Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Pedagogy (38)
- Education (20)
- Teaching (19)
- Professional development (17)
- Teacher education (17)
-
- Higher education (16)
- Articles (15)
- Publications (13)
- Book Chapters (12)
- Learning (11)
- Teachers (11)
- Higher Education (9)
- Comics (8)
- Information & Library Science (8)
- Mathematics Education (8)
- TESOL (8)
- Fiction (7)
- Graphic novels (7)
- Schools (7)
- Technology (7)
- Big History (6)
- Information literacy (6)
- Literacy (6)
- Communication (5)
- Culture (5)
- Curriculum (5)
- Engineering (5)
- Evaluation (5)
- ICT (5)
- Mathematics (5)
- Publication Year
- Publication
-
- Dr Elizabeth Hartnell-Young (29)
- Charlie Sweet (26)
- Rebecca Kantor (26)
- Hal Blythe (19)
- James B Carter (11)
-
- Bradley Baurain (10)
- Kien H Lim (10)
- William C Welburn (9)
- Ryan Flessner (8)
- Catherine A. Rosemary (7)
- Associate Professor Pauline Taylor-Guy (6)
- Geeta Verma (6)
- Audrey P. Church (5)
- Caron Westland (5)
- Ruth Walker (5)
- Sirene Lim (5)
- Alisa Percy, PhD (4)
- David (Dave) Tout (4)
- Dr Elizabeth Kleinhenz (4)
- Elizabeth C Scheyder (4)
- Heather Leary, Ph.D. (4)
- Melanie Mills (4)
- Mojgan Behmand (4)
- Shannon C Kelly (4)
- Zeynep Isik-Ercan (4)
- Catharine Dishke Hondzel (3)
- Dorothy Garrison-Wade (3)
- Dr Hilary Hollingsworth (3)
- Genan Anderson (3)
- Judith (Judie) L Cross (3)
Articles 31 - 60 of 349
Full-Text Articles in Education
The Challenge Of Reggio Emilia’S Research: One Teacher’S Reflections [Book Chapter], D. Williams, Rebecca Kantor
The Challenge Of Reggio Emilia’S Research: One Teacher’S Reflections [Book Chapter], D. Williams, Rebecca Kantor
Rebecca Kantor
No abstract provided.
Constructing Meaning In Preschool Curricula (In Becoming A Student), Rebecca Kantor
Constructing Meaning In Preschool Curricula (In Becoming A Student), Rebecca Kantor
Rebecca Kantor
No abstract provided.
First The Look And Then The Sound: Creating Conversations At Preschool Circle Time, Rebecca Kantor, Peggy Elgas, David Fernie
First The Look And Then The Sound: Creating Conversations At Preschool Circle Time, Rebecca Kantor, Peggy Elgas, David Fernie
Rebecca Kantor
Becoming a student means learning to interpret and construct the multiple demands for interaction in distinctive classroom events. For an increasing number of children, the preschool provides the setting for the first encounter with these complex and dynamic classroom communicative environments. This article presents an interactional analysis of preschool circle time from an ethnographic perspective. The social participation structure for conducting these events is uncovered using Green's conversational mapping system. Findings suggest that the rules and guidelines, expectations, and roles within the event change over time. The focus of learning within the event, evident in social action rules (Erickson, …
Understanding Natural Sciences Education In A Reggio Emilia-Inspired Preschool In America. Journal Of Research In Science Teaching, Hatice Inan, Kathy Trundle, Rebecca Kantor
Understanding Natural Sciences Education In A Reggio Emilia-Inspired Preschool In America. Journal Of Research In Science Teaching, Hatice Inan, Kathy Trundle, Rebecca Kantor
Rebecca Kantor
This ethnographic study explored aspects of how the natural sciences were represented in a Reggio Emilia-inspired laboratory preschool. The natural sciences as a discipline—a latecomer to preschool curricula—and the internationally known approach, Reggio Emilia, interested educators and researchers, but there was little research about science in a Reggio Emilia classroom. The current research aimed to gain insight into natural science experiences in a Reggio Emilia-inspired classroom. To gain in-depth information, this inquiry-based study adapted a research design with ethnographic data collection techniques (i.e., interview, observation, document/artifact collection, and field-notes), namely Spradley's Developmental Research Sequence Method, which was a well-known, pioneer …
