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Teacher Education and Professional Development

Selected Works

Teacher education

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Full-Text Articles in Education

Practical Challenges And Possibilities For The Integration Of Academic Literacy In A First Year Subject, Clifford Jackson, Pauline Taylor, Adam Raoul Jul 2010

Practical Challenges And Possibilities For The Integration Of Academic Literacy In A First Year Subject, Clifford Jackson, Pauline Taylor, Adam Raoul

Associate Professor Pauline Taylor-Guy

Changes to Queensland teacher accreditation (Queensland Government, 2009) have increased teacher educators' responsibility for graduate literacy. This paper offers a perspective on the implementation of a general literacy initiative into a specialist subject. Specifically, it details the engagement process undertaken with a broad academic literacy agenda, the First Year Literacy Initiative (FYLI), to refresh Foundations of Educational Technology, a first year education subject at James Cook University. An action research approach was used to identify and respond to key resourcing, pedagogical, assessment, and knowledge-based challenges and strategies. As subject lecturer I provide a preliminary evaluation of four strategies including (i) …

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A Systematic Approach To Literacy Support For First Year Preservice Teachers: Implications For Practice, Pauline Taylor Jul 2010

A Systematic Approach To Literacy Support For First Year Preservice Teachers: Implications For Practice, Pauline Taylor

Associate Professor Pauline Taylor-Guy

Concerns about teacher standards and teacher quality particularly in literacy, numeracy and science and their impact on student achievement are prevalent in current Australian federal and state reports and responses. The Masters Review (ACER, 2009) into improving literacy, numeracy and science learning in Queensland schools identifies the clear need for preservice teachers to demonstrate high levels of proficiency in these areas (p.viii). The Queensland government response to the report has been to introduce mandatory preregistration testing in literacy, numeracy and science. These tests are being trialled in 2010 with a view to full implementation in 2011.
In 2010, a team …

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Problematic Conceptualizations: Allies In Teacher Education For Social Justice, Vonzell Agosto Jan 2010

Problematic Conceptualizations: Allies In Teacher Education For Social Justice, Vonzell Agosto

Vonzell Agosto

This review of the literature on the concept ally and ally identity development was inspired by a qualitative study exploring the identities and social justice values of prospective teachers of color. Although the participants in the original study never used the term ally, their narratives inspired me to characterize them as allies in the struggle for social justice education. However, a review of the literature on allies, as analyzed through critical race theory and critical discourse analysis, revealed emerging conceptualizations of ally as incongruent with minority identities as they position people of color at the periphery of this social justice …

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Resolving A Cultural Conflict In The Classroom: An Exploration Of Preservice Teachers' Perceptions Of Effective Interventions, Catherine L. Polydore, Kamau Oginga Siwatu Jan 2010

Resolving A Cultural Conflict In The Classroom: An Exploration Of Preservice Teachers' Perceptions Of Effective Interventions, Catherine L. Polydore, Kamau Oginga Siwatu

Catherine L. Polydore

This study employed qualitative research methods to explore presservice teachers' thoughts about the effectiveness of interventions designed to resolve a cultural conflict involving an African American student. Ninety-five preservice teachers in the Southwest read a 300-word case study that was followed b y four experienced teachers' responses and their proposed culturally or non-culturally responsive interventions. Participants were asked to identify which of the four interventions were most and least effective and supplement their responses with an explanation. The results revealed that most preservice teachers were aware of the effectiveness of interventions that incorporated the student's culture into the teaching and …

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'It Happened Just Like We Talked About' : Using Scenarios To Develop Professional Identity In Pre-Service Teachers, Ruth Hickey, Pauline Taylor Dec 2009

'It Happened Just Like We Talked About' : Using Scenarios To Develop Professional Identity In Pre-Service Teachers, Ruth Hickey, Pauline Taylor

Associate Professor Pauline Taylor-Guy

In 2006, an intensive one-year Graduate Diploma of Education course leading to registration as a teacher was introduced in universities in Queensland. In the first few years of the course there was concern from professional associations and schools that a one-year course (when compared with a four-year undergraduate course of two-year Graduate Diploma course) allowed insufficient time to 'become a teacher'. At James Cook University, the Cairns Professional Advisory Group (a board of representatives from professional experience schools, comprising teachers, principals and union and employer groups) expressed deep concern at the observed inability of some Graduate Diploma pre-service teachers to …

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Using Scenarios To Train Peer Mentors Online, Jenny Worsley, Pauline Taylor Dec 2009

