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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 ...


Reforming Ontario Teachers (1990-2010): The Role Of The College Of Teachers, Janice Pennycook 2014 Western University

Reforming Ontario Teachers (1990-2010): The Role Of The College Of Teachers, Janice Pennycook

University of Western Ontario - Electronic Thesis and Dissertation Repository

This dissertation takes up the idea of the teacher as a professional and examines the period in Ontario between 1990 and 2010 when a change in teacher governance through the creation of the College of Teachers contributed to a refocusing of teacher evaluation policy and a redefining of what it means to be a professional teacher. Across a wide variety of settings, teachers are now viewed as central to successful education reform with the result that the requisite qualities of the professional teacher and how teachers are to be transformed to achieve these qualities have become the subjects of intense ...


A Collaborative Data Chat: Teaching Summative Assessment Data Use In Pre-Service Teacher Education, Jody Piro, Karen Dunlap, Tammy Shutt 2014 SelectedWorks

A Collaborative Data Chat: Teaching Summative Assessment Data Use In Pre-Service Teacher Education, Jody Piro, Karen Dunlap, Tammy Shutt

Jody Piro

As the quality of educational outputs has been problematized, accountability systems have driven reform based upon summative assessment data. These policies impact the ways that educators use data within schools and subsequently, how teacher education programs may adjust their curricula to teach data-driven decision making to inform instruction. This study explored the outcomes of an instructional intervention that taught data understanding, comprehension, and data use with pre-service teacher candidates. The intervention was based on the premise that using data for professional purposes is becoming a necessary proficiency for teacher education graduates and that teacher education curricula must explicitly address that ...


Principles Of Catholic Social Teaching, Critical Pedagogy, And The Theory Of Intersectionality: An Integrated Framework To Examine The Roles Of Social Status In The Formation Of Catholic Teachers, Caroline Marie Eick, Patrick A. Ryan 2014 Loyola Marymount University and Loyola Law School

Principles Of Catholic Social Teaching, Critical Pedagogy, And The Theory Of Intersectionality: An Integrated Framework To Examine The Roles Of Social Status In The Formation Of Catholic Teachers, Caroline Marie Eick, Patrick A. Ryan

Journal of Catholic Education

This article discusses the relevance of an analytic framework that integrates principles of Catholic social teaching, critical pedagogy, and the theory of intersectionality to explain attitudes toward marginalized youth held by Catholic students preparing to become teachers. The framework emerges from five years of action research data collected in Foundations of American Education classes in a teacher education program of a Mid-Atlantic Catholic Liberal Arts University. The authors propose new directions for research on Catholic schools and suggest that the gaps between espoused values and practices in Catholic schools as identified by researchers over the last decade might be more ...


Motivation And Job Satisfaction Of Catholic School Teachers, John J. Convey 2014 Loyola Marymount University and Loyola Law School

Motivation And Job Satisfaction Of Catholic School Teachers, John J. Convey

Journal of Catholic Education

This article examines the relationship between Catholic school teachers’ motivation and job satisfaction. The data are derived from a survey of 716 teachers in Catholic elementary and secondary schools in three dioceses in the US (Atlanta, GA; Biloxi, MS; and Cheyenne, WY). The school’s academic philosophy and its environment were important predictors of the teachers’ satisfaction with their work with students and with their relationships with administrators and other teachers. The motivation to teach in the school because it was a Catholic school was an important predictor of the teachers’ satisfaction with the school. The results of the study ...


A Testimony Of Hope. A Book Review Of Critical Consciousness In Curricular Research, Audrey Lingley 2014 Lewis and Clark Graduate School of Education and Counseling

A Testimony Of Hope. A Book Review Of Critical Consciousness In Curricular Research, Audrey Lingley

Democracy and Education

The anthology Critical Consciousness in Curricular Research: Evidence from the Field (William-White, Muccular, D., Muccular, G., & Brown, 2013) contains a multilogical collection of strategies for establishing curriculum work as an integral part of what it means to be a teacher. Although the contributors represent a diverse range of backgrounds, perspectives, and years in education, a common manifesto emerges: Curriculum inquiry is a pathway for the enactment of democratic pedagogy and enfranchisement of marginalized students (and teachers). The editors provide a vibrant and engaging testimony of hope with which to revitalize the notion of curriculum work as part of what is ...


