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Full-Text Articles in Education

Transitioning From Students To Professionals: Using A Writing Across The Curriculum Model To Scaffold Portfolio Development, Lori Elliott, Nancy Daily, Lori Fredricks, Meadow Graham Feb 2016

Transitioning From Students To Professionals: Using A Writing Across The Curriculum Model To Scaffold Portfolio Development, Lori Elliott, Nancy Daily, Lori Fredricks, Meadow Graham

Lori Elliott

Teacher educators have found portfolios to be a valuable way to judge readiness for student-teaching and initial certification as well as an effective means of examining and validating teacher preparation programs. Tension exists between using the portfolio as a product for evaluation and maintaining its focus as a personal examination, synthesis, and reflection on becoming a teacher. This qualitative action research study was designed to explore the effects of incorporating writing workshops built on Writing Across the Curriculum (WAC) principles into the initial portfolio process required of students during their first semester in an undergraduate middle-grades teacher-education pro- gram. Findings ...


Explicating The Teacher's Perspective From The Researchers' Perspectives: Generating Accounts Of Mathematics Teachers' Practice, Marty Simon, Ron Tzur Jan 2016

Explicating The Teacher's Perspective From The Researchers' Perspectives: Generating Accounts Of Mathematics Teachers' Practice, Marty Simon, Ron Tzur

Ron Tzur

In this article we articulate a methodology for studying mathematics teacher development in the context of reform. The generation of accounts of teachers'practice, an adaptation of the case study, provides an approach to understanding teachers' current practice and to viewing their current practice in the context of development toward envisioned reforms. The methodology is an alternative both to studies that focus on teachers' deficits and to teachers' own accounts of their practice. Conceptual frameworks developed within the mathematics education research community are applied to the task of investigating the nature of practice developed by teachers in transition. We characterize ...


Characterizing A Perspective Underlying The Practice Of Mathematics Teachers In Transition, Marty Simon, Ron Tzur, Karen Heinz, Margaret Kinzel, Margaret Smith Jan 2016

Characterizing A Perspective Underlying The Practice Of Mathematics Teachers In Transition, Marty Simon, Ron Tzur, Karen Heinz, Margaret Kinzel, Margaret Smith

Ron Tzur

We postulate a construct, perception-based perspective, that we consider to be fundamental to the practices of many teachers currently participating in mathematics education reform in the United States. The postulation of the construct resulted from analyses of data from teaching experiments in teacher education classes with a combined group of prospective and practicing teachers and from case studies with individuals from that group. A perception-based perspective is grounded in a view of mathematics as a connected, logical, and universally accessible part of an ontological reality. From this perspective, learning mathematics with understanding requires learners' direct (firsthand) perception of relevant mathematical ...


Effectively Communicating With English Language Learners Using Sheltered Instruction, Geeta Verma, Lisa Martin-Hansen, Jerald Pepper Jan 2016

Effectively Communicating With English Language Learners Using Sheltered Instruction, Geeta Verma, Lisa Martin-Hansen, Jerald Pepper

Geeta Verma

Sheltered instruction is not a commercial program but is a set of instructional practices used specifically with English Language Learners (ELL). It embeds existing instructional strategies such as wait time, visual organizers, group work, and allowing students to actively respond for immediate feedback. Sheltered instruction "integrates lesson knowledge and concepts with opportunities to practice using English by reading, writing, listening and speaking" (Colburn and Echevaria 2001). This article describes the four elements of sheltered instruction (Group work, Wait time, Group-response technique, Supplemental materials).


Engaging With Excellence In Mathematics Teaching : Creating Excellence In The Learning Environment, Ray Peck, Hilary Hollingsworth, W Morony Jul 2013

Engaging With Excellence In Mathematics Teaching : Creating Excellence In The Learning Environment, Ray Peck, Hilary Hollingsworth, W Morony

Ray Peck

No abstract provided.


Research As Collaborative Act: A Latherian Approach To Collaborative Analysis Of Race-Based Professional Development With K-12 Educators, Susan Adams Mar 2013

Research As Collaborative Act: A Latherian Approach To Collaborative Analysis Of Race-Based Professional Development With K-12 Educators, Susan Adams

Susan Adams

Paper presentation at the 12th American Association for the Advancement of Curriculum Studies Annual Meeting, San Francisco, CA, April 24-27, 2013.


Research As Collaborative Act: A Latherian Approach To Collaborative Analysis Of Race-Based Professional Development With K-12 Educators, Susan Adams Jan 2013

Research As Collaborative Act: A Latherian Approach To Collaborative Analysis Of Race-Based Professional Development With K-12 Educators, Susan Adams

Susan Adams

Paper presentation at the 34th Annual Ethnography in Education Research Forum, Philadelphia, PA, February 23, 2013.


