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Full-Text Articles in Education
Currere, Unexpected Journeys, And Unplanned Destinations In Academia, Susan R. Adams
Currere, Unexpected Journeys, And Unplanned Destinations In Academia, Susan R. Adams
Susan Adams
A sudden change of teaching placements forced my return to graduate school at the age of 40. Transformative graduate school learning resulted in the completion of a Ph.D. and earning a tenure track position in teacher education. This essay uses Pinar’s four steps of currere provide a lens to examine the past, look toward the future, take opportunity to look backward to the past while examining the present, and then re-enter the present. Mezirow’s transformative adult learning theory lends guidance for understanding why older adults may be uniquely poised to navigate successfully the complex maze of academia.
Five Strategies To Support All Teachers: Suggestions To Get Off The Slippery Slope Of "Cookbook" Science Teaching, Paula A. Magee, Ryan Flessner
Five Strategies To Support All Teachers: Suggestions To Get Off The Slippery Slope Of "Cookbook" Science Teaching, Paula A. Magee, Ryan Flessner
Ryan Flessner
Many teachers shudder at the thought of implementing an inquiry curriculum. Perhaps they envision a rowdy classroom with little learning. Maybe they wonder, "How will this connect to all the standards?" Fortunately, these legitimate concerns can be addressed, and all students can engage in thoughtfully constructed inquiry science experiences. In this article, we outline five strategies that we have used with elementary school teachers as they moved from a "cookbook" approach in science to an approach that is inquiry-based. Having presented these five strategies in a linear format, we know that on the surface this may seem close to the …
Working Toward A Third Space In The Teaching Of Elementary Mathematics, Ryan Flessner
Working Toward A Third Space In The Teaching Of Elementary Mathematics, Ryan Flessner
Ryan Flessner
Building on work in the area of third space theory, this study documents one teacher’s efforts to create third spaces in an elementary mathematics classroom. In an attempt to link the worlds of theory and practice, I examine how the work of other theorists and researchers – inside and outside the field of education – can create new lenses for classroom practitioners. In addition, the article provides evidence that third spaces may be more difficult to realize than others have described. Rather than forcing a third space to emerge, what this study finds more important is creating an environment that …
Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney
Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney
Susan Adams
School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …
Assessment At The Program Level: Using Assessment To Improve Undergraduate Statistics Programs, Roxy Peck, Beth Chance
Assessment At The Program Level: Using Assessment To Improve Undergraduate Statistics Programs, Roxy Peck, Beth Chance
Beth Chance
With the growing focus on assessment and accountability, programs at many universities are now expected to define learning goals and objectives at the program level (as opposed to the course level) and to devise strategies for assessing whether these goals and objectives are being met. This paper will look at the role of assessment at the program level and how the resulting information about student learning can be used to make informed decisions about curriculum.