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- Absolutist (1)
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- African Americans (1)
- Autonomy (1)
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- Australian Journal of Teacher Education (7)
- Inquiry: The Journal of the Virginia Community Colleges (7)
- Headwaters (3)
- Democracy and Education (1)
- Journal of Collective Bargaining in the Academy (1)
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- Journal of Educational Research and Practice (1)
- Journal of Humanistic Mathematics (1)
- Journal of Inquiry and Action in Education (1)
- Kentucky Journal of Excellence in College Teaching and Learning (1)
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Articles 1 - 26 of 26
Full-Text Articles in Education
Crossing The Bridge: Transitioning From A Teacher To A Professor, Steven Page, Charles Jenks
Crossing The Bridge: Transitioning From A Teacher To A Professor, Steven Page, Charles Jenks
Journal of Inquiry and Action in Education
This is a qualitative study that was conducted to gain a better understanding of the experiences of professors in Colleges of Education who were former K-12 teachers. The study presents the responses of eighty nine professors from across the United States. By coding the responses based on the university setting (National, Large Regional, Small Regional) in which the respondents worked the authors found that professors have different experiences in their transition from K-12. The authors found that the size of the university was a factor in how the new faculty felt welcomed and how they were treated by colleagues. Also, …
Creating Flickr Photo-Narratives With First-Year Teacher Education Students: The Possibilities And Pitfalls Of Designing Emergent Learning Tasks, Marta Kawka, Kevin M. Larkin, Patrick Danaher
Creating Flickr Photo-Narratives With First-Year Teacher Education Students: The Possibilities And Pitfalls Of Designing Emergent Learning Tasks, Marta Kawka, Kevin M. Larkin, Patrick Danaher
Australian Journal of Teacher Education
This paper explores the implementation of a Flickr (Web 2.0 photo sharing software) learning task in a first year primary education course. The context for the task was a Multiliteracies course where students designed digital media activities for later use with primary age students. The Flickr task was constructed to determine how a learning activity might be designed to afford the best opportunities for emergent learning (Kawka, Larkin, & Danaher, 2011). Emergent learning describes learning situations where: the student is self-directed; the content is created and distributed by learners; and the learning destination is open-ended and unpredictable (Williams, Karousou, & …
“I’M Teaching What?!”: Preparing University Faculty For Online Instruction, Susan Ohara, Robert Pritchard
“I’M Teaching What?!”: Preparing University Faculty For Online Instruction, Susan Ohara, Robert Pritchard
Journal of Educational Research and Practice
The percentage of higher education students enrolled in online courses has increased from 9.6 percent in fall 2002 to 33 percent in fall 2010. Due to the increased importance of online courses and programs on university campuses there is a need to better prepare novice technology faculty for the delivery of these courses. This article provides a description of the process through which a group of faculty with low to high technology skills prepared to deliver an online masters program. Minutes of meetings, documents produced, online discussion transcripts, and informal conversations were all used as data to analyze outcomes of …
Self-Determination: Using Agency, Efficacy And Resilience (Aer) To Counter Novice Teachers’ Experiences Of Intensification, Jayne Keogh, Susanne Garvis, Donna Pendergast, Pat Diamond
Self-Determination: Using Agency, Efficacy And Resilience (Aer) To Counter Novice Teachers’ Experiences Of Intensification, Jayne Keogh, Susanne Garvis, Donna Pendergast, Pat Diamond
Australian Journal of Teacher Education
The intensification process associated with the first year of teaching has a significant impact on beginning teachers’ personal and professional lives. This paper uses a narrative approach to investigate the electronic conversations of 16 beginning teachers on a self-initiated group email site. The participants’ electronic exchanges demonstrated their qualities of agency, efficacy and resilience (AER), and an increased sense of self-determination as they journeyed through the five phases typical of first year teacher experience. Findings suggest that the provision of similar peer-based support mechanisms would benefit other beginning teachers, perhaps working to counteract current high attrition rates from the profession.
