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Articles 1 - 16 of 16
Full-Text Articles in Education
Poetry Is Powerful: High School Students And Pre-Service Teachers Develop Literacy Relationships Through Poetry, Susanne L. Nobles, Amy Price Azano
Poetry Is Powerful: High School Students And Pre-Service Teachers Develop Literacy Relationships Through Poetry, Susanne L. Nobles, Amy Price Azano
Teaching/Writing: The Journal of Writing Teacher Education
Teaching poetry can serve as a roadblock for many English teachers who lack confidence with the genre. Likewise, high school students struggle reading poetry and creating their own poetic works. In an effort to provide an authentic learning experience for our students, we created a semester-long, collaborative poetry project between our high school and college students. This manuscript provides details about the goals, processes, and takeaways for both groups of participants. The high school students were two classes of freshman-level English students who practiced developing critical literacy skills while reading, reciting, and writing poetry. The college students were pre-service English …
No Shortcuts On The Journey To Learning For Students Or Teachers, Alison Coviello, Susan Stires
No Shortcuts On The Journey To Learning For Students Or Teachers, Alison Coviello, Susan Stires
Occasional Paper Series
Despite the generally held view that children in low-performing, under-served schools have "deficits" teachers in such schools often have very different experiences. Students can succeed in all areas of schooling and beyond. But for this to happen, teacher education institutions need to provide teacher candidates with background information and knowledge about instruction, so they can see and support the strengths of students in high-needs schools.
Preparing Teachers For High-Need Schools: A Focus On Thoughtfully Adaptive Teaching, Arlene Mascarenhas, Seth Parsons, Sarah Cohen Burrowbridge
Preparing Teachers For High-Need Schools: A Focus On Thoughtfully Adaptive Teaching, Arlene Mascarenhas, Seth Parsons, Sarah Cohen Burrowbridge
Occasional Paper Series
Differentiated instruction, or thoughtfully adaptive teaching, helps teachers successfully meet the needs of students in under-served schools. Teacher education institutions can do their part by forming partnerships with high-needs schools so teacher candidates can gain experience in a supportive environment. Along with providing a solid grounding in pedagogy, teacher education programs need to help candidates develop their own vision of teaching. Vision is seen as a way for teachers to remain true to their core values, and as a way to stay focused on how to do the best for all of their students.
Preparing Teachers For Place-Based Teaching, Amy Vinlove
Preparing Teachers For Place-Based Teaching, Amy Vinlove
Occasional Paper Series
This paper begins by offering two portraits of recent teacher education graduates providing place-based teaching in their classrooms, followed by a description of the knowledge, skills, and dispositions teachers (new or seasoned) must possess to effectively teach in a place-based manner. Next is a short discussion of the importance of experience and application of these tenets. Finally, there are three examples of activities and assignments my colleagues and I have developed for our teacher preparation program. We aim for these experiences to help inspire and prepare our graduates to integrate their local communities and places into their own classrooms, whether …
The Importance Of Linguistic Diversity Instruction Within Teacher Education Programs, Rhiannon L. Finney
The Importance Of Linguistic Diversity Instruction Within Teacher Education Programs, Rhiannon L. Finney
Honors College Theses
The United States is continuously growing, and as it grows it has become more and more diverse. As diversity increases, awareness of culture becomes a more pressing and important manner. So, while schools have often worked to include and encourage multiculturalism and diversity within their boundaries, one major section has been left out of the equation. The importance of linguistic diversity is vastly misunderstood and left out of teacher education programs, negatively impacting young students, particularly those of traditionally marginalized groups. In order to better prepare prospective teachers and to help provide a real social change in an inherently racialized …
The Social Construction Of Teachers' Practical Knowledge In The Advisement Conference Group: Report Of A Case Study, Gail Hirsch
The Social Construction Of Teachers' Practical Knowledge In The Advisement Conference Group: Report Of A Case Study, Gail Hirsch
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
The work described here concerns the phenomenon of teachers' practical knowledge and the dynamic processes involved in its articulation and development within the local context of the teacher education experience as these were examined in a longitudinal case study, Telling Tales Out of School (Hirsch, 1987).
