood pre-service students ...


Using Qualitative Research Methods To Assess The Degree Of Fit Between Teachers’ Reported Self-Efficacy Beliefs And Their Practical Knowledge During Teacher Education, Mark Wyatt 2015 University of Portsmouth

Using Qualitative Research Methods To Assess The Degree Of Fit Between Teachers’ Reported Self-Efficacy Beliefs And Their Practical Knowledge During Teacher Education, Mark Wyatt

Australian Journal of Teacher Education

Abstract: There is a need for qualitative research into teachers’ self-efficacy beliefs so that the relationship between these beliefs and other cognitions possessed by teachers, including their practical knowledge, can be better understood by teacher educators. Teachers’ self-efficacy beliefs may need supporting if they seem too low or challenging if they seem too high. However, clear criteria are needed to facilitate assessment, together with the use of rigorous qualitative methods. This article explores these issues while reporting on research conducted in Oman into the cognitions of two in-service English language teachers. There is a focus on how qualitative case study ...


Feedback, Iterative Processing And Academic Trust - Teacher Education Students' Perceptions Of Assessment Feedback, Susan E. Davis, Joanne M. Dargusch 2015 Central Queensland University

Feedback, Iterative Processing And Academic Trust - Teacher Education Students' Perceptions Of Assessment Feedback, Susan E. Davis, Joanne M. Dargusch

Australian Journal of Teacher Education

Abstract: Feedback and reflective processes play an important role in learning with both teachers and students required to play active roles. The importance of feedback processes and practices takes on an added dimension in the field of teacher education as the assessment and feedback processes are also professional practices that students themselves will be enacting in their professional roles. To this end, feedback provides opportunities for students to develop their own professional assessment literacy but also draws attention to the role of the teacher-education lecturer or assessor and the roles and relationships involved. This article reports on a research study ...


Language Teachers’ Conceptions Of Intelligence And Their Roles In Teacher Care And Teacher Feedback, Reza Pishghadam, Elham Naji Meidani, Gholam Hassan Khajavy 2015 Ferdowsi University of Mashhad

Language Teachers’ Conceptions Of Intelligence And Their Roles In Teacher Care And Teacher Feedback, Reza Pishghadam, Elham Naji Meidani, Gholam Hassan Khajavy

Australian Journal of Teacher Education

Abstract: The purpose of this study was to find the relationships among teachers’ conceptions of intelligence, teacher care, and teacher feedback in the realm of English Language Teaching (ELT). To this aim, three scales were developed to measure the aforementioned constructs. The participants consisted of 81 English as a Foreign Language (EFL) teachers and their 426 students who were learning English in private language institutes. The scales were validated by Confirmatory Factor Analysis (CFA) and the correlations among their subscales were investigated. The findings suggested that modularity, increasibility and applied ELT are associated with the nature and amount of teacher ...


Displaced Workers With Low Academic Skills Retraining At A Community College, May Hang Khang 2015 Walden University

Displaced Workers With Low Academic Skills Retraining At A Community College, May Hang Khang

Dissertations and Doctoral Studies

Community colleges in Western North Carolina have enrolled many displaced workers who lack basic academic skills and are unable to find jobs. This study focused on the problem of displaced workers with low academic skills who rarely advance beyond Adult Basic Education (ABE) classes for retraining in high-tech job skills. The purpose of this single case study was to determine the barriers that prevent functionally illiterate displaced workers or nontraditional students enrolled in ABE programs from completing ABE classes and advancing to retraining programs. The adult learning styles and learning impediments framework were used to study what prevented student advancement ...


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