What Pre-Service Teachers Need To Know To Be Effective At Values-Based Education, Amanda G. Mergler, Rebecca Spooner-Lane
What Pre-Service Teachers Need To Know To Be Effective At Values-Based Education, Amanda G. Mergler, Rebecca Spooner-Lane
Australian Journal of Teacher Education
Evidence is mounting that values education is providing positive outcomes for students, teachers and schools (Benninga, Berkowitz, Kuehn, & Smith, 2006; DEST, 2008; Hattie, 2003; Lovat, Clement, Dally, & Toomey, 2010). Despite this, Australian pre-service teacher education does not appear to be changing in ways necessary to support skilling teachers to teach with a values focus (Lovat, Dally, Clement, and Toomey, 2011). This article presents findings from a case study that explored current teachers’ perceptions of the skills pre-service teachers need to teach values education effectively. Teachers who currently teach with a values focus highlighted that pre-service teacher education degrees …
Effects Of Increased Self-Regulated Learning Opportunities On Student Teachers’ Motivation And Use Of Metacognitive Skills, Emmy Vrieling, Theo Bastiaens, Sjef Stijnen
Effects Of Increased Self-Regulated Learning Opportunities On Student Teachers’ Motivation And Use Of Metacognitive Skills, Emmy Vrieling, Theo Bastiaens, Sjef Stijnen
Australian Journal of Teacher Education
This intervention study focused on the relationships between primary student teachers’ self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student teachers were monitored by questionnaires measuring opportunities for SRL offered by the program. Questionnaires were also administered monitoring student teachers’ motivation and metacognition. During data collection, teacher educators participated in training courses and tutorial conversations aimed at increasing student teachers’ SRL opportunities in the curriculum. At the end of the research period, all teacher educators and …
The African American Male Initiative At The University Of Louisville, Michael D. Anthony, Lyston Skerritt, Joseph Goodman
The African American Male Initiative At The University Of Louisville, Michael D. Anthony, Lyston Skerritt, Joseph Goodman
Kentucky Journal of Higher Education Policy and Practice
Following a year of data gathering and planning during the 2010-2011 academic year, the University of Louisville launched the African American Male Initiative (AAMI) in the fall 2011 semester. The AAMI was designed using national best practices and current research findings as it relates to supporting African American male undergraduates. Now at the end of its first year, this practitioner’s brief provides an overview of the AAMI structure, design, and implementation.
Urban Pre-Service Teachers’ Conceptions Of Teaching In Rural Communities, Lenore Adie, Georgina Barton
Urban Pre-Service Teachers’ Conceptions Of Teaching In Rural Communities, Lenore Adie, Georgina Barton
Australian Journal of Teacher Education
Encouraging quality teaching staff to apply for and accept teaching placements in rural and remote locations is an ongoing concern internationally. The value of different support mechanisms provided for pre-service teachers attending a rural and remote practicum[1] are investigated through theories of place and the school-community nexus. Qualitative data regarding the experiences of the pre-service teachers were collected through interviews and case study notes. This project adds to our understanding of practicum in rural areas by employing a conceptual understanding of place to propose how the experiences of a four-week practicum may contribute to urban pre-service teachers’ conceptions of …
Chile Faculty Development Trip, Gary Prevost, Gladys White, Sandy Bot-Miller, Anna Lisa Ohm, John Yoakam, Ernest Diedrich
Chile Faculty Development Trip, Gary Prevost, Gladys White, Sandy Bot-Miller, Anna Lisa Ohm, John Yoakam, Ernest Diedrich
Headwaters
No abstract provided.
Getting It All Together: The Fragmentation Of The Disciplines And The Unity Of Knowledge, Timothy A. Robinson
Getting It All Together: The Fragmentation Of The Disciplines And The Unity Of Knowledge, Timothy A. Robinson
Headwaters
No abstract provided.
Letter From The Persian Gulf: Faculty Development In Dubai, Anna Lisa Ohm
Letter From The Persian Gulf: Faculty Development In Dubai, Anna Lisa Ohm
Headwaters
No abstract provided.
