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Full-Text Articles in Education

Multi-Party Mobilization For Adolescent Literacy In A Rural Area: A Case Study Of Policy Development And Collaboration, Edmund T. Hamann, Julie Meltzer Oct 2005

Multi-Party Mobilization For Adolescent Literacy In A Rural Area: A Case Study Of Policy Development And Collaboration, Edmund T. Hamann, Julie Meltzer

Faculty Publications: Department of Teaching, Learning and Teacher Education

Between 2001 and 2005, the state of Maine shifted the focus of its statewide high school improvement efforts to include an explicit focus on adolescent literacy. One trigger for that change in focus was a 5-school adolescent literacy initiative previously launched in a rural county under the federal Northeast and Islands Regional Educational Laboratory contract. This monograph describes the multi-party mobilization that led to the creation and implementation of the adolescent literacy project and explains the link between that modest rural effort and the change in state-level reform efforts. The project was designed and implemented at the intersection of what ...


Systemic High School Reform In Two States: The Serendipity Of State-Level Action, Edmund T. Hamann Oct 2005

Systemic High School Reform In Two States: The Serendipity Of State-Level Action, Edmund T. Hamann

Faculty Publications: Department of Teaching, Learning and Teacher Education

Maine and Vermont have been national leaders in state-level coordination of high school reform. Both recently developed almost interchangeable, new, voluntary, statewide frameworks that describe multiple ways high schools should change. Both frameworks— Promising Futures (Maine Commission on Secondary Education 1998) and High Schools on the Move (Vermont High School Task Force 2001)—were published in book form and include extensive bibliographies grounding their claims that they are research based. Both frameworks recommend principles and practices for improving high schools for all students. Both frameworks were drafted primarily by leading local educators with only modest support from experts based beyond ...


Multi-Party Mobilization For Adolescent Literacy In A Rural Area: A Case Study Of Policy Development And Collaboration, Edmund T. Hamann, Julie Meltzer Oct 2005

Multi-Party Mobilization For Adolescent Literacy In A Rural Area: A Case Study Of Policy Development And Collaboration, Edmund T. Hamann, Julie Meltzer

Faculty Publications: Department of Teaching, Learning and Teacher Education

Between 2001 and 2005, the state of Maine shifted the focus of its statewide high school improvement efforts to include an explicit focus on adolescent literacy. One trigger for that change in focus was a 5-school adolescent literacy initiative previously launched in a rural county under the federal Northeast and Islands Regional Educational Laboratory contract. This monograph describes the multi-party mobilization that led to the creation and implementation of the adolescent literacy project and explains the link between the modest rural effort and the change in state-level reform efforts.


Preparing Teachers To Create A Mainstream Science Classroom Conducive To The Needs Of English-Language Learners: A Feminist Action Research Project, Gayle A. Buck, Colette Mast, Nancy Ehlers, Elizabeth Franklin Sep 2005

Preparing Teachers To Create A Mainstream Science Classroom Conducive To The Needs Of English-Language Learners: A Feminist Action Research Project, Gayle A. Buck, Colette Mast, Nancy Ehlers, Elizabeth Franklin

Faculty Publications: Department of Teaching, Learning and Teacher Education

A feminist action research team, which consisted of a science educator, an English-language learner (ELL) educator, a first-year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle-level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that ...


The Necessity Of Seeing Relational Accountability In Teaching And Learning, Margaret A. Macintyre Latta Sep 2005

The Necessity Of Seeing Relational Accountability In Teaching And Learning, Margaret A. Macintyre Latta

Faculty Publications: Department of Teaching, Learning and Teacher Education

BOOK REVIEW ESSAY:

Carr, D. (2000). Professionalism and Ethics in Teaching. London: Routledge. 304 pages.

Sidorkin, A. M.(2002). Learning Relations: Impure Education, Deschooled Schools, and Dialogue With Evil. New York: Peter Lang. 212 pages. DOI: 10.1177/0022487105279944

Teacher educators work with prospective and practicing teachers focusing on what it means to learn and teach. They confront what constitutes learning experiences in classrooms, pursuing the consequences for the nature of learners, learning, teachers, and teaching. Increasingly, in my work as a teacher educator I document consequences to the elemental nature of learning and teaching, such as neglecting the ethical ...


