Education Commons^™

Teaching Big History, Richard B. Simon, Mojgan Behmand, Thomas Burke, Esther Quaedackers, Seohyung Kim, Kiowa Bower, Neal Wolfe, James B. Cunningham, Cynthia Taylor, Martin Anderson, J. Daniel May, Philip Novak, Debbie Daunt, Jaime Castner, Ethan Annis, Amy E. Gilbert, Anne Reid, Suzanne Roybal, Alan Schut, Cynthia Brown, Harlan Stelmach

Harlan Stelmach

Australian Higher Education Institutions Transforming The Future Of Teaching And Learning Through 3d Virtual Worlds, Sue Gregory, Brent Gregory, Matthew Campbell, Helen Farley, Suku Sinnappan, Shannon Kennedy-Clark, David Craven, Deborah Murdoch, Mark Jw Lee, Denise Wood, Jenny Grenfell, Angela Thomas, Kerrie Smith, Ian Warren, Heinz Dreher, Lindy Mckeown, Allan Ellis, Matthew Hillier, Steven Pace, Andrew Cram, Lyn Hay, Scott Grant, Carol Matthews

Shannon Kennedy-Clark

What are educators‟ motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively …

Parental Involvement In Secondary Schools [Book Chapter], Caron A. Westland

Caron Westland

No abstract provided.

K-12 Outreach: Identifying The Broader Impacts Of Four Outreach Projects, Barbara M. Moskal, Catherine Skokan, Agata Dean, Caron Westland, Heidi Barker, Que N. Nguyen, Jennifer Tafoya

Caron Westland

Over the last four years, a series of outreach programs have been offered through the Colorado School of Mines to middle school teachers from eleven school districts in the State of Colorado in the United States. Each of these programs is designed to illustrate through hands-on activities the application of mathematics to science and engineering. Each also has an academic year follow-up such that a faculty member, an expert teacher, or a graduate student assists the teachers in the classroom. An expected outcome of this effort is the improvement of instruction in mathematics and science in the participating middle schools; …

The Dichotomy Between The Concept Of Professionalism And The Reality Of Sexism In Teaching, Roberta Kaufman, Caron Westland, Robert Engvall

Caron Westland

Suggests that it is time to increase the professional status of teaching by demonstrating to society that the differences between teaching and more traditional professions are not about gender. There must be positive social construction that allows women access to their rightful place among all levels of organizational hierarchy.

Capitalizing On Connectors: Paraeducator Supervision Training Infused In Teacher Preparation Programs, Caron Westland, Ritu Chopra

Caron Westland

No abstract provided.

Evolving Roles: Relationships And Policy [Book Chapter], Heidi Barker, Caron Westland

Caron Westland

No abstract provided.

“Big History At Other Institutions: “Introduction’ And ‘The Big History Project: Bill Gates’S Favorite Course.’ ”, Mojgan Behmand

Mojgan Behmand

“Assessing Big History Outcomes: Or, How To Make Assessment Inspiring.”, Mojgan Behmand

Mojgan Behmand

"Big History And The Goals Of Liberal Education”, Mojgan Behmand

Mojgan Behmand

Teachers' Discourse On English Language Learners: Cultural Models Of Language And Learning, Amy Heineke

Amy J. Heineke

This qualitative case study explores teacher learning about English language learners (ELLs) in a small-group, school-based context at an urban elementary school inArizona. Sociocultural perspectives on teacher learning guided the analysis of teachers’ participation in a teacher study group over six months. The teacher study group aimed to support educators of ELLs at a time of new language policy implementation, which required ELLs to enroll in an English language development (ELD) classroom for four hours of skill-based English language instruction.

In the first semester of language policy implementation, I collected discursive data that showcased the social interaction of teachers and …

Leveraging Resources Across Units And Universities To Address Academic Literacies And Research Skills In Ontario Graduate Students, Melanie Mills, Elan Paulson

Melanie Mills

Fostering Preservice Teachers' "Nature Of Science" Understandings In A Physics Course, Ehsan Kattoula, Geeta Verma, Lisa Martin-Hansen

Geeta Verma

In this paper, the authors examine an algebra-based physics course designed for preservice teachers and explore how the course integrated two pedagogical strategies to bridge the gap between inquiry-learning experiences and the teachers' nature of science (NOS) understandings. The results of this research show that the explicit, reflective process allowed participants to examine their NOS understandings, which thereby fostered changes in their understanding.

