Education Commons^™

University/School Partners Receive Grant To Expand Alternative Teacher Certification Project, Kay Hyatt

General University of Maine Publications

A $1.035 million U.S. Department of Education grant will allow the University of Maine to expand its innovative alternative teacher certification program to Aroostook and Washington counties. Funded over five years, the Transition to Teaching grant is based on the success and promise of the model developed and piloted by the UMaine College of Education and Human Development in partnership with the Mid-Coast Superintendents' Association, comprised of school districts from Searsport to Bath.

Umaine, Maine Maritime Team Up To Train Future Teachers, Kay Hyatt

General University of Maine Publications

A resourceful agreement between The University of Maine and Maine Maritime Academy is intended to expedite the initial certification process for a select group of aspiring educators and help address the severe shortage of mathematics and physical science teachers. The three-year pilot program, beginning this fall, opens access for MMA students to secondary science/mathematics education courses at UMaine.

Academy Seeks Aspiring Teachers, Kay Hyatt

General University of Maine Publications

Maine high school students considering a career in teaching have the opportunity to get some solid experience at the University of Maine this summer. With a $7,000 grant from the MBNA Community Foundation, the UMaine College of Education and Human Development will offer a first-time Future Teachers Academy June 24-26 at no cost to participants.

Meeting Ncate Standards Through Service-Learning: Dispositions, National Service-Learning In Teacher Education Partnership

Service Learning, General

The University of Idaho, Division of Teacher Education, is refocusing its teacher certification program to reflect national standards and place P-12 students at the center of preservice learning. The integration of service-learning into course work throughout the program ensures that a community of learners will be developed both in academic settings and in society.

Meeting Ncate Standards Through Service-Learning: Professional Knowledge & Skills, National Service-Learning In Teacher Education Partnership

Service Learning, General

Community service has a long-standing tradition in the mission and purpose of California Lutheran University. Believing that the adoption of academic service-learning as an innovative and effective instructional strategy can enhance and enrich the teaching and learning experiences of both Faculty and students, in 1994, the School of Education included service-learning as a required assignment in several courses in the Teacher Preparation Program.

Science Teacher Education: A Wonderful Journey Around The World, Nelofer Halai

Institute for Educational Development, Karachi

No abstract provided.

Distance Learning In Industrial Teacher Education Programs, Hassan B. Ndahi, John M. Ritz

STEMPS Faculty Publications

No abstract provided.

Technology Education Trends In Preservice Teacher Education Between 1980 And 1999 As Reflected In Dissertation Research, Mary Ann Kjetsaa

Seton Hall University Dissertations and Theses (ETDs)

.

Library Instruction And Graduate Professional Development: Exploring The Effect Of Learning Environments On Self-Efficacy And Learning Outcomes, Penny Beile, David Boote

Penny Beile

The Role Of Metacognitive And Reflective Learning Processes In Developing Capable Computer Users, Renata Phelps, Allan Ellis, Stewart Hase

Dr Renata Phelps

There is continued pressure for the application, and integration, of computer technologies into learning and teaching. For such innovations to be successfully implemented, students themselves must have the confidence, ability and willingness to engage with computer technology. In some disciplinary and professional contexts such as arts, humanities, social studies and education many adult learners are insecure and anxious regarding their ability to use, or to learn about, computer technology. Traditionally, competency-based, or skills-focussed training approaches have been utilised to assist inexperienced students to gain confidence with using computers. This paper argues that such approaches do not promote the development of …