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Full-Text Articles in Education
E-Learning Pedagogy In The Primary School Classroom: The Mcdonaldization Of Education, Matthew Etherington
E-Learning Pedagogy In The Primary School Classroom: The Mcdonaldization Of Education, Matthew Etherington
Australian Journal of Teacher Education
This paper begins as an initial rejoinder to the ideas expressed by Ross (2000) in The Promise and Perils of E-Learning: A critical look at the new technology. In his article, Ross supports the traditional practices of pedagogy at the primary school level—face-to-face pedagogy— and then critiques what he describes as a ‘fetishisation’ of technological pedagogy—a fetishisation seen in the increase of E-learning pedagogy at the primary school level. The ideas expressed in this article gain their structure and momentum from Ross’s (2000) arguments against E-learning and extends a more cautious approach to the widespread belief in the success of …
Using Poetry To Improve Fluency And Comprehension In Third-Grade Students, Karen E. Newsome
Using Poetry To Improve Fluency And Comprehension In Third-Grade Students, Karen E. Newsome
Georgia Educational Researcher
This study examined the effects of repeated choral reading of poetry on fluency and comprehension of third-grade students (N = 76) in the southeastern United States. Student attitudes toward poetry were also measured. Students served in regular, remedial, and special education were taught reading using the school’s basal series for four weeks. Choral repeated reading of poetry was then added to the curriculum. The DIBELS ORF test, STAR reading assessment, and an attitude survey were used to assess student performance. Statistically significant gains were made during the poetry intervention in fluency (M = 18.78, p < .01) and comprehension (M = 0.33, p < .05). Slight improvements in students’ attitudes toward poetry were also observed.
Collaborative Partnerships : A Model For Science Teacher Education And Professional Development, Mellita M. Jones
Collaborative Partnerships : A Model For Science Teacher Education And Professional Development, Mellita M. Jones
Australian Journal of Teacher Education
This paper proposes a collaborative partnership between practicing and pre-service teachers as a model for implementing science teacher education and professional development. This model provides a structure within which partnerships will work collaboratively to plan, implement and reflect on a series of Science lessons in cycles of action-reflection adapted from Korthagen’s (2001) ALACT model. Issues within Science education, teacher professional development and teacher education are considered in the development of the model which attempts to deepen constructivist approaches to teachers’ professional learning. It attempts to address issues with teacher professional development in the science area and improve professional experience practice …