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Articles 1201 - 1230 of 1741
Full-Text Articles in Education
Becoming A Teacher: The Development Of Thinking About Knowledge, Learning, And The Self, Nancy Nager
Becoming A Teacher: The Development Of Thinking About Knowledge, Learning, And The Self, Nancy Nager
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Explores the epistemological assumptions that underlie different models of teaching and will discuss the ways in which the advisement process at Bank Street College aspires to prepare teachers to facilitate rather than get in the way of education.
"I Want To Know Why" Or Tolerance For Ambiguity In Education, Leah Levinger
"I Want To Know Why" Or Tolerance For Ambiguity In Education, Leah Levinger
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Looks at graduate teacher education within the lens of theories of psychology, such as Piaget and Freud.
Must Schools Hinder Education?, Lorraine Monroe
Must Schools Hinder Education?, Lorraine Monroe
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
A brief essay which explores the differences between schooling and education.
Choosing Priorities For Young Children, Nancy Balaban
Choosing Priorities For Young Children, Nancy Balaban
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Discusses the way childhood has changed and the way adults, including teachers, are reacting.
Front Matter
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
No abstract provided.
Review: A Pedagogy Of Powerful Communication: Youth Radio And Radio Arts In The Multilingual Classroom, Jillian M. Belanger
Review: A Pedagogy Of Powerful Communication: Youth Radio And Radio Arts In The Multilingual Classroom, Jillian M. Belanger
Journal of Media Literacy Education
In this review of Dana Walker's 2014 book A Pedagogy of Powerful Communication: Youth Radio and Radio Arts in the Multilingual Classroom, Jillian Belanger recounts the project's four main aims of media production, community engagement, student confidence, and language development, and offers insight to what made Walker's work engaging English Learners with youth radio production a success, including recommendations for how her findings might be replicated in other environments.
Web-Based Media Literacy To Prevent Tobacco Use Among High School Students, Jane S. Phelps-Tschang, Elizabeth Miller, Kristen R. Rice, Brian A. Primack
Web-Based Media Literacy To Prevent Tobacco Use Among High School Students, Jane S. Phelps-Tschang, Elizabeth Miller, Kristen R. Rice, Brian A. Primack
Journal of Media Literacy Education
Facilitator-led smoking media literacy (SML) programs have improved media literacy and reduced intention to smoke. However, these programs face limitations including high costs and barriers to standardization. We examined the efficacy of a Web-based media literacy program in improving smoking media literacy skills among adolescents. Sixty-six 9th grade students participated in a Web-based SML tobacco education program based on health behavior theory. Pre- and post-test assessments demonstrated statistically significant changes in the primary outcome of total SML as well as each of the individual SML items. However, there were inconsistent changes in other theory-based outcomes including attitudes and normative beliefs.
How To Con Your Teacher, Bernice M. Wilson
How To Con Your Teacher, Bernice M. Wilson
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes how specific and detailed instruction in social awareness is as important to teaching the child with learning problems as the teaching of reading.
The "Concept Teaching" Game: A Rationale, Hal Melnick
The "Concept Teaching" Game: A Rationale, Hal Melnick
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Teachers recognize the importance of motivation in successful children's learning and are looking for approaches to mathematics teaching that promote strong, positive feelings toward the subject. Thus, learning games have once again become part of the instructional repertoire.
The Value Of Re-Reading...Again And Again, Bernice M. Wilson
The Value Of Re-Reading...Again And Again, Bernice M. Wilson
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the importance of allowing children to re-read their favorite books.
The Fisher-Landau/Dalton Program: A Pilot Study Of Teachers' Perceptions Of Learning Disabilities, Herbert Zimiles, Sylvia Ross
The Fisher-Landau/Dalton Program: A Pilot Study Of Teachers' Perceptions Of Learning Disabilities, Herbert Zimiles, Sylvia Ross
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the two major objectives of the Fisher-Landau program at Dalton: 1. To achieve early identification of specific learning abilities in otherwise intellectually gifted children in order to help them compensate for and thereby forestall some of their difficulties and academic defeats earlier in their school careers, and 2. to improve the effectiveness with which schools are able to meet the educational and developmental needs of learning-disabled children.
The Master Teacher: A Personal Reflection, Carol Hillman
The Master Teacher: A Personal Reflection, Carol Hillman
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes that working with young children requires an attitude based on willingness to grow, one that puts the teacher as well as the children in the role of the learner.
The Role Of The Teacher In The Interdisciplinary Team, Sue S. Suratt
The Role Of The Teacher In The Interdisciplinary Team, Sue S. Suratt
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the author's impression that teachers are inadequately prepared to assume leadership roles in clinical settings, especially as members of interdisciplinary teams.
Front Matter
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
No abstract provided.
