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- Department of Teaching, Learning, and Teacher Education: Faculty Publications (2)
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Articles 1 - 12 of 12
Full-Text Articles in Education
The State Of Balance Between Procedural Knowledge And Conceptual Understanding In Mathematics Teacher Education, Damon L. Bahr, Michael J. Bossé
The State Of Balance Between Procedural Knowledge And Conceptual Understanding In Mathematics Teacher Education, Damon L. Bahr, Michael J. Bossé
Faculty Publications
The NCTM Principles and Standards for School Mathematics calls for a balance between conceptual understanding and procedural knowledge. This study reports the results of a survey distributed to AMTE members in order to discover the opinions and practices of mathematics teacher educators regarding this balance. The authors conclude that there is wide disparity of views regarding the meaning of the terms "conceptual" and "procedural" as well as the meaning "balance" between the two, in terms of what constitutes mathematics, the learning and teaching of mathematics, and the assessment of mathematical proficiency.
Preservice, Secondary Social Studies Teachers' Perceptions Of Gender Equity, Margaret M. Monaghan
Preservice, Secondary Social Studies Teachers' Perceptions Of Gender Equity, Margaret M. Monaghan
NERA Conference Proceedings 2008
This study examines preservice, social studies teachers’ perceptions of gender equity. The assumption that preservice teachers recognize gender as an important issue and are willing and able to take the initiative to remedy inequities in their classroom structures and content is considered. Six participants were interviewed using Seidman’s (2006) three-round, interview protocol. A focused life history was compiled to situate participants’ perceptions within their personal and professional experiences. Findings suggest a disconnect between preservice teachers' intentions and their practice in regards to gender equity. More explicit attention to gender equity in teacher education programs is recommended.
Learning About Self Far From Home: A Pre-Service Teacher’S Intercultural Development During An International Program, Helen A. Marx
Learning About Self Far From Home: A Pre-Service Teacher’S Intercultural Development During An International Program, Helen A. Marx
NERA Conference Proceedings 2008
Preparing teachers to effectively teach culturally diverse students, teacher educators advocate for the use of cross-cultural field experiences, including international study abroad programs. This paper reports on a qualitative case study of two pre-service teachers’ intercultural development during a semester-long teacher education study abroad program in London, England. Findings indicate that international experiences provide a catalyst to move pre-service teachers forward in their intercultural development. Implications include the need for multicultural teacher educators to take a developmental approach to pre-service teacher education informed by theories of intercultural development and cultural learning developed within intercultural communications.
Perceptual Differences In Quality Standards Among Teachers And Related Service Personnel Who Work With Students With Emotional/Behavioral Disorders, Maria L. Manning, Lyndal M. Bullock, Robert A. Gable
Perceptual Differences In Quality Standards Among Teachers And Related Service Personnel Who Work With Students With Emotional/Behavioral Disorders, Maria L. Manning, Lyndal M. Bullock, Robert A. Gable
Communication Disorders & Special Education Faculty Publications
Current legislation requires school personnel to identify indicators of quality instruction for all students—including students with emotional and behavioral disorders (E/BD). While competency standards provide a measure of highly qualified teachers, questions remain whether or not there are inherent differences in what is expected by teachers and related service personnel within the classroom. Given present emphasis on inclusive education and, in light of a succession of reform initiatives it is time to reexamine perceived differences in level of relative importance attached to knowledge and skills statements based on standards established by the Council for Exceptional Children between teachers and related …
From Traditional Delivery To Distance Learning: Developing The Model, Marie F. Holbein
From Traditional Delivery To Distance Learning: Developing The Model, Marie F. Holbein
Faculty and Research Publications
Today’s classrooms are no longer bound by geography. Distance learning has provided an attractive and increasingly highly regarded alternative to traditional face-to-face instruction. However, effective implementation requires a shift in thinking for both students and instructors. The purpose of this article is to describe a model for applying a traditional campus-based graduate course to a distance format.
This We Believe, This We Do: Performance-Based Assessment In Middle Level Teacher Education, Laura Van Zandt Allen, K. K. Ruebel, M. W. Greene, J. E. Mcdaniel, V. Spencer
This We Believe, This We Do: Performance-Based Assessment In Middle Level Teacher Education, Laura Van Zandt Allen, K. K. Ruebel, M. W. Greene, J. E. Mcdaniel, V. Spencer
Education Faculty Research
To assist institutions in developing high quality middle level teacher preparation programs, five veteran members of the NCATE/NMSA Program Review Board have identified more than 75 performance-based assessments directly correlated with the seven NMSA Standards for Teacher Preparation. In this article, 14 of these assessments are described in detail along with a sampling of rubrics. In addition, authors reveal their own challenges writing program reports as well as gaining stakeholder’s buy-in to performance-based assessment systems at their own institutions.
