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Articles 31 - 47 of 47
Full-Text Articles in Education
A Critical Look At Four Multicultural Reform Efforts In One Urban College Of Education, Mary Gove, Dinah Volk, Kristine Lynn Still, Grace Hui-Chen Huang, Sashelle Thomas-Alexander
A Critical Look At Four Multicultural Reform Efforts In One Urban College Of Education, Mary Gove, Dinah Volk, Kristine Lynn Still, Grace Hui-Chen Huang, Sashelle Thomas-Alexander
Grace H. C. Huang
The article describes multicultural reform projects at an urban college of education including analyses of student's descriptions of their experiences in urban schools, the results of a faculty diversity self-study group and issues arising from culturally responsive pedagogy in an early childhood teaching class. The author's assertion that diversity education is an essential part of teacher education is discussed, and the importance of continuous critical analysis of teacher education is emphasized.
The Educational Philosophies Of Pre-Service And In-Service Physical Education Teachers, Brett Baisch, Sean X. Cai, Alan S. Kornspan
The Educational Philosophies Of Pre-Service And In-Service Physical Education Teachers, Brett Baisch, Sean X. Cai, Alan S. Kornspan
Alan S Kornspan
No abstract provided.
The Persona Doll Project: Promoting Diversity Awareness Among Preservice Teachers Through Storytelling, Mary Ellin Logue, V. Susan Bennett-Armistead, Soojoung Kim
The Persona Doll Project: Promoting Diversity Awareness Among Preservice Teachers Through Storytelling, Mary Ellin Logue, V. Susan Bennett-Armistead, Soojoung Kim
Mary Ellin Logue
The Persona Doll Project describes an experiential intervention with undergraduate preservice teachers designed to increase awareness about diversity and apply this awareness to curriculum planning and advocacy for children. Sixty-three undergraduate students in a social studies methods class were each assigned a persona doll for the semester whose background differed from their own. Each was charged with becoming the advocate for the child, represented by the doll, by telling informed stories that would help other students better understand a level of diversity beyond what they knew from their own lives. Students heightened awareness of their own assumptions through narrative, inquiry …
Head Start Classrooms And Children’S School Readiness Benefit From Teachers’ Qualifications And Ongoing Training, Seung-Hee Claire Son, Kyong-Ah Kwon, Hyun-Joo Jeon, Soo-Young Hong
Head Start Classrooms And Children’S School Readiness Benefit From Teachers’ Qualifications And Ongoing Training, Seung-Hee Claire Son, Kyong-Ah Kwon, Hyun-Joo Jeon, Soo-Young Hong
Soo-Young Hong
Background Teacher qualifications have been emphasized as a basis of professional development to improve classroom practices for at-risk children’s school readiness. However, teacher qualifications have often not been compared to another form of professional development, in-service training. Objective The current study attempts to investigate contributions of multiple types of professional development to school readiness skills of low-income preschoolers. Specifically, we examined the significance of teachers’ education level, degree, teaching certificate, teaching experiences as well as specialized in-service training and coaching support as these teacher trainings are linked to preschoolers’ school readiness through proximal classroom practices. Method We used a multi-level …
Teach For Australia Pathway : Evaluation Report Phase 2 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid
Teach For Australia Pathway : Evaluation Report Phase 2 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid
Dr Kate Reid
The evaluation of the Teach for Australia Pathway was commissioned by DEEWR and commenced in March 2010. The purpose of the evaluation is to assess whether the delivery of the Pathway can be modified to better achieve intended outputs and outcomes, and whether the Pathway is achieving expected outcomes. This report (Part 2) concerns the second of three phases of the evaluation of the TFA Pathway. The first report (Part 1) was designed to provide a summary of data gathered on the operation of the Pathway in its initial stages. Data for that report were collected via site visits with …
Teach For Australia Pathway : Evaluation Report Phase 2 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid
Teach For Australia Pathway : Evaluation Report Phase 2 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid
Dr Phillip McKenzie (retired)
The evaluation of the Teach for Australia Pathway was commissioned by DEEWR and commenced in March 2010. The purpose of the evaluation is to assess whether the delivery of the Pathway can be modified to better achieve intended outputs and outcomes, and whether the Pathway is achieving expected outcomes. This report (Part 2) concerns the second of three phases of the evaluation of the TFA Pathway. The first report (Part 1) was designed to provide a summary of data gathered on the operation of the Pathway in its initial stages. Data for that report were collected via site visits with …
Teach For Australia Pathway : Evaluation Report Phase 1 Of 3 (April-July 2010), Catherine Scott, Paul R. Weldon, Stephen Dinham
Teach For Australia Pathway : Evaluation Report Phase 1 Of 3 (April-July 2010), Catherine Scott, Paul R. Weldon, Stephen Dinham
Dr Paul Weldon
This Report (Part 1) is designed to provide a summary of data gathered on the operation of the Teach for Australia Pathway to date. Data were collected via site visits with schools and phone interviews with the program partners, the Associates, their mentors, principals and other school personnel, and the Educational Advisers over April through July 2010. The information gathered to date aims to provide early feedback on how the program is being implemented – to synthesise emerging themes in the delivery of the program and to inform future development and implementation.
