Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
Articles 31 - 39 of 39
Full-Text Articles in Education
Science Teaching And Learning: Teachers And Children Plan Together, Zoe Donoahue
Science Teaching And Learning: Teachers And Children Plan Together, Zoe Donoahue
Networks: An Online Journal for Teacher Research
When I started teaching, the science curriculum was not prescribed for each grade. We were able to teach topics that we knew were captivating for children of a certain age and to share our particular passions and knowledge with our students. Many a time a whole unit of study would evolve from a "teachable moment". A child bringing in a robin's egg or a rock collection would pique our interest and we would pursue that topic until we had satisfied our curiosity. We were covering the same skills that the curriculum now details, children were learning how to learn about …
Book Review: Wells, Gordon. (Ed.). (2001). Action, Talk, And Text: Learning And Teaching Through Inquiry. New York: Teachers College, Columbia University., Mary Hookey
Networks: An Online Journal for Teacher Research
In 1990, Marilyn Cochrane-Smith and Susan Lytle argued that "What is missing from the knowledge base for teaching are the voices of the teachers themselves, the questions teachers ask, the ways teachers use writing and intentional talk in their work lives, and the interpretive frames teachers use to understand and improve their own classroom practices." The ultimate goal for teachers is the enhanced learning of their students.
Creating A Classroom Of Connoisseurs: Grade 7 Students And Their Teacher Investigate Their Growth As Readers, Maria Kowal
Creating A Classroom Of Connoisseurs: Grade 7 Students And Their Teacher Investigate Their Growth As Readers, Maria Kowal
Networks: An Online Journal for Teacher Research
Maria Pia's poem illustrates the state of mind I was in. It was August and I was preparing for the upcoming school year. My assignment, as it had been for a few years, was Grade 7 home room teacher, responsible for teaching language arts, social studies and math to 12 and 13 year olds. My thoughts were tuned in to my language arts program; the reading component in particular. The purpose of this paper is to show how over the course of a school year, through coinvestigating this aspect of my program with my students, I and they came to …
Reflections On Action Research: Uncovering My Assumptions, Monica Mcglynn-Stewart
Reflections On Action Research: Uncovering My Assumptions, Monica Mcglynn-Stewart
Networks: An Online Journal for Teacher Research
I have engaged in action research for several years in different settings and for different purposes. At the elementary level I have used action research to try to understand my students' view of the culture of our classroom, (presentation, OERC, 1996) and to make a geometry unit come alive (International Reading Association, 1996). At the secondary level, I used Action Research to develop a leadership program (Teachers College Press, 2001) and to help my fellow DICEP members and me understand the functioning of our own research group (Orbit, 1998).
Discovering Action Research: The Evolution Of My Research Question, Barbara Bell Angus
Discovering Action Research: The Evolution Of My Research Question, Barbara Bell Angus
Networks: An Online Journal for Teacher Research
As a new member of Developing Inquiring Communities in Education Project (DICEP) as well as a rookie action researcher, I feel that my greatest contribution at this time is to chronicle the evolution of my research question through my initial cycle of action research. I hope this article will provide encouragement to other first time action researchers as they wrestle with their initial projects.
Academical Dress In The University Of Westminster, Philip Goff
Academical Dress In The University Of Westminster, Philip Goff
Transactions of the Burgon Society
The following is the account of how the system of academical dress came into being, beginning with what Dr Avery wrote on the subject in his report to the Polytechnic of Central London Court of Governors’ sub-committee on university status, on 16 December 1991. [Excerpt].
Following The Students' Lead: Exploring The Value Of Incentives, Greta Davis
Following The Students' Lead: Exploring The Value Of Incentives, Greta Davis
Networks: An Online Journal for Teacher Research
Recently, I decided to focus on how children perceive the learning activities I give them. I believed this would not only help improve my students' metacognitive skills by encouraging them to identify what strategies best helped them to learn but it would also help my practice by understanding how my goals for activities might differ from their goals. I shared this interest with the students at the beginning of the year and asked for their assistance in exploring these issues. I planned to use a means of data collection that my DICEP colleagues had proposed. It involved pausing or "freezing" …
Reflection In Teacher Education: It Starts With Me!, Clare Kosnik
Reflection In Teacher Education: It Starts With Me!, Clare Kosnik
Networks: An Online Journal for Teacher Research
In the Mid-Town teacher education program at OISE/UT our broad goals for ourselves and our students are inquiry, integration and community. However, student teachers often enter the program believing they will be systematically taught how to teach mathematics, language arts, science, and so on; acquire fool-proof strategies for classroom management; and be given the names of prescribed curriculum textbooks (Britzman, 1986). As Louisa, a student teacher in this study noted, "I thought teacher education would be sitting in front of a lot of instructors, and you don't have anything to say, because you're going to be told everything that you …
Co-Researching The Researchers: Dicep's Ongoing Self-Reflection, Monica Mcglynn-Stewart
Co-Researching The Researchers: Dicep's Ongoing Self-Reflection, Monica Mcglynn-Stewart
Networks: An Online Journal for Teacher Research
The self-appointed chronicler of DICEP strikes again! In 1997 I prepared, distributed and analyzed an anonymously completed survey of our collaborative action research group (McGlynn-Stewart, 1998). I felt that there were a lot of issues that needed to be discussed regarding how we functioned as a group, and I wanted to provide a forum for that to happen. In 1999, I facilitated an interactive email conversation among our members for an update on how we were doing with respect to the issues that arose in the earlier survey (McGlynn-Stewart, 2001).