The Emotional Ambivalence Of Socially Just Teaching: A Case Study Of A Novice Urban Schoolteacher, Sharon Chubbuck, Michalinos Zembylas
The Emotional Ambivalence Of Socially Just Teaching: A Case Study Of A Novice Urban Schoolteacher, Sharon Chubbuck, Michalinos Zembylas
College of Education Faculty Research and Publications
The authors contend that studying emotional perspectives can facilitate understanding of the complexities of socially just teaching. They explore the intersection between emotions and socially just teaching via a case study of a White novice teacher at one urban school as she struggles to formulate socially just teaching practices. Drawing from feminist and critical theory, the authors propose the term critical emotional praxis to denote critical praxis informed by emotional resistance to unjust pedagogical systems and practices. The authors’ analysis may assist in the development of socially just teachers: First, emotions and their expression play an important, ongoing role in …
Advice, Cautions, And Opportunities For The Teachers Of Binational Teachers: Learning From Teacher Training Experiences Of Georgia And Nebraska Teachers In Mexico, Edmund T. Hamann
Advice, Cautions, And Opportunities For The Teachers Of Binational Teachers: Learning From Teacher Training Experiences Of Georgia And Nebraska Teachers In Mexico, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
With the rapid growth and geographic spread of Mexican-origin student populations in the United States, the practice of U.S. teachers going to Mexico for travel study/professional development has become increasingly common. This paper considers what U.S teachers’ Mexican travel study experiences entail by looking at narratives from Nebraska and Georgia educators who made summer trips to Mexico to learn about Mexican education.
Crazy About Teaching, Kausar Waqar
Crazy About Teaching, Kausar Waqar
Institute for Educational Development, Karachi
No abstract provided.
Alumnos Transnacionales: Las Escuelas Mexicanas Frente A La Globalización, Víctor Zúñiga, Edmund T. Hamann, Juan Sánchez García
Alumnos Transnacionales: Las Escuelas Mexicanas Frente A La Globalización, Víctor Zúñiga, Edmund T. Hamann, Juan Sánchez García
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Counter to the expectations that Mexico-U.S. migration is one-way, adult, and from Mexico to the United States, this Spanish-language book includes nine chapters describing various facets of the lives and educational circumstances of students encountered in Mexican schools who have previously attended U.S. schools. Data were derived from written questionnaires from a sample of more than 24,000 students in the Mexican states of Zacatecas and Nuevo León, of whom 632 had U.S. school experience and/or a U.S. birthplace and thereby American citizenship, and from more than 125 interviews with transnational students and their teachers. This study variously considers transnational students' …
Who Are Latino/A Prospective Teachers And What Do They Bring To U.S. Schools?, Mary L. Gomez, Terri L. Rodriguez, Vonzell Agosto
Who Are Latino/A Prospective Teachers And What Do They Bring To U.S. Schools?, Mary L. Gomez, Terri L. Rodriguez, Vonzell Agosto
Educational Leadership and Policy Studies Faculty Publications
In this article, the authors draw on life-history methods to investigate the family, school, university, and teacher education experiences of three Latino teacher candidates in a large, midwestern, research-oriented university in the United States. They show how in university social experiences and in teacher education classes and field experiences, these young men often felt misinterpreted in interactions with white females in particular. Also evident is their strong desire to make personal connections with youth and families they teach. The authors offer suggestions for how teacher educators can be more responsive to prospective male elementary teachers and teacher candidates of color.
Program Accountability In Teacher Education: A Study Of The Perceptions Of University And State Government Leaders In The State Of Washington, Gary W. Ballou
Program Accountability In Teacher Education: A Study Of The Perceptions Of University And State Government Leaders In The State Of Washington, Gary W. Ballou
Antioch University Full-Text Dissertations & Theses
This dissertation explored the perceptions of accountability in teacher education programs in the State of Washington across three different stakeholder groups: university deans and/or program directors, legislators, and executive staff members (Governor). This qualitative study involved three (3) rounds of interviews. First, individual open-ended interviews were conducted with 30 individuals (10 Washington state legislators, 5 executive staff members, and 15 university deans/program directors). Second, individual follow-up interviews were conducted with 5 participants from the first round of interviews. Third, a focus group comprised of the same 5 participants from the follow-up interviews were asked for even deeper specifications and insights …