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Full-Text Articles in Junior High, Intermediate, Middle School Education and Teaching
The Nature Of Teacher Learning In Collaborative Data Teams, Robert Michaud
The Nature Of Teacher Learning In Collaborative Data Teams, Robert Michaud
The Qualitative Report
As data teams have grown in popularity in recent years, they have been increasingly looked to by educational researchers because of the tantalizing prospect of combining teachers’ on the job professional development with increased and effective data use to drive instruction. Data teams have been increasingly implemented within schools by educational leaders attempting to take advantage of what teachers learn from each other in the context of a data team. Many conceptual models of data team function have been proposed, but few empirical studies have examined how teachers learn from collaborating with each other in a data team. This paper …
Must Schools Hinder Education?, Lorraine Monroe
Must Schools Hinder Education?, Lorraine Monroe
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
A brief essay which explores the differences between schooling and education.
Front Matter
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
No abstract provided.
Imagination: Active In Teaching And Learning, Christopher Cunningham
Imagination: Active In Teaching And Learning, Christopher Cunningham
Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research
This autoethnography tells the story of the author’s endeavor to examine my teaching during a sculpture lesson in three 2nd grade art classes in a mid-western suburban Title I elementary school. I analyze my planning, teaching, reflecting through the lens of Stuart Richmond’s Characteristics of Imaginative Teaching as well as noted educational theorists’ conceptions of imagination and imaginative teaching and learning. These theorists include but are not limited to Maxine Greene, Kieran Egan, John Dewey, and The Lincoln Center Institute’s Capacities for Imaginative Learning. I conclude that imaginative teaching is an intentional act and that there is no …