Education Commons^™

Engaging Students In Mathematics Conversations: Discourse Practices And The Development Of Social And Socialmathematical Norms In Three Novice Teachers' Classrooms, Mary T. Grassetti

Mary T Grassetti, Ed.D.

Research on learning to teach mathematics reveals that mathematics teaching is a complex process (Lerman, 2000) and classroom teaching and learning is a “multifaceted, extraordinarily complex phenomenon” (O’Connor, 1998, p. 43). Moreover, research reveals that the mathematics reform agenda has had an impact on what happens in the mathematics classroom, however, the impact has been superficial (Kazemi & Stipek, 2001) with teachers often retaining their pre-reform habits and attitudes in regards to mathematics teaching and learning (O’Connor, 1998). This study examined the reform discourse practices that three novice teachers, who had been enrolled in a reform based methods course during …

Teach For Australia Pathway: Evaluation Report Phase 3 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid

Dr Kate Reid

This report is the final of three reports of the evaluation of the Teach for Australia (TFA) Pathway, a pilot of an alternative approach to teacher education in Australia. The evaluation was undertaken by the Australian Council for Educational Research (ACER) over the period 2010 to 2012. The basic design of the TFA Pathway is as follows: 1. High-achieving university graduates are recruited nationally. Applicants are subject to a rigorous recruitment process and are selected on the basis of qualities and skills suitable to the teaching profession, and the possession of a genuine desire to reduce educational disadvantage. 2. Selected …

Teach For Australia Pathway: Evaluation Report Phase 3 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid

Dr Phillip McKenzie (retired)

This report is the final of three reports of the evaluation of the Teach for Australia (TFA) Pathway, a pilot of an alternative approach to teacher education in Australia. The evaluation was undertaken by the Australian Council for Educational Research (ACER) over the period 2010 to 2012. The basic design of the TFA Pathway is as follows: 1. High-achieving university graduates are recruited nationally. Applicants are subject to a rigorous recruitment process and are selected on the basis of qualities and skills suitable to the teaching profession, and the possession of a genuine desire to reduce educational disadvantage. 2. Selected …

Teach For Australia Pathway: Evaluation Report Phase 3 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid

Dr Paul Weldon

This report is the final of three reports of the evaluation of the Teach for Australia (TFA) Pathway, a pilot of an alternative approach to teacher education in Australia. The evaluation was undertaken by the Australian Council for Educational Research (ACER) over the period 2010 to 2012. The basic design of the TFA Pathway is as follows: 1. High-achieving university graduates are recruited nationally. Applicants are subject to a rigorous recruitment process and are selected on the basis of qualities and skills suitable to the teaching profession, and the possession of a genuine desire to reduce educational disadvantage. 2. Selected …

Sustainability, Ambiguity And Aspiration In Teacher Education, Sandra Wooltorton

Sandra Wooltorton

The Importance Of Action Research In Teacher Education Programs : Three Testimonies, Gregory Hine, Shane D. Lavery

Shane D Lavery

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 …

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

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

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

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

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

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

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

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 …

Improvization And Strategic Risk Taking In Informal Learning With Digital Media Literacy, Renee Hobbs

Renee Hobbs

The city provides a rich array of learning opportunities for young children. However, in many urban schools, often it can be logistically difficult to get young children out of the building. But when elementary children are encouraged to view the city as a classroom and use digital media to explore and represent their neighborhoods, they can be inspired by the unpredictable events of daily life to ask naive, critical and sometimes troubling questions. This paper presents a case study of a teacher in an informal media literacy learning environment who worked with a group of 9-year-olds in Philadelphia. It documents …

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

Douglas B. Larkin

Critical Literacy.Pdf, Katherine E. Norris, Lisa Lucas, Catherine Prudhoe

Katherine E. L. Norris

No abstract provided.

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 …

Mapping The Complexity Of Computer Learning: Journeying Beyond Teaching For Computer Competency To Facilitating Computer, Renata Phelps

Dr Renata Phelps

For future generations to maximise their capability to operate within technologically driven economies, it is critical to foster computer abilities at every level of the schooling process. Teachers are central to this process. Yet, for many teachers, the need to integrate computer use in their teaching is threatening and overwhelming. This thesis argues that, given the rapid rate of technological change, skills-based approaches to computer education inadequately prepare teachers for a career of continued technological change. Effective computer education for teachers requires more than skills training. It involves changes in attitudes, values and beliefs that provide confidence for ongoing learning. …

Where Would New Orleans Be Without The University Of New Orleans?, Paul Thomas Bole

Paul Thomas Bole

No abstract provided.

The Review Of Teacher Education For Languages Teachers : Final Report, Elizabeth Kleinhenz, Jenny Wilkinson, Margaret Gearon, Suzanne Fernandez, Lawrence Ingvarson

Jenny Wilkinson (retired)

This report produces a comprehensive national picture of the nature and effectiveness of teacher education and re-training opportunities for languages teachers. The report investigates course entry requirements, course content and structure for primary and secondary languages teachers; identifies structural impediments relating to the development of languages teachers' linguistic and pedagogical competency; and explores the potential application of the Professional Standards for Accomplished Teaching of Languages and Cultures, developed by the Australian Federation of Modern Language Teachers (AFMLTA), in teacher education for languages teachers.

The Review Of Teacher Education For Languages Teachers : Final Report, Elizabeth Kleinhenz, Jenny Wilkinson, Margaret Gearon, Suzanne Fernandez, Lawrence Ingvarson

Dr Lawrence Ingvarson (Consultant)

This report produces a comprehensive national picture of the nature and effectiveness of teacher education and re-training opportunities for languages teachers. The report investigates course entry requirements, course content and structure for primary and secondary languages teachers; identifies structural impediments relating to the development of languages teachers' linguistic and pedagogical competency; and explores the potential application of the Professional Standards for Accomplished Teaching of Languages and Cultures, developed by the Australian Federation of Modern Language Teachers (AFMLTA), in teacher education for languages teachers.

Mapping The Complexity Of Computer Learning: Journeying Beyond Teaching For Computer Competency To Facilitating Computer, Renata Phelps

Dr Renata Phelps

For future generations to maximise their capability to operate within technologically driven economies, it is critical to foster computer abilities at every level of the schooling process. Teachers are central to this process. Yet, for many teachers, the need to integrate computer use in their teaching is threatening and overwhelming. This thesis argues that, given the rapid rate of technological change, skills-based approaches to computer education inadequately prepare teachers for a career of continued technological change. Effective computer education for teachers requires more than skills training. It involves changes in attitudes, values and beliefs that provide confidence for ongoing learning. …

The Role Of Metacognitive And Reflective Learning Processes In Developing Capable Computer Users, Renata Phelps, Allan Ellis, Stewart Hase

Dr Renata Phelps

There is continued pressure for the application, and integration, of computer technologies into learning and teaching. For such innovations to be successfully implemented, students themselves must have the confidence, ability and willingness to engage with computer technology. In some disciplinary and professional contexts such as arts, humanities, social studies and education many adult learners are insecure and anxious regarding their ability to use, or to learn about, computer technology. Traditionally, competency-based, or skills-focussed training approaches have been utilised to assist inexperienced students to gain confidence with using computers. This paper argues that such approaches do not promote the development of …

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

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

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

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

Javier Arce Michel

No abstract provided.