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Teacher Education and Professional Development

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Full-Text Articles in Education

A World Both Big And Small: Understanding Urban Middle School Teachers’ Sense Of Self-Efficacy In An Era Of Accountability, Richard Gallucci May 2016

A World Both Big And Small: Understanding Urban Middle School Teachers’ Sense Of Self-Efficacy In An Era Of Accountability, Richard Gallucci

Graduate Doctoral Dissertations

This explanatory case study seeks to understand the nature of middle school educators’ self-efficacy in an urban public school district during an era of accountability. The study was conducted in a progressive school district, known as OakRidge Pubic Schools. A sequential mixed methods design with a participant-selection model variation was employed. The study identified teachers’ level of self-efficacy via the Teacher’s Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), a quantitative survey used to determine high and low self-efficacy focus groups. During these subsequent focus group interviews, the competing objectives of fulfilling responsibilities levied from accountability mandates and initiatives ...


Teach Next Year – Curriculum & Instruction Department, Lisa M. Gonsalves, Alicia Savannah Apr 2014

Teach Next Year – Curriculum & Instruction Department, Lisa M. Gonsalves, Alicia Savannah

Office of Community Partnerships Posters

The NOYCE Phase II project aimed “to increase the number of highly qualified STEM graduates entering the teaching profession, to prepare those teachers to be able to teach a wide range of urban students, and to build a continuum of teacher development for those teachers in their early teaching careers.” A report contained commendations and recommendations for the UMASS Boston TNY Program, based on analysis of data collected from the 2013 EOY survey that addressed the five NOYCE Phase II goals, and the Commonwealth of Massachusetts Competency Standards for teachers.


Editors’ Note: Necit, Cit, And Teaching Transformations 2009, Jay R. Dee, Vivian Zamel, Mohammad H. Tamdgidi Jan 2009

Editors’ Note: Necit, Cit, And Teaching Transformations 2009, Jay R. Dee, Vivian Zamel, Mohammad H. Tamdgidi

Human Architecture: Journal of the Sociology of Self-Knowledge

This introductory editors' note presents a brief history and statement of aims of the New England Center for Inclusive Teaching (NECIT), the Center for the Improvement of Teaching (CIT), and the overlap of the interests and contributions of the above with those of the mission of Human Architecture: Journal of the Sociology of Self-Knowledge and its annual Teaching Transformations series. The editors note that the first seven studies in the present issue were gathered through the conference activities of NECIT while the second series of articles emerged from the conversations and presentations at the annual CIT conference at UMass Boston ...


Editors’ Note: Teaching Transformation, Mohammad H. Tamdgidi, Vivian Zamel Jan 2008

Editors’ Note: Teaching Transformation, Mohammad H. Tamdgidi, Vivian Zamel

Human Architecture: Journal of the Sociology of Self-Knowledge

The articles that appear in this issue of Human Architecture: Journal of the Sociology of Self-Knowledge reflect the diversity and richness of presentations at the 2008 Annual Conference on Teaching for Transformation organized by the Center for the Improvement of Teaching at UMass Boston. Representing faculty across different disciplines, these essays reflect these teachers' creative and thoughtful pedagogical approaches, their focus on challenging and engaging learners, and their commitment to both excellence and inclusion. The title chosen for this volume, "Teaching Transformation"--one which will regularly appear in the CIT proceedings issues of Human Architecture--highlights a two-fold interest and commitment ...


Check One: Tutor Hat, Teacher Hat, Facilitator Hat, Some/All/None Of The Above, Meesh Mccarthy, Erin O’Brien Jan 2008

Check One: Tutor Hat, Teacher Hat, Facilitator Hat, Some/All/None Of The Above, Meesh Mccarthy, Erin O’Brien

Human Architecture: Journal of the Sociology of Self-Knowledge

This autoethnographic essay uses a recent conference experience to delve into questions of process-oriented center-tutor identity. Through multiple lenses and descriptors, we attempt to reveal some of the intricate negotiations that characterize our multi-hatted educative work as tutors, teachers, and workshop facilitators within the UMass Boston community. We argue that the current context of increasing acceptance and recognition of writing center tutor authority and expertise necessitates a reexamination of tutor integrity, tutor/informant roles, and the tutor as a complex self. Anecdotal evidence from the conference presentation, workshop negotiations, and actual tutorials flesh out these autoethnographic snapshots. We forego closure ...


Teach Others To Learn While You Are Learning To Teach: A Personal Journey In Linking Pedagogy And Technology, Tara Devi S. Ashok Jan 2008

Teach Others To Learn While You Are Learning To Teach: A Personal Journey In Linking Pedagogy And Technology, Tara Devi S. Ashok

Human Architecture: Journal of the Sociology of Self-Knowledge

I have found that "teaching others to learn while you are learning to teach" is a good statement of my pedagogy. Teaching began for me in 1983 and is a passion, which happens to overlap with my profession. It is a personal account of this journey that I share in this paper. The narrated experiences are of teaching in India and the United States. My teaching has been greatly enriched by my research in the field of human genetics. It has provided a unique perspective on learning. Some of the questions posed are: Do we have to know whether we ...