Flying Sandwiches And Broken Glasses. A Response To "New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches", Sigal R. Ben-Porath 2014 Lewis and Clark Graduate School of Education and Counseling

Flying Sandwiches And Broken Glasses. A Response To "New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches", Sigal R. Ben-Porath

Democracy and Education

The authors of the feature article provide a sound analysis of the shortcomings of the new teacher training model in preparing professional teachers rather than technicians, in getting them ready to teach in varied environments, and in helping teachers and students develop their skills of participation in a democratic society. In this response I outline an additional key issue related to apprenticeship-based teacher training models of the type that Match and Relay represent, namely, the matter of accountability.


Critical Discomfort And Deep Engagement Needed For Transformation. A Response To "Respect Differences? Challenging The Common Guidelines In Social Justice Education", Rick Ayers 2014 Lewis and Clark Graduate School of Education and Counseling

Critical Discomfort And Deep Engagement Needed For Transformation. A Response To "Respect Differences? Challenging The Common Guidelines In Social Justice Education", Rick Ayers

Democracy and Education

This essay seeks to engage the discussion about how to successfully conduct social justice and critical pedagogy classes for teacher candidates. Because the identity and consciousness of teachers is such a crucial factor in equity education, teacher-educators seek to challenge and transform hegemonic assumptions. The essay seeks to engage some of the main points of Sensoy and DiAngelo and to extend the conversation to other considerations and issues that arise in the work to develop educators committed to equity and justice.


Democratic Teaching: An Incomplete Job Description, Rachel Bradshaw 2014 Lewis and Clark Graduate School of Education and Counseling

Democratic Teaching: An Incomplete Job Description, Rachel Bradshaw

Democracy and Education

The importance of public education in democratic states is almost beyond dispute. Too often, though, discussions of democratic education focus solely on policies and systems, forgetting the individual teachers who are ultimately responsible for educating future citizens. This paper attempts to illustrate just how complex and significant the role of teachers in a democratic republic can be.


New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches, Sarah Marie Stitzlein, Craig K. West 2014 Lewis and Clark Graduate School of Education and Counseling

New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches, Sarah Marie Stitzlein, Craig K. West

Democracy and Education

This article critically analyzes the application of charter school techniques in teacher education, especially in two noteworthy programs: the newly developed Relay Graduate School of Education and Match Teacher Residency. We describe how their approaches to teacher preparation differ from traditional teacher education programs. We also raise concern regarding the ways charter-inspired teacher preparation programs overlook the contributions of theory to good teaching, jeopardize teacher flexibility, alter understandings of the professional practice of teaching, and threaten the overarching purpose of educating for democracy that is integral to traditional teacher colleges. We emphasize educationally worthwhile approaches from this new domain of ...


Pre‐Service Teachers’ Use Of Content Knowledge To Inform Formative Assessment Strategies In An Integrated Life Sciences Methods Course, Jaime Sabel, Cory Forbes 2014 University of Nebraska - Lincoln

Pre‐Service Teachers’ Use Of Content Knowledge To Inform Formative Assessment Strategies In An Integrated Life Sciences Methods Course, Jaime Sabel, Cory Forbes

DBER Speaker Series

Pre‐service elementary teachers should learn essential science concepts, how to apply those concepts to practice in elementary science learning environments, and how to effectively connect students’ ideas to appropriate instructional strategies. In order to effectively engage students in scientific practices and connect students’ ideas about science to appropriate instructional strategies, teachers should learn to engage in high‐leverage instructional practices, such as formative assessment. However, teachers may not understand formative assessment or possess enough science content knowledge to effectively engage in related instructional practices. To address these needs, we developed an innovative course for elementary pre‐service teachers built ...


Student Assessment In The Ohio Teacher Evaluation System (Otes): Is It Improving Instructional Practices In The Music Classroom?, Rachael Fleischaker 2014 Kent State University

Student Assessment In The Ohio Teacher Evaluation System (Otes): Is It Improving Instructional Practices In The Music Classroom?, Rachael Fleischaker

Excellence in Performing Arts Research

This study investigated the impact of student growth measures required by the Ohio Teacher Evaluation System (OTES) on instructional practices of music teachers. The participants were music teachers employed in public school settings from seven counties in northeast Ohio. The participants specialized in a variety of content areas (instrumental, vocal, and general) with students ranging in age from kindergarten through high school. Participants taught in diverse geographic, ethnic, and economic situations. Data was collected via an online survey. The music teachers answered questions about their demographics, current situations, professional involvement in the development of student learning objectives for their school ...