What Is "Good" Education Research?, Karl Hostetler Aug 2005

What Is "Good" Education Research?, Karl Hostetler

Faculty Publications: Department of Teaching, Learning and Teacher Education

The question of what counts as good education research has received a great deal of attention, but too often it is conceived principally as a methodological question rather than an ethical one. Good education research is a matter not only of sound procedures but also of beneficial aims and results; our ultimate aim as researchers and educators is to serve people’s well‐being. For their research to be deemed good in a strong sense, education researchers must be able to articulate some sound connection between their work and a robust and justifiable conception of human well‐being. There is ...


Book Review: Liora Bresler (Ed.). (2004). Knowing Bodies, Moving Minds: Towards Embodied Teaching And Learning. , Margaret A. Macintyre Latta Jun 2005

Book Review: Liora Bresler (Ed.). (2004). Knowing Bodies, Moving Minds: Towards Embodied Teaching And Learning. , Margaret A. Macintyre Latta

Faculty Publications: Department of Teaching, Learning and Teacher Education

Each chapter foregrounds embodied significances for learners and learning. Contributing authors draw me into the text in different ways and with different purposes, but all with strong recursive waves rooted in themes of receptivity and relatedness. As I find myself experiencing these waves some are quiet reminders, some carry me away to new thinking, new ideas, and new experiences; some resonate deeply, while others awaken and enliven. Embodied understandings are elicited as I encounter myself within these waves. It is this self-encounter that makes the book so powerful. Gadamer's notion of foregrounding comes into play as concomitantly I engage ...


Design Bearings, Margaret A. Macintyre Latta May 2005

Design Bearings, Margaret A. Macintyre Latta

Faculty Publications: Department of Teaching, Learning and Teacher Education

Discovery and invention yield design, bringing forth a tangible form. There is little room for exploring designing as being-in-the-world where rigid rules dictate the way in which design should be represented. Limitations unduly impinge upon or restrict the possibilities for designing. Design as being-in-the-world comes from playing with possibilities, starching for relationships. The development of such thinking in situation allows for the discovery of potential. It permits possibilities to be included as the search evolves. Without a playful spirit it would seem that imaginative thought, requiring speculation and conjecturing about possibilities, might not be possible. So as educators find themselves ...


Book Review - Coming Of Age In U.S. High Schools: Economic, Kinship, Religious, And Political Crosscurrents. , Edmund T. Hamann Mar 2005

Book Review - Coming Of Age In U.S. High Schools: Economic, Kinship, Religious, And Political Crosscurrents. , Edmund T. Hamann

Faculty Publications: Department of Teaching, Learning and Teacher Education

Annette Hemmings’ research on U.S. high schoolers’ identities and their negotiation of economics, kinship, religion, and politics is important. Yet, it is better exemplified in her excellent Anthropology and Education Quarterly piece, “Lona’s Links: Postoppositional Identity Work of Urban Youths” (Hemmings, 2000:152–172), than in this uneven and sometimes difficult-to-follow book, which is a fuller treatment of the same research presented in the article. While logical and consistent with the original research design (see Endnote 15, p. 190), her choice to organize the book according to themes instead of school or student made it difficult to keep ...


Review Of Arab-American Faces And Voices: The Origins Of An Immigrant Community, By Elizabeth Boosahda, Loukia K. Sarroub Feb 2005

Review Of Arab-American Faces And Voices: The Origins Of An Immigrant Community, By Elizabeth Boosahda, Loukia K. Sarroub

Faculty Publications: Department of Teaching, Learning and Teacher Education

Arab-American Faces and Voices: The Origins of an Immigrant Community offers a detailed history of the lives of Arab immigrants in Worcester, Massachusetts. Elizabeth Booshada conducted primary source research, interviewed nearly 200 people, and documented the immigrants' stories of their families' lives from 1880-1915. The author's personal and family connections to the community, in combination with the candid interview excerpts, provide a fascinating and much needed account of a people who survived, thrived in, and helped to create an important part of American society.

The book's main focus is to describe, from the perspectives of elderly immigrants of ...


