Education Commons^™

Supporting The Persuasive Writing Practices Of English Language Learners Through Culturally Responsive Systemic Functional Pedagogy, Joshua Mark Schulze

Open Access Dissertations

The purpose of this dissertation is to explore the potential of Systemic Functional Linguistic (SFL) pedagogy to support English language learners (ELLs) in enhancing their meaning making potential as they engage in persuasive writing practices within academic contexts. The dissertation results from a teacher action research project in which the teacher researcher (the author) constructed qualitative case studies focusing on the teaching practice of a veteran ESL teacher (the researcher) and the persuasive writing practices of three middle school beginning level ELLs. Through data analysis methods drawing on SFL and intertextuality, the study illuminates connections between the SFL based teaching …

Systems Of Accountability As A Technology Of Governmentality: Policy, Preparation, And Inclusive Practice, Denise Lavoie Lafrance

Open Access Dissertations

Neoliberal ideology frames the discourse of the current political rhetoric of education as an economic investment in the preparation of students to compete in a global economy. These discourses that emanate from policymakers shape the construct of schooling and control the trajectory of education in the US. As education policy becomes centralized, accountability systems are assumed to be the driver of positive educational outcomes and higher student achievement; however, the impact of these systems of accountability shape teaching practice and may be pushing students with disabilities out of the competition and violating their right to access and participate in general …

Circles And Lines: Complexities Of Learning In Community, Sara Lynne Schupack

Open Access Dissertations

Following is a study that explores learning in community in a fully-integrated, team taught course at a community college in New England. These classes, Learning Communities (LCs) represent rich opportunities for exploring and practicing democratic education. From a theoretical grounding in social learning theories and an exploration into learning and community as active, ongoing phenomena, I present narrative, relational research as enactment. Data from field notes, interviews, focus groups and researcher reflections inform findings and analysis. I represent this as an experience parallel to -- not claiming either to mirror or replace -- the experiences of the other participants. In …

Racialized Spaces In Teacher Discourse: A Critical Discourse Analysis Of Place-Based Identities In Roche Bois, Mauritius, Elsa Marie Wiehe

Open Access Dissertations

This eleven-month ethnographic study puts critical discourse analysis in dialogue with postmodern conceptualizations of space and place to explore how eight educators talk about space and in the process, produce racialized spaces in Roche Bois, Mauritius. The macro-historical context of racialization of this urban marginalized community informs the discursive analysis of educators' talk at school. Drawing on theories of race that call for the non-deterministic exploration of race relations as they occur in different contexts and times (Hall, 2000; Pandian & Kosek, 2003; Essed & Goldberg, 2000), I explore the spatial racialization of children in Roche Bois as a process …

Tips On Facilitation For Teacher Educators, Center For International Education

Leadership and Teacher Development (LTD)

23-item list of tips on facilitation, in both English and Arabic. For example

1. Implement a system that encourages every person to participate in discussions and activities. Provide a structure for participation.

2. Come to the workshops/training well prepared. Have all the materials and handouts you will need.

3. Make yourself approachable to participants by greeting them, learning their names, having informal conversations with them.

Teacher Educator Enhancement Strategy (Tees), Center For International Education

Leadership and Teacher Development (LTD)

This teacher educator enhancement strategy (TEES) aims to create a comprehensive and holistic enhancement system that meets the needs of Ministry of Education personnel and teacher educators. This document lays out the preliminary enhancement design in order to solicit feedback and insights from Leadership and Teacher Development (LTD) program stakeholders. The strategy includes: 1) the enhancement program goal and objectives; 2) the principles and rationale that drive the enhancement program; 3) the necessary tools to be created; and 4) the detailed operational enhancement methodology and design.

Portfolio Of Professional Practice (Popp) For Teacher Educators, Center For International Education

Leadership and Teacher Development (LTD)

A PoPP is a collection of work that highlights and demonstrates my knowledge and skills of professional practice as a teacher educator. The rationale for creating my PoPP is to:

• Provide opportunities to set concrete goals for my practice as a teacher educator;
• Plan and articulate specific strategies to attain my goals of becoming an effective teacher educator;
• Serve as a learning instrument and provide structure by which to gather data;
• Reflect upon data and guide improvements in my professional practice as a teacher educator;
• Offer the opportunity to critique my work and evaluate the effectiveness of my practice as …

Teacher Educator Enhancement Orientation - Workshop 1 Facilitator's Guide, Center For International Education

Leadership and Teacher Development (LTD)

These notes outline the goal and objectives of each workshop, the necessary materials, the preparation needed, and learning activities conducted during the trainings for the five disciplines (Arabic, English, Math, Science, and Technology). The notes model the principles of “Learning Circle” development, “Action Research”, and “Portfolio of Professional Practice” use. The agenda describes a participatory enhancement design where participants practice the essential techniques. The agenda details how to introduce and work with the tools mentioned above.

