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Articles 1 - 10 of 10
Full-Text Articles in Education
Student Teaching Field Experience Guide 2011-2012, Judith Schierling, David Whitenack
Student Teaching Field Experience Guide 2011-2012, Judith Schierling, David Whitenack
Faculty Publications
San José State University (SJSU) has been in the forefront of innovation in education for over 100 years and has a long history of meeting challenges that require changes in society and in schools. Preparing teachers for California's schools since 1857, SJSU was established as the first public normal school west of the Mississippi River. The oldest public institution of higher education in the state of California, San José State University is located in an area of rapidly increasing cultural diversity and technological complexity. One of the largest universities of the 20-campus California State University system, San José State University …
Bridging Professional Development And Context: Integrating Mathematics And Academic Language In A District Facing Takeover, Patricia Swanson, David Whitenack
Bridging Professional Development And Context: Integrating Mathematics And Academic Language In A District Facing Takeover, Patricia Swanson, David Whitenack
Faculty Publications
This quasi-experimental, multi-phase study uses mixed methods to evaluate a professional development initiative focused on integrating mathematics and academic language. The context is a highly diverse urban district facing state takeover. The professional development focused on the understanding of key mathematics concepts and developing content-specific academic language. It linked explicitly to district-adopted texts and prescribed lesson formats. Teachers perceived the strategies to be feasible and beneficial to student learning, and had high rates of implementation. Nonetheless, pacing guides pressuring teachers to quickly cover content pose challenges for continued implementation. Implications for (1) professional development focusing on integrating subject-matter content and …
Positive Behavior Support And Response To Intervention In A Professional Development School: Getting Started, Paul Caldarella, Lynnette Christensen, Alex Judd
Positive Behavior Support And Response To Intervention In A Professional Development School: Getting Started, Paul Caldarella, Lynnette Christensen, Alex Judd
Faculty Publications
Nine elements of a Professional Development School Partnership include: comprehensive mission; preparation of future educators; needs-based professional development; commitment to evidence-based practices; investigation of practices and sharing of results; commitment to parent involvement; shared governance and collaboration; work by faculty across settings; shared resources.
La Producción De Investigación En Las Universidades Privadas: Estudio De Un Caso, Gus Gregorutti
La Producción De Investigación En Las Universidades Privadas: Estudio De Un Caso, Gus Gregorutti
Faculty Publications
This case study describes how Tecnológico de Monterrey, in northern Mexico, has experienced a qualitative and quantitative increase in its intellectual productivity. In less than ten years, this university has moved from generating few ideas to being one of most distinguished Mexican private universities in the production of knowledge, patents and several research-derived businesses. This work explores how the re-elaboration of the institutional mission and the implementation of a model of research classes, among others, were decisive factors to increase the production of ideas. In this way, the university has increased its visibility and international ranking, attracting qualified re-searchers, developing …
Teacher Educators Under Surveillance At A Religious University, Genevieve Harris
Teacher Educators Under Surveillance At A Religious University, Genevieve Harris
Faculty Publications
The purpose of this paper is to examine how institutional norms are enforced through surveillance and self-discipline among teacher educators at a religious university. The study builds on prior research regarding university norms and surveillance, as well as religious orientation and prejudice. Eight teacher educators met as part of a larger study on white racial identity and praxis. Focus groups and personal interviews were transcribed and analyzed using situational mapping, a postmodern form of grounded theory. Participants discussed four themes that illustrate surveillance and self-discipline: the university, academic culture, religion and whiteness, and sexism. The data reveal participant responses as …
Benefitting The Educator And Student Alike: Effective Publications Strategies For Supporting The Academic Language Development Of English Learner (El) Teacher Candidates, Katya A. Karathanos, M Aminy
Benefitting The Educator And Student Alike: Effective Publications Strategies For Supporting The Academic Language Development Of English Learner (El) Teacher Candidates, Katya A. Karathanos, M Aminy
Faculty Publications
No abstract provided.
Perspectives On Deepening Teachers’ Mathematics Content Knowledge: The Case Of The Oregon Mathematics Leadership Institute, Libby Knott, Martha Vancleave
Perspectives On Deepening Teachers’ Mathematics Content Knowledge: The Case Of The Oregon Mathematics Leadership Institute, Libby Knott, Martha Vancleave
Faculty Publications
The Oregon Mathematics Leadership Institute (OMLI) project served 180 Oregon teachers, and 90 administrators, across the K-12 grades from ten partner districts. OMLI offered a residential, three-week summer institute. Over the course of three consecutive summers, teachers were immersed in a total of six mathematics content classes– Algebra, Data & Chance, Discrete Mathematics, Geometry, Measurement & Change, and Number & Operations—along with an annual collegial leadership course. Each content class was designed and taught by a team of expert faculty from universities, community colleges, and K-12 districts. Each team chose a few “big ideas” on which to focus the course. …
Using Teacher-Written Praise Notes To Decrease Tardiness In Elementary School Students, Paul Caldarella, Lynnette Christensen, K. Richard Young
Using Teacher-Written Praise Notes To Decrease Tardiness In Elementary School Students, Paul Caldarella, Lynnette Christensen, K. Richard Young
Faculty Publications
Our purpose was to evaluate the effect of teacher written praise notes on elementary school student on-time behavior.
The Structural And Conceptual Interweaving Of Mathematics Methods Coursework And Field Practica In An Era Of Mathematics Reform, Damon L. Bahr, Eula Ewing Monroe, Dennis L. Eggett
The Structural And Conceptual Interweaving Of Mathematics Methods Coursework And Field Practica In An Era Of Mathematics Reform, Damon L. Bahr, Eula Ewing Monroe, Dennis L. Eggett
Faculty Publications
This paper describes a study of observed relationships between the design of a preservice mathematics methods course with accompanying field practicum and changes in the extent to which participating preservice teachers identified themselves with the mathematics reform movement after becoming inservice teachers. The curriculum of the course with its embedded field practicum experiences was designed to support preservice teachers in interweaving methods coursework and pedagogical instruction with classroom practice. University and public school structures were interwoven by conducting weekly mathematics methods course sessions held at a public school site followed immediately by related classroom practicum experiences. The interweaving of conceptualizations …
Instruction And Physical Environments That Support Process Writing In Elementary Classrooms, Monica Thomas Billen, Brad Wilcox, Damon Bahr, Jill Shumway, Byran Korth, Elizabeth Yates, Timothy G. Morrison, Sue Simmerman, Stan V. Harwarad, Nancy Peterson, Linda E. Pierce
Instruction And Physical Environments That Support Process Writing In Elementary Classrooms, Monica Thomas Billen, Brad Wilcox, Damon Bahr, Jill Shumway, Byran Korth, Elizabeth Yates, Timothy G. Morrison, Sue Simmerman, Stan V. Harwarad, Nancy Peterson, Linda E. Pierce
Faculty Publications
This study conducted in eight Utah school districts documented the amount of time devoted to elementary writing instruction and described classroom physical environments related to that instruction. One-hundred-seventy-seven full-day observations were completed during a one-week period. Results indicated that process-writing time was dominated by explicit instruction from the teacher. Other elements of the writing workshop were implemented, but in a fragmented way. Classroom physical environments were generally not literacy rich. Process-oriented teachers had richer environments than those who focused on conventions.