Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- 21st Century skills (1)
- African american (1)
- Autoethnography (1)
- Black male (1)
- Critical GIS (1)
-
- Critical Race Theory (1)
- Design pedagogy (1)
- Digital Divide (1)
- Distance Learning (1)
- Distance learning (1)
- Diversity (1)
- Early childhood (1)
- EdTPA (1)
- Education & Equity (1)
- Education reform (1)
- Equity (1)
- GIS & Teacher Education Reform (1)
- Gifted (1)
- Grounded theory (1)
- Higher education (1)
- ICT (1)
- IMSA (1)
- Identity (1)
- Illinois Mathematics and Science Academy (1)
- Information and Communications Technology (1)
- K-20 partnerships (1)
- Language Teachers` Burnout (1)
- Language Teaching; Teacher Emotions; Attribution Theory; Interpretive Phenomenological Analysis; Teacher Burnout (1)
- Latino (1)
- Mathematics education (1)
Articles 1 - 9 of 9
Full-Text Articles in Education
Incorporating Edtpa Into The University Of Northern Iowa Teacher Education Program, Lyn L. Countryman, Jody Stone
Incorporating Edtpa Into The University Of Northern Iowa Teacher Education Program, Lyn L. Countryman, Jody Stone
Lyn L. Countryman
The University of Northern Iowa (UNI) was involved in the initial piloting of the Educational Teacher Performance Assessment (edTPA) developed by Stanford Center for Assessment, Learning and Equity (SCALE), Stanford, CA. This paper documents the journey of edTPA pilot and implementation phases from 2010 through the Fall of 2015.
Facilitating Changes In College Teaching Practices: Instructional Reform, Identity Conflict And Professional Community In A K-20 Partnership, Stacy Olitsky
Stacy Olitsky
In this paper, I explain variation in the adoption of student-centred teaching practices among college faculty members in a program designed to promote K-20 instructional reform. I analyze data from a qualitative study of a Math and Science Partnership in order to understand why some faculty members had undergone extensive changes to their practices whereas others had not, even though both groups had demonstrated changes in their beliefs. Findings show that when collective identities focused on reform become more salient than the role identities associated with their teaching positions, faculty members are able to persist through the loss of self-efficacy …
Suburban Leaders Who Have Made A Difference: Jose Torres, José M. Torres
Suburban Leaders Who Have Made A Difference: Jose Torres, José M. Torres
José M. Torres
This week we are featuring Dr. Jose Torres, the president of Aurora-based Illinois Mathematics and Science Academy. Torres was superintendent of Elgin Area School District U-46 from 2008 to 2014 and has served in various leadership roles, including regional superintendent/area instruction officer in Chicago Public Schools, and as the only superintendent on the Federal Equity and Excellence Commission of the United States Department of Education. Torres was one of three educators nationwide to receive the 2014 Dr. Effie H. Jones Humanitarian Award from the AASA, the school superintendents association.
Detecting Agents Of Emotional Exhaustion Among Iranian Language Teachers Within The Framework Of Attribution Theory, Masoud Mahmoodi-Shahrebabaki
Detecting Agents Of Emotional Exhaustion Among Iranian Language Teachers Within The Framework Of Attribution Theory, Masoud Mahmoodi-Shahrebabaki
masoud mahmoodi-shahrebabaki
This study aimed at recognizing sources of emotional problems of nine English language teachers and proposing strategies to obviate the potential contributors. Maslach Burnout Inventory (MBI) was administered to 105 language teachers. Among those with very high scores on emotional exhaustion subscale of the inventory, nine were chosen on account of convenience sampling. More than eight hours of unstructured interviews with the participants were recorded and transcribed. First, Thematic Content Analysis (TCA) was used to extract the recurring themes. Second, Interpretive Phenomenological Analysis (IPA) was utilized to reveal the loci of attribution with emotionally exhausted language teachers. The result indicated …
Bridging The Digital Divide With Gis, Alex G. Lowry
Bridging The Digital Divide With Gis, Alex G. Lowry
Alex G Lowry
This paper reframes the problem of the “digital divide” and proposes teacher education in Interdisciplinary Geographic Information Systems and related pedagogy (problem based learning, design pedagogy), in order to equitably bridge this gap, empower students and the community, and better prepare students for the knowledge-based economy with 21st century skills.
Distance Learning At Fsu: Overview Of Services, Joseph S. Clark
Distance Learning At Fsu: Overview Of Services, Joseph S. Clark
Joseph S Clark
Invited talk addressing history and status of distance learning at FSU.
The Flipped Classroom: Scaffolding Community Online, Susan Barduhn
The Flipped Classroom: Scaffolding Community Online, Susan Barduhn
Susan Barduhn
No abstract provided.
Defining ‘Meaningfulness’: Enabling Preschoolers To Get The Most Out Of Parental Involvement, Qilong Zhang Dr.
Defining ‘Meaningfulness’: Enabling Preschoolers To Get The Most Out Of Parental Involvement, Qilong Zhang Dr.
Qilong Zhang Dr.
While previous studies have shown the potential benefits of parental involvement for children’s learning and development, certain types of parental involvement are considered by some researchers to be ‘ineffectual’ and ‘meaningless’, which leads to the question - What types of parental involvement are meaningful? Adopting Grounded Theory Method (GTM), the study aimed to identify elements that constitute meaningfulness of parental involvement in early childhood education. Interviews were conducted with 23 participants (11 teachers, 12 parents) from three types of early childhood settings in New Zealand. The findings showed that a combination of desirability, practicality, and effectuality determined meaningfulness of parental …
The Lion Tells His Side Of The (Counter)Story: A Black Male Educator's Autoethnographic Account, Ramon B. Goings
The Lion Tells His Side Of The (Counter)Story: A Black Male Educator's Autoethnographic Account, Ramon B. Goings
Ramon Goings
While many initiatives have emerged to increase the presence of Black males in schools, there is still little known about our experiences. Through the use of autoethnographic vignettes and counterstorytelling, I highlight the successes and challenges Black male educators may face during the hiring process as well as in the classroom. While this account cannot be generalized for all Black male educators, this study emphasizes the important role they play in the lives of their students. I conclude the article with an argument for the use of counterstorytelling in research as a transformative and therapeutic method for Black male educators …