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Articles 31 - 60 of 90
Full-Text Articles in Education
Peeking Inside Pandora’S Box: One University’S Journey Into The Redesign Of Teacher Educator Preparation, Frank Dykes, Brenda K. Gilliam, Joanna Neel, Kathleen Everling
Peeking Inside Pandora’S Box: One University’S Journey Into The Redesign Of Teacher Educator Preparation, Frank Dykes, Brenda K. Gilliam, Joanna Neel, Kathleen Everling
Joanna Neel
In the last two decades, there have been various calls for reform in teacher education programs to address the needs of students from culturally and linguistically diverse backgrounds and students with disabilities. Consequently, many teacher education preparation programs are reviewing and redesigning their programs to meet the needs of the teacher of the 21st century. This manuscript will describe the development and implementation of a new certification program that integrates preservice teacher preparation, Special Education and English as a second language into a 123 hour degree program.
The Importance Of Action Research In Teacher Education Programs : Three Testimonies, Gregory Hine, Shane D. Lavery
The Importance Of Action Research In Teacher Education Programs : Three Testimonies, Gregory Hine, Shane D. Lavery
Gregory S.C. Hine
This paper explores the experiences of three teacher-researchers, 'Simone', 'Damian' and 'Michael', who undertook an Action Research project in their respective schools as part of their postgraduate studies. As Head of Professional Learning, Simone conducted a research project designed to investigate how to improve a Peer Observation Program at her secondary school. Damian, also a Head of Professional Learning, explored ways to improve the profile of the existing Professional Development program at his secondary school, with a particular emphasis on overhauling the Staff Mentor Program. Michael, a Head of Junior School, investigated ways to reduce the number of playground incidents …
Preparing Secondary Mathematics Teachers: A Review Of Research, Gregory Hine
Preparing Secondary Mathematics Teachers: A Review Of Research, Gregory Hine
Gregory S.C. Hine
The international literature base concerning the preparation of pre-service secondary mathematics teachers has grown steadily over the past two decades, yet there appears to be no consensus on a best practice approach. A review of three research projects (2 American; 1 Australian) that focus on different aspects of secondary mathematics teacher preparation provides consideration for universitieswishing to strengthen existing programs.
A Service-Learning Immersion In A Remote Aboriginal Community: Enhancing Pre-Service Teacher Education, Shane D. Lavery, Glenda Cain, Patrick Hampton
A Service-Learning Immersion In A Remote Aboriginal Community: Enhancing Pre-Service Teacher Education, Shane D. Lavery, Glenda Cain, Patrick Hampton
Patrick Hampton
This article examines a service-learning immersion undertaken by pre-service primary teachers in a remote indigenous community and school in Western Australia. The article initially presents the purpose and significance for the immersion in the light of the Australian National Professional Standards for Teachers. The article subsequently outlines the aims and structure of the immersion program. The qualitative methodology underpinning the research is then summarised. Specifically, data were collected pre-immersion (focus group interview and guided journal writing), during the immersion (guided journal writing) and post immersion (focus group interview). Student reflections generated four themes: personal development, professional knowledge, cultural awareness, and …
Using Video To Develop Skills In Reflection In Teacher Education Students, Anne M. Coffey
Using Video To Develop Skills In Reflection In Teacher Education Students, Anne M. Coffey
Anne Coffey
Teacher education students confront the challenging task of acquiring a unique and complex set of skills during their courses. These skills are acquired through the study of education theory together with practical experience in the classroom. Perhaps one of the most important skills that students quickly need to develop is that of reflective practice. It is only through a critical and detailed analysis of their performance that strengths and weaknesses can be ascertained and addressed. Video has been used as a tool in teacher education for many years and provides a means by which a teaching episode can be captured …
Service-Learning: Promoting The Development Of The Graduate Professional Standards In Pre-Service Secondary Teachers, Shane D. Lavery, Anne Coffey
Service-Learning: Promoting The Development Of The Graduate Professional Standards In Pre-Service Secondary Teachers, Shane D. Lavery, Anne Coffey
Anne Coffey
Service-learning has not been a common feature of tertiary courses and this is no less the case in initial teacher education programs. Where service-learning has been included the motivation has been to broaden the experience of students with respect to the development of their personal and professional skills. The National Professional Standards for Teachers, introduced in Australia in 2012, defines the range of competencies that pre-service teachers must demonstrate by graduation.