A Theoretical Framework For Advisement, Dorothy Bloomfield
A Theoretical Framework For Advisement, Dorothy Bloomfield
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the theory and practice of advisement, offering a glimpse of the developmental facet of advisement and the relationship involved between advisor and advisee.
Advisement: From Bank Street To Binghamton, Margaret Yonemura
Advisement: From Bank Street To Binghamton, Margaret Yonemura
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
The author describes her experience of adapting the Bank Street advisement model to a new master's program in early childhood/elementary education at the State University of New York at Binghamton.
The Advisement Process In School Reform, Esther Rosenfeld
The Advisement Process In School Reform, Esther Rosenfeld
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
As the new Teacher Director at Central Park East II elementary school, the author chose to adapt Bank Street's advisement model to the staff development work at her school. She suggests that the process may be appropriately applied more broadly in efforts at school reform.
Developing Collaborative Leaders: Reflections On Leadership Advisement At Bank Street College, Lonnetta Gaines
Developing Collaborative Leaders: Reflections On Leadership Advisement At Bank Street College, Lonnetta Gaines
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the educational leadership advisement process in its role in preparing collaborative leaders.
Storytelling In Advisement, Nina Jaffe
Storytelling In Advisement, Nina Jaffe
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
As a folklore educator and storyteller, the author considers the role of storytelling as it occurs in advisement, not as performance art but as the primary role of communication in group meetings and individual conferences.
Advisement And Collaboration, Maureen A. Hornung, Ariel Katz, Claire Wurtzel
Advisement And Collaboration, Maureen A. Hornung, Ariel Katz, Claire Wurtzel
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes a collaboration between two Bank Street College advisees who had different strengths and levels of experience within the classroom.
Advisement: The Journey For Preservice Students, Maritza B. Macdonald
Advisement: The Journey For Preservice Students, Maritza B. Macdonald
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the characteristics of advisement in the Preservice Program at Bank Street College of Education within the context of nine field-related issues, which seem to be predominant in the professional development of preservice students.
Navigating The Challenges Of Becoming A Culturally Responsive Teacher: Supportive Networking May Be The Key, Nina L. Nilsson Ph.D., Ailing Kong Ph.D., Shantel Hubert
Navigating The Challenges Of Becoming A Culturally Responsive Teacher: Supportive Networking May Be The Key, Nina L. Nilsson Ph.D., Ailing Kong Ph.D., Shantel Hubert
Australian Journal of Teacher Education
Research shows graduates of teacher education programs do not always transfer, or apply, the best practices they learn to instructional practice due to factors related to course features, the student, and workplace environment (e.g., Brown & Bentley, 2004; de Jong et al., 2010). This study examined the challenges a secondary-level English teacher in the United States encountered when she attempted to implement culturally responsive teaching practices she learned from a graduate course to her class with ELLs. Findings indicate she faced strategy- and language-related challenges due to student culture and school environment factors (“external challenges”), as well as her own …
Preparing Pre-Service Teachers For Professional Engagement Through Place/Community Pedagogies And Partnerships, Monica M. Green
Preparing Pre-Service Teachers For Professional Engagement Through Place/Community Pedagogies And Partnerships, Monica M. Green
Australian Journal of Teacher Education
There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers’ professional knowledge, engagement and practice in an undergraduate Bachelor of Education (primary) course. The paper reports on a study about teacher education students’ perspectives of fieldwork-based learning and its potential to inform students’ future engagement with the broader school community. Using a conceptual framework of place- and community based education, the study examined data from …
Practising Teaching Using Virtual Classroom Role Plays, Barney Dalgarno, Sue Gregory, Vicki Knox, Torsten Reiners
Practising Teaching Using Virtual Classroom Role Plays, Barney Dalgarno, Sue Gregory, Vicki Knox, Torsten Reiners
Australian Journal of Teacher Education
Practice in the role of the teacher is an essential part of teacher education, however professional experience placements are becoming increasingly difficult to find. Consequently, additional university-based teaching practice, such as classroom role play with student teacher peers is important. Classroom role plays can be effective but there are limits to the realism of the experience and such strategies are not feasible for students studying at a distance. This article reports on a study in which a classroom in the virtual world of Second Life was used to house role plays of student teachers in preparation for their first professional …