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2002

Teacher Education and Professional Development

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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.


The Voice Of Teachers In A Changing Hong Kong Society: The Study Of The Effectiveness Of A School Guidance Program Me For Teacher, Elaine Yee-Lai Tung Dec 2002

The Voice Of Teachers In A Changing Hong Kong Society: The Study Of The Effectiveness Of A School Guidance Program Me For Teacher, Elaine Yee-Lai Tung

Theses

This research study examines the development of a school guidance programme in a teacher education institute in a turbulent Hong Kong environment. The focus of the study is the teachers' awareness of the impact of change, their beliefs in human nature, and the skills gained from the programme in dealing with student guidance issues in their classrooms. The study describes the political, economic and social changes in Hong Kong society after 1997 and the consequent impact on primary school teachers, educated and brought up in traditional Chinese families now facing student problems in their classrooms that are being addressed using ...


Perceived Barriers To The National Board For Professional Teaching Standards Certification., Jan Woodard Moore Dec 2002

Perceived Barriers To The National Board For Professional Teaching Standards Certification., Jan Woodard Moore

Electronic Theses and Dissertations

Since its conception in 1987, much money and effort have been expended establishing the National Board for Professional Teaching Standards. Although 16,038 educators in 45 states and the District of Columbia have obtained National Board Certification, there are over 1,200 teachers in the East Tennessee counties of Cocke and Sevier who are eligible for National Board Certification, but have not obtained this certification. This study sought to identify the barriers that discouraged this population from attempting to gain National Board Certification.

The research design was inferential and utilized data from a survey instrument constructed by the researcher. A ...


Inside Unlv, Diane Russell, Gian Galassi, Richard Jensen Dec 2002

Inside Unlv, Diane Russell, Gian Galassi, Richard Jensen

Inside UNLV

No abstract provided.


After Turning Points: Evidence Of The Adoption Of Middle School Reforms In The United States 1987-2000., Nancy Barnes Mansberger Dec 2002

After Turning Points: Evidence Of The Adoption Of Middle School Reforms In The United States 1987-2000., Nancy Barnes Mansberger

Dissertations

The purpose of this study was to explore the adoption by U.S. middle schools of key practices recommended by the 1989 Turning Points report. Three questions were examined: (1) To what extent have the organizational practices identified by research to impact the development of "small learning communities" been adopted by U.S. middle schools? (2) To what extent do the instructional practices of U.S. middle school teachers reflect developmentally responsive or traditional/bureaucratic methods?, and (3) Do the instructional practices of U.S. middle school teachers differ between those who teach in schools with developmentally responsive organizational practices ...


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 Library As Laboratory, Patricia A. Iannuzzi, Diane Harvey Nov 2002

The Library As Laboratory, Patricia A. Iannuzzi, Diane Harvey

Library Faculty Presentations

Overview of Issues:

— Improving the Quality of Undergraduate Research

- Working with students and faculty
- Curricular and Extracurricular models

— Advancing the Undergraduate Research Agenda on Campus

- strategies
- partners
- projects


Teachers' Authentic E-Learning, Judi Harris, Neal Grandgenett Nov 2002

Teachers' Authentic E-Learning, Judi Harris, Neal Grandgenett

School of Education Articles

If professional development is understood to be teachers’professional learning, then authentic professional development occurs when we actively learn—and reflect on that learning, both individually and collaboratively—as we teach. What might characterize authentic learning for teachers—especially as it applies to using Internet tools and resources in the classroom? A series of research studies we have been doing provides some interesting insights into and potential answers to this question.


The Limits And Contradictions Of Systemic Reform: The Philadelphia Story, Thomas B. Corcoran, Jolley Bruce Christman Nov 2002

The Limits And Contradictions Of Systemic Reform: The Philadelphia Story, Thomas B. Corcoran, Jolley Bruce Christman

CPRE Research Reports

In Philadelphia, the Annenberg Challenge was known as Children Achieving and was a districtwide systemic reform initiative designed and led by a small core group of District officials and external partners. This report examines the Children Achieving Challenge and the strategies the designers employed to improve teaching and learning in the public schools. Among the conditions associated with the Annenberg Challenge were requirements that two matching dollars be raised for each one received from the Annenberg Foundation and that an independent management structure be created to provide program, fiscal, and evaluation oversight of the grant. In Philadelphia, a business organization ...


Inside Unlv, Diane Russell, Mae Worthey-Flennoy, Cate Weeks, Gian Galassi Nov 2002

Inside Unlv, Diane Russell, Mae Worthey-Flennoy, Cate Weeks, Gian Galassi

Inside UNLV

No abstract provided.


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.