This research investigated two aspects of a service-learning program within a secondary teacher education course. The first was the extent to which a service-learning program could promote the development …
Practical Assessment On The Run – Ipads As An Effective Mobile And Paperless Tool In Physical Education And Teaching, Roslyn M. Franklin, Jubilee Smith
Practical Assessment On The Run – Ipads As An Effective Mobile And Paperless Tool In Physical Education And Teaching, Roslyn M. Franklin, Jubilee Smith
Dr Roslyn M Franklin
This paper investigates the use of iPads in the assessment of predominantly second year Bachelor of Education (Primary/Early Childhood) pre-service teachers undertaking a physical education and health unit. Within this unit, practical assessment tasks are graded by tutors in a variety of indoor and outdoor settings. The main barriers for the lecturer or tutor for effective assessment in these contexts include limited time to assess and the provision of explicit feedback for large numbers of students, complex assessment procedures, overwhelming record-keeping and assessing students without distracting from the performance being presented. The purpose of this pilot study was to investigate …
Working The System: A Model For System-Wide Change In Pre-Service Teacher Education, Jo-Anne Ferreira, Lisa Ryan
Working The System: A Model For System-Wide Change In Pre-Service Teacher Education, Jo-Anne Ferreira, Lisa Ryan
Associate ProfessorJo-Anne Ferreira
This paper reports on a study undertaken to identify the strategies and models used to facilitate curriculum change within teacher education institutions. Findings indicate three main approaches, which we name the ‘resource development’, ‘action research’ and ‘contextual change’ models. A new model that combines the best features of each is proposed. In this paper we provide a brief overview of the three models, a rationale for the new model being proposed, and a discussion of the systems theory concepts underpinning the model. It is our contention that the Mainstreaming Change model provides a structure for change to occur simultaneously at …
Reasoning About Race And Pedagogy In Two Preservice Science Teachers: A Critical Race Theory Analysis, Douglas B. Larkin, Tanya Maloney, Gail M. Perry-Ryder
Reasoning About Race And Pedagogy In Two Preservice Science Teachers: A Critical Race Theory Analysis, Douglas B. Larkin, Tanya Maloney, Gail M. Perry-Ryder
Douglas B. Larkin
Hispanic Preservice Teachers’ Peer Evaluations Of Interdisciplinary Curriculum Development: A Self-Referenced Comparison Between Monolingual Generalists And Bilingual Generalists, Song An, Daniel Tillman, Meilan Zhang, William H. Robertson, Josefina Tinajero
Hispanic Preservice Teachers’ Peer Evaluations Of Interdisciplinary Curriculum Development: A Self-Referenced Comparison Between Monolingual Generalists And Bilingual Generalists, Song An, Daniel Tillman, Meilan Zhang, William H. Robertson, Josefina Tinajero
William H. Robertson
Global Trends In Higher Education Policies, Kathryn Moyle
Global Trends In Higher Education Policies, Kathryn Moyle
Professor Kathryn Moyle (consultant)
This paper outlines the current global context for higher education in 2015, as a basis for examining the key trends in teacher education in the first decades of the 21st century. The purpose of this paper is to outline the current global contexts for higher education, and to provide an overview of the policies found in teacher education in those countries that consistently produce students who perform highly on international standardized tests such as PISA, TIMSS and PIRLS. The policies guiding teacher education in ‘high-performing’ countries tends to be aligned and inter-connected. These policies include public investment in education; creating …
Moving Physical Activity Beyond The School Classroom: A Social-Ecological Insight For Teachers Of The Facilitators And Barriers To Students' Non-Curricular Physical Activity, Brendon Hyndman, Amanda Telford, Caroline F. Finch, Amanda C. Benson
Moving Physical Activity Beyond The School Classroom: A Social-Ecological Insight For Teachers Of The Facilitators And Barriers To Students' Non-Curricular Physical Activity, Brendon Hyndman, Amanda Telford, Caroline F. Finch, Amanda C. Benson
