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Full-Text Articles in Education
Developing And Modeling 21st-Century Skills With Preservice Teachers, Jacquelyn Urbani, Shadi Roshandel, Rosemarie Michaels, Elizabeth Truesdell
Developing And Modeling 21st-Century Skills With Preservice Teachers, Jacquelyn Urbani, Shadi Roshandel, Rosemarie Michaels, Elizabeth Truesdell
Elizabeth Truesdell
Today’s youth face a rapidly changing world, requiring them to move beyond basic formulaic knowledge and skills. Current educational policy, such as the Common Core State Standards (CCSS), represents a shift away from rote learning and memorization of facts to the development of the 21st-century skills of creativity: critical thinking; communication; collaboration; and information, media, and technology skills (IMTS). Business and political leaders also recognize the necessity in addressing these core competencies for the 21st-century landscape (Ravitch, 2010). For students to be competent in a global society, K–12 teachers need to develop, model, and assess the 21st-century skills in their …
Developing And Modeling 21st-Century Skills With Preservice Teachers, Jacquelyn Urbani, Shadi Roshandel, Rosemarie Michaels, Elizabeth Truesdell
Developing And Modeling 21st-Century Skills With Preservice Teachers, Jacquelyn Urbani, Shadi Roshandel, Rosemarie Michaels, Elizabeth Truesdell
Collected Faculty and Staff Scholarship
Today’s youth face a rapidly changing world, requiring them to move beyond basic formulaic knowledge and skills. Current educational policy, such as the Common Core State Standards (CCSS), represents a shift away from rote learning and memorization of facts to the development of the 21st-century skills of creativity: critical thinking; communication; collaboration; and information, media, and technology skills (IMTS). Business and political leaders also recognize the necessity in addressing these core competencies for the 21st-century landscape (Ravitch, 2010). For students to be competent in a global society, K–12 teachers need to develop, model, and assess the 21st-century skills in their …
A Case Study Of The Implementation And Impact Of The System For Teacher And Student Achievement (Tap), Tyrone D. Burton
A Case Study Of The Implementation And Impact Of The System For Teacher And Student Achievement (Tap), Tyrone D. Burton
Seton Hall University Dissertations and Theses (ETDs)
For many years, educators and researchers have debated over which variables influence student achievement. A growing body of evidence suggests that schools can make a great difference in terms of student achievement, and a substantial portion of that difference is attributed to teachers. (International Institute for Educational Planning, 2004). Specifically, differential teacher effectiveness is a strong determinant of differences in student learning, far outweighing the effects of differences in class size and class heterogeneity (Darling-Hammond, 2000). Students who are assigned to one ineffective teacher after another have significantly lower achievement and learning (that is, gains in achievement) than those who …
Why “Correcting” African American Language Speakers Is Counterproductive, Alice Lee
Why “Correcting” African American Language Speakers Is Counterproductive, Alice Lee
Language Arts Journal of Michigan
In this article, I address the topic of AAL usage in the classroom, particularly the line of thinking that assumes “correcting” the language is what will “set students up for success” in the future. By providing some abbreviated information on how children acquire language, I explain how AAL “correction” is actually counterproductive for student “success”—in both language acquisition and learning. Additionally, I will offer practical suggestions for how AAL can be incorporated in curriculum and instruction.
Navigating The Complex Practices Of Specialized Literacy Professionals In Formalized Teacher Leadership Positions, Thea Anne Yurkewecz
Navigating The Complex Practices Of Specialized Literacy Professionals In Formalized Teacher Leadership Positions, Thea Anne Yurkewecz
Legacy Theses & Dissertations (2009 - 2024)
This dissertation reports on how one school community engaged in a professional development grant initiative that incorporated teacher leadership. Teacher leaders may have numerous roles and responsibilities that support the professional learning and instructional practices of school communities. This study examined the experiences of three specialized literacy professionals as teacher leaders and professional development facilitators. Case study methodology (Merriam, 1998; Stake, 2005; Yin, 2009) and the six principles of adult learning (Knowles, Holton, & Swanson, 2005) provided a framework to capture the contextual and descriptive practices of how these teacher leaders navigated their roles and responsibilities. Three important findings emerged …
Teacher Affective Attitudes Inventory: Development And Validation Of A Teacher Self-Assessment Instrument, Holly M. King
Teacher Affective Attitudes Inventory: Development And Validation Of A Teacher Self-Assessment Instrument, Holly M. King
Antioch University Full-Text Dissertations & Theses
This study developed a teacher self-assessment instrument in the form of six factors across two overarching constructs, resulting in one Positive Relationships scale with three factors; and three related, but separate, scales measuring elements of the Classroom Environment. Many teacher skills and qualities are known to contribute to effectiveness in the classroom, such as teacher self-efficacy, content knowledge, pedagogical knowledge, and instructional knowledge. The inclusion of affective dimensions of teacher effectiveness can complement the prevailing focus on other measures of teacher effectiveness, through the consideration of critically important, but relatively ignored, aspects of effective teaching. This study examined teacher attitudes …