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Full-Text Articles in Education

It Works For Me, Too! More Shared Tips For Effective Teaching, Charlie Sweet, Hal Blythe Nov 2011

It Works For Me, Too! More Shared Tips For Effective Teaching, Charlie Sweet, Hal Blythe

Hal Blythe

In the four years since our first book on teaching, we have noticed both on our campus and around the country a new emphasis on the instructor as teacher (vs. scholar). We have read books on the subject, attended the prestigious Lilly Conference, helped establish a Teaching & Learning Center on our campus (Hal served as its first director), and written for new journals focusing on pedagogy. It Works For Me, Too! is our contribution to the Renaissance in College Pedagogy, our attempt to fuel this brightening interest in effective teaching. Like its predecessor, this book is a compilation of tips from workers in the collegiate trenches, but this time our contributors (some volunteers, some drafted) reflect the national interest in this subject and come from all around the country. We begin with a few theoretical approaches, but the major focus of IWFMT (not exactly a memorable acronym) is that average day in the classroom and what momentary magic some instructor has injected into the mix to make the experience much more than average. Sometimes the advice is general, but usually it’s specific. While the advisor may be in a different discipline than you, we have every confidence that you will be able to use this information in your area. After all, most of us weren’t born good teachers ®¢ we made ourselves that. During an observation last fall, Charlie watched as an instructor had her students reproduce exactly what Keats described on that famed Grecian urn. He went immediately into his Am Lit I class and had his students draw up the floor plan for the turret in which Lady Rowena is suddenly transformed into the lost love Ligeia. Only when his class could actually picture that pentagonal structure could they begin to see what magic might have transpired that fateful night. The best tips aren’t only shared; they are borrowed, reshaped, and adapted to one’s own philosophy, and, as John D. MacDonald once said about good writing making more good readers, that reworking makes us all much better teachers. So, read and adapt. Show Less


Drawing On Memory: A Technique For Making Short Fiction Come Alive, Charlie Sweet, Hal Blythe Nov 2011

Drawing On Memory: A Technique For Making Short Fiction Come Alive, Charlie Sweet, Hal Blythe

Hal Blythe

Considers how to get today's schoolchild and college student to move from the words to the picture, then back again. Explores the teaching technique of having students draw what the piece of literature describes. Finds that drawing the visual image provides a much better chance of understanding a work's significance. Describes how to apply this idea with a homework assignment.


Making The Right Call: Criteria For Choosing Short Fiction, Charlie Sweet, Hal Blythe Nov 2011

Making The Right Call: Criteria For Choosing Short Fiction, Charlie Sweet, Hal Blythe

Hal Blythe

Notes that teachers who teach short fiction must consider several things when choosing which works to teach. Describes criteria the authors use when selecting works for their literature classes (World Literature Survey, American Literature, and Principles of Literary Study). Concludes by affirming the importance of choosing short fiction.


Preservice Preparation For The Urban Context, William Sharpton, Renee Casbergue, Kyle Scafide Nov 2002

Preservice Preparation For The Urban Context, William Sharpton, Renee Casbergue, Kyle Scafide

Kyle Scafide

Describes decision points facing teacher education programs with an urban focus. Provides examples of strategies resulting from each decision point from the perspectives of researchers involved in an effort to redesign an urban teacher education program at the University of New Orleans. (SLD)


The Caufield Family Of Writers In The Catcher In The Rye, Charlie Sweet, Hal Blythe Oct 2002

The Caufield Family Of Writers In The Catcher In The Rye, Charlie Sweet, Hal Blythe

Charlie Sweet

No abstract provided.


Moody's Blues, Hal Charles Oct 2002

Moody's Blues, Hal Charles

Charlie Sweet

No abstract provided.


Ict Acheivers Program, Anne-Marie Chase, Greg Powell Oct 2002

Ict Acheivers Program, Anne-Marie Chase, Greg Powell

Dr Anne-Marie Chase

On 6 February 2002, the Minister for Innovation, Industry and Regional Development announced the 50 successful schools to pilot the ICT Achievers Program.


Holden's Mysterious Hat, Charlie Sweet, Hal Blythe Aug 2002

Holden's Mysterious Hat, Charlie Sweet, Hal Blythe

Charlie Sweet

No abstract provided.


Faculty Diversity, Kyle Scafide, Barbara Johnson Aug 2002

Faculty Diversity, Kyle Scafide, Barbara Johnson

Kyle Scafide

This article presents a broad view of issues related to faculty diversity. Headings include Demographics, The Growth of Faculty Diversity as an Ideal, and Barriers in the Academic Workplace. Race, ethnicity, and gender are the most common characteristics that institutions observe in order to measure faculty diversity. An even broader approach to faculty diversity involves age, socioeconomic background, national origin, sexual orientation, and diverse learning styles and opinions. Until the latter part of the twentieth century, the professoriate in the western world was composed almost exclusively of privileged, heterosexual males of Caucasian descent. Higher education institutions are generally concerned with ...