Evaluation Of The School Centres For Teaching Excellence (Sctes) Initiatives : Final Report, Glenn Rowley, Paul Weldon, Elizabeth Kleinhenz, Lawrence Ingvarson Dec 2012

Evaluation Of The School Centres For Teaching Excellence (Sctes) Initiatives : Final Report, Glenn Rowley, Paul Weldon, Elizabeth Kleinhenz, Lawrence Ingvarson

Dr Elizabeth Kleinhenz

No abstract provided.


Learning On The Spot: Site Based Teacher Education In Australia, Elizabeth Kleinhenz Dec 2012

Learning On The Spot: Site Based Teacher Education In Australia, Elizabeth Kleinhenz

Dr Elizabeth Kleinhenz

In recent years, some Australian schools and universities have been moving away from traditional modes of teacher education in which pre-service teachers typically undertake their practicums in ‘blocks’ of about four weeks a couple of times a year, to newer models in which they become attached to a school, spending at least two days a week there, undertaking extra-curricular duties and participating in a variety of activities so that they become more like a teacher who actually works in that school than a visitor. In some site-based models, neighbouring schools have joined in clusters or partnerships together with the university ...


In-Service Teachers’ Understanding And Teaching Of Humane Education Before And After A Standards-Based Intervention, Stephanie Itle-Clark Dec 2012

In-Service Teachers’ Understanding And Teaching Of Humane Education Before And After A Standards-Based Intervention, Stephanie Itle-Clark

Stephanie Itle-Clark, Ed.D., CHES

The purpose of this study was to examine the ways in which credentialed educators conceptualized, understood, and perceived humane education, as well as their intent to include humane education in personal practice and their knowledge of strategies for integrating humane education concepts into their classroom work. The group of 25 educators participated in an online eight-week professional development course and completed pre- and post-surveys. The participants consisted of educators from the United States, British Columbia, and Vietnam. Participants were 11 secondary educators, 10 primary educators, 2 substitute teachers, 1 administrator, and 1 librarian. Results indicate that after an eight-week professional ...


Research As Collaborative Act: A Latherian Approach To Collaborative Analysis Of Race-Based Professional Development With K-12 Educators, Susan Adams Sep 2012

Research As Collaborative Act: A Latherian Approach To Collaborative Analysis Of Race-Based Professional Development With K-12 Educators, Susan Adams

Susan Adams

Paper presented at the 33rd Annual Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, October 19, 2012.


Exploring Partnership Models Of Teacher Education, Elizabeth Kleinhenz Dec 2011

Exploring Partnership Models Of Teacher Education, Elizabeth Kleinhenz

Dr Elizabeth Kleinhenz

No abstract provided.


Observing Interactive Teaching, Elizabeth Kleinhenz Dec 2011

Observing Interactive Teaching, Elizabeth Kleinhenz

Dr Elizabeth Kleinhenz

No abstract provided.


Closing The Gap: An Evolving Professional Development Workshop Bridging K12 & Higher Education, Sonya Shepherd Sep 2011

Closing The Gap: An Evolving Professional Development Workshop Bridging K12 & Higher Education, Sonya Shepherd

Sonya S. Gaither

No abstract provided.


Evaluation Of The Master Of Teaching At Mgse, Catherine Scott, Elizabeth Kleinhenz, Paul Weldon, Kate Reid, Stephen Dinham Dec 2009

Evaluation Of The Master Of Teaching At Mgse, Catherine Scott, Elizabeth Kleinhenz, Paul Weldon, Kate Reid, Stephen Dinham

Dr Elizabeth Kleinhenz

No abstract provided.


The Carrick Exchange: Not Just Another Repository, Geraldine Lefoe, Meg O'Reilly, Dominique Parrish, Sue Bennett, Michael Keppell, Cathy Gunn Dec 2006

The Carrick Exchange: Not Just Another Repository, Geraldine Lefoe, Meg O'Reilly, Dominique Parrish, Sue Bennett, Michael Keppell, Cathy Gunn

Dr Meg O'Reilly

In 2004, the Carrick Institute for Learning and Teaching in Higher Education was established by the Australian government to “promote and advance learning and teaching in Australian higher education.” (Carrick Institute, 2006). One aspect of the role of this institution is to establish the Carrick Exchange, “a new online service that will provide learning and teaching resources and functions to support communication and collaboration across the national and international higher education sector” (Carrick Institute, 2007a). This paper provides an overview of the purpose of the Carrick Exchange and will focus on the research contribution of ascilite, a professional association in ...


Towards A Moving School, John Fleming, Elizabeth Kleinhenz Dec 2006

Towards A Moving School, John Fleming, Elizabeth Kleinhenz

Dr Elizabeth Kleinhenz

Explores how schools become 'moving' schools, with teachers who have high levels of professional accountability, taking personal and collective responsibility for improving students' learning and their own teaching methods.


