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Articles 61 - 71 of 71
Full-Text Articles in Education
Points Of Leverage: Navigating Tensions Between Socio-Culturally Relevant Teaching And Accountability Pressures, Kathryn Mcintosh Ciechanowski
Points Of Leverage: Navigating Tensions Between Socio-Culturally Relevant Teaching And Accountability Pressures, Kathryn Mcintosh Ciechanowski
Northwest Journal of Teacher Education
This qualitative study explores how an elementary teacher navigated tensions between accountability and bilingual learners‘ needs. Questions included: How did a teacher employ students‘ socio-cultural resources in content areas? How did accountability shape use of resources? What are points of leverage—i.e., promising instructional practices to be further developed and harnessed—to meet student needs? Findings show how Ms. Montclair briefly connected to students‘ resources, focusing on making content comprehensible, transmitting information, staying on pace, and practicing testing. Although familiar with project-based and family/community-oriented learning, accountability measures impacted instruction. Yet promising instruction integrates socio-cultural resources to promote innovation and meaning.
Critical Inquiry And Collaborative Action: Transforming A College Of Education To Recruit And Retain Underrepresented Populations To Teacher Education, Marilyn Chu, David Carroll, Maria Timmons Flores, Kristin French
Critical Inquiry And Collaborative Action: Transforming A College Of Education To Recruit And Retain Underrepresented Populations To Teacher Education, Marilyn Chu, David Carroll, Maria Timmons Flores, Kristin French
Northwest Journal of Teacher Education
This documentary account describes how a task force comprised of college of education faculty and university admissions staff from a medium sized comprehensive university engaged in a critical inquiry process to address the issue of recruiting and retaining underrepresented students in teacher education (i.e., men and culturally and linguistically diverse students). The group examined the issues and challenges associated with an education college‘s recruitment, application, selection and retention processes. The paper suggests how critical inquiry groups of higher education faculty and staff may support the transformation of policies, practices and relationships needed to increase the number of teacher candidates from …
Towards Balanced Assessment Of Student Teaching Performance, Keith Roscoe
Towards Balanced Assessment Of Student Teaching Performance, Keith Roscoe
Northwest Journal of Teacher Education
Assessment practices in schools have undergone dramatic changes over the last decade, and applying this knowledge to the assessment of student teachers is a challenge currently facing teacher preparation programs. K-12 assessment has moved towards a "backwards design" approach, greater student involvement, a wider range of strategies, and assessment systems that balance summative and formative assessment. However, the assessment of student teaching performance during field experiences has often overemphasized summative assessment, collecting data for making judgments, at the expense of formative assessment, gathering information to improve student teacher performance. Recently, one institution recognized the need to reexamine its approach to …
A Model For Professional Development In Elementary Science, David Davison, Kenneth Miller, Michael Scarlet
A Model For Professional Development In Elementary Science, David Davison, Kenneth Miller, Michael Scarlet
Northwest Journal of Teacher Education
Statements of outcomes for 21st century learners typically include inquiry-based learning as a major goal. In the PRISM Project, 62 elementary teachers in Montana were selected to receive professional development using inquiry science instruction in their classrooms. Participants attended workshops designed to model inquiry lessons, participated in online discussions to help them make their lessons more inquiry-based, and prepared Scoop notebooks containing three lessons demonstrating how they were implementing inquiry in their classrooms. Based on analysis of these data, participants were judged to have met the goal of the project to increase their use of inquiry in the science classroom.
Constructivism In Practice: The Potential Of Ubiquitous, “Low-Tech” Audio Devices For Literacy Development In The 21st Century, Dennis Jablonski
Constructivism In Practice: The Potential Of Ubiquitous, “Low-Tech” Audio Devices For Literacy Development In The 21st Century, Dennis Jablonski
Northwest Journal of Teacher Education
In this study, four graduate level preservice teachers used inexpensive, MP3 players preloaded with audiobooks with the objective of increasing the reading fluency and digital literacy of elementary school children. The data collected included preintervention surveys, pre/post oral reading fluency scores, a log of daily listening experiences, and preservice teacher journals. The findings indicated that student-participants‘ oral reading fluency scores improved along with the students‘ confidence in reading. Additionally, both the preservice teachers, and the student-participants reported an increased awareness of how technology can be used for literacy development and enjoyment, suggesting an enhancement of digital knowledge and skills.