Decentralisation Of Professional Development: Teachers' Decisions And Dilemmas, Philip Kelly, Mcdiarmid Williamson Jun 2002

Decentralisation Of Professional Development: Teachers' Decisions And Dilemmas, Philip Kelly, Mcdiarmid Williamson

Philip P. Kelly

This study examines professional development activities under the omnibus Kentucky Education Reform Act and finds them lacking. It addresses three related questions. Are Kentucky teachers, in fact, in charge of their own professional development? What are the formats and foci of the professional development opportunities teachers are planning? How is professional development changing in the increasingly high–stakes environment created by the accountability movement? Analysis of professional development activities reveals systemic weaknesses that are counterproductive to improving teacher quality. Chief among these weaknesses are system–wide ignorance of alternative professional development activities and a failure to define professional development engagement ...


The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak Mar 2002

The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak

Francis Broadway

The Northeast Ohio Model Schools Institute (NOMSI) provided professional development for school-based leadership teams in standards-based mathematics and science teaching practices and leadership skills. Leadership teams from six local school districts were recruited to attend a two-week summer institute in August 2001, which focused on national standards, principles of effective professional development, an understanding of the conditions necessary for change. One or two faculty from the College of Arts and Sciences at each university also participated in the summer institute. Teams prepared a professional development plan for their school or district and received a mini-grant to implement their plan. Coaches ...


The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak Mar 2002

The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak

Joanne E Goodell

The Northeast Ohio Model Schools Institute (NOMSI) provided professional development for school-based leadership teams in standards-based mathematics and science teaching practices and leadership skills. Leadership teams from six local school districts were recruited to attend a two-week summer institute in August 2001, which focused on national standards, principles of effective professional development, an understanding of the conditions necessary for change. One or two faculty from the College of Arts and Sciences at each university also participated in the summer institute. Teams prepared a professional development plan for their school or district and received a mini-grant to implement their plan. Coaches ...


Museum Educators' Workshop Study: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven R. Rogg Mar 2002

Museum Educators' Workshop Study: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven R. Rogg

Steven R Rogg

In preparation for the Museum Educator’s Workshop, the Planning Team saw that a necessary first step would be to honor the perspectives of Chicago Public School (CPS) teachers and principals. Changes in Illinois Teacher Recertification requirements, changes within the CPS itself, and nation-wide developments in the teaching profession suggested that a fresh look at Chicago’s professional development landscape would be necessary. Indeed, many relevant questions about the role(s) of museums in teacher professional development were raised during initial Planning Team discussions. Here are just a few examples: Which organizations are the foremost providers of professional development for ...


Museum Educators' Workshop Study Highlights: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven Rogg Mar 2002

Museum Educators' Workshop Study Highlights: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven Rogg

Steven R Rogg

Following Phase I, of the Museums In the Park Study, the Planning Team used this information to design and conduct the Museum Educators’ Workshop event on March 15, 2002. Highlights of the Phase-I study were also presented to participants at the workshop event.


Maps-Ii Study Final Report For The Initiative “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg Jan 2002

Maps-Ii Study Final Report For The Initiative “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg

Steven R Rogg

The Museums and Public Schools (MAPS) initiative intends to “create a lasting impact on teaching and learning by integrating museum resources into the educational process and serve as a national model.” It is conceived as a “sustained partnership of museums and schools, students and teachers,” engaging them in “authentic learning experiences.” This is to be accomplished primarily via the explicit incorporation of relevant (as indicated by the Chicago Academic Standards) cultural, historical, and scientific resources of Chicago’s world-class museums into the curriculum of Chicago Public Schools. The result is to be an experience of education that is powerfully rich ...


Making The Right Call: Criteria For Choosing Short Fiction, Charlie Sweet, Hal Blythe Dec 2001

Making The Right Call: Criteria For Choosing Short Fiction, Charlie Sweet, Hal Blythe

Charlie Sweet

Notes that teachers who teach short fiction must consider several things when choosing which works to teach. Describes criteria the authors use when selecting works for their literature classes (World Literature Survey, American Literature, and Principles of Literary Study). Concludes by affirming the importance of choosing short fiction.


Developing Literacy Concepts In Young Children: An Instructional Framework To Guide Early Literacy Teaching, Catherine Rosemary, Mary Abouzeid Dec 2001

Developing Literacy Concepts In Young Children: An Instructional Framework To Guide Early Literacy Teaching, Catherine Rosemary, Mary Abouzeid

Catherine A. Rosemary

With more children spending the greater part of their waking hours in preschool settings today than they did years ago, teachers play an even more critical role in providing daily literacy experiences that many children of earlier generations received at home. The article focuses on the critical role that preschool teachers play in supporting children's early literacy development and presents an instructional framework to help guide early literacy teaching. The framework is based on Vygotsky's learning theory, which emphasizes the nature and importance of social interactions in instruction, particularly between adult and child. We present activity‐embedded assessments ...


