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Full-Text Articles in Education
The Persona Doll Project: Promoting Diversity Awareness Among Preservice Teachers Through Storytelling, Mary Ellin Logue, V. Susan Bennett-Armistead, Soojoung Kim
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
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 …
Beyond U-Tube: An Innovative Use Of Online Digital Video Analysis In Teacher Education, Jeniffer Lane, Tony Fetherston
Beyond U-Tube: An Innovative Use Of Online Digital Video Analysis In Teacher Education, Jeniffer Lane, Tony Fetherston
Tony Fetherston
This paper reports how digital technologies can be successfully incorporated into traditional teaching programmes to support the learning of a new generation of learners. The paper describes two e-learning tools, in part one it describes the introduction of LessonLab an innovative e-learning venture with preservice teachers. This web-based platform called LessonLab used with six cohorts of preservice teachers approximately 600 students, of whom 25% participated in this evaluation. A special feature of this platform is its ability to house streaming video and a range of digital video analysis functions. Research was conducted to determine the effectiveness of this use of …
An Analysis Of Teacher Education Context, Structure, And Quality- Assurance Arrangements In Teds-M Countries : Findings From The Iea Teacher Education And Development Study In Mathematics (Teds-M), Lawrence Ingvarson, John Schwille, Sharon Senk, Glenn Rowley, Ray Peck, Maria Tatto
An Analysis Of Teacher Education Context, Structure, And Quality- Assurance Arrangements In Teds-M Countries : Findings From The Iea Teacher Education And Development Study In Mathematics (Teds-M), Lawrence Ingvarson, John Schwille, Sharon Senk, Glenn Rowley, Ray Peck, Maria Tatto
Ray Peck
The present report is a companion report to the TEDS-M publication Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M) written by Tatto et al., (2012). That report presented findings about the nature and content of teacher education programs in the 17 participating countries, as well as the mathematical knowledge and pedagogical knowledge of graduates from those programs. The present report focuses on reporting data gathered at the national level and placing those findings in context. When interpreting the findings presented in the aforementioned …
Why Facebook Is (And Isn't) A Pre-Service Teacher's Friend, Pauline Taylor
Why Facebook Is (And Isn't) A Pre-Service Teacher's Friend, Pauline Taylor
Associate Professor Pauline Taylor-Guy
Teach For Australia Pathway : Evaluation Report Phase 2 Of 3, Paul Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid
Teach For Australia Pathway : Evaluation Report Phase 2 Of 3, Paul Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid
Dr Elizabeth Kleinhenz
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
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
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
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
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 …
Transforming Learning With New Technologies (Second Edition), Robert Maloy, Ruth-Ellen Verock-O'Loughlin, Sharon Edwards, Beverly Woolf
Transforming Learning With New Technologies (Second Edition), Robert Maloy, Ruth-Ellen Verock-O'Loughlin, Sharon Edwards, Beverly Woolf
Robert W. Maloy
Transforming Learning with New Technologies is a book about how to create dynamic learning opportunities for students in K–12 schools using computers, the Internet, interactive websites, educational software and apps, digital games, blogs, wikis, social bookmarking, podcasts, multimedia, universal design for learning, electronic portfolios, classroom response systems, and other new and emerging technologies.
Designed as a text for educational technology or introduction to instructional technology courses, the contents are organized by learning goals first, and second by computer-based technologies that can be used to achieve those goals. Each chapter focuses on a particular aspect of learning with technology crucial for …
Improvization And Strategic Risk Taking In Informal Learning With Digital Media Literacy, Renee Hobbs
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 …
From Distance Education To Communities Of Inquiry: A Review Of Historical Developments, Aylin Tekiner Tolu, Linda Evans
From Distance Education To Communities Of Inquiry: A Review Of Historical Developments, Aylin Tekiner Tolu, Linda Evans
Linda S. Evans
The purpose of this chapter is to explain the role and place of the Community of Inquiry (CoI) framework within the history of distance education. The review of the history reveals two important factors for changes in distance education: the effect of leading learning theories of each era and technological advancements. Distance education has moved from a behavioristic, teacher–centered, correspondence study concept, first to an independent learning model, and then to the current student-centered, socio-constructivist and community-based online learning. In this latest era, the post-modernist age, the CoI framework provides online instructors with a functional framework for designing and teaching …
The Importance Of Action Research In Teacher Education Programs, Gregory S. C. Hine
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
10 Things To Know About Mentoring Student Teachers, Douglas B. Larkin
Douglas B. Larkin