Education Commons^™

By Whom And How Is Service-Learning Implemented In Middle-Level Schools Involved In Documenting School Improvement: A Quantitative Study Of Opportunity-To-Learn Conditions And Practices, Anne Seitsinger

Anne M. Seitsinger

National educational standards call for an increased focus on meaningful teaching and learning that is developmentally appropriate and helps all students reach levels of proficiency not only in basic skills but in higher order thinking skills and real-world application of skills. Among the recommendations for including real-world experiences in the community into students' education is service-learning. Service-learning uses community service experiences as an integral element of the teaching and learning process. The paucity of research and mixed findings on academic outcomes from K-12 service-learning led to an examination of the opportunity-to-learn conditions and practices in 271 middle-level schools in 16 …

Beginning Teacher Standards: Impact On Second-Language Learners And Implications For Teacher Preparation, Ronald Solórzano, Daniel Solórzano

Ronald Solórzano

Discusses preservice and inservice beginning-teacher preparation, identifying areas of teaching that challenge the cultural deficit model by examining the role of teaching standards in addressing second-language learners' needs. Describes demographic changes within the classroom; reviews literature on effective teaching practices; and identifies a teaching-standards framework that could benefit beginning teachers of second-language learners.

Textual Realisations, Judith (Judie) Cross

Judith (Judie) L Cross

The images in children's texts are vessels in which meaning is codified. Images are codified by their creator and decoded by the reader/viewer. This coding varies depending on the format of the text, the audience and the relationship between text and its context. Video versions of children's stories, may initially appear similar to their printed counterparts, but their meanings are usually significantly different. The reading/ viewing experience of various realisations is, in fact, essentially different although this may not be immediately apparent to the child reader / viewer. -- The profiles of ten children's stories are described in order to …

The Teaching Fellows Program: Transformations In Identity, Pedagogy, And Academe, Richard H. Beyler, Monica Halka, Yves P. Labissiere, Lisbeth Lipari, Shawn C. Smallman, Julie M. Smith

Yves Labissiere