Book Review - The Culture Of Education Policy, Edmund T. Hamann Feb 2005

Book Review - The Culture Of Education Policy, Edmund T. Hamann

Faculty Publications: Department of Teaching, Learning and Teacher Education

The title of this book is a shorthand play on words. It is derived from the concept of “the culture of poverty,” which, as author Sandra Stein demonstrates, provided important discursive underpinnings for the original Title I Elementary and Secondary Education Act in the U.S. in the mid-1960s; it is essentially “the culture of policy arising from the culture of poverty.” The book describes how the work of social scientists such as Oscar Lewis was utilized by legislators in the U.S. Congress as a means of persuading their colleagues to agree to federal funding for schools. As picked ...


Considering The Nature Of The Aesthetic Through An Imaginary Letter Exchange, Margaret A. Macintyre Latta Jan 2005

Considering The Nature Of The Aesthetic Through An Imaginary Letter Exchange, Margaret A. Macintyre Latta

Faculty Publications: Department of Teaching, Learning and Teacher Education

I propose to consider the nature of aesthetics through the perspectives of three contemporaries of early 20th century England (Virginia Woolf, 1882-1941 , Clive Bell, 1881-1964, and Sylvia Gosse, 1881-1968), with claim to an intimate understanding of the aesthetic. This is an imaginative journey of my own making. I find imagination makes empathy possible. Imagination allows me to put aside my definitions and distinctions regarding the aesthetic, and give credence to alternative perspectives. Aesthetics is an elusive entity that is used indiscriminately to capture a felt dimension of lived experience. Superficially the aesthetic is a term often used to mean simple ...


The Flight From Experience To Representation: Seeing Relational Complexity In Teacher Education, Margaret A. Macintyre Latta, James C. Field Jan 2005

The Flight From Experience To Representation: Seeing Relational Complexity In Teacher Education, Margaret A. Macintyre Latta, James C. Field

Faculty Publications: Department of Teaching, Learning and Teacher Education

Gaining access to the inherent relational complexity of teaching/learning situations is essential to learning to teach. As teacher educators our work with prospective teachers indicates that opportunities to develop the capacity for relational knowing are increasingly being denied and dismissed. Specifically, we are concerned with what we perceive to be a flight from the experience of relational complexities, demanding constant discernment in the concrete situated dimensions of teaching and learning, into representative certainty and singularity in ways of seeing, thinking, and doing in classrooms. This paper documents this concern and explores the consequences of such disregard.


Survey Of Changes In Science Teacher Preparation Programs Responding To Performance-Based Science Standards, Steven Gilbert, Jon E. Pedersen, Cheryl Mason Jan 2005

Survey Of Changes In Science Teacher Preparation Programs Responding To Performance-Based Science Standards, Steven Gilbert, Jon E. Pedersen, Cheryl Mason

Faculty Publications: Department of Teaching, Learning and Teacher Education

This study presents the results of two web-based surveys of 23 science teacher preparation programs having functional standards-based candidate performance assessment systems recognized by the National Science Teachers Association (NSTA) through the National Council for the Accreditation of Teacher Education (NCATE). Our goal was to determine the degree and nature of changes made to these programs as they sought to gain NSTA-NCATE program recognition. The results indicate that most programs made major changes as they implemented performance assessment systems, now pay more attention to documenting candidate performances in all areas of concern covered by the standards, and believe the changes ...


Gaining Interpretive Competence Through Cross-Cultural Dialogue Among Teachers And Researchers, Michelle Boone, Elaine Chan Jan 2005

Gaining Interpretive Competence Through Cross-Cultural Dialogue Among Teachers And Researchers, Michelle Boone, Elaine Chan

Faculty Publications: Department of Teaching, Learning and Teacher Education

We examined the complexities of developing and implementing school curricula that reflect the goals for equality for students outlined in the Canadian Multiculturalism Act. Stories of teaching and learning experiences were presented to teacher-researchers as a means of generating discussion about differences in perspective pertaining to the curricular needs of an ethnically diverse student population. We articulate this ongoing inquiry about how best to meet the needs of a diverse society in terms of enhancing a sense of ‘interpretive competence’ (Conle, 1997b, Conle et al., 2000, Conle, 2000).

ACQUÉRIR LA COMPÉTENCE INTERPRÉTATIVE GRÂCE AU DIALOGUE INTERCULTUREL ENTRE ENSEIGNANTS ET CHERCHEURS--Nous ...