Emergent Student Practices: Unintended Consequences In A Dialogic, Collaborative Classroom, Anne E. Crampton
Emergent Student Practices: Unintended Consequences In A Dialogic, Collaborative Classroom, Anne E. Crampton
Journal of Educational Controversy
It’s a commonplace to decry the folly of “best practices” in education. They make many practitioners and researchers twitch, fearing that the good-- or even just decent--practice will soon be setting the tempo in the steady march toward standardization. The argument against best practices, then, is the argument against one-size-fits-all pedagogy. Instructional practices must come with a necessary humility, based on situating students within the picture, with particular attention to with histories of institutional and societal othering and marginalization. Good practices cannot be delivered or imposed, and therefore, if successful, they become suggestions or starting points carried out with greater …
Introduction To The Special Issue Of The Journal Of Educational Controversy, John G. Richardson
Introduction To The Special Issue Of The Journal Of Educational Controversy, John G. Richardson
Journal of Educational Controversy
This issue addresses the uneasy relation between 'best practices' in educational research and the consequences that often follow from efforts to implement practices deemed best. This relation is often complicated by the social phenomenon long recognized as "unintended consequences". It is proposed that controversies in education, as well as practices advanced as best, are shaped as the consequences -subsequently revealed as the very product of the good intentions that underlie prevailing theory and methods.
The Elephant In The (Class)Room: Parental Perceptions Of Lgbtq-Inclusivity In K-12 Educational Contexts, Jacqueline Ullman, Tania Ferfolja
The Elephant In The (Class)Room: Parental Perceptions Of Lgbtq-Inclusivity In K-12 Educational Contexts, Jacqueline Ullman, Tania Ferfolja
Australian Journal of Teacher Education
While little is known about parental beliefs and desires regarding LGBTQ-inclusive education, assumptions about these appear to justify teachers’, curriculum writers’ and policy makers’ silences regarding sexuality and gender diversity in the K-12 classroom. Thus, in order to better inform educators’ practices, this paper presents an analysis of interview data from focus groups with parents from across the Australian state of New South Wales. Findings highlight parents’ desires for LGBTQ-inclusivity, not only as a protective factor for sexuality and gender diverse students, but also to engender social cohesion and prepare all students for adult life in the modern social landscape. …
Inclusive Values: Exploring The Perspectives Of Pre-Service Teachers, Amanda Mergler, Suzanne Carrington, Megan Kimber, Derek Bland
Inclusive Values: Exploring The Perspectives Of Pre-Service Teachers, Amanda Mergler, Suzanne Carrington, Megan Kimber, Derek Bland
Australian Journal of Teacher Education
Since the turn of the century there has been an increasing focus on inclusive education in Australian schools, and growing interest in understanding how the values of pre-service teachers impact on their willingness to implement inclusive principles in their future classrooms. The current qualitative study explored the values and views toward diversity and inclusion of pre-service teachers at one university in Queensland, Australia. Results showed that first and fourth year pre-service teachers held similar ideas about the values that teachers should have, and showed congruence between their own personal values and teacher values. Fourth year students who had undertaken an …
‘Knowing Your Students’ In The Culturally And Linguistically Diverse Classroom, Robyn Moloney, David Saltmarsh
‘Knowing Your Students’ In The Culturally And Linguistically Diverse Classroom, Robyn Moloney, David Saltmarsh
Australian Journal of Teacher Education
The population movement of globalization brings greater cultural and linguistic diversity (CALD) to communities and education systems. To address the growing diversity in school classrooms, beginning teachers need an expanded set of skills and attitudes to support effective learning. It is an expectation today that teachers know their students and how the students learn. It follows that lecturers and tutors should also know something of the cultural and linguistic profile of their pre-service teacher education students. This article reports a study in a university which examined its teacher education practice in this light. It assessed the curriculum provision of material …
Adventurous Lives: Teacher Qualities For 21st Century Learning, Julie Faulkner, Gloria Latham
Adventurous Lives: Teacher Qualities For 21st Century Learning, Julie Faulkner, Gloria Latham
Australian Journal of Teacher Education
What kinds of teachers are needed for 21st century learners? While there is recognition that curriculum content, classroom practices and learning environments must alter, there is less attention focussed on the teachers’ dispositions for negotiating uncertainty. In this paper, the authors turn their attention to the importance of teachers’ lives and mindsets to meet current, emerging and future challenges. Using a narrative inquiry approach, they elicit and examine three of these essential qualities: adventure, resilience and creative problem-solving. These characteristics emerge from interviewing a small group of beginning and experienced teachers who were questioning normative practices and exploring possibilities …
Transforming Pedagogies: Encouraging Pre-Service Teachers To Engage The Power Of The Arts In Their Approach To Teaching And Learning, Mary-Rose Mclaren, Julie Arnold
Transforming Pedagogies: Encouraging Pre-Service Teachers To Engage The Power Of The Arts In Their Approach To Teaching And Learning, Mary-Rose Mclaren, Julie Arnold
Australian Journal of Teacher Education
This paper describes and analyses, through the use of case studies, two experiences of transformative learning in an undergraduate arts education unit. Pre-service teachers designed and engaged with arts-based curriculum activities, created their own artwork, participated in a modified production of The Tempest and kept a reflective journal. These activities constituted the data which was analysed using creative frameworks such as case writing, script writing, narrative analysis and found poetry as ways of developing richer understanding of pre-service teachers’ self-perceptions and self-awareness as teachers and as potential artists. The stories explored here uncover two different ways of encountering the challenges …
Front Matter
The Journal of the Assembly for Expanded Perspectives on Learning
No abstract provided.
