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Articles 1 - 6 of 6
Full-Text Articles in Teacher Education and Professional Development
Making Latin Concrete: Strategies For Teaching Latin Through Material Culture, Patrick Beasom, Lynne. Kvapil
Making Latin Concrete: Strategies For Teaching Latin Through Material Culture, Patrick Beasom, Lynne. Kvapil
Lynne A. Kvapil
We decided to address the issue of incorporating archaeology and material culture into classes devoted to Latin literature last spring, while Patrick was teaching Latin and Lynne was teaching Roman Civilization. Both of us were confronted with the danger of losing the interest of students who once had a burning desire to learn about the ancient world. Our aim is to offer up some suggestions for ways that, through collaboration between specialists in philology, history, and archaeology, we can keep the Classical world dynamic and relevant.
Using A Wiki For Collaboration And Learning In Helping Profession Education: A Pilot Study, Amanda Rockinson-Szapkiw, Richard J. Silvey
Using A Wiki For Collaboration And Learning In Helping Profession Education: A Pilot Study, Amanda Rockinson-Szapkiw, Richard J. Silvey
Richard Justin Silvey
No abstract provided.
Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney
Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney
Susan Adams
School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …
Self-Assessed Proficiency And Application Of Various Skills Learned During Postgraduate Pharmacy Teaching Skills Development Programs, Anna Ratka, Paul O. Gubbins, Carol A. Motycka, Jane M. Gervasio, Mark S. Johnson, Ron W. Maddox
Self-Assessed Proficiency And Application Of Various Skills Learned During Postgraduate Pharmacy Teaching Skills Development Programs, Anna Ratka, Paul O. Gubbins, Carol A. Motycka, Jane M. Gervasio, Mark S. Johnson, Ron W. Maddox
Jane M. Gervasio
The purpose of this study was to identify teaching skills commonly taught during the postgraduate pharmacy teaching skills development programs, to describe trainees' perceived teaching proficiency, and the extent to which the learned teaching skills are applied in trainees' current positions. An online survey was developed for pharmacists who completed postgraduate teaching skills development programs. The survey included demographic and program queries as well as questions on 23 teaching skills. Participants self-assessed their proficiency in and application of their learned teaching skills. The online survey resulted in 122 qualified responses. After training, the perceived proficiency in nearly all 23 teaching …
Accountable To Whom? Teacher Reflections On The Relationship Between Creativity And Standardized Testing In Ontario., Catharine Dishke Hondzel
Accountable To Whom? Teacher Reflections On The Relationship Between Creativity And Standardized Testing In Ontario., Catharine Dishke Hondzel
Catharine Dishke Hondzel
This paper describes teachers’ perceptions of the relationship between standardized testing and creativity. Using an interview guide format, eight teachers were asked to consider their perspectives on, and practices related to fostering creative behaviours in children, with regard to their own creative teaching methods in light of accountability legislation. The responses teachers provided indicated that standardized testing process often impacted their teaching by taking time away from learning material they considered to be more valuable. Teachers in this study also indicated a sense of incongruity, in that they believed creativity could not exist in a classroom focused on improving standardized …
Career Management From The Trenches, Cathy Cochran, Lisa Junghahn, Patricia Scott, Karen Skinner, Kate Wilko, Elizabeth Scheibel, Julie Lim, Melissa Bernstein
Career Management From The Trenches, Cathy Cochran, Lisa Junghahn, Patricia Scott, Karen Skinner, Kate Wilko, Elizabeth Scheibel, Julie Lim, Melissa Bernstein
Cathy Cochran
No abstract provided.