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Articles 1 - 9 of 9
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A Quartet Of Essays On Scholarship, David Barnhizer
A Quartet Of Essays On Scholarship, David Barnhizer
David Barnhizer
Regardless of academic rhetoric, universities are powerful institutional systems that are as doctrinaire and hidebound in their behavior as any other institution whose beneficiaries are seeking to protect vested interests or simply defend that with which they are most familiar and on which their training is based and reputations sustained. This is consistent with Keynes’ conclusion that most university faculty are little more than “academic scribblers” who live their lives content to operate within the safe confines of the ideas and reward system in which they were initially indoctrinated and from which they extract benefits. While the ideal of the …
“Fire Away”: I Have No Right To Not Be Insulted, David Barnhizer
“Fire Away”: I Have No Right To Not Be Insulted, David Barnhizer
David Barnhizer
In theory, universities are the institutions that are responsible for advancing our freedom of thought and discourse through the work of independent scholars and the teaching of each generation of students. But for several decades, universities and other educational institutions have increasingly set up rules aimed at protecting individuals and groups from criticism that those newly empowered individuals and groups consider insensitive, offensive, harassing, intolerant and disrespectful, or critical of their core belief systems. Even though it has been claimed that disadvantaged interest groups have a right to use one-sided tactics of intolerance against those they consider to be responsible …
The Aging Of The American Law Professoriate, David Barnhizer
The Aging Of The American Law Professoriate, David Barnhizer
David Barnhizer
A recent (rather tasteless) article argued: “Professors approaching 70 … have an ethical obligation to step back and think seriously about quitting. If they do remain on the job, they should at least openly acknowledge they’re doing it mostly for themselves.” In “The Forever Professors: Academics Who Don’t Retire Are Greedy, Selfish, and Bad For Students”, the insensitive author added: “the number of professors 65 and older more than doubled between 2000 and 2011.” The author’s most intellectually savage comments were that: “faculty who delay retirement harm students, who in most cases would benefit from being taught by someone younger …
Creating Meaningful Learning Experiences For First Year Students, Ann Marie Smeraldi, Claudia Lilie
Creating Meaningful Learning Experiences For First Year Students, Ann Marie Smeraldi, Claudia Lilie
Ann Marie Smeraldi
With only 55.5% of U.S. college students graduating with a bachelor’s degree within 6 years there is an obvious need for interventions that will help students adjust to college culture and teach learning habits that foster students’ abilities to persist to graduation. This presentation will illuminate the process of weaving together study skills, a common reading book and life on a college campus to design a cohesive first year seminar that facilitates student success.
Improving Pre-Service Teachers’ Adaptive Metacognitive Practices Through Reflective Writing, Joanne E. Goodell
Improving Pre-Service Teachers’ Adaptive Metacognitive Practices Through Reflective Writing, Joanne E. Goodell
Joanne E Goodell
In this study, the use of critical incident reflective writing as a means to engage pre-service secondary mathematics teachers in adaptive metacognitive practices is discussed. This basic interpretive qualitative study uses a sample of 5 incident reports from each of 37 students whose final papers were previously analyzed (for possible total of 185 incident reports). The qualitative data analysis software N-Vivo was used to code each incident using a broad initial set of codes which present evidence of teachers’ personal practical theories (PPTs), a vision of teaching that they would like to see enacted in their classroom, a sense of …
Using Critical Incident Reflections: A Self-Study As A Mathematics Teacher Educator, Joanne E. Goodell
Using Critical Incident Reflections: A Self-Study As A Mathematics Teacher Educator, Joanne E. Goodell
Joanne E Goodell
In this paper, I report the results of a 4-year study into how my students learn to become mathematics teachers during the combined 15-week methods and field placement course I teach. At the start of most weekly methods class meetings, groups of three or four students reported their critical incidents to each other, and then chose one incident to report to the whole class. Each student then submitted a written report of 10 critical incidents for grading. At the end of each semester, I administered a questionnaire about the usefulness of each of the elements of the course. Using these …
Emergency Room Mode--A Service-Learning Case, Lisa Bauer, Carla Gerdes, Lee F. Wilberschied
Emergency Room Mode--A Service-Learning Case, Lisa Bauer, Carla Gerdes, Lee F. Wilberschied
Lee F. Wilberschied
This study examines the outcomes of a two-part service learning project in a summer practicum for English as Second Language (ESL) teacher endorsement candidates. First, 10 mainstream K12 teachers with 2 to 30 years' experience needed practice teaching students with linguistic and cultural differences. Their own service learning was to implement a summer family literacy program for ESL students. Second, these teachers had planned a service learning component for the ESL students. Teachers, feeling obliged to correct all the perceived linguistic deficits in students, went into a panic that they described as "emergency room mode." Regarding service learning and any …
The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak
The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak
Joanne E Goodell
The Northeast Ohio Model Schools Institute (NOMSI) provided professional development for school-based leadership teams in standards-based mathematics and science teaching practices and leadership skills. Leadership teams from six local school districts were recruited to attend a two-week summer institute in August 2001, which focused on national standards, principles of effective professional development, an understanding of the conditions necessary for change. One or two faculty from the College of Arts and Sciences at each university also participated in the summer institute. Teams prepared a professional development plan for their school or district and received a mini-grant to implement their plan. Coaches—experts …
Assessing The Impact Of Sustained Professional Development On Middle School Mathematics Teachers, Joanne E. Goodell, Lesley H. Parker, Jane Butler Kahle
Assessing The Impact Of Sustained Professional Development On Middle School Mathematics Teachers, Joanne E. Goodell, Lesley H. Parker, Jane Butler Kahle
Joanne E Goodell
The study reported in this paper examines the impact of the Ohio Statewide Systemic Initiative (SSI) on participating mathematics teachers. Quantitative data from 90 SSI-trained teachers and 400 teachers without training, along with qualitative data collected from seven SSI teachers who were visited in their classrooms are presented. Analysis of the quantitative data showed that SSI and Non-SSI teachers reported significantly different frequencies of reformed teaching practices and held significantly different views about the nature and pedagogy of mathematics. Qualitative data from the interviews highlighted that the SSI professional development experience, the ability to find creative ways to overcome lack …