The Academic Workplace (Fall/Winter 2002): The Politics Of Civic Engagement, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Harry C. Boyte, Deborah Hirsch, Melvin Wade Oct 2002

The Academic Workplace (Fall/Winter 2002): The Politics Of Civic Engagement, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Harry C. Boyte, Deborah Hirsch, Melvin Wade

The Academic Workplace

No abstract provided.


The Varieties Of Knowledge And Skill-Based Pay Design: A Comparison Of Seven New Pay Systems For K-12 Teachers, Anthony Milanowski Oct 2002

The Varieties Of Knowledge And Skill-Based Pay Design: A Comparison Of Seven New Pay Systems For K-12 Teachers, Anthony Milanowski

CPRE Research Reports

A number of lines of research (e.g., National Commission on Teaching and America's Future, 1996; Slavin & Fashola, 1998; Wright, Horn, & Sanders, 1997; Bembry, Jordan, Gomez, Anderson, & Mendro, 1998; Ferguson & Ladd, 1996) have identified teacher instructional capacity as a key variable in the success of educational reforms in improving student achievement. Since 2000, the Consortium for Policy Research in Education has been studying a new form of teacher compensation that may have the potential to support improvements in the capacity of teachers to deliver instruction that would enable all children to achieve to high academic standards, as well as to respond to the growing public ...


An Analysis Of Self-Selected And Assigned Writing Of Third Grade Students, Marlena Marrano Oct 2002

An Analysis Of Self-Selected And Assigned Writing Of Third Grade Students, Marlena Marrano

Education and Human Development Master's Theses

The purpose of this study was to determine if there was a difference in student performance .in writing when the topic for writing was self-selected or when the topic was assigned.

Ten third-grade students from two classrooms in an urban elementary school participated in this study. During a period of ten weeks, each student produced four pieces of writing. The topic of two of the four pieces was assigned. The other two pieces were formulated from self-selected topics.

The data were analyzed to determine which individuals and class wrote more for assigned pieces and which individuals and class wrote more ...


Inside Unlv, Diane Russell, Gian Galassi, Cate Weeks Oct 2002

Inside Unlv, Diane Russell, Gian Galassi, Cate Weeks

Inside UNLV

No abstract provided.


Bringing Female Scientists Into The Elementary Classroom: Confronting The Strength Of Elementary Students' Stereotypical Images Of Scientists, Gayle A. Buck, Diandra Leslie-Pelecky, Susan K. Kirby Sep 2002

Bringing Female Scientists Into The Elementary Classroom: Confronting The Strength Of Elementary Students' Stereotypical Images Of Scientists, Gayle A. Buck, Diandra Leslie-Pelecky, Susan K. Kirby

Faculty Publications: Department of Teaching, Learning and Teacher Education

This study explored the effectiveness of bringing female scientists into the elementary classrooms on promoting changes in the stereotypical images of scientists. Qualitative and quantitative data were collected and analyzed to illuminate changes in stereotypical images of scientists. Results indicate that despite the efforts of the scientists to encourage the students to question their image of a scientist, the students held on to stereotypical images. Instead, the students questioned the true identity of the scientists, categorizing them as teachers. The results led to questions of the strength of the image and the extent of efforts needed for students to question ...


Editorial Introduction, Gordon Wells Sep 2002

Editorial Introduction, Gordon Wells

Networks: An Online Journal for Teacher Research

This issue of Networks is the last in a year that has seen a tightening of constraints, both political and educational, in response to the increasing violence that has characterized relationships between nations, cultures, religions and economic classes. In education, in almost all the richer countries, there has been a tighter focus on "basic skills" and the memorization of an increasingly large body of "core knowledge", assessed through standardized tests, and a concomitant narrowing of the opportunities for student initiative, choice, and sustained investigation of questions and issues that they find personally significant. Teachers feel harried and hurried, with little ...


Preservice Elementary Teachers' Perceptions After Visiting An Interactive Science Center, David H. Palmer Sep 2002

Preservice Elementary Teachers' Perceptions After Visiting An Interactive Science Center, David H. Palmer

Networks: An Online Journal for Teacher Research

This paper reports an action research study involving preservice elementary teachers enrolled in a college science methods course (ie. the course focussed on how to teach science at elementary school). There was an interactive science center nearby which many local elementary classes regularly visited, so I decided to set my students the task of visiting the center and reporting on it. However, I was unsure as to what outcomes the students would gain from the experience. I therefore asked the students to each write a short passage explaining what they had learnt from the experience. According to their responses, the ...


