Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (4)
- Curriculum and Instruction (2)
- Educational Administration and Supervision (2)
- Social and Behavioral Sciences (2)
- Sociology (2)
-
- Arts and Humanities (1)
- Bilingual, Multilingual, and Multicultural Education (1)
- Curriculum and Social Inquiry (1)
- Elementary Education and Teaching (1)
- Elementary and Middle and Secondary Education Administration (1)
- Higher Education (1)
- History (1)
- Secondary Education and Teaching (1)
- Service Learning (1)
- Social and Philosophical Foundations of Education (1)
- Sociology of Culture (1)
- Special Education and Teaching (1)
- Institution
- Publication
- Publication Type
Articles 1 - 7 of 7
Full-Text Articles in Education
Ideal And Actual Mentor Teacher Characteristics As Perceived By Second-Year And Non-Returning First-Year Public School North Carolina Teachers, Barbara D. Tipton
Ideal And Actual Mentor Teacher Characteristics As Perceived By Second-Year And Non-Returning First-Year Public School North Carolina Teachers, Barbara D. Tipton
Electronic Theses and Dissertations
The researcher examined non-returning first-year teachers and second year teachers who taught during the 1994-95 school year. The research design included five research questions with six null hypotheses testing for differences among second year teachers' perceptions and non-returning teachers' perceptions of their mentor teachers. After calculating ratings on desired and demonstrated scales by 464 subjects, criteria were ranked on mentor characteristics on 12 tasks. The extent to which each task was demonstrated during their first year's teaching experience was also calculated. Participants indicated that the ideal mentor would advocate for the novice and would demonstrate a sensitive approach in assisting. …
The Relationship Of Experience, Education, And Tennessee Career Ladder Status To Teachers' Perceptions Of Staff Development Needs In Block Scheduled Programs, Rita S. Mullins
Electronic Theses and Dissertations
The problem related to this study was to develop a clearer understanding of the staff development needs of high school classroom teachers implementing block scheduled programs. The purpose of this study was to determine if teachers' perceptions of staff development needs differed when teaching experience, education (highest degree earned), and Tennessee Career Ladder status were considered. Four levels of each independent variable were analyzed by six categories of perceptions, the dependent variables. The categories were: (a) Planning, (b) Knowledge, (c) Satisfaction with staff development, (d) Adult learning strategies, (e) Level of involvement, and (f) Impact on student testing and grades. …
Assessing Professional Development Needs Of Elementary Teachers Implementing Inclusion Of Children With Disabilities In General Education Classrooms, Patricia D. Burgess
Assessing Professional Development Needs Of Elementary Teachers Implementing Inclusion Of Children With Disabilities In General Education Classrooms, Patricia D. Burgess
Electronic Theses and Dissertations
A descriptive study was conducted to identify authentic professional development needs of elementary teachers preparing, implementing, and maintaining inclusion of students with disabilities in the general education classrooms in Northeast Tennessee. The purpose of this study was to contribute information of identified professional development needs of elementary teachers to current research on responsible inclusive education. Data were collected from 325 elementary teachers randomly assigned to the sample using a 65-item survey designed for this study. Three subsections of the survey, Assessing Professional Development Needs of Teachers Implementing Inclusion in Grades PreK-8, assessed the perceived needs of conditions, areas, and foundations …
Service Learning And Teacher Education: Mapping The Territory, Carole Cook Freeman
Service Learning And Teacher Education: Mapping The Territory, Carole Cook Freeman
Service Learning, General
Since the mid-1980's there has been a renewed interest in progressive approaches to the education of intending teachers1. In the context of this progressive teacher education activity, several distinct, but related, ideas converge and become the theoretical base for teacher education practices involving (community) service learning.2 Among these ideas are renewed interest in authentic field experiences, multicultural education, child advocacy, democratic education, social justice, school reform efforts, autobiography and teacher thinking, and an emphasis on community service in K-12 education. In addition, teacher educators increasingly recognize the gap between the backgrounds of those who intend to teach …
New England Land-Grant Education Deans, Faculty Taking Collaborative Approach To Address Region's Key K-12 Issues, Kay Hyatt
General University of Maine Publications
The education deans of New England's Land-Grant universities are taking unprecedented collaborative action to improve and share their resources with one another and with K-12 schools throughout the region.
Today And Yesterday In Early Childhood Education In Korea, Guang- Lea Lee
Today And Yesterday In Early Childhood Education In Korea, Guang- Lea Lee
Teaching & Learning Faculty Publications
Early childhood education has always been considered important in Korea, with the education of the child valued highly, regardless of the parent's educational background or socioeconomic status. The main social facility for early childhood education outside home in Korea is called "Yoo Chee Won," which means kindergarten. This paper describes the country's approach to early childhood education. The bulk of the paper describes "Yoo Chee Won," including demographic trends fueling its growth, figures on its availability and use, its cost, and the requirements for parent support. The paper details the national kindergarten curriculum and teacher education requirements. A concluding section …
Demythifying Multicultural Education: Social Semiotics As A Tool Of Critical Pedagogy, Stephanie Urso Spina
Demythifying Multicultural Education: Social Semiotics As A Tool Of Critical Pedagogy, Stephanie Urso Spina
Publications and Research
This article discusses the assumptions and curricular implications of a social semiotic approach to education. Semiotics refers to the meaning we make with language as well as other objects. events, and actions. Social semiotics emphasizes the social, cultural, historic, and political contexts that shape that meaning. A social semiotic approach to education can help teachers and teacher educators to deconstruct the reproduction of class, politicize the ideology of colonialism, and overcome the inequities they engender. By providing a way to challenge selectively reproduced cultural politics, social semiotics provides a way to reconstruct and democratize schools and society.