Dr Brendon P Hyndman
Non-curricular avenues such as active play during school breaks have been established as a major source for children’s physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students’ non-curricular physical activity. During this study focus groups and drawing were used to explore the broader influences on primary (n=47) and secondary (n=29) school students’ physical activity behaviour beyond the classroom. Barriers and facilitators to children’s physical activity were categorised using a multi-level social-ecological framework incorporating intrapersonal, interpersonal, physical environment and policy factors. Based on the drawings, comparisons between students’ existing play …
Moving Physical Activity Beyond The School Classroom: A Social-Ecological Insight For Teachers Of The Facilitators And Barriers To Students' Non-Curricular Physical Activity, Brendon Hyndman, Amanda Telford, Caroline F. Finch, Amanda C. Benson
Moving Physical Activity Beyond The School Classroom: A Social-Ecological Insight For Teachers Of The Facilitators And Barriers To Students' Non-Curricular Physical Activity, Brendon Hyndman, Amanda Telford, Caroline F. Finch, Amanda C. Benson
Dr Brendon P Hyndman
Non-curricular avenues such as active play during school breaks have been established as a major source for children’s physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students’ non-curricular physical activity. During this study focus groups and drawing were used to explore the broader influences on primary (n=47) and secondary (n=29) school students’ physical activity behaviour beyond the classroom. Barriers and facilitators to children’s physical activity were categorised using a multi-level social-ecological framework incorporating intrapersonal, interpersonal, physical environment and policy factors. Based on the drawings, comparisons between students’ existing play …
Book Review: Transforming Teacher Education: Reflections From The Field, Ryan Flessner
Book Review: Transforming Teacher Education: Reflections From The Field, Ryan Flessner
Ryan Flessner
Book review of: Transforming teacher education: Reflections from the field D. Carroll, H. Featherstone, J. Featherstone, S. Feiman‐Nemser and D. Roosevelt (Eds), 2007 Cambridge, MA: Harvard University Press 266 pp. ISBN 978‐1‐8917‐9233‐5
Book Review: Talking Diversity With Teachers And Teacher Educators, Ryan Flessner, Susan C. Adamson
Book Review: Talking Diversity With Teachers And Teacher Educators, Ryan Flessner, Susan C. Adamson
Ryan Flessner
Book review of "Cruz, B., Ellerbrock, C. R., Vásquez, A., & Howes, E. V. (2014). Talking diversity with teachers and teacher educators: Exercises and critical conversations across the curriculum." by Ryan Flessner and Susan C. Adamson.
A Service-Learning Immersion In A Remote Aboriginal Community: Enhancing Pre-Service Teacher Education, Shane D. Lavery, Glenda Cain, Patrick Hampton
A Service-Learning Immersion In A Remote Aboriginal Community: Enhancing Pre-Service Teacher Education, Shane D. Lavery, Glenda Cain, Patrick Hampton
Shane D Lavery
This article examines a service-learning immersion undertaken by pre-service primary teachers in a remote indigenous community and school in Western Australia. The article initially presents the purpose and significance for the immersion in the light of the Australian National Professional Standards for Teachers. The article subsequently outlines the aims and structure of the immersion program. The qualitative methodology underpinning the research is then summarised. Specifically, data were collected pre-immersion (focus group interview and guided journal writing), during the immersion (guided journal writing) and post immersion (focus group interview). Student reflections generated four themes: personal development, professional knowledge, cultural awareness, and …
Embedding Employability In The Curriculum – Strategies To Improve Outcomes For University Graduates, Sarah Richardson
Embedding Employability In The Curriculum – Strategies To Improve Outcomes For University Graduates, Sarah Richardson
Dr Sarah Richardson
No abstract provided.
