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Full-Text Articles in Education
Habit, Education, And The Democratic Way Of Life: The Vital Role Of Habit In John Dewey's Philosophy Of Education, Brent Lamons
Habit, Education, And The Democratic Way Of Life: The Vital Role Of Habit In John Dewey's Philosophy Of Education, Brent Lamons
USF Tampa Graduate Theses and Dissertations
Some have claimed that John Dewey was one of few thinkers that developed an
educational theory that is comparable to Plato.1 Dewey did something that William James
and Charles Sanders Peirce did not do; he applied Pragmatism and the Pragmatic method
to the study of education. The main tasks of this dissertation are as follows: (1) Argues
that habit is the most important and unifying element in John Dewey's philosophy of
education, (2) Critically investigates habit's fundamental role in his democratic project of
reconstructing culture toward establishing and sustaining the democratic way of life. In
addition to the latter points, …
Leadership Team Actions That Manifest Collective Autonomy And Their Impact On Student Growth And Curriculum, Brian Keith Wegley
Leadership Team Actions That Manifest Collective Autonomy And Their Impact On Student Growth And Curriculum, Brian Keith Wegley
Dissertations
To be successful in the age of accountability, principals and all school leaders need to continue to build their capacity to lead meaningful, systemic and sustainable student improvement efforts that incorporate the required areas of reading and mathematics. A review of the educational literature revealed several studies that identified the limitations of America's current school accountability movement and described the narrowing of curriculum as a negative side effect of No Child Left Behind.
Educational research on leadership included a multitude of studies and leadership models for implementing change; this study focused on ideas contained within Zmuda, Kuklis and Kline's (2004) …
Processes And Pathways: How Do Mathematics And Science Partnerships Measure And Promote Growth In Teacher Content Knowledge?, Patricia S. Moyer-Packenham, A. Westenskow
Processes And Pathways: How Do Mathematics And Science Partnerships Measure And Promote Growth In Teacher Content Knowledge?, Patricia S. Moyer-Packenham, A. Westenskow
Teacher Education and Leadership Faculty Publications
Intense focus on student achievement results in mathematics and science has brought about claims that K-12 teachers should be better prepared to teach basic concepts in these disciplines. The focus on teachers' mathematics and science content knowledge has been met by efforts to increase teacher knowledge through funded national initiatives focusing on mathematics and science. The purpose of the present study was to look across projects in the National Science Foundation's Math and Science Partnership Program to determine how partnerships developed processes for measuring growth in teacher content knowledge. Pre- and post-testing was the most common process for measuring growth …