Acceptance Of Evolution By America’S Educators Of Prospective Teachers, Guillermo Paz-y-Miño-C, Avelina Espinosa 2014 Roger Williams University

Acceptance Of Evolution By America’S Educators Of Prospective Teachers, Guillermo Paz-Y-Miño-C, Avelina Espinosa

New England Science Public: Series Evolution

Paz-y-Miño-C G & Espinosa A. 2014. Acceptance of Evolution by America’s Educators of Prospective Teachers. New England Science Public: Series Evolution 2(1): 1-92 (ISSN: 2326-0971). In NESP Series Evolution Vol 2 No 1, Paz-y-Miño-C and Espinosa use the conceptual framework of the Incompatibility Hypothesis (i.e. science/evolution and belief in supernatural causation are incompatible) to document the patterns of acceptance of evolution of 495 Educators of Prospective Teachers affiliated with 281 colleges and universities widely distributed in 4 regions, 9 divisions, and 50 states in the United States. These higher-education professionals (65% PhD-, 22% doctorate-holders) were polled in five areas: (i) their views about evolution, creationism and Intelligent Design, (ii) their understanding of how science and the evolutionary process work, (iii) their position about the hypothetical ‘harmony or compatibility’ between science/evolution and supernatural causation, (iv) their awareness of the age of the Earth, its moon, our solar system and the universe, and the application of the concept of evolution to the cosmos, and (v) their personal convictions concerning the evolution and/or creation of humans in the context of the educators’ religiosity. The authors report that acceptance of evolution among these educators was influenced by their level of understanding the foundations of science/evolution and their beliefs in supernatural causation. In comparison to two other populations, whose acceptance of evolution had already been documented in Paz-y-Miño-C’s and Espinosa’s previous research (i.e. New England research faculty, non-educators, and college students; NESP Ser Evol Vol 1 No 1), the educators had an intermediate level of understanding science/evolution, low acceptance of evolution, and high religiosity, as follows: 59% of the educators accepted evolution openly, 51% thought that evolution is definitely true, and 59% admitted to be religious. Among the New England researchers, 94% accepted evolution openly, 82% thought that evolution is definitely true, and 29% admitted to be religious. Among the students, 63% accepted evolution openly, 58% thought that evolution is definitely true, and 37% admitted to be religious. Educators in each of the four regions of the United ...


Child Maltreatment: What Attitudinal Factors Of Commitment, Confidence, And Concern Predict Reporting Practices Of Preservice Speech-Language Pathologists?, Alan Smith 2014 Liberty University

Child Maltreatment: What Attitudinal Factors Of Commitment, Confidence, And Concern Predict Reporting Practices Of Preservice Speech-Language Pathologists?, Alan Smith

Doctoral Dissertations and Projects

The pervasiveness of child maltreatment is a global issue, although its impact on the United States is markedly severe. The mortality rate for children four years of age and younger continues to rise annually, with an especially alarming increase present for children with disabilities. Although inservice and preservice educators, including speech-language pathologists, are mandated to report suspected maltreatment, several obstacles appear to hinder their actions. Understanding the factors that predict an individuals' likelihood of reporting malfeasance may help minimize maltreatment occurrence and child mortality. Preservice speech- language pathologists attending accredited programs in the United States were surveyed regarding their attitudes ...


Annual Impact Report 2014: A Report By The Impact Data Collection And Analysis Team, Part 1, Chantal Levesque-Bristol 2014 Purdue University

Annual Impact Report 2014: A Report By The Impact Data Collection And Analysis Team, Part 1, Chantal Levesque-Bristol

IMPACT Reports

This is an annual report of Instruction Matters: Purdue Academic Course Transformation (IMPACT). IMPACT was created in 2010, and is a large collaborative initiative on the Purdue West Lafayette campus involving multiple key partners across campus including the Office of the Provost, Center for Instructional Excellence (CIE), Information Technologies at Purdue (ITaP), Purdue Libraries, the Discovery Learning Research Center (DLRC), and Purdue Extended Campus (PEC). IMPACT works with instructors to redesign large enrollment, foundational courses with the aim of engaging students more fully in their learning and creating a more student-centered environment, with the expectation that this will improve student ...