Lawrence's 'The Odor Of Chrysanthemums, Charlie Sweet, Hal Blythe Dec 2001

Lawrence's 'The Odor Of Chrysanthemums, Charlie Sweet, Hal Blythe

Charlie Sweet

No abstract provided.


Literacy Conversations Between Adults And Children At Child Care: Descriptive Observations And Hypotheses, Catherine Rosemary, Kathleen Roskos Dec 2001

Literacy Conversations Between Adults And Children At Child Care: Descriptive Observations And Hypotheses, Catherine Rosemary, Kathleen Roskos

Catherine A. Rosemary

A study examined literacy conversations between adults and children in child care settings. Participants were the teacher and teaching assistant of children aged four and five years at each of three child care centers in Ohio. Results showed that the adults in the three centers talked about reading and writing to a moderate degree compared to the total amount of talk with children and that the incidence of the adults' literacy talk, apart from book talk, was spontaneous and intermittent and in some respects rare; that strikingly similar discourse features in the adults' talk were evident at the three centers ...


The Inquiry Learning Forum: A Community Of Practice Approach To Online Professional Development, Julie Moore, Sasha Barab Dec 2001

The Inquiry Learning Forum: A Community Of Practice Approach To Online Professional Development, Julie Moore, Sasha Barab

Julie A. Moore

Discussion of educational reform in secondary school classrooms focuses on the need for more effective models for professional development. Describes the Inquiry Learning Forum (ILF), an Internet-based professional development environment designed to support teachers in sharing and evolving their teaching practices. Highlights include a communities of practice approach and motivation for participation.


Road Rage, Hal Charles Dec 2001

Road Rage, Hal Charles

Charlie Sweet

No abstract provided.


Drawing On Memory: A Technique For Making Short Fiction Come Alive, Charlie Sweet, Hal Blythe Dec 2001

Drawing On Memory: A Technique For Making Short Fiction Come Alive, Charlie Sweet, Hal Blythe

Charlie Sweet

Considers how to get today's schoolchild and college student to move from the words to the picture, then back again. Explores the teaching technique of having students draw what the piece of literature describes. Finds that drawing the visual image provides a much better chance of understanding a work's significance. Describes how to apply this idea with a homework assignment.


The Superhero Formula, Charlie Sweet, Hal Blythe Dec 2001

The Superhero Formula, Charlie Sweet, Hal Blythe

Charlie Sweet

No abstract provided.


Playing Up Anticipation, Charlie Sweet, Hal Blythe Dec 2001

Playing Up Anticipation, Charlie Sweet, Hal Blythe

Charlie Sweet

No abstract provided.


The Last Boy Of Summer, Charlie Sweet Dec 2001

The Last Boy Of Summer, Charlie Sweet

Charlie Sweet

No abstract provided.


It Works For Me, Too! More Shared Tips For Effective Teaching, Charlie Sweet, Hal Blythe Dec 2001

It Works For Me, Too! More Shared Tips For Effective Teaching, Charlie Sweet, Hal Blythe

Charlie Sweet

In the four years since our first book on teaching, we have noticed both on our campus and around the country a new emphasis on the instructor as teacher (vs. scholar). We have read books on the subject, attended the prestigious Lilly Conference, helped establish a Teaching & Learning Center on our campus (Hal served as its first director), and written for new journals focusing on pedagogy. It Works For Me, Too! is our contribution to the Renaissance in College Pedagogy, our attempt to fuel this brightening interest in effective teaching. Like its predecessor, this book is a compilation of tips from workers in the collegiate trenches, but this time our contributors (some volunteers, some drafted) reflect the national interest in this subject and come from all around the country. We begin with a few theoretical approaches, but the major focus of IWFMT (not exactly a memorable acronym) is that average day in the classroom and what momentary magic some instructor has injected into the mix to make the experience much more than average. Sometimes the advice is general, but usually it’s specific. While the advisor may be in a different discipline than you, we have every confidence that you will be able to use this information in your area. After all, most of us weren’t born good teachers ®¢ we made ourselves that. During an observation last fall, Charlie watched as an instructor had her students reproduce exactly what Keats described on that famed Grecian urn. He went immediately into his Am Lit I class and had his students draw up the floor plan for the turret in which Lady Rowena is suddenly transformed into the lost love Ligeia. Only when his class could actually picture that pentagonal structure could they begin to see what magic might have transpired that fateful night. The best tips aren’t only shared; they are borrowed, reshaped, and adapted to one’s own philosophy, and, as John D. MacDonald once said about good writing making more good readers, that reworking makes us all much better teachers. So, read and adapt. Show Less


Education As Community Partnerships: An Ethnographic Study Of The Us Coalition Of Essential Schools (Ces) And The Australian National Schools Network (Nsn), Vicente Reyes Dec 2001

Education As Community Partnerships: An Ethnographic Study Of The Us Coalition Of Essential Schools (Ces) And The Australian National Schools Network (Nsn), Vicente Reyes

Dr. Vicente C Reyes Jr

No abstract provided.