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Articles 1 - 8 of 8
Full-Text Articles in Education
Forum: Teacher-Writers: Then, Now, And Next, Anne Elrod Whitney, Troy Hicks, Leah A. Zuidema, James E. Fredricksen, Robert P. Yagelski
Forum: Teacher-Writers: Then, Now, And Next, Anne Elrod Whitney, Troy Hicks, Leah A. Zuidema, James E. Fredricksen, Robert P. Yagelski
Faculty Work Comprehensive List
In this article, the authors reflect upon “the teacher as writer” and describe how they see this concept and movement developing. They articulate a view of the teacher-writer as empowered advocate. Using examples from their scholarship, they illustrate how this powerful idea can transform research conducted about and with teachers. Finally, they draw attention to the potential of the teacher-writer stance as a means of resistance to current reform efforts that disempower teachers.
In Search Of Relevance And Sustainability Of Educational Change : An International Conference At Aga Khan University Institute For Educational Development, Aga Khan University, Institute For Educational Development
In Search Of Relevance And Sustainability Of Educational Change : An International Conference At Aga Khan University Institute For Educational Development, Aga Khan University, Institute For Educational Development
Books
No abstract provided.
Massachusetts Schooling Matters: Good News, Contributing Factors, Challenges, Persistent Problems, Kathleen J. Skinner, Paul Toner
Massachusetts Schooling Matters: Good News, Contributing Factors, Challenges, Persistent Problems, Kathleen J. Skinner, Paul Toner
New England Journal of Public Policy
Massachusetts public schools have performed at the highest levels on national and international benchmarked reading, mathematics, and science assessments. The Commonwealth’s population demographics related to educational attainment, employment, and family income coupled with factors within the control of the state, districts, or schools, such as highly qualified and unionized teachers, average school-district size, defined time on learning, universal health care coverage for all children, state funding for pre-K–12 schooling, curriculum articulation through statewide standards, and high participation in college admissions exams, have contributed to academic success. Massachusetts schools, however, still face challenges in narrowing existing achievement gaps, reducing the emphasis …
Planning Professional Learning, Thomas R. Guskey
Planning Professional Learning, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
With backward planning, schools can ensure that they choose professional development activities aligned with their most important goals.
Teach Next Year – Curriculum & Instruction Department, Lisa M. Gonsalves, Alicia Savannah
Teach Next Year – Curriculum & Instruction Department, Lisa M. Gonsalves, Alicia Savannah
Office of Community Partnerships Posters
The NOYCE Phase II project aimed “to increase the number of highly qualified STEM graduates entering the teaching profession, to prepare those teachers to be able to teach a wide range of urban students, and to build a continuum of teacher development for those teachers in their early teaching careers.” A report contained commendations and recommendations for the UMASS Boston TNY Program, based on analysis of data collected from the 2013 EOY survey that addressed the five NOYCE Phase II goals, and the Commonwealth of Massachusetts Competency Standards for teachers.
Complex Adaptive Systems And Quantitative Reasoning In An Interdisciplinary Stem Mathematics Classroom, Robert L. Mayes, Kania Greer
Complex Adaptive Systems And Quantitative Reasoning In An Interdisciplinary Stem Mathematics Classroom, Robert L. Mayes, Kania Greer
Interdisciplinary STEM Teaching & Learning Conference (2012-2019)
In this presentation we will share outcomes from the Real STEM project, which provides professional development for rural teachers in the Georgia Coastal Plains supporting implementation of interdisciplinary STEM courses as well as STEM modules in mathematics and science courses. Real STEM includes a number of innovative student-active strategies for teaching including: Understanding by Design (UbD) approaches to teaching for understanding, problem-based learning (PBL), place-based education (PBE), complex adaptive systems (CAS) thinking, and quantitative reasoning (QR). QR is the mathematical underpinning of the projects. The projects are ongoing so we will report our results on impact on teacher practice and …
Pedagogy Of Science Teaching Tests: Formative Assessments Of Science Teaching Orientations, William W. Cobern, David Schuster, Betty Adams, Brandy Ann Skjold, Ebru Zeynep Mugaloglu, Amy Bentz, Kelly Sparks
Pedagogy Of Science Teaching Tests: Formative Assessments Of Science Teaching Orientations, William W. Cobern, David Schuster, Betty Adams, Brandy Ann Skjold, Ebru Zeynep Mugaloglu, Amy Bentz, Kelly Sparks
Scientific Literacy and Cultural Studies Project
A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions …
A Pragmatist Perspective On Building Intercultural Communicative Competency: From Theory To Classroom Practice, Aleidine J. Moeller, Sarah R. Faltin Osborn
A Pragmatist Perspective On Building Intercultural Communicative Competency: From Theory To Classroom Practice, Aleidine J. Moeller, Sarah R. Faltin Osborn
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This article analyzes and synthesizes the major theoretical frameworks for building intercultural communicative competency (ICC) within the domain of the foreign language classroom. Researchers used a pragmatist orientation as a venue for the translation of theoretical models into usable, accessible guidelines for classroom teachers in order to provide a deeper understanding and clarity of ICC and its implementation in the language classroom