Jaepl, Vol. 21, Winter 2015-2016, Joonna Smitherman Trapp, Brad Peters
Jaepl, Vol. 21, Winter 2015-2016, Joonna Smitherman Trapp, Brad Peters
The Journal of the Assembly for Expanded Perspectives on Learning
Essays
Fond Farewells: Judy Halden-Sullivan and Helen Walker
SPECIAL SECTION: RHETORIC AND ETHICS
John M. Duffy - Reconsidering Virtue
Lois Agnew - Why Rhetoric and Ethics? Revisiting History/Revising Pedagogy
Paula Mathieu - Being There: Mindfulness as Ethical Classroom Practice
Scott Wagar - Composition as a Spiritual Discipline
Erec Smith - Buddhism’s Pedagogical Contribution to Mindfulness
Peter H. Khost - “Alas, Not Yours to Have”: Problems with Audience in High-Stakes Writing Tests and the Promise of Felt Sense
TEACHING AND LEARNING
Sheri Rysdam & Lisa Johnson-Shull - Introducing Feedforward: Renaming and Reframing Our Repertoire for Written Response
Mark Noe - Autoethnography …
Why Rhetoric And Ethics? Revisiting History/Revising Pedagogy, Lois Agnew
Why Rhetoric And Ethics? Revisiting History/Revising Pedagogy, Lois Agnew
The Journal of the Assembly for Expanded Perspectives on Learning
Coupling rhetoric and ethics has helped create a coherent undergraduate writing major in one of the nation’s first free-standing composition programs.
Composition As A Spiritual Discipline, Scott Wagar
Composition As A Spiritual Discipline, Scott Wagar
The Journal of the Assembly for Expanded Perspectives on Learning
Analyzing a widely-read history of composition yields clear elements associated with the contemporary definition of spirituality.
Buddhism’S Pedagogical Contribution To Mindfulness, Erec S. Smith
Buddhism’S Pedagogical Contribution To Mindfulness, Erec S. Smith
The Journal of the Assembly for Expanded Perspectives on Learning
Considering the rhetorical elements in the Buddhist text “The True Aspect of All Phenomena” opens the possibility of teaching students a more mindful approach to writing.
“Alas, Not Yours To Have”: Problems With Audience In High-Stakes Writing Tests And The Promise Of Felt Sense, Peter H. Khost
“Alas, Not Yours To Have”: Problems With Audience In High-Stakes Writing Tests And The Promise Of Felt Sense, Peter H. Khost
The Journal of the Assembly for Expanded Perspectives on Learning
Expanding the applications of “felt sense” can help students become more aware of audience—a corrective to the a-rhetorical effects of standardized testing and the Common Core Standards.
Introducing Feedforward: Renaming And Reframing Our Repertoire For Written Response, Sheri Rysdam, Lisa Johnson-Shull
Introducing Feedforward: Renaming And Reframing Our Repertoire For Written Response, Sheri Rysdam, Lisa Johnson-Shull
The Journal of the Assembly for Expanded Perspectives on Learning
Categorizing instructor comments on student drafts leads writing center researchers to argue for the need to reframe our professional discussion on instructor response, based on the concept of “feedforward.”
“When Do I Cross The Street?” Roberta’S Guilty Reflection, Irene A. Lietz
“When Do I Cross The Street?” Roberta’S Guilty Reflection, Irene A. Lietz
The Journal of the Assembly for Expanded Perspectives on Learning
Following a student’s evolving attitudes on race issues through her undergraduate years, a researcher concludes that a critical pedagogy can have long-term effects on student and instructor alike.
Autoethnography And Assimilation: Composing Border Stories, Mark Noe
Autoethnography And Assimilation: Composing Border Stories, Mark Noe
The Journal of the Assembly for Expanded Perspectives on Learning
Introducing autoethnography in composition classes brings together personal narratives, academic discourse, and awareness of audience in surprising ways among students in south Texas.