Reggio Emilia’S Approach To Early Care And Education: Creating Contexts For Discussione (Book Chapter), R. New, Rebecca Kantor
Reggio Emilia’S Approach To Early Care And Education: Creating Contexts For Discussione (Book Chapter), R. New, Rebecca Kantor
Rebecca Kantor
Book Synopsis: From approaches steeped in the history of education, child development, and the psychological sciences, to contemporary approaches that address multiculturalism and inclusion, this comprehensive book, with its contributions by major experts in the field, more thoroughly examines more topics and models than does any other book on the market. Coverage is strengthened by the broad-based expertise of the contributors and the exceptional reach of the programs chosen for discussion. Chapter topics cover programs for infants and toddlers, the Head Start program, a model preschool program for typical and special needs children, behavior analysis and principles in early childhood …
Being Kitties In A Preschool Classroom: Maintaining Group Harmony And Acting Proper In A Female Peer-Culture Play Routine, Samara Madrid, Rebecca Kantor
Being Kitties In A Preschool Classroom: Maintaining Group Harmony And Acting Proper In A Female Peer-Culture Play Routine, Samara Madrid, Rebecca Kantor
Rebecca Kantor
This study examines how young girls construct emotional themes in their peer-culture play routines and rituals in the daily life of a preschool classroom. This research is part of a larger eight-month ethnographic study of one preschool classroom. The data selected and analysed in this article are taken from a focused six-week theoretical sampling of five female preschool children's play. Micro-level analysis of the data (field notes, videotaping, video revisiting and interviews with teachers and students) revealed how children's peer-culture and emotional themes were socially constructed through a specific play narrative that centred on five females being ‘kitties’. A closer …
Becoming A Person In The Preschool: Creating Integrated Gender, School Culture, And Peer Culture Positionings, David Fernie, Bronwyn Davies, Paula Mcmurray, Rebecca Kantor
Becoming A Person In The Preschool: Creating Integrated Gender, School Culture, And Peer Culture Positionings, David Fernie, Bronwyn Davies, Paula Mcmurray, Rebecca Kantor
Rebecca Kantor
This article explores social processes related to the social competence of children evident in preschools and to researchers’ collaborative efforts to understand it. Drawing examples from the authors’ respective programs of research in the United States and Australia, we demonstrate how preschool children struggle to construct their full social membership in classroom discourse to achieve the often simultaneous accomplishment of oneself as a student, peer, and gendered person. With regard to research processes, we demonstrate how researchers with different but compatible theoretical#shresearch perspectives may widen their interpretive lenses through collaborative dialogue, the yield being a more multifaceted vision of young …
Viewed Through A Prism: Motherhood And Child Care, Rebecca Kantor, Rosemary Bolig
Viewed Through A Prism: Motherhood And Child Care, Rebecca Kantor, Rosemary Bolig
Rebecca Kantor
No abstract provided.
Educating Toddlers To Teachers: Learning To See And Influence The School And Peer Cultures Of Classrooms (Discourse And Social Processes), David Fernie, Samara Madrid, Rebecca Kantor
Educating Toddlers To Teachers: Learning To See And Influence The School And Peer Cultures Of Classrooms (Discourse And Social Processes), David Fernie, Samara Madrid, Rebecca Kantor
Rebecca Kantor
This book illustrates the usefulness of understanding classrooms as peer and school cultural venues for examining diverse topics at any and all grade levels. At the core of the volume are eight empirical ethnographic studies that employ a classroom as cultures framework. The voices of both children and teachers are ever-present in these analyses.
