Education Commons^™

Identifying Characteristics Of Effective Small Group Learning Valued By Medical Students And Facilitators, Diana T. Robillard, Laura M. Spring, Susan J. Pasquale, Judith A. Savageau

Judith A. Savageau

Background: Small group teaching is an important part of undergraduate medical education, providing the ideal setting for learners to clarify misunderstandings, test hypotheses and evaluate ideas. Many schools undergoing curriculum reform have increased the time students spend in small group learning. However, there is an overall paucity of literature examining case-based small group sessions in medical school.

Objective: This study was designed to examine student and facilitator perceptions of effective case-based small group teaching in the pre-clinical years and compare results in order to identify similarities and differences and identify key areas of disconnect so that the small …

The Quality Teaching Model: Does It Apply To Special Education Contexts In Nsw Public Schools, Roselyn M. Dixon, Leanna Formosa

Rose Dixon

In May 2003, the NSW Department of Education and Training introduced the Quality Teaching framework to NSW public schools for discussion and possible implementation. Principals and teachers were encouraged to use the framework for the twofold purpose of improving both teaching practice and student learning. While versions of the framework have been successfully used in USA and Australia, there is a paucity of research which reports on its merit, worth, or value for teachers of children with moderate intellectual disabilities. The aim of this study is to explore the degree of congruence and/or “fit” between the Quality Teaching framework and …

The Nsw Det's Quality Teaching Framework And The Realities Of A Special Education Classroom, Leanna Formosa, Roselyn M. Dixon

Rose Dixon

In May 2003, the NSW Department of Education and Training introduced the Quality Teaching framework to NSW public schools for discussion and possible implementation. Principals and teachers were encouraged to use the framework for the twofold purpose of improving both teaching practice and student learning. While versions of the framework have been successfully used in USA and Australia, there is a paucity of research which reports on its merit, worth, or value for teachers of children with moderate intellectual disabilities. The aim of this study is to explore the degree of congruence and/or 'fit' between the Quality Teaching framework and …

New Technologies, New Pedagogies: Mobile Technologies And New Ways Of Teaching And Learning, Janice Herrington, Jessica Mantei, Anthony Herrington, Ian W. Olney, Brian Ferry

Jessica Mantei

This paper describes a major development and research study that investigated the use of mobile technologies in higher education. The project investigated the educational potential of two ubiquitous mobile devices: Palm smart phones and iPod digital audio players (mp3 players). An action learning framework for professional development was designed and implemented with a group of teachers from a Faculty of Education. Each teacher or team created pedagogies to implement appropriate use of a mobile device in different subject areas in higher education. This paper describes the project aims, design and implementation in four phases, together with a description of the …

Curriculum, Pedagogy, And Teacherly Ethos, Marshall W. Gregory

Marshall W. Gregory

In considering how curriculum and teaching influence education, it is revealing to note that most faculty members treat curriculum the way bankers treat investments. They generally spend much time, planning, and careful thought on curricular matters-reasoning here, analyzing there, relying on experience, and carefully considering both the long-term and short-term dividends of knowledge - but when it comes to teaching, many faculty members operate less like bankers and more like barnstormers, flying by the seat of their pants and guiding themselves primarily by instinct or by repeating whatever worked yesterday.

Putting History Teaching 'In Its Place', Keith A. Erekson

Keith A Erekson

Recent literature on history teaching has emphasized "doing history"—whether as "active learning," "historical thinking," or reading photocopies of primary sources. This paper extends the discussion of a "signature pedagogy" of history teaching and learning to include attention to the places where historians do history--in the archives and at the presenter's podium. It presents a case study of effective teaching from the 1920s and 1930s and provides recommendations for helping students to research in nearby archives (such as the home) and present their findings to public audiences.

Working To Recover The Essence Of Education For The Sake Of Teaching And Teacher Education: Towards A Phenomenological Understanding Of The Forgotten, Ontological Aspects Of Learning, James Magrini

James M Magrini

The current definition of a good teacher is grounded in sets of pre-determined competencies established and imposed upon schools by bureaucratic organizations that are, proximally and for the most part, removed from the foundational elements of education, namely, the existential, embodied conscious experience of teaching and learning as it unfolds in the lived world of schools and universities. As Pinar (2004) observes, contemporary American education is deterministic, and "in its press for efficiency and standardization,' has the effect of reducing "teachers to automata" (p. 28). Thus, the subject-hood, or authentic identity, of both teachers and students is not of their …

Let's Focus On Forms For Teaching, Jalae Ulicki

Jalae Ulicki

Tpck For Impact: Classroom Teaching Practices That Promote Social Justice And Narrow The Digital Divide In An Urban Middle School, Savilla I. Banister, Rachel A. Reinhart

Savilla I Banister

US schools have long struggled with what has recently been identified as the “achievement gap.” While the debate ensues in regards to an explicit definition for this phenomenon, research overwhelmingly demonstrates that students of marginalized populations remain on the lower end of most measures of school success. Accordingly, advocates of social justice point to the disparities of resources, including quality teachers, experienced by students in poverty. As a part of this movement, access to appropriate technological resources in schools has become an issue, commonly labeled the “digital divide.” This study reviews evidence of teaching for social justice and impacting the …

Teaching Grammar And Writing: A Beginning Teacher's Dilemma, P. Smagorinsky, Amy A. Wilson, C. Moore

Amy Wilson-Lopez