Teach For Australia Pathway : Evaluation Report Phase 2 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid
Teach For Australia Pathway : Evaluation Report Phase 2 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid
Dr Paul Weldon
The evaluation of the Teach for Australia Pathway was commissioned by DEEWR and commenced in March 2010. The purpose of the evaluation is to assess whether the delivery of the Pathway can be modified to better achieve intended outputs and outcomes, and whether the Pathway is achieving expected outcomes. This report (Part 2) concerns the second of three phases of the evaluation of the TFA Pathway. The first report (Part 1) was designed to provide a summary of data gathered on the operation of the Pathway in its initial stages. Data for that report were collected via site visits with …
The Importance Of Action Research In Teacher Education Programs, Gregory S. C. Hine
The Importance Of Action Research In Teacher Education Programs, Gregory S. C. Hine
Gregory S.C. Hine
10 Things To Know About Mentoring Student Teachers, Douglas B. Larkin
10 Things To Know About Mentoring Student Teachers, Douglas B. Larkin
Douglas B. Larkin
Standards For Graduation And Initial Teacher Certification: The International Experience, Lawrence C. Ingvarson
Standards For Graduation And Initial Teacher Certification: The International Experience, Lawrence C. Ingvarson
Dr Lawrence Ingvarson (Consultant)
The focus of this report is on policies and practices for assuring the quality of teacher education programs and of teachers who graduate from those programs. International interest in policies that promote teacher quality has increased markedly in recent years (OECD, 2005). With mounting evidence that the most important in school influence on student achievement, is teachers’ knowledge and skill (e.g., Hattie, 2008; Hanushek, 2004) policymakers have been giving closer attention to strategies that will recruit, prepare and retain the best possible teachers. These strategies call for clear and valid descriptions of what good teachers know and do, which teaching …
Where Would New Orleans Be Without The University Of New Orleans?, Paul Thomas Bole
Where Would New Orleans Be Without The University Of New Orleans?, Paul Thomas Bole
Paul Thomas Bole
No abstract provided.
The La Aurora: New Beginnings Project Final Evaluation Summary, Steven Rogg
The La Aurora: New Beginnings Project Final Evaluation Summary, Steven Rogg
Steven R Rogg
Citation: Rogg, S. (November, 2007). The La Aurora: New Beginnings Project – Final Evaluation Summary. U.S. Department of Education. Office of English Language Acquisition. Bilingual Education Professional Development Career Ladder Program (CFDA #84.195E, grant #T195E010024). Submitted to: Aurora University, Aurora, Illinois.
Background: A discretionary grant of $1.1M from the U.S. Department of Education Office of Language Acquisition was awarded to Aurora University to execute a five-year Career Ladder Program with a start date of 1-September, 2001 and completion date of 31-August, 2006.1 The stated intent of the Career Ladder Program is summarized here: “The program provided discretionary grants to upgrade …
Depaul University Mathematics And Science Partnership Evaluation Report, Steven R. Rogg
Depaul University Mathematics And Science Partnership Evaluation Report, Steven R. Rogg
Steven R Rogg
The DePaul University IMSP was designed as a longitudinal cohort program. Two cohorts of up to 25 teachers each will be supported. The second cohort is offset by one calendar year. Each teacher will complete a sequence of 12 university graduate-level courses (48 quarter hours), over two and one-half years, leading to a Masters of Science in Science Education (MSSE) degree. Thus, all successful participants will meet or exceed requirements of the designation “highly qualified” as described in the MSSE proposal quoted here.
“The Masters of Science in Science Education program is designed to provide rich content-based professional development of …
Depaul University Mathematics And Science Partnership Internal Evaluator's Interim Report, Steven R. Rogg
Depaul University Mathematics And Science Partnership Internal Evaluator's Interim Report, Steven R. Rogg
Steven R Rogg
The DePaul University IMSP1 was designed as a longitudinal cohort program. Two cohorts of up to 25 teachers each will be supported. The second cohort is offset by one calendar year. Each teacher will complete a sequence of 12 university graduate-level courses (48 quarter hours), over two and one-half years, leading to a Masters of Science in Science Education (MSSE) degree. Thus, all successful participants will meet or exceed requirements of the designation “highly qualified” as described in the MSSE proposal quoted here.
“The Masters of Science in Science Education program is designed to provide rich content-based professional development of …
Report On The Elementary Teacher Survey Pilot Study On Behalf Of The Columbus Urban Systemic Initiative, Steven R. Rogg
Report On The Elementary Teacher Survey Pilot Study On Behalf Of The Columbus Urban Systemic Initiative, Steven R. Rogg
Steven R Rogg
This report completes the pilot study conducted by the Columbus Public Schools’ (CPS) Urban Systemic Initiative (USI)1 and the Center for the Advancement of Learning and Teaching in Mathematics Science and Technology (The Center@IMSA) of the Illinois Mathematics and Science Academy (IMSA). This initial pilot study was designed to test the Elementary Teacher Survey prepared by the USI Teacher Support Teams. A validation study, to follow in the spring, will seek evidence of program impact on teaching practices in science and mathematics classrooms. In other words, it will validate the findings of the Elementary Teacher Survey via direct classroom observation …
Proyecto Diplomado En Docencia Universitaria, Javier Arce Michel
Proyecto Diplomado En Docencia Universitaria, Javier Arce Michel
Javier Arce Michel
No abstract provided.