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Full-Text Articles in Education
Learning To Learn In Mathematics: Two Fulbright Distinguished Awards In Teaching Fellows’ Narratives, Sabrina Goldberg, Jana Dean, Paivi Portaankorva-Koivisto
Learning To Learn In Mathematics: Two Fulbright Distinguished Awards In Teaching Fellows’ Narratives, Sabrina Goldberg, Jana Dean, Paivi Portaankorva-Koivisto
Journal of Global Education and Research
Two middle school educators earned a Fulbright Distinguished Award in Teaching fellowship. A Fulbright Finland Foundation inter-country travel grant provided the grantees with a unique opportunity to connect and collaborate at the University of Helsinki. Within this research, they described their inquiry experiences. The research included examining authentic student-centered learning continuums and phenomenon-based learning in Finland and teachers’ adaptability in relation to meeting the needs of linguistically and culturally diverse math classrooms in the Netherlands. This paper summarizes how cross-cultural dialogues, classroom observations, and informal interviews with educators, students, and thought leaders informed each grantee’s discovery of how student-centered learning …
Empowering Teachers To Become Change Agents Through The Science Education In-Service Teacher Training Project In Zimbabwe, Yovita N. Gwekwerere Dr., Emmanuel Mushayikwa, Viola Manokore
Empowering Teachers To Become Change Agents Through The Science Education In-Service Teacher Training Project In Zimbabwe, Yovita N. Gwekwerere Dr., Emmanuel Mushayikwa, Viola Manokore
Comparative and International Education / Éducation Comparée et Internationale
This paper presents findings from a study of three Zimbabwean science teachers who participated in the Science Education In-service Teacher Training (SEITT) program. At the turn of the century, the SEITT program was designed to develop science and mathematics teachers into expert masters and resource teachers for Zimbabwe’s ten school districts. The study investigated the successes and challenges faced by the three teachers who were in the process of reforming their pedagogical practices as well as writing and using contextualized science curriculum materials to teach secondary science. Data were collected through telephone interviews. The three teachers reported that the SEITT …