Service-Learning: A Valuable Component Of Pre-Service Teacher Education, Dianne J. Chambers, Shane Lavery
Service-Learning: A Valuable Component Of Pre-Service Teacher Education, Dianne J. Chambers, Shane Lavery
Australian Journal of Teacher Education
There is recognition that involvement in service-learning can impact positively on the development of pre-service teachers professionally, culturally and academically (Billig & Freeman, 2010; Anderson, 1998). This article explores and describes the experiences of pre-service teachers in the School of Education at the University of Notre Dame Australia (UNDA) who are undertaking two service learning units as part of their teacher education. This research is based on qualitative data collected from pre-service teachers on completion of their service learning units. Initially, service-learning as a concept is explored with particular reference to four basic elements identified in the literature (Jacoby, 1996; …
Using Wikis To Promote Reflective Teaching And Collaboration Among Higher Education Institutions, Susan Griebling, Helene Harte, Karin Dyke, Lisa Bauer
Using Wikis To Promote Reflective Teaching And Collaboration Among Higher Education Institutions, Susan Griebling, Helene Harte, Karin Dyke, Lisa Bauer
Kentucky Journal of Excellence in College Teaching and Learning
The purpose of this article is to describe how teacher educators from different higher education institutions used Web 2.0 technology to facilitate collaboration in a small pedagogy group. Faculty from three different institutions participated in monthly face-to-face group meetings. They used technology to facilitate reflection on practice and scholarship. In addition, they were engaged in interactive journaling and collaborative writing activities. Wikis provided useful supports, and enhanced their learning. The group used a hybrid format that allowed increased opportunities to meet group and individual goals and extend benefits to students. Some themes emerged from the qualitative analysis of reflections in …
The Use Of The Epostl To Foster Teacher Autonomy: Elt Student Teachers’ And Teacher Trainers’ Views, Abdulvahit Cakir, Cem Balcikanli
The Use Of The Epostl To Foster Teacher Autonomy: Elt Student Teachers’ And Teacher Trainers’ Views, Abdulvahit Cakir, Cem Balcikanli
Australian Journal of Teacher Education
It was the aim of this pilot study to investigate ELT (English Language Teaching) student teachers’ and teacher trainers’ views on the use of the EPOSTL (The European Portfolio for Student Teachers of Languages) in pre-service language teacher education of a Turkish state university. Upon the implementation of the EPOSTL as a reflection tool for the second semester of 2010, 25 student teachers and 4 teacher trainers were interviewed through the questions prepared and piloted. The findings indicated that both student teachers and teacher trainers found the use of the EPOSTL beneficial in terms of reflection, self-assessment and awareness. …
This Much I Know Is True: The Five Intangible Influences On Collective Bargaining, Nicholas Digiovanni
This Much I Know Is True: The Five Intangible Influences On Collective Bargaining, Nicholas Digiovanni
Journal of Collective Bargaining in the Academy
Studies of collective bargaining have often centered on technique, style and the economic data that each side can use in bargaining a labor contract. Often overlooked, however, are the more subtle factors that influence the outcome of a round of bargaining. This article will reflect upon five of those intangible influences, namely, 1) the role of history; 2) the setting of expectations; 3) the nature and character of the people in the process; 4) the aspects of timing in negotiations and 5) the element of catharsis. The author has noted these five factors in his long career at the bargaining …
Financially Sustaining University Lab Schools: One University’S Story, Gloria J. Gresham Dr.
Financially Sustaining University Lab Schools: One University’S Story, Gloria J. Gresham Dr.
NALS Journal
University lab schools connected to teacher preparation programs are based on the clinical teaching model. The National Council for Accreditation of Teacher Education and the American Association of Colleges for Teacher Education encourage teacher preparation programs to extend the hours required in clinical settings for teacher candidates. For years, some teacher preparation programs have championed the clinical teaching model. The university that was the focus of this study has implemented the clinical teaching model for over 87 years. Sustaining this model was not easy but through perseverance, this university did just that. The intent of this study was to determine …
Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki
Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki
Democracy and Education
A struggle exists to engage in culturally relevant pedagogy (CRP) that authentically represents the voices and interests of all across the K–20 spectrum, from higher education institutions, to teacher preparation programs, and into U.S. classrooms. This article responds to Hayes and Juárez's piece “There Is No Culturally Responsive Teaching Spoken Here” by extending the conversation with the suggestion that one of the major problems in speaking CRP has to do with a disconnect between articulated commitments and actual practices. This response article takes a critical look at the landscape in which educators work to reveal the nature of overrepresentation of …
We Could All Be Having So Much More Fun! A Case For The History Of Mathematics In Education., Louise Anderton, David Wright
We Could All Be Having So Much More Fun! A Case For The History Of Mathematics In Education., Louise Anderton, David Wright
Journal of Humanistic Mathematics
Many students experience mathematics as ahistorical and acultural. We review the philosophical roots of this experience and pose alternatives. We argue that there is evidence that the inclusion of a historical dimension into the teaching of mathematics courses at all levels, combined with an ‘active’ approach to learning, will improve motivation and achievement.