The Construction Of Schooled Discourse Repertoires: An Interactional Sociolinguistic Perspective On Learning To Talk In Preschool, Rebecca Kantor, Judith Green, Mimi Bradley, Lichu Lin
The Construction Of Schooled Discourse Repertoires: An Interactional Sociolinguistic Perspective On Learning To Talk In Preschool, Rebecca Kantor, Judith Green, Mimi Bradley, Lichu Lin
Rebecca Kantor
Analysis of the discourse demands across the school year within a recurrent event, “Circle Time,” is presented to show how 3- and 4-year-old students learned to be conversationally appropriate partners within a group setting, how the teacher's interactional patterns shifted as students learned to participate in socially and academically appropriate ways within this event, and how participation in the subevents of Circle Time (Milling, Transition, Singing, Talking, and Dismissal) placed differing social and communicative demands on both teacher and students. The overtime analysis of one Circle Time subevent, Talking, is presented to illustrate how 3- and 4-year-old students, in their …
Play And The Peer Culture: Play Styles And Object Use, Peggy Elgas, Elisa Klein, Rebecca Kantor, David Fernie
Play And The Peer Culture: Play Styles And Object Use, Peggy Elgas, Elisa Klein, Rebecca Kantor, David Fernie
Rebecca Kantor
In this paper, children's play and friendship in relation to the peer culture was examined from, an ethnographic perspective. Because the majority of interactions in the preschool take place during play, a unique view of the classroom may be obtained by examining the social dynamics of play in the peer culture. This view is based on the assumption that classroom life is at least partially constructed and negotiated through the peer culture. Nineteen children ages three to five, enrolled in a university preschool, were observed and data were collected through extensive videotaping and daily field notes taken by participant observers. …
Becoming Students And Becoming Ethnographers In A Preschool, David Fernie, Rebecca Kantor, Elisa Klein, Carol Meyer, Peggy Elgas
Becoming Students And Becoming Ethnographers In A Preschool, David Fernie, Rebecca Kantor, Elisa Klein, Carol Meyer, Peggy Elgas
Rebecca Kantor
Preschool poses unique schooling demands which challenge young children to become young students. This distinctive socialization process is the research problem addressed in an ethnography of a preschool classroom. The introduction details practical considerations which suggest the distinctiveness and importance of early education and of children's socialization to it. The first major section presents an integration of relevant socialization theories and a discussion of ethnography as a research perspective. In the next section, the ethnographic research procedures used in the study are explained generally. In a final section, a conceptualization of this preschool classroom as a dynamic configuration of school …
Cultural Knowledge And Social Competence Within A Preschool Peer Culture Group, Rebecca Kantor, Peggy Elgas, David Fernie
Cultural Knowledge And Social Competence Within A Preschool Peer Culture Group, Rebecca Kantor, Peggy Elgas, David Fernie
Rebecca Kantor
In this ethnographic analysis, social competence and incompetence in an early childhood classroom is examined from a sociocultural perspective. Educational researchers with a sociocultural perspective hold that classrooms can be viewed as cultures where life is patterned, constructed over time by its members interacting with, and reacting to, each other. The study was conducted as part of a larger ethnography that has produced a series of mutually informing analyses that, in tum, have allowed the researchers to move back and forth between a broad understanding of everyday life and more focussed topics such as social competence. Thus, social success in …
Mixed-Age Grouping In Infant/Toddler Child Care: Enhancing Developmental Processes, Kimberlee Whaley, Rebecca Kantor
Mixed-Age Grouping In Infant/Toddler Child Care: Enhancing Developmental Processes, Kimberlee Whaley, Rebecca Kantor
Rebecca Kantor
This article discusses the benefits of mixed-age grouping in infant/toddler child care programs. Single-age grouping limits the resources available in the room and disrupts developmental processes as young children move from room to room. Benefits of mixed-age grouping are discussed in terms of the children, parents, and teachers.
Attending To The Act Of Reading: Critical Reading, Contemplative Reading, And Active Reading, Paul Corrigan
Attending To The Act Of Reading: Critical Reading, Contemplative Reading, And Active Reading, Paul Corrigan
Paul T. Corrigan
How students read influences how they learn. In particular, in order for students to learn to read more deeply or on a /oig/oer level, they need to learn to read actively. While many scholars and teachers appear to take active reading for granted, possibly assuming students will come into such “study skills” on their own, I propose that we should make concerted efforts to help students understand and adopt such habits as underlining, writing comments in the margins, asking questions, rereading, and so forth. In this essay, I survey recent work on critical reading, contemplative reading, and active reading and …
Reading: The Conferences, Kathryn Kinnucan-Welsch
Reading: The Conferences, Kathryn Kinnucan-Welsch
Kathryn A. Kinnucan-Welsch
The theme of this issue of Reading Horizons is exemplary practice, and as I recall, several of the sessions from the annual conference of the International Reading Association it becomes clear how central the concept of teacher as professional is to exemplary practice. One session in particular — Teacher Preparation and Staff Development: Lessons from New Zealand — presented by Debra Elliot and colleagues provided some food for thought in considering the teacher as professional. In discussing current models of student teaching, which is of course a critical component to the development of the teacher as professional, Stephanie Steffey from …
Smiling Faces And Colored Spaces: The Experiences Of Faculty Of Color Pursing Tenure In The Academy, Gregory Diggs, Dorothy Garrison-Wade, Diane Estrada, Rene Galindo
Smiling Faces And Colored Spaces: The Experiences Of Faculty Of Color Pursing Tenure In The Academy, Gregory Diggs, Dorothy Garrison-Wade, Diane Estrada, Rene Galindo
Dorothy Garrison-Wade
Through a comprehensive literature review, this article identifies and discusses barriers to recruitment and retention of faculty of color. Marginalization, racism and sexism manifested as unintended barriers are presented as a few of the barriers faculty of color face in successfully navigating the tenure process. Informed by this literature review, we conducted a self-study that presents the experiences of four faculty of color navigating the tenure process in a predominately white Research Institution. The purpose of this study was to share the experiences of three junior faculty of color as they navigate the tenure process, and one tenured faculty of …
Lift Every Voice And Sing: Faculty Of Color Face The Challenges Of The Tenure Track, Dorothy Garrison-Wade, Gregory Diggs, Diane Estrada, Rene Galindo
Lift Every Voice And Sing: Faculty Of Color Face The Challenges Of The Tenure Track, Dorothy Garrison-Wade, Gregory Diggs, Diane Estrada, Rene Galindo
Dorothy Garrison-Wade
This article highlights some of the obstacles facing tenure-track faculty of color in academia. Through the perspective of Critical Race Theory (CRT) and by using a counterstories method, four faculty of color share their experiences as they explore diversity issues through engaging in a 1-year self-study. Findings of this qualitative study provide important insights from the perspectives of faculty of color to address ways in which to identify supports that lever barriers during the tenure process.
