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A Brief Examination Of Professional Development Models, Imran Chaudary Oct 2013

A Brief Examination Of Professional Development Models, Imran Chaudary

Imran Anjum Chaudary

This paper aims to highlight the strengths and weaknesses of the major professional development models by examining their underpinning assumptions in the light of the particular bodies of scholarship from the field of education. For this purpose, nine professional development models have been chosen from the Kennedy (2005) and a framework of analysis has been constructed by modifying the criteria of effective professional development reported in the Fraser, Kennedy, Reid, and Mickinney (2007) and the Piggot-Irvine (2006). There is no ‘one right answer’! No one particular form or model of professional development is better than others to be adopted; rather, …


Cross-Cultural Moral Explorations In Plagiarism, Bradley Baurain Dec 2010

Cross-Cultural Moral Explorations In Plagiarism, Bradley Baurain

Bradley Baurain

No abstract provided.


Voices, Identities, Negotiations, And Conflicts: Writing Academic English Across Cultures, Bradley Baurain, Ha Phan Dec 2010

Voices, Identities, Negotiations, And Conflicts: Writing Academic English Across Cultures, Bradley Baurain, Ha Phan

Bradley Baurain

No abstract provided.


Comics, The Canon, And The Classroom, James Carter Dec 2007

Comics, The Canon, And The Classroom, James Carter

James B Carter

This chapter, which explores what I call the canon-curriculum-culture connection in terms of comics and graphic novels, also offers definitions of the augmental and supplemental approaches to using graphic novels in the classroom. The link is to the "Google Books" version of the paper, which begins on page 47 of the book.


Mobile Phones For Learning In Mainstream Schooling: Resistance And Change, Elizabeth Hartnell-Young Dec 2007

Mobile Phones For Learning In Mainstream Schooling: Resistance And Change, Elizabeth Hartnell-Young

Dr Elizabeth Hartnell-Young

This paper, based on empirical research, considers how structure and agency together reproduce the social practices surrounding mobile phone use in secondary schools in the United Kingdom. Many schools have policies banning their use in class, reflecting and supporting the dominant social construction of mobile phones as tools for social use, but not for learning. This study aimed to understand how mobile phones could support learning in secondary schools, and identified activities across many subject areas and year levels. It also showed that hands-on experience had a positive effect on students’ attitudes to mobile phones for learning in school. The …