The Nebraska Educator, Volume 1: 2014 (Complete Issue), Kristine Sudbeck Editor-in-Chief, Jeff Espineli, Abraham Flanigan, Sarah McBrien, Jessica Sierk 2014 University of Nebraska - Lincoln

The Nebraska Educator, Volume 1: 2014 (Complete Issue), Kristine Sudbeck Editor-In-Chief, Jeff Espineli, Abraham Flanigan, Sarah Mcbrien, Jessica Sierk

The Nebraska Educator: A Student-Led Journal

The Nebraska Educator is an open access peer-reviewed academic education journal at the University of Nebraska-Lincoln. This journal is produced by UNL graduate students and publishes articles on a broad range of education topics that are timely and have relevance in the field of all levels of education. We seek original research that covers topics which include but are not limited to: (a) curriculum, teaching and professional development; (b) education policy, practice and analysis; (c) literacy, language and culture; (d) school, society and reform; and (e) teaching and learning with technologies.

Urban Immersion: Changing Pre-service Teachers' Perceptions of Urban Schools ...


Thinking It Through: Australian Students’ Skills In Creative Problem Solving, Lisa De Bortoli, Greg Macaskill 2014 Australian Council for Educational Research

Thinking It Through: Australian Students’ Skills In Creative Problem Solving, Lisa De Bortoli, Greg Macaskill

OECD Programme for International Student Assessment (PISA Australia)

In every PISA survey, students from every participating country are assessed in the core domains of mathematics, science and reading literacy. In addition to assessing these literacy domains, the OECD proposes additional assessments in other domains. In PISA 2003, a paper-based assessment of cross- disciplinary problem solving was first assessed, when it was included as a core domain. In PISA 2012, problem solving was once again assessed, this time as an optional computer-based assessment.

The focus of the PISA 2012 assessment of problem solving was: Are today’s 15-year-old students acquiring the problem-solving skills that will prepare them to meet ...


Using Video Prompting To Teach High School Students With Moderate Intellectual Disabilities A Vocational Skill With A Portable Video Delivery System Employing A Qualitative Case Study, John Newman 2014 Liberty University

Using Video Prompting To Teach High School Students With Moderate Intellectual Disabilities A Vocational Skill With A Portable Video Delivery System Employing A Qualitative Case Study, John Newman

Doctoral Dissertations and Projects

The purpose of this study was to determine the effectiveness of portable video devices in the delivery of video content using video prompting to teach functional life skills to three high school students with moderate intellectual disabilities. The theoretical frameworks of the social learning theory, anchored instruction, and situated cognition show promise as the foundation of the development of specialized curricula to improve students' functioning in adaptive behavior skills. The study utilized a qualitative case study approach, using a multiple-probe across tasks and a single-subject design to obtain quantitative data as the first data collection strategy for a qualitative case ...


Exploring Preschool Educators' Funds Of Knowledge About Print Literacy Pedagogy Through A Narrative Lens, Nazila Eisazadeh 2014 Western University

Exploring Preschool Educators' Funds Of Knowledge About Print Literacy Pedagogy Through A Narrative Lens, Nazila Eisazadeh

University of Western Ontario - Electronic Thesis and Dissertation Repository

This thesis reports on a narrative case study in which I explored early childhood educators’ (ECEs) beliefs about print literacy and play pedagogies. The purpose of the study was to learn about the ECEs’ subjective views regarding how to support young children’s print literacy; the extent to which ECEs viewed play as a contributing factor in children’s print literacy development; and how ECEs appropriated their understandings of the relationship between play and print literacy. I conducted in-depth, qualitative interviews with six registered early childhood educators (RECEs) employed in privately funded childcare centres in Ontario, Canada. I asked: What ...


Managing Classroom Culture: Classroom Demographic Shift Affects Teacher Preparedness, Julie Panebianco 2014 Purdue University

Managing Classroom Culture: Classroom Demographic Shift Affects Teacher Preparedness, Julie Panebianco

Purdue Journal of Service-Learning and International Engagement

No abstract provided.


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