An Action Research Project On Preparing Teachers To Meet The Needs Of Underserved Student Populations, Gayle A. Buck, Jeanene G. Cordes Jan 2005

An Action Research Project On Preparing Teachers To Meet The Needs Of Underserved Student Populations, Gayle A. Buck, Jeanene G. Cordes

Faculty Publications: Department of Teaching, Learning and Teacher Education

The focus of this action research study was on the initial stage in reforming our teacher preparation programs. We designed, conducted, evaluated, and revised the components of our teacher preparation programs that were aimed at providing preservice teachers with the confidence and knowledge needed to meet the needs of youth populations underserved in science education. The conceptual framework of this study predicted that providing preservice teachers with experiences in teaching science to at-risk youth in a nonformal educational setting and that exploring these experiences in a seminar setting will increase the teachers’ confidence and knowledge in regard to teaching science ...


A Proactive Strategy For Teaching Evolution, Lawrence C. Scharmann Jan 2005

A Proactive Strategy For Teaching Evolution, Lawrence C. Scharmann

Faculty Publications: Department of Teaching, Learning and Teacher Education

Biology teachers are fortunate when topics to be addressed possess inherent qualities that interest students. Classical genetics rarely fails to interest secondary school students because it is introduced at a time when they are self-absorbed with their nascent physical characteristics, emerging sexuality, and/or future athlet- ic potential. A topic like genetics is always an easier sell than would be taxonomy, for instance. How should one treat topics that traditionally are tougher to teach? A simple but effective method for self-assessing readiness to teach a particular topic is to be prepared to respond to the questions, "Why do I have ...


Improving Teacher Quality Through An On-Line Professional Development Course: A Research Study, Ekaterina Koubek, Aleidine Kramer Moeller Jan 2005

Improving Teacher Quality Through An On-Line Professional Development Course: A Research Study, Ekaterina Koubek, Aleidine Kramer Moeller

Faculty Publications: Department of Teaching, Learning and Teacher Education

This study investigated how in-service teachers of foreign languages constructed knowledge, and how this knowledge transformed their teaching, their beliefs, and their sense of themselves as professionals in an on-line professional development course based on a constructivist approach. This article provides an overview of research on distance education, constructivism, and teacher education with findings from a multiple case study of an on-line graduate course on Instructional Planning offered through GOLDEN (German On-line Distance Education Network; http://manila.unl.edu/amoeller/golden), a collaborative professional development project of the AATG (American Association of Teachers of German; http://aatg.org/member_services/lists ...


Meeting The Literacy Development Needs Of Adolescent English Language Learners Through Content-Area Learning - Part Two: Focus On Classroom Teaching And Learning Strategies, Julie Meltzer, Edmund T. Hamann Jan 2005

Meeting The Literacy Development Needs Of Adolescent English Language Learners Through Content-Area Learning - Part Two: Focus On Classroom Teaching And Learning Strategies, Julie Meltzer, Edmund T. Hamann

Faculty Publications: Department of Teaching, Learning and Teacher Education

Today, English language learners (ELLs) represent an increasing proportion of U.S. middle and high school enrollment. As a result, mainstream content-area teachers are more likely than ever to have ELLs in their classrooms. At the same time, education policymakers and researchers are increasingly calling for improved academic literacy development and performance for all adolescents. The research on recommended practices to promote mainstream adolescents’ academic literacy development across the content areas and the research on effective content-area instruction of ELLs in middle and high schools overlap substantially, suggesting that mainstream teachers who use effective practices for adolescents’ content-area literacy development ...


Evaluative Case Study Of A Summer Academy Program, Elizabeth Wallace, Jon E. Pedersen Jan 2005

Evaluative Case Study Of A Summer Academy Program, Elizabeth Wallace, Jon E. Pedersen

Faculty Publications: Department of Teaching, Learning and Teacher Education

The demands for technological workers have prompted a national effort to encourage all sectors of the population to consider careers in mathematics and science (National Council of Teachers of Mathematics, NCTM, 1989; NSF, 1988; Task Force, 1989). Yet students are not electing to enroll in science in school. One possible solution to increase interest in science is through summer programs. The Summer Academy in Plant Biology and Transgenics hosted by the Western Oklahoma State College, the Samuel Roberts Noble Foundation and the Oklahoma State Regents for Higher Education, is an intervention program in science for talented students and, in particular ...