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Susan Bauer's 2003 Theory Of Well-Educated Mind: Could The Classical Approach To Teaching History Work In Southern California History K12 Classrooms?, Tomasz B. Stanek
Susan Bauer's 2003 Theory Of Well-Educated Mind: Could The Classical Approach To Teaching History Work In Southern California History K12 Classrooms?, Tomasz B. Stanek
LUX: A Journal of Transdisciplinary Writing and Research from Claremont Graduate University
The main purpose of this research evolved from the publication of S. W. Bauer Well-educated mind, a study of the significance of new methods of teaching history course. Bauer (2003) argues that the grammarian approach of simple recognition and memorization removes students from reading primary sources. This theory suggests a new methodology for the instructors and students through the three-stage process of grammar, dialectic, and rhetoric preparation with aid of primary sources or “great books list”. This paper supports Bauer’s thesis and provides evidence through extensive interviews that indeed this concept of pedagogy is present in Southern California schools.
Chaos Of Textures Or ‘Tapisserie’? A Model For Creative Teacher Education Curriculum Design, Sue E. Simon
Chaos Of Textures Or ‘Tapisserie’? A Model For Creative Teacher Education Curriculum Design, Sue E. Simon
Australian Journal of Teacher Education
A tapestry or ‘tapisserie’ methodology, inspired by Denzin and Lincoln’s ‘bricolage’ methodology (2000), emerged during the complex task of re-developing teacher education programs at the University of the Sunshine Coast, Queensland, Australia. ‘Tapisserie’ methodology highlights the pivotal task of determining stable ‘warp threads’ prior to the subsequent interweaving of myriad ‘weft threads’. In our context, the core values of the education team were deemed to be the crucial ‘warp threads’ which would provide structure and navigation through numerous ‘weft threads’. The resultant model assisted teacher educators’ understanding of this complex process within a rigorous accreditation environment. It aims to preserve …
Structuring A Teacher Education Program For Faculty Collaboration And Second-Order Change, Tammy V. Abernathy, Shanon S. Taylor
Structuring A Teacher Education Program For Faculty Collaboration And Second-Order Change, Tammy V. Abernathy, Shanon S. Taylor
Journal of Educational Leadership in Action
The purpose of this paper is to describe the structure and functions of an integrated elementary special education undergraduate teacher program (Integrated Elementary/Special Education Teacher Education Program, ITEP). By abandoning our old “enhancement model” of teacher education, we redesigned our program into a “merged model.” We examine this restructuring from the perspective of first- and second- order change, and we discuss the obstacles we found that prohibit meaningful second-order change. Finally, we briefly discuss how our experiences in designing ITEP and our state’s devastating fiscal crisis have affected our teacher-education programs and nudged us into more authentic second-order changes.