Collaborating To Teach Research Methods In Education, Todd Milford, Catherine Etmanski
Collaborating To Teach Research Methods In Education, Todd Milford, Catherine Etmanski
Northwest Journal of Teacher Education
The purpose of this paper is to describe a pedagogical collaboration between two research methods instructors in a Faculty of Education in Canada. Both instructors represent different paradigms in the classic quantitative vs. qualitative dichotomy in that they were trained in vastly different ways and have tended to approach their research along these same lines. However, despite these differences the paper explores how they each viewed this as a potential limitation in their methods teaching and how through crossing over to each other’s classrooms were able to both expand their own understanding as well as offer a more balanced and …
Student Teacher Field Supervisors Articulate Their Roles, Jan Byers-Kirsch, Naomi Jeffery Petersen
Student Teacher Field Supervisors Articulate Their Roles, Jan Byers-Kirsch, Naomi Jeffery Petersen
Northwest Journal of Teacher Education
The importance of field supervision of student teacher candidates is well-recognized. However, the role of the supervisor is often unarticulated and ambiguous, left to the field supervisor and the candidate to delineate and define. The individual practices of field supervisors are often idiosyncratic representations of the goals of the specific teacher preparation program, or simply based on personal knowledge and experience. What are those supervisory practices, and are there differences based on the supervisors’ professional backgrounds? Based on survey responses from field supervisors at one university, this qualitative investigation suggests supervisors’ professional backgrounds and affiliations with teacher preparation programs do …
Physical Activity During Full-Day And Half-Day Kindergarten, Lauren Talley, Ryan Cook, Patti-Jean Naylor, Viviene Anne Temple
Physical Activity During Full-Day And Half-Day Kindergarten, Lauren Talley, Ryan Cook, Patti-Jean Naylor, Viviene Anne Temple
Northwest Journal of Teacher Education
The aim of this study was to compare the physical activity levels of children during fullday and half-day kindergarten. Of the 47 children who participated in this study, 22 (girls = 50%) attended full-day kindergarten and 25 (girls = 40%) attended half-days. Actigraph activity monitors were used to assess physical activity and sedentary behavior of the children. We found that children were more active during full-day kindergarten. The rates of light-intensity physical activity were significantly higher during full-day kindergarten. However, levels of moderate-to-vigorous physical activity (MVPA) were quite low, and efforts to promote MVPA would be beneficial.
"I Didn't Do It The Right Way": Women's Careers As Faculty In Higher Education Administration, Karen J. Haley
"I Didn't Do It The Right Way": Women's Careers As Faculty In Higher Education Administration, Karen J. Haley
Educational Leadership and Policy Faculty Publications and Presentations
This article explores the career paths of women faculty in Higher Education Administration graduate programs based on the results of a qualitative study of 18 faculty members at 14 different institutions. The majority of faculty members made their career choice during their undergraduate program, however, most participants in this study made their decision to follow a faculty career after entering a doctoral program or after completing their doctoral degree. Adding the post-doctoral decision point to Bowen and Schuster's (1997) process of career choice acknowledges the contribution of seasoned professionals to the field of Higher Education Administration and reflects the flexibility …
Understanding Multidigit Whole Numbers: The Role Of Knowledge Components, Connections, And Context In Understanding Regrouping 3+-Digit Numbers, Eva Thanheiser
Understanding Multidigit Whole Numbers: The Role Of Knowledge Components, Connections, And Context In Understanding Regrouping 3+-Digit Numbers, Eva Thanheiser
Mathematics and Statistics Faculty Publications and Presentations
This case study of a PST's understanding of regrouping with multidigit whole numbers in base-10 and non-base-10 contexts shows that although she seems to have all the knowledge elements necessary to give a conceptually based explanation of regrouping in the context of 3-digit numbers, she is unable to do so. This inability may be due to a lack of connections among various knowledge components (conceptual knowledge) or a lack of connections between knowledge components and context (strategic knowledge). Although she exhibited both conceptual and strategic knowledge of numbers while regrouping 2-digit numbers, her struggles in explaining regrouping 3-digit numbers in …
Supporting Implementation Of The Common Core State Standards For Mathematics: Recommendations For Professional Development, Paola Sztajn, Karen A. Marrongelle, Peg Smith, Bonnie L. Melton
Supporting Implementation Of The Common Core State Standards For Mathematics: Recommendations For Professional Development, Paola Sztajn, Karen A. Marrongelle, Peg Smith, Bonnie L. Melton
Mathematics and Statistics Faculty Publications and Presentations
In 2010, the National Governor’s Association and the Council of Chief State School Officers published the Common Core State Standards for Mathematics (CCSSM) and to date, 44 states, the District of Columbia, and the U.S. Virgin Islands have adopted the document. These content and practice standards, which specify what students are expected to understand and be able to do in K-12 mathematics, represent a significant departure from what mathematics is currently taught in most classrooms and how it is taught. Developing teachers’ capacity to enact these new standards in ways that support the intended student learning outcomes will require considerable …