Building A Community On The Fast Track: Eng. 09/111 At Central Virginia Community College (Cvcc) As A Tier C Model, Lana Velez, Kevin Riley
Building A Community On The Fast Track: Eng. 09/111 At Central Virginia Community College (Cvcc) As A Tier C Model, Lana Velez, Kevin Riley
Inquiry: The Journal of the Virginia Community Colleges
This author organized and taught the new ENG 09/111 classes at her college, as well as authoring the course text and workbook. In this article, she details the course structure, discusses its statistical assessment, and includes the reactions from students who have taken the class.
Front Matter
Inquiry: The Journal of the Virginia Community Colleges
No abstract provided.
Sustainability And Workforce Development In Maine, Catherine S. Renault, Linda Silka, James (Jake) S. Ward
Sustainability And Workforce Development In Maine, Catherine S. Renault, Linda Silka, James (Jake) S. Ward
Maine Policy Review
Maine is facing challenges in terms of its workforce: education levels lag behind those in the other New England states; population growth is slow; and the economy is undergoing a change that has shifted from manufacturing to more knowledge-based jobs. Catherine Renault, Linda Silka and Jake Ward discuss these challenges, looking at what employers want in their employees and at the kinds of jobs the state is likely to see in the future. They point out that the Sustainability Solutions Initiative, with its emphasis on a boundary-crossing approach to education, is an example of a way to train today’s students …
Medieval Day At Reynolds: An Interdisciplinary Learning Event, Nancy S. Morrison
Medieval Day At Reynolds: An Interdisciplinary Learning Event, Nancy S. Morrison
Inquiry: The Journal of the Virginia Community Colleges
A single day at this college involved faculty, staff, and students in an interdisciplinary teaching and learning experience. In this article, the primary organizer of Reynolds’s Medieval Day discusses its origin, details the schedule of events, and dispenses advice for any who might be interested in creating a similar college-wide experience.
Teaching With A Global Perspective, Dr. Percy Richardson
Teaching With A Global Perspective, Dr. Percy Richardson
Inquiry: The Journal of the Virginia Community Colleges
This author encourages the adoption of global thinking in the classroom, and emphasizes that the teaching of cultural literacy and foreign language skills are necessary to prepare students for job opportunities in the global market. He also discusses the prospects for travel abroad for both students and faculty.
Teaching Introductory Psychology In The Community College Classroom: Enhancing Student Understanding And Retention Of Essential Information, Scott M. Debb Ed.D., Sharon M. Debb M.A.
Teaching Introductory Psychology In The Community College Classroom: Enhancing Student Understanding And Retention Of Essential Information, Scott M. Debb Ed.D., Sharon M. Debb M.A.
Inquiry: The Journal of the Virginia Community Colleges
Here the authors describe a study conducted to determine whether a “Test Yourself” procedure, administered either before or after a lecture, might improve students’ retention of the information, as well as stimulate critical thinking.
An Ex Post Facto Study Of First-Year Student Orientation As An Indicator Of Student Success At A Community College, Dr. Amanda Ellis-O’Quinn
An Ex Post Facto Study Of First-Year Student Orientation As An Indicator Of Student Success At A Community College, Dr. Amanda Ellis-O’Quinn
Inquiry: The Journal of the Virginia Community Colleges
New student orientation courses are one of the most popular methods used by colleges to address student attrition, but there is little research to show whether these courses are effective. This article features a study which examined the relationship between enrollment in orientation courses and increased student retention.
Back Cover
Inquiry: The Journal of the Virginia Community Colleges
David R. Barton (on left) painted "Gossip Tails" in acrylics while in Alice Harrington's "Painting I" course at Mountain Empire Community College.