Using Scenarios To Train Peer Mentors Online, Jenny Worsley, Pauline Taylor

Associate Professor Pauline Taylor-Guy

In 2007, a wholly-online Bachelor of Early Childhood Education degree was introduced into James Cook University School of Education's suite of pre-service teacher preparation programs. The online degree provides access and opportunity for (predominantly) women in the childcare or associated fields to gain qualifications as a teacher. The majority of students in the first and subsequent years of the program are mature-aged women with significant family and work commitments and have had little prior opportunity to engage in online technologies or in further education opportunities. The university has had a very successful face-to-face Peer Mentoring Program (PMP) for almost 20 …

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Reflection: How Our Preservice Teachers Perceive Their Own Teaching Abilities, David W. Snyder Apr 2009

Reflection: How Our Preservice Teachers Perceive Their Own Teaching Abilities, David W. Snyder

David W. Snyder

No abstract provided.

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Information Literacy For Teachers: Is Reform Necessary And How To Establish A Successful Model Program?, Sonya Shepherd May 2008

Information Literacy For Teachers: Is Reform Necessary And How To Establish A Successful Model Program?, Sonya Shepherd

Sonya S. Gaither

No abstract provided.

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Information Literacy For Teachers: Is Reform Necessary And How To Establish A Successful Model Program?, Sonya Shepherd, Robert Fernekes Apr 2008

Information Literacy For Teachers: Is Reform Necessary And How To Establish A Successful Model Program?, Sonya Shepherd, Robert Fernekes

Sonya S. Gaither

No abstract provided.

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Approaches To Case Analyses In Synchronous And Asynchronous Environments, Trena M. Paulus, Gina Phipps Jan 2008

Approaches To Case Analyses In Synchronous And Asynchronous Environments, Trena M. Paulus, Gina Phipps

Trena M. Paulus

Computer-mediated communication (CMC) tools can be used to integrate time-intensive tasks, such as case study analyses, more easily into the teacher education curriculum. How students talk together online for learning purposes in CMC environments is an area that has not yet been thoroughly investigated. This paper extends findings from a previous study by comparing two groups of four preservice teachers analyzing cases in a synchronous and asynchronous environment. A case study and computer-mediated discourse analysis approach was taken to make sense of the discussion transcripts and participant reflections. Booth and Hulten’s (2003) taxonomy of learning contributions is used as an …

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Fulfilling The Dream : An Online Early Childhood Teacher Education Course, Pauline Taylor Dec 2007

Fulfilling The Dream : An Online Early Childhood Teacher Education Course, Pauline Taylor

Associate Professor Pauline Taylor-Guy

This paper presents a study into the motivations, aspirations and characteristics of students who embarked on a new wholly-online early childhood teacher preparation program introduced at James Cook University in 2007. The inquiry contributes to a number of areas where there is currently little research. Australian studies into the experiences of first-year undergraduates focus on on-campus students, not on students who engage with tertiary studies wholly online, nor do they specifically relate to preservice teacher education. Contemporary research into e-learning is predominantly based on blended learning rather than solely online modes of study. In addition, there is little literature relating …

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Teacher Education And Development Study In Mathematics (Teds-M) : Policy, Practice, And Readiness To Teach Primary And Secondary Mathematics : Conceptual Framework., Maria Tatto, John Schwille, Sharon Senk, Lawrence Ingvarson, Ray Peck, Glenn Rowley Dec 2007

Teacher Education And Development Study In Mathematics (Teds-M) : Policy, Practice, And Readiness To Teach Primary And Secondary Mathematics : Conceptual Framework., Maria Tatto, John Schwille, Sharon Senk, Lawrence Ingvarson, Ray Peck, Glenn Rowley

Ray Peck

TEDS-M is a collaborative effort of worldwide institutions to study the mathematics preparation of future primary and secondary teachers. This study investigates whether what future teachers learn in teacher education leads to more effective knowledge of mathematics and mathematics for teaching. The lead centre is the International Study Center at Michigan State University, which along with the International Association for the Evaluation of Educational Achievement (IEA), the Australian Council of Educational Research, and national research centres (NRCs) in 17 countries, is analysing the costs of becoming a teacher prepared to teach mathematics, the policies governing mathematics teacher education (including recruitment, …

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The La Aurora: New Beginnings Project Final Evaluation Summary, Steven Rogg Oct 2007

The La Aurora: New Beginnings Project Final Evaluation Summary, Steven Rogg

Steven R Rogg

Citation: Rogg, S. (November, 2007). The La Aurora: New Beginnings Project – Final Evaluation Summary. U.S. Department of Education. Office of English Language Acquisition. Bilingual Education Professional Development Career Ladder Program (CFDA #84.195E, grant #T195E010024). Submitted to: Aurora University, Aurora, Illinois.

