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Teacher Education and Professional Development
Department of Teaching, Learning, and Teacher Education: Faculty Publications
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Articles 451 - 462 of 462
Full-Text Articles in Education
Lessons And Possibilities: Notes Regarding Csrd In Puerto Rico, Edmund T. Hamann, Pinette Pineiro, Brett Lane, Patti Smith
Lessons And Possibilities: Notes Regarding Csrd In Puerto Rico, Edmund T. Hamann, Pinette Pineiro, Brett Lane, Patti Smith
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Table of Contents
INTRODUCTION
CONTEXT AND METHODOLOGY
MACRO-LESSONS REGARDING PUERTO RICAN CSRD IMPLEMENTATION
PUERTO RICO’S FOUR MODELS
REFLECTIONS ON THE LAB AND PRDOE CSRD EFFORTS WITH PUERTO RICAN EDUCATORS
CONCLUSION
For U.S. Department of Education
For Puerto Rico Department of Education
For LAB at Brown
ENDNOTES
REFERENCES
APPENDIX A: Materials brought back to the LAB (from second site visit)
Learning To Look Through The Eyes Of Our Students: Action Research As A Tool Of Inquiry, Joanne Arhar, Gayle A. Buck
Learning To Look Through The Eyes Of Our Students: Action Research As A Tool Of Inquiry, Joanne Arhar, Gayle A. Buck
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The story we are about to tell occurred when Gayle was a middle school science teacher and graduate student in Joanne’s seminar on the study of teaching. Gayle was trying to make sense of her science students’ indifference toward the environment, an attitude that concerned her as an environmentalist. She turned her inquiry into an action research project that sought to answer the question, ‘What are the assumptions that my middle school students have about their relationship with the environment?’ Joanne was mentoring Gayle in her action research study, and at the same time exploring Gayle’s perspective as an action …
Anglo (Mis)Understandings Of Latino Newcomers: A North Georgia Case Study, Edmund T. Hamann
Anglo (Mis)Understandings Of Latino Newcomers: A North Georgia Case Study, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This paper examines how Anglos in a small north Georgia city imagined, or conceptualized, Hispanics during the late 1990s as thousands of Spanish-speaking immigrant newcomers transformed the community’s demography. Based on two years of ethnographic research, the paper outlines the local play of several macro-social dynamics, such as businesses’ externalization of indirect costs, the ethnic segmentation of the work force, the use of sojourner labor, and the role of mediating institutions. The paper uses these dynamics to explain the emergence and sustenance of what Suárez-Orozco (1998) calls the “pro-immigration” and “anti-immigration scripts” and illustrates how these can be used to …
Book Review - On The Border Of Opportunity: Education, Community, And Language At The U.S.–Mexico Line, Edmund T. Hamann
Book Review - On The Border Of Opportunity: Education, Community, And Language At The U.S.–Mexico Line, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
On the Border of Opportunity is a good, important, but limited book. Marleen Pugach describes the links between school and community that she, her two school-aged children, and a graduate assistant encountered during a seven-month stint in a New Mexico border town (pseudonymously called Havens). She extensively considers how binationalism was and could have been promoted in the local schools and how such promotion could distinguish the education on offer there. Pugach seems unsure whether to characterize Havens as an exemplary binational, inclusive community or whether to present a critique of Havens by chronicling what it could be but was …
Two Steps Forward, Three Steps Back: The Stormy History Of Reading Comprehension Assessment, Loukia K. Sarroub, P. David Pearson
Two Steps Forward, Three Steps Back: The Stormy History Of Reading Comprehension Assessment, Loukia K. Sarroub, P. David Pearson
Department of Teaching, Learning, and Teacher Education: Faculty Publications
After closely examining the recent history of reading comprehension assessment in the United States, we have concluded that although both the forms of assessment and the key players in the assessment process have changed in significant ways, the functions of assessment have remained relatively constant. In terms of function, we have always used, and continue to use, assessment tools to evaluate programs, to hold particular groups accountable for some specified set of outcomes (though it may seem that that is all we do these days), to inform instruction, either for individuals or whole classes, and finally, to determine who gains …
Assessment In Literature-Based Reading Programs: Have We Kept Our Promises?, Tanja Bisesi, Devon Brenner, Mary Mcvee, P. David Pearson, Loukia K. Sarroub
Assessment In Literature-Based Reading Programs: Have We Kept Our Promises?, Tanja Bisesi, Devon Brenner, Mary Mcvee, P. David Pearson, Loukia K. Sarroub
Department of Teaching, Learning, and Teacher Education: Faculty Publications
We have made incredible progress, both conceptually and practically, in the development of literacy assessment tools that appropriately reflect the goals and activities of literature-based reading programs. This progress, however, has not come without obstacles, many of which have not yet been (and may never be) fully negotiated. The purpose of this chapter is to provide an overview of the "promises" we as a literacy assessment community have made to ourselves, as we implement new forms of assessment for new purposes, and to critically evaluate our progress toward keeping those promises. We begin by briefly describing recent shifts in literacy …
Model Limitations, Randy Yerrick, Linda James, Jon E. Pedersen
Model Limitations, Randy Yerrick, Linda James, Jon E. Pedersen
Department of Teaching, Learning, and Teacher Education: Faculty Publications
SPACE EXPLORATION HAS SPAWNED MORE interest in science among teachers and students than any other topic in recent science education history, and teachers can use space science as an opportunity to encourage students to observe and make new discoveries for themselves. Many times, however, we run into obstacles. One trend we have noticed is that students can form misunderstandings based on simplistic explanations such as catchy astronomy activities on the back of cereal boxes, cartoon renderings of life on the Moon, or linear models in textbooks depicting the Solar System. These misrepresentations of science present problems for instructors.