Teacher educators participate in LCs that involve four workshop sessions, action research projects, and on-going intersession meetings in order to master LC development, action …

Portfolio Of Professional Practice (Popp) For Teachers, Center For International Education

Leadership and Teacher Development (LTD)

A PoPP is a collection of work that highlights and demonstrates my knowledge and skills of professional practice as a teacher educator. The rationale for creating my PoPP is to:

• Provide opportunities to set concrete goals for my practice as a teacher educator;
• Plan and articulate specific strategies to attain my goals of becoming an effective teacher educator;
• Serve as a learning instrument and provide structure by which to gather data;
• Reflect upon data and guide improvements in my professional practice as a teacher educator;
• Offer the opportunity to critique my work and evaluate the effectiveness of my practice as …

Leadership & Teacher Development: Teacher Educator Enhancement Program Workshop 1 - Day 2, Center For International Education

Leadership and Teacher Development (LTD)

Slides from TEEP Workshop. Objectives include

•Articulate what you have learned about conducting AR •Articulate remaining questions you have about AR •Identify supports and barriers to implementing Learning Circles and AR with in-service teachers •Define and describe the PoPP •Adapt the modules 1 and 2 of the PoPP to your own practice •Describe the next steps for conducting your AR projects •Understand your assignments in the intersession Teacher Educator Learning Circles

Teacher Educator Enhancement Workshop 1 Agenda, Center For International Education

Leadership and Teacher Development (LTD)

GOAL: To present and practice the overall principles and tools of the TEEP program (Learning Circle development, Action Research Inquiry, and Portfolio development)

OBJECTIVES: At the end of the workshop, participants will be able to:

• Recognize multiple ways of knowing, learning, teaching, and approaching problems of practice
• State sources of information about problems of practice
• State approaches to address problems of practice
• Define and describe the Action Research Inquiry Cycle
• Use the Action Research Package to practice AR between workshop days
• Define and describe the use of the Portfolio of Professional Practice
• Explain what are useful data that constitute credible …

Leadership & Teacher Development: Teacher Educator Enhancement Program Workshop 1 - Day 1, Center For International Education

Leadership and Teacher Development (LTD)

Slides from TEEP Workshop 1. Workshop objectives include

•Identify the elements and conditions for creating a supportive Learning Circle •Recognize and indicate multiple ways of knowing, learning, teaching, and approaching problems of practice •State sources of information about a problem of practice •State concrete approaches to address a problem of practice •Define and describe the Action Research Inquiry Cycle •Use the Action Research Package and the Action Research Tool to plan a small scale Action Research project •Identify the steps and procedures for conducting small-scale AR projects

A Comparative Analysis Of The Effectiveness Of Teacher Support Approaches In Afghanistan, Noorullah Noori

Master's Capstone Projects

This research explores the effectiveness of three teacher professional development (TPD) approaches in the context of Afghanistan: 2-year in-service teacher education; short-term (ad-hoc) teacher training; and teacher learning circles (TLC). In this research, I compare these three models, their impact on improving teacher quality and subsequently student outcome. I applied the mix-methods approach by using three different research tools: classroom observations, self-administered questionnaires, and semi-structured interviews. I also reviewed student performance records over four semesters; from 2010 to 2011. Despite many challenges, the results show three core strengths of each of these models: the 2-year in-service teacher …

Resilience In School, Milka Ndura

Master's Capstone Projects

This study explores the factors that motivate students to perform well in the national examination at their basic primary education level despite the unlikely environment to support this success in Kibera slums, Kenya. In the current situation in Kenya, national examinations are used as a basis of distributing the fewer than students slots in secondary school, despite the different circumstances facing each candidate, passing of the Kenya Certificate of Primary Education is still an important factor that determines a child’s eligibility to attend secondary school. Students enrolled in Kenyan primary school system take the same national exams regardless of the …

The Effects Of Incentive Initiatives On Teacher Retention In Tanzania: A Case Of The Rukwa Region, Anna Every Swai

Master's Capstone Projects

Availability of teachers at Secondary schools is one of the major factors that enhance students and general school performance. Despite this fact, there is high teacher reluctance in taking teaching position in remote areas. Different policy initiatives have dramatically improved the state of education in Tanzania, particularly in terms of classroom infrastructure and student enrollment. The increased students’ enrollment has increased the national demand for secondary school teachers and training of teachers has not mirrored this growth. There is a very high teacher shortage in secondary schools particularly those located in remote areas.

In 2004, in the National Strategy for …

How Much Arsenic Do We Eat?, Julian Tyson

Science and Engineering Saturday Seminars

No abstract provided.

Pollen Biology, Alice Cheung, Hen-Ming Wu

Science and Engineering Saturday Seminars

No abstract provided.

Air Pressure, Clouds And Weather, Laura Schofield, Tina Ciarametaro

Science and Engineering Saturday Seminars

No abstract provided.

Everyday Particle Physics, Andrea Pocar

Science and Engineering Saturday Seminars

No abstract provided.