Examining The Mediation Of Power In A Collaborative Community: Engaging In Informal Science As Authentic Practice, Anton Puvirajah, Geeta Verma, Horace Webb

Geeta Verma

Focusing on the interplay of context and language, this study examined a group of high school students and their mentors’ use of language during a robotics competition. This informal setting allowed us to gain insights into the mediation and manifestation of power within the group. Using critical discourse analysis of competition transcripts and interviews we found that both students and mentors felt a sense of ownership and community leading to symmetry in power amongst them. The shift in power led to greater student ownership and agency and created a space for authentic and meaningful science learning. The context of the …

The Influence Of University Coursework On Pre-Service Middle And High School Teachers’ Experiences With Multicultural Themes, Geeta Verma

Geeta Verma

The study explored the influence of university-based teacher education courses on pre-service middle and high school teachers’ experiences with multicultural themes in a secondary science alternative certification program. Eight participants (N = 8), six women and two men, volunteered to be a part of the study that took place over a period of four semesters. Qualitative data was collected, coded and analyzed to make meaning of the participants’ experiences. Data comprised of participants’ reflective journals, personal and group interviews, and classroom observations done in middle school practicum and high school student teaching placements. The findings indicated that while the participants …

Power Examined In Paradoxical Educational Contexts: Creating And Valuing Knowledge [Book Chapter], Geeta Verma

Geeta Verma

No abstract provided.

Science And Society In The Classroom: Using Sociocultural Perspectives To Develop Science Education, Geeta Verma

Geeta Verma

In 21st-century America, one of the goals of the education is to successfully prepare students for their meaningful, sustained, and robust participation in a democratic society. In the context of K–12 science education, this means educating students so that they develop into future adult citizen capable of considering and deciding on conflicting issues and policies influenced by science, technology, and sustainability issues. The challenge for science education is thus to find successful ways to integrate content, pedagogy, and citizenship education.

It is important to examine curricular approaches in science classrooms since most of the science education a student receives take …

Critical Mass In The Teacher Education Academy: Symbiosis And Diversity, Gertrude Tinker Sachs, Geeta Verma

Geeta Verma

Critical Mass in the Teacher Education Academy is a book that will generate a great deal of conversation about the value and contributions of teacher educators in preparing the next generation of teachers and teacher educators. Our work in the field of teacher education is ultimately grounded in who we are, where we have come from, and the extent to which we are prepared to acknowledge and critique our learning experiences. This book affirms the value of theorized self-critique and critical reflection in anchoring the field to empower educators to be active agents of change for the greater good. The …

Learning From Classroom Ethnographies: Same Places, Different Times [Book Chapter], David Fernie, Rebecca Kantor, Kimberlee Whaley

Rebecca Kantor

No abstract provided.

Social Constructivism [Book Chapter], Samara Madrid, Rebecca Kantor

Rebecca Kantor

No abstract provided.

"There It Is!" Exploring The Permanence Of Objects And The Power Of Self With Infants And Toddlers [Book Chapter], N. May, Rebecca Kantor, M. Sanderson

Rebecca Kantor

No abstract provided.

What We Have Learned Through An Ethnographic Lens [Book Chapter], David Fernie, Rebecca Kantor

Rebecca Kantor

No abstract provided.

Career Pathways In Ohio's Early Childhood Profession: Linking Systems Of Preparation Inside And Outside Of Higher Education [Book Chapter], Rebecca Kantor, David Fernie, J. Scott, O'Brien

Rebecca Kantor

No abstract provided.

Viewed Through A Prism: The Enterprise Of Early Childhood In Higher Education [Book Chapter], David Fernie, Rebecca Kantor

Rebecca Kantor

No abstract provided.

Our Reflections On Collaborative Research [Book Chapter], David Fernie, Rebecca Kantor

Rebecca Kantor

No abstract provided.

New Ideas And Existing Frameworks: Learning From Reggio Emilia [Book Chapter], Rebecca Kantor, K. Whaley

Rebecca Kantor

No abstract provided.

Cultural Knowledge And Social Competence Within A Preschool Peer Culture Group [Book Chapter], Rebecca Kantor, P. Eglas, David Fernie

Rebecca Kantor

No abstract provided.

Becoming Ethnographers Of An Early Childhood Classroom [Book Chapter], Rebecca Kantor, David Fernie

Rebecca Kantor

No abstract provided.

Early Childhood Classroom Processes, Rebecca Kantor, David Fernie

Rebecca Kantor

This Volume is the culminating project of 10 years of collaborative study in a preschool classroom, where each year, 3- and 4-year olds and their teachers meet daily to construct a life together in an early childhood program. In the chapters, each author presents a discussion of his or her early childhood education topic of interest. In each chapter the uniqueness of a sociocultural/ethnographic perspective and the field of a data analysis is highlighted through a comparison with a traditional early childhood literature on that topic. Certain salient and pervasive "cultural themes" emerged across analyses: peer culture and school culture, …

Peer Culture [Book Chapter], Rebecca Kantor, David Fernie, J. Galbraith

Rebecca Kantor

No abstract provided.