"You Don't Need To Time It, You Just Need To See It": Racing In Children's Science, Richard Frazier Sep 2002

"You Don't Need To Time It, You Just Need To See It": Racing In Children's Science, Richard Frazier

Networks: An Online Journal for Teacher Research

The work I present here arose from a number of biases, several of which are described [in the introduction]. Prominent among the biases is extensive experience of teaching science with an averred emphasis on activity and inquiry. Along with the perspective of practitioner is the belief that children's ideas in science are worthy of scrutiny. Fascination with the research into children's conceptions and practices was tempered, however, by puzzlement over the actions teachers ought to take. Reflections on the gap between children's science and standard science came while straddling the gap between my perspective as a teacher ...


The Definition Of Enlightenment - Lighten Up: My Use Of Humor In Social Work Education And Practice, Rich Furman Sep 2002

The Definition Of Enlightenment - Lighten Up: My Use Of Humor In Social Work Education And Practice, Rich Furman

Networks: An Online Journal for Teacher Research

In this narrative, I discuss how humor has become a central "tool" of my practice as a social work educator and social worker. I describe how I use humor as a conscious means of achieving student learning. In a very real sense, calling humor a tool is a misnomer as it is a central feature of my personality. Each of us possesses certain personality characteristics that, if nurtured and cherished, can become powerful allies in the processes of teaching and helping.


My Introspective Time Capsule, Michele Stafford-Levy Sep 2002

My Introspective Time Capsule, Michele Stafford-Levy

Networks: An Online Journal for Teacher Research

This study takes place in the southwestern part of the United States on the Mexican-American border and is a narrative about a teacher's journey of self-discovery about her own teaching practices through reflection. Dr. Myriam Torres (New Mexico State University) and Michele Stafford-Levy ventured into the typical professor-student relationship. The professor guided her graduate student through a journey of self-discovery and how to document the process of self-reflection and action in her own classroom. By sharing these events from her professional life through autobiography, the student strives to serve as a model for both pre-service and in-service teachers to ...


Learning From Others: Literacy Perspectives Of Middle-School English Teachers, Cynthia A. Lassonde Sep 2002

Learning From Others: Literacy Perspectives Of Middle-School English Teachers, Cynthia A. Lassonde

Networks: An Online Journal for Teacher Research

At the center of this interview-based study, middle-school English teachers talk and write about their literacy development, their teaching philosophies, and their curriculum, as they reflect upon their teaching. Portraits of their perspectives of literacy emerge. Using these portraits to reflect upon teaching practices, the author suggests we can effectively examine our own educational philosophies, contributing to our efforts to become increasingly competent educators.


Teacher Research: Learning To Listen, Jennifer Moore Sep 2002

Teacher Research: Learning To Listen, Jennifer Moore

Networks: An Online Journal for Teacher Research

When friends from out of town visit, I often take them jogging around my hometown. I have routes I have run hundreds of times; they are so familiar, I run as if on automatic pilot. I seem to forget, though, that my guest has no idea that this is where I turn left, and that is the place where I cross the street to run on the other side. On more than one occasion, I have nudged a friend off the sidewalk or run right into them in my single-minded routine. I forget to ask questions, to explain, to direct ...


Inside Unlv, Diane Russell Sep 2002

Inside Unlv, Diane Russell

Inside UNLV

No abstract provided.


Expecting, Accepting, And Respecting Difference In Middle School, Lori Olafson, Margaret A. Macintyre Latta Sep 2002

Expecting, Accepting, And Respecting Difference In Middle School, Lori Olafson, Margaret A. Macintyre Latta

Faculty Publications: Department of Teaching, Learning and Teacher Education

The curriculum need not fight young adolescents’ need to engage in identity formation. It can assist that process when students are given the opportunity to address issues that matter to them through their school work.

Adolescence is a time when key questions of identity assume central importance in the lives of children (Brumberg, 1997). It is often a particularly traumatic time for girls as they negotiate through the quagmire of adolescent experience (Harper, 1997). During the time we spent researching and teaching in middle schools, we found that the voices of adolescent girls echoed this fragile and vulnerable sense of ...


Four Criteria For Engaging Girls In The Middle Level Classroom, Gayle A. Buck, Nancy Ehlers Sep 2002

Four Criteria For Engaging Girls In The Middle Level Classroom, Gayle A. Buck, Nancy Ehlers

Faculty Publications: Department of Teaching, Learning and Teacher Education

Authenticity, choice, conceptual understanding, and motivation all play a role in engaging middle level learners. This article shows how these criteria apply to designing lessons for girls.

Listening to young adolescent girls has greatly altered my ideas of what it means to teach at the middle level. Using the ideas and attitudes that these girls bring with them to the science classroom, I now select what happens in that classroom. Others are encouraged to use this rubric to select activities as they attempt to engage the adolescent girls in the middle level curriculum. No longer looking upon girls to see ...