“Push It Real Good!”: The Challenge Of Disrupting Dominant Discourses Regarding Race In Teacher Education, Kara Viesca, Cheryl Matias, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo
“Push It Real Good!”: The Challenge Of Disrupting Dominant Discourses Regarding Race In Teacher Education, Kara Viesca, Cheryl Matias, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo
Dorothy Garrison-Wade
Despite efforts to redesign an urban teacher education program for social justice and equity, faculty became aware of racialized issues teacher candidates of color faced in the program. Therefore, this study examined the perspectives of teacher candidates to learn about how race is impacting teaching and learning for pre-service teachers. Overall, we discovered the dominant narratives, often called majoritarian stories (Love, 2004), were extremely difficult to disrupt and essentially remained largely intact for teacher candidates in our program. In addition, we found that majoritarian stories helped to maintain a level of superficiality for teacher candidates regarding issues of race. For …
Conversation And The Development Of Learning Communities, Kathryn Kinnucan-Welsch, Patrick Jenlink
Conversation And The Development Of Learning Communities, Kathryn Kinnucan-Welsch, Patrick Jenlink
Kathryn A. Kinnucan-Welsch
The process of designing social systems, including educational systems, is most likely to contribute to sustainable systems if the context for the design process is that of community. From a systems perspective, the people who serve the system and those who are served and affected by the system constitute the designing community (Banathy, 1996). The concept of design of professional learning communities for educators is particularly critical as we face the 21st century, given the historically dismal prospects for meaningful, substantive, professional development for teachers and other practitioners (Wilson & Berne, 1999). The purpose of this chapter is to examine …
Accountability By Design In Literacy Professional Development, Catherine Rosemary, Patricia Grogan, Kathryn Kinnucan-Welsch
Accountability By Design In Literacy Professional Development, Catherine Rosemary, Patricia Grogan, Kathryn Kinnucan-Welsch
Kathryn A. Kinnucan-Welsch
This article identifies the principles of high-quality professional development based on research and explores how the principles were used to examine the Literacy Specialist Project (LSP) in Ohio. It discusses how each principle was related to literacy professional development using examples from the LSP, reports data from the project about teacher and student learning, and presents implications and additional questions related to accountability systems for professional development.