Book Review - Moving Beyond Dichotomies To Outline Discourse Strategies In A Transnational Community, Edmund T. Hamann
Book Review - Moving Beyond Dichotomies To Outline Discourse Strategies In A Transnational Community, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Intended both for ethnographers and for scholars of literacy and rhetorical studies, Juan C. Guerra’s Close to Home: Oral and Literate Practices in a Transnational Mexicano Community is at once groundbreaking and important, though because of the sophistication and detail of its reasoning, it may not be accessible to a broad audience. The book—the fortieth title in the Teachers College Press Language and Literacy Series—is pioneering in a number of ways. Most notable is Guerra’s refusal to fit the group he is focusing on—the multigenerational social network of an extended Mexican-origin family—into a single geographic frame of reference. Guerra explains …
Nine Complementary Principles To Retain Adults In An Esol/Literacy Program, Edmund T. Hamann
Nine Complementary Principles To Retain Adults In An Esol/Literacy Program, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The following list of principles is my attempt to share general recommendations to teachers of ESOL and/or limited literacy adults based on my specific practice running a bilingual family literacy program and confirmed by my more recent experience as a volunteer bilingual literacy teacher at the Asociación Latinoamericana (in Atlanta). Though I believe in bilingual classroom environments, I think the principles identified here are also pertinent to monolingual ESL environments.
When Portfolios Become Part Of The Grading Process: A Case Study In A Junior High Setting, Loukia K. Sarroub, P. David Pearson, Carmen Dykema, Randy Lloyd
When Portfolios Become Part Of The Grading Process: A Case Study In A Junior High Setting, Loukia K. Sarroub, P. David Pearson, Carmen Dykema, Randy Lloyd
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Formal assessments have long served as our society's most privileged indices of student learning and school accountability. Hence, both learning and school effectiveness have often been equated with standardized test scores and/or grades. The privilege accorded to external assessment has tended to minimize the role of teachers and, even more dramatically, students in the assessment process. Assessments are external tools that are administered to teachers and students. For teachers, this often leads to a tension between their curricular goals and the assessment measures they must use in the classroom (Mitchell, 1992; Pearson, DeStefano, & Garcia, in press). Students are rarely …
Creating Bicultural Identities: The Role Of School-Based Bilingual Paraprofessionals In Ontemporary Immigrant Accommodation (Two Kansas Case Studies), Edmund T. Hamann
Creating Bicultural Identities: The Role Of School-Based Bilingual Paraprofessionals In Ontemporary Immigrant Accommodation (Two Kansas Case Studies), Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This study locates the professional and informal practices of school-based bilingual paraprofessionals (paras) in the context of the larger social phenomenon of acculturation, cultural brokerage, and identity construction. It demonstrates how the paras in two Kansas communities transform an assimilationist mandate into something quite different, the promotion of bicultural identities, as part of a process called “additive biculturalism.” Additive biculturalism incorporates Weiss’s characterization of paras as cultural brokers (1994), but expands upon it significantly. As the first part of additive biculturalism, bilingual paras model and promote bicultural identities among the English-Learner students and parents they work with. As the second …
Omaha Language Preservation In The Macy, Nebraska Public School, Catherine Rudin
Omaha Language Preservation In The Macy, Nebraska Public School, Catherine Rudin
Department of Teaching, Learning, and Teacher Education: Faculty Publications
A native language renewal program at the Macy, Nebraska Public School is described that is designed to preserve Omaha, a native American Indian language that is only a generation away from extinction. At the time of this research, only about 100 fluent Omaha speakers lived on the Omaha Reservation in Nebraska. The language and culture program, instituted in 1970, has employed various instruction techniques and methodologies, including immersion, memorization of words and phrases, and publication of student-authored stories in English and Omaha. The program has suffered from a lack of consistency; frequent changes in funding, personnel, and curriculum; and a …