Breathing Life Into Information Literacy Skills: Results Of A Faculty-Librarian Collaboration, Divonna M. Stebick, Janelle L. Wertzberger, Margaret E. Flora, Joseph W. Miller
Breathing Life Into Information Literacy Skills: Results Of A Faculty-Librarian Collaboration, Divonna M. Stebick, Janelle L. Wertzberger, Margaret E. Flora, Joseph W. Miller
Janelle Wertzberger
When an education professor and a reference librarian sought to improve the quality of undergraduate student research, their partnership led to a new focus on assessing the research process in addition to the product. In this study, we reflect on our collaborative experience introducing information literacy as the foundation for undergraduate teacher education research. We examine the outcomes of this collaboration, focusing on the assessment of the process. Using a mixed methods approach, we found that direct instruction supporting effective research strategies positively impacted student projects. Our data also suggest that undergraduate students benefit from not only sound research strategies, …
The Viability Of Portraiture For Science Education Research: Learning From Portraits Of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, Nicole Beeman-Cadwallader
The Viability Of Portraiture For Science Education Research: Learning From Portraits Of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, Nicole Beeman-Cadwallader
Cassie F. Quigley
The purpose of this paper is to describe the relevance of a qualitative methodology called portraiture for science education. Portraiture is a method of inquiry that blends art and science by combining the empirical aspects of inquiry with the beauty and aesthetic properties. This method encompasses all aspects of a research study, including protocol, data collection and analysis, and presentation of findings. To examine the viability of portraiture as methodology for science education researchers, we provided two portraits of science teachers and their classrooms to illustrate how context played a significant role in teachers’ experiences and how it influenced their …
Deconstructing An Online Community Of Practice: Teachers’ Actions In The Edmodo Math Subject Community, Torrey Trust
Deconstructing An Online Community Of Practice: Teachers’ Actions In The Edmodo Math Subject Community, Torrey Trust
Torrey Trust
The Viability Of Portraiture For Science Education Research: Learning From Portraits Of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, Nicole Beeman-Cadwallader
The Viability Of Portraiture For Science Education Research: Learning From Portraits Of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, Nicole Beeman-Cadwallader
Cassie F. Quigley
The purpose of this paper is to describe the relevance of a qualitative methodology called portraiture for science education. Portraiture is a method of inquiry that blends art and science by combining the empirical aspects of inquiry with the beauty and aesthetic properties. This method encompasses all aspects of a research study, including protocol, data collection and analysis, and presentation of findings. To examine the viability of portraiture as methodology for science education researchers, we provided two portraits of science teachers and their classrooms to illustrate how context played a significant role in teachers’ experiences and how it influenced their …
The Comprehensive Emergent Literacy Model: Early Literacy In Context, Leigh Rohde
The Comprehensive Emergent Literacy Model: Early Literacy In Context, Leigh Rohde
Leigh Rohde
Beyond The Author's Chair: Expanding Sharing Opportunities In Writing, Anna H. Hall
Beyond The Author's Chair: Expanding Sharing Opportunities In Writing, Anna H. Hall
Anna H Hall
Providing children with opportunities to share their writing with others is a vital part of establishing a successful writing community. Although sharing is most often viewed as a beneficial experience for children, it is important to acknowledge that sharing can also be uncomfortable and intimidating for many young authors. This article provides tips for establishing a respectful writing community, including strategies for whole-group sharing, as well as alternative experiences for children who are reluctant to share.
Best Practice Teacher Education Programs And Australia’S Own Programs, Lawrence Ingvarson, Kate Reid, Sarah Buckley, Elizabeth Kleinhenz, Geoff N. Masters, Glenn Rowley
Best Practice Teacher Education Programs And Australia’S Own Programs, Lawrence Ingvarson, Kate Reid, Sarah Buckley, Elizabeth Kleinhenz, Geoff N. Masters, Glenn Rowley
Prof Geoff Masters AO
This report was prepared by the Australian Council for Educational Research (ACER) to support the work of the Teacher Education Ministerial Advisory Group (TEMAG). ACER was requested to undertake evidence-based research and benchmarking of world’s best practice teacher education programs against Australia’s own programs, which included: (a) identifying best practice principles for the design, delivery and assessment of teacher education programs; and (b) articulating the features of teacher education programs that most effectively support successful transition to effective practice.