Responses From The Field, Roberta Weaver, Shauna Adams, Mary Landers
Responses From The Field, Roberta Weaver, Shauna Adams, Mary Landers
Shauna M. Adams
DeFiore (2006) provides a comprehensive review of elements that have shaped the state of special education in Catholic schools. The article speaks of the bishops’ vision without teeth and the theoretical support provided under the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA). DeFiore discusses the demand for services that are not met because of a lack of resources, expertise, and funding. The article concludes by allowing that much has occurred over the past decade, but more is needed. To meet this need, DeFiore states that diocesan and local leaders must face the challenge of inspiring the laity to …
Session B: Assessing Young Children's Literacy And Mathematics Understandings, Collette Taylor, Joanne Mulligan, Maurice Walker, Prue Anderson, Marion Meiers
Session B: Assessing Young Children's Literacy And Mathematics Understandings, Collette Taylor, Joanne Mulligan, Maurice Walker, Prue Anderson, Marion Meiers
Prue Anderson
Current research indicates that young children are capable of developing mathematical concepts and reasoning much earlier than previously considered. Moderated by Professor Collette Tayler, this symposium on assessing young children's literacy and mathematics understandings is in three parts. Firstly the authors explore the Pattern and Structure Assessment (PASA). PASA is an early mathematical assessment interview which focuses on a range of concepts and processes and is linked with mathematical attainment in the ACER Progressive Achievement Tests in Maths (PATMaths). Secondly, the authors report on the piloting of an early-years technology-based tool called the Digital Early Reading and Mathematics Assessment (DERMA). …
Taking The Lead In Faculty Development: Teacher Educators Changing The Culture Of University Faculty Development Through Collaboration, Susan Adams, Elizabeth Mix
Taking The Lead In Faculty Development: Teacher Educators Changing The Culture Of University Faculty Development Through Collaboration, Susan Adams, Elizabeth Mix
Susan Adams
As pedagogy experts, teacher educators should lead the charge for improved teaching and learning, but are under-utilized pedagogy resources in liberal arts universities. In this paper, the collaborators, one a teacher education assistant professor and the other an associate professor of art history, identify critical friendship group approaches (Allen & Blythe, 2004; McDonald, Mohr, Dichter, & McDonald, 2007) which have the potential to create transformative learning opportunities for liberal arts educators. Cross-disciplinary faculty partnerships hold promise for a sustainable, innovative approach to faculty development, with the potential to improve teaching and learning in liberal arts universities.
Session B: Assessing Young Children's Literacy And Mathematics Understandings, Collette Taylor, Joanne Mulligan, Maurice Walker, Prue Anderson, Marion Meiers
Session B: Assessing Young Children's Literacy And Mathematics Understandings, Collette Taylor, Joanne Mulligan, Maurice Walker, Prue Anderson, Marion Meiers
Maurice Walker
Current research indicates that young children are capable of developing mathematical concepts and reasoning much earlier than previously considered. Moderated by Professor Collette Tayler, this symposium on assessing young children's literacy and mathematics understandings is in three parts. Firstly the authors explore the Pattern and Structure Assessment (PASA). PASA is an early mathematical assessment interview which focuses on a range of concepts and processes and is linked with mathematical attainment in the ACER Progressive Achievement Tests in Maths (PATMaths). Secondly, the authors report on the piloting of an early-years technology-based tool called the Digital Early Reading and Mathematics Assessment (DERMA). …
Living On The Border: Ethotic Conflict And The Satiric Impulse, Carol Reeves
Living On The Border: Ethotic Conflict And The Satiric Impulse, Carol Reeves
Carol Reeves
No abstract provided.
Evaluation Of The State Of Georgia's School Instructional Extension Program (Siep) At One Middle School, Taiesha Adams
Evaluation Of The State Of Georgia's School Instructional Extension Program (Siep) At One Middle School, Taiesha Adams
Taiesha Adams
This study examined the implementation of the State of Georgia's School Instructional Extension Program (SIEP) at one middle school in a rural school district. SIEP was adopted in this district in an effort to improve outcomes for students who demonstrate deficiencies in core-academic subjects. For the past 2 years, SIEP has been used at this study site to address low academic performance in the area of mathematics. However, to date, school leaders have not developed a system to evaluate the efficacy of the program. The purpose of this project study was to conduct a comprehensive program evaluation that addressed the …
Technology Professional Development: Long-Term Effects On Teacher Self-Efficacy, George Watson
Technology Professional Development: Long-Term Effects On Teacher Self-Efficacy, George Watson
George R Watson
The West Virginia K-12 RuralNet Project was an NSF funded program to train inservice teachers on integrating the Internet into science and mathematics curriculum. The program involved training inservice teachers through an intensive summer workshop and supplemental online courses. This study examines the effects of the project on the long-term self-efficacy of inservice teachers and their use of the Internet in the classroom. The specific research questions addressed are: Do professional development programs affect the long-term self-efficacy of inservice teachers? Did the addition of online courses and follow-up to the program affect self-efficacy levels? Finally, do certain external factors, specifically …
Marking Machinima: A Case Study In Assessing Student Use Of A Web 2.0 Technology, Graham Barwell, Christopher Moore, Ruth Walker
Marking Machinima: A Case Study In Assessing Student Use Of A Web 2.0 Technology, Graham Barwell, Christopher Moore, Ruth Walker
Christopher L Moore Dr
No abstract provided.
Making The Work Interesting: Classroom Management Through Ownership In Elementary Literature Circles, Ryan Flessner
Making The Work Interesting: Classroom Management Through Ownership In Elementary Literature Circles, Ryan Flessner
Ryan Flessner
Ryan Flessner's contribution to "Breaking the Mold of Classroom Management: What Educators Should Know and Do to Enable Student Success".