Teachers’ Roles And Professional Learning In Communities Of Practice Supported By Technology In Schools, Elizabeth Hartnell-Young Dec 2005

Teachers’ Roles And Professional Learning In Communities Of Practice Supported By Technology In Schools, Elizabeth Hartnell-Young

Dr Elizabeth Hartnell-Young

This article explores four roles of teachers in classrooms using computers, from the perspective of communities of practice (Wenger, 1998). It reports on an indepth study undertaken in 12 schools, and shows that teachers appropriated technology in a range of ways to help them create classroom communities that build knowledge. Some also acted as brokers to cross classroom and school boundaries, engaging in professional learning through curriculum projects with other teachers and their students as new communities of practice formed. However, while such projects were initiated and driven by individuals and groups of teachers, their success required support through school ...


Engaging With Excellence In Mathematics Teaching : Creating Excellence In The Learning Environment, Ray Peck, Hilary Hollingsworth, W Morony Dec 2003

Engaging With Excellence In Mathematics Teaching : Creating Excellence In The Learning Environment, Ray Peck, Hilary Hollingsworth, W Morony

Dr Hilary Hollingsworth

No abstract provided.


Innovation In Practice : From Consumption To Creation, Elizabeth Hartnell-Young Jul 2003

Innovation In Practice : From Consumption To Creation, Elizabeth Hartnell-Young

Dr Elizabeth Hartnell-Young

This paper focuses on three aspects of innovation: its purpose of supporting lifelong learning during and after schooling, the ways that information and communications technology (ICT) supports learning and knowledge creation, and digital portfolios as an example of learning and innovation. Digital portfolios, containers of multimedia forms of evidence of activities, achievements and reflections, are just one way in which technology can support lifelong learning and the creation and sharing of knowledge.


Elaborating A Model Of Teacher Professional Growth, David Clarke, Hilary Hollingsworth Dec 2001

Elaborating A Model Of Teacher Professional Growth, David Clarke, Hilary Hollingsworth

Dr Hilary Hollingsworth

This paper details a model of teacher professional growth and relates the model to the research data on which the model is empirically founded. A key feature of the model is its inclusion of four analytic domains in close correspondence to those employed by Guskey (Educational Researcher 15(5), 1986) and others, but the model proposed in this paper identifies the specific mechanisms by which change in one domain is associated with change in another. The interconnected, non-linear structure of the model enabled the identification of particular “change sequences” and “growth networks”, giving recognition to the idiosyncratic and individual nature ...


Looking For Evidence In The Teaching Of Mathematics, Ray Peck, A Bishop, S Bennett Nov 2000

Looking For Evidence In The Teaching Of Mathematics, Ray Peck, A Bishop, S Bennett

Ray Peck

The joint Australian Association of Mathematics Teachers AAMT/Monash University project 'Excellence in the teaching of mathematics: professional standards project' has been working with teacher focus groups in four states to try and build a picture of what mathematics teachers believe represents excellent teaching. This paper discusses the second aim of this project: to develop an assessment scheme and protocols for certifying this excellence. Topics discussed are developing ways to assess excellence, looking at an American model of assessment - the National Board for Professional Teaching Standards (NBPTS), and other models for standards of excellence in teaching.


School Focused Professional Development And The Interaction Of Teachers, Elizabeth Hartnell-Young Dec 1995

School Focused Professional Development And The Interaction Of Teachers, Elizabeth Hartnell-Young

Dr Elizabeth Hartnell-Young

This study is concerned with school focused professional development in Fairhills High School. Data from teachers in the school has been analysed in order to provide a basis for planning a professional development program in the light of government initiatives. In particular, the study analyses the communication patterns within the school in an attempt to ascertain the extent of collaboration which occurs between teachers, and the factors which influence professional interaction. Recommendations for professional development at Fairhills High School are based on discussion of the data. In addition, the study suggests implications for all schools. The results reported in this ...


Using The Questionnaire On Teacher Interaction In The Professional Development Of Teachers., John Cresswell, D Fisher, B Fraser Dec 1994

Using The Questionnaire On Teacher Interaction In The Professional Development Of Teachers., John Cresswell, D Fisher, B Fraser

Dr John Cresswell

For some time in Australia, the Schools Council of the National Board of Employment, Education and Training has been concerned with issues concerning the quality of teaching as evidenced through its reports on Teacher Quality: An Issues Paper (1989) and Australia's Teachers: An Agenda for the Next Decade (1990). These reports and others highlight the need for teachers to examine continually what they do in their classrooms. Most recently, teacher quality and the need for continued professional development of teachers has been the subject of ministerial statement. This report notes how the impact of, and responsibility for, effective implementation ...


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.