Background: A discretionary grant of $1.1M from the U.S. Department of Education Office of Language Acquisition was awarded to Aurora University to execute a five-year Career Ladder Program with a start date of 1-September, 2001 and completion date of 31-August, 2006.1 The stated intent of the Career Ladder Program is summarized here: “The program provided discretionary grants to upgrade …

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Depaul University Mathematics And Science Partnership Evaluation Report, Steven R. Rogg Aug 2006

Depaul University Mathematics And Science Partnership Evaluation Report, Steven R. Rogg

Steven R Rogg

The DePaul University IMSP was designed as a longitudinal cohort program. Two cohorts of up to 25 teachers each will be supported. The second cohort is offset by one calendar year. Each teacher will complete a sequence of 12 university graduate-level courses (48 quarter hours), over two and one-half years, leading to a Masters of Science in Science Education (MSSE) degree. Thus, all successful participants will meet or exceed requirements of the designation “highly qualified” as described in the MSSE proposal quoted here.

“The Masters of Science in Science Education program is designed to provide rich content-based professional development of …

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Depaul University Mathematics And Science Partnership Internal Evaluator's Interim Report, Steven R. Rogg Jan 2006

Depaul University Mathematics And Science Partnership Internal Evaluator's Interim Report, Steven R. Rogg

Steven R Rogg

The DePaul University IMSP1 was designed as a longitudinal cohort program. Two cohorts of up to 25 teachers each will be supported. The second cohort is offset by one calendar year. Each teacher will complete a sequence of 12 university graduate-level courses (48 quarter hours), over two and one-half years, leading to a Masters of Science in Science Education (MSSE) degree. Thus, all successful participants will meet or exceed requirements of the designation “highly qualified” as described in the MSSE proposal quoted here.

“The Masters of Science in Science Education program is designed to provide rich content-based professional development of …

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Report On The Elementary Teacher Survey Pilot Study On Behalf Of The Columbus Urban Systemic Initiative, Steven R. Rogg Jun 1999

Report On The Elementary Teacher Survey Pilot Study On Behalf Of The Columbus Urban Systemic Initiative, Steven R. Rogg

Steven R Rogg

This report completes the pilot study conducted by the Columbus Public Schools’ (CPS) Urban Systemic Initiative (USI)1 and the Center for the Advancement of Learning and Teaching in Mathematics Science and Technology (The Center@IMSA) of the Illinois Mathematics and Science Academy (IMSA). This initial pilot study was designed to test the Elementary Teacher Survey prepared by the USI Teacher Support Teams. A validation study, to follow in the spring, will seek evidence of program impact on teaching practices in science and mathematics classrooms. In other words, it will validate the findings of the Elementary Teacher Survey via direct classroom observation …

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The Essential Career Guide To Becoming A Middle And High School Teacher, Robert Maloy, Irving Seidman Dec 1998

The Essential Career Guide To Becoming A Middle And High School Teacher, Robert Maloy, Irving Seidman

Robert W. Maloy

The Essential Career Guide to Becoming a Middle and High School Teacher offers a step-by-step guide to preparation, certification, and employment as a teacher. It provides guidance about issues and choices facing prospective educators, including making the decision to teach, assessing the differences between middle schools and high schools, identifying an excellent teacher education program, understanding alternative pathways to certification, taking state-mandated teacher tests, succeeding as a student teacher, and finding a first job in the profession.

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Improving Teaching: A Case For Cases, Hilary Hollingsworth, David Clarke Dec 1997

Improving Teaching: A Case For Cases, Hilary Hollingsworth, David Clarke

Dr Hilary Hollingsworth

Other professions make extensive use of the study of cases for professional development. This article points out the particular virtues which a case-based (as opposed to principles- based) approach adds to a comprehensive professional development program.

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Proyecto Diplomado En Docencia Universitaria, Javier Arce Michel Apr 1996

Proyecto Diplomado En Docencia Universitaria, Javier Arce Michel

Javier Arce Michel

No abstract provided.

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Developing An Understanding Of Teaching Mathematics: Working With People, Ray Peck Nov 1987

Developing An Understanding Of Teaching Mathematics: Working With People, Ray Peck

Ray Peck

No abstract provided.

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