Best Practice Teacher Education Programs And Australia’S Own Programs, Lawrence Ingvarson, Kate Reid, Sarah Buckley, Elizabeth Kleinhenz, Geoff N. Masters, Glenn Rowley
Best Practice Teacher Education Programs And Australia’S Own Programs, Lawrence Ingvarson, Kate Reid, Sarah Buckley, Elizabeth Kleinhenz, Geoff N. Masters, Glenn Rowley
Dr Sarah Buckley
This report was prepared by the Australian Council for Educational Research (ACER) to support the work of the Teacher Education Ministerial Advisory Group (TEMAG). ACER was requested to undertake evidence-based research and benchmarking of world’s best practice teacher education programs against Australia’s own programs, which included: (a) identifying best practice principles for the design, delivery and assessment of teacher education programs; and (b) articulating the features of teacher education programs that most effectively support successful transition to effective practice.
Best Practice Teacher Education Programs And Australia’S Own Programs, Lawrence Ingvarson, Kate Reid, Sarah Buckley, Elizabeth Kleinhenz, Geoff N. Masters, Glenn Rowley
Best Practice Teacher Education Programs And Australia’S Own Programs, Lawrence Ingvarson, Kate Reid, Sarah Buckley, Elizabeth Kleinhenz, Geoff N. Masters, Glenn Rowley
Dr Kate Reid
This report was prepared by the Australian Council for Educational Research (ACER) to support the work of the Teacher Education Ministerial Advisory Group (TEMAG). ACER was requested to undertake evidence-based research and benchmarking of world’s best practice teacher education programs against Australia’s own programs, which included: (a) identifying best practice principles for the design, delivery and assessment of teacher education programs; and (b) articulating the features of teacher education programs that most effectively support successful transition to effective practice.
Integrating Instructional Technology Into A Teacher Education Program: A Three-Tiered Approach, Elizabeth Truesdell, Rebecca Birch
Integrating Instructional Technology Into A Teacher Education Program: A Three-Tiered Approach, Elizabeth Truesdell, Rebecca Birch
Rebecca Birch
This project description examines how a teacher education program integrated new instructional technology through the creation of a Technology Facilitator position in the department. The project proceeded through a three-tiered system of learning literacy to establish a knowledge base amongst faculty members, augmenting required courses to model the use of instructional technology, and finally the transformation of the credential program where the activity of learning can only be accomplished through leveraging technology. As a professional program housed in a liberal arts institution, this project combines aspects of the essential learning outcomes of the 21st century with the professional skills required …
Reflections On The Teacher Education Ministerial Advisory Group Report, Lawrence C. Ingvarson
Reflections On The Teacher Education Ministerial Advisory Group Report, Lawrence C. Ingvarson
Dr Lawrence Ingvarson (Consultant)
Nurturing Dispositions In Teacher Education Candidates: Challenges Of Identifying And Assessing Dispositions, Samuel J. Smith, Harvey L. Klamm
Nurturing Dispositions In Teacher Education Candidates: Challenges Of Identifying And Assessing Dispositions, Samuel J. Smith, Harvey L. Klamm
Samuel James Smith
Exploring The Differences In Teaching Perspectives Between Australian Pre-Service And Graduate Physical Education Teachers, Brendon P. Hyndman
Exploring The Differences In Teaching Perspectives Between Australian Pre-Service And Graduate Physical Education Teachers, Brendon P. Hyndman
Dr Brendon P Hyndman
Limited investigation has been undertaken into Australian physical educators’ teaching beliefs and intentions and those that have been researched have tended to utilise ‘qualitative’ research methods. The present study addresses a gap in the literature by exploring the differences in teaching perspectives between Australian pre-service and graduate physical education teachers. The teaching perspectives inventory (TPI) was administered to pre-service physical education teachers (n=105) graduate physical education teachers (n=37). Each TPI item was linked to one of five key teaching perspectives (apprenticeship, developmental, nurturing, social reform & transmission). Average teaching perspective scores were calculated for each of the five teaching perspectives …