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Articles 1 - 7 of 7
Full-Text Articles in Education
Confronting School And Housing Segregation In The Richmond Region: Can We Learn And Live Together?, Genevieve Siegel-Hawley, Brian Koziol, John V. Moeser, Taylor Holden, Thomas J. Shields
Confronting School And Housing Segregation In The Richmond Region: Can We Learn And Live Together?, Genevieve Siegel-Hawley, Brian Koziol, John V. Moeser, Taylor Holden, Thomas J. Shields
School of Professional and Continuing Studies Faculty Publications
White children now account for less than half of all births. At the same time, we are seeing stagnation in the earnings of the middle class and a widening gap between the poor and the rich. These changes matter, and they are impacting K-12 schools in our region. This report examines the changing nature of segregation in the metro-Richmond area, which is now far more multiracial than it was in the past. It seeks to:
• Pay central attention to segregation in housing and K-12 education
• Understand the mechanisms of educational inequality by examining data on the segregation of …
Pervasive Pedagogy: Collaborative Cloud-Based Composing Using Google Drive, Maury Elizabeth Brown, Daniel L. Hocutt
Pervasive Pedagogy: Collaborative Cloud-Based Composing Using Google Drive, Maury Elizabeth Brown, Daniel L. Hocutt
School of Professional and Continuing Studies Faculty Publications
Cloud-based services designed for educational use, like Google Apps for Education (GAFE), afford deeply collaborative activities across multiple applications. Through primary research, the authors discovered that cloud-based technologies such as GAFE and Google Drive afford new opportunities for collaborative cross-platform composing and student engagement. These affordances require new pedagogies to transform these potentialities into practice, as well as a reexamination of contemporary theory of computers and composition. The authors’ journey implementing Google Drive as a composing and communication environment required continually remediating content, relationships, practices, and their own identities as they interacted with students in the cloud. This chapter addresses …
Chat It Up: Backchanneling To Promote Reflective Practice Among In-Service Teachers, Laura Kassner, Kate M. Cassada
Chat It Up: Backchanneling To Promote Reflective Practice Among In-Service Teachers, Laura Kassner, Kate M. Cassada
School of Professional and Continuing Studies Faculty Publications
In a graduate education course geared toward developing reflective teaching practice in in-service teachers, backchannels, in the form of chat rooms, were employed in small groups to facilitate peer feedback during viewings of video recorded instruction. This study examined the nature and quality of peer feedback exchanged in the digital medium and gauged graduate students’ impressions of the technology, with potential for carryover into their professional practices in P-12 instruction. Results revealed that the backchannel was perceived as an easy-to-use tool that promoted rich, real-time, high-quality feedback and a space to collaborate and exchange ideas, while improving engagement. Backchannel comments …
Engaging The Power Of Peer Observation, Kate M. Cassada, Julie Harris, Bobby Herting, Tara Warren, Damia Brown-Kidd
Engaging The Power Of Peer Observation, Kate M. Cassada, Julie Harris, Bobby Herting, Tara Warren, Damia Brown-Kidd
School of Professional and Continuing Studies Faculty Publications
As a college professor, I have taught hundreds of graduate students in instructional leadership and reflective teaching courses. The overwhelmingly consistent report I hear from these active and engaged educators is that they rarely, if ever, have time to see each other teach. Teaching remains an isolated event - protected time for teachers to share their craft through thoughtful peer discussion and observation rarely. exists. When time is devoted to these activities, it usually is prescribed by building or division-led professional development initiatives, experiences teachers say do not feel genuine, safe, and focused on true reflection and growth. As Daniels, …
Rural Cambodian Women’S Perspectives: An Exploratory Study On Community Ailments, Migration And Opportunity, Robert W. Spires
Rural Cambodian Women’S Perspectives: An Exploratory Study On Community Ailments, Migration And Opportunity, Robert W. Spires
School of Professional and Continuing Studies Faculty Publications
Life in rural Cambodia is difficult, and rural women face issues such as gender-based violence, limited educational opportunities, and pressure to work while maintaining domestic roles. The current exploratory study examines the attitudes of rural Cambodian women (n = 48), framed within in context of migration to Thailand, with particular focus on the areas of community ailments, migration, and educational opportunities. Descriptive statistics indicates the persistence of an unhealthy community, with participants acknowledging the problems of domestic violence, crime, drug use, alcohol use, and depression. The data suggest some improvement in Cambodia, though participants nonetheless recognized working in Thailand as …
Online Teacher Professional Development For Gifted Education: Examining The Impact Of A New Pedagogical Model, Matthew J. Edinger
Online Teacher Professional Development For Gifted Education: Examining The Impact Of A New Pedagogical Model, Matthew J. Edinger
School of Professional and Continuing Studies Faculty Publications
This paper theoretically develops and examines the outcomes of a pilot study that evaluates the PACKaGE Model of online Teacher Professional Development (the Model). The Model was created to facilitate positive pedagogical change within gifted education teachers’ practice, attitude, collaboration, content knowledge, and goal effectiveness. Kirkpatrick and Kirkpatrick’s (2006) model of training evaluation suggests that trainees should evaluate the training for satisfaction at the time the training is completed, as well as six months after, to evaluate for behavior change. Applying Kirkpatrick and Kirkpatrick’s (2006) model, findings indicate that teachers were immediately satisfied with the Model’s effectiveness, adequacy and overall …
Hong Kong’S Post-Colonial Education Reform: Liberal Studies As A Lens, Robert W. Spires
Hong Kong’S Post-Colonial Education Reform: Liberal Studies As A Lens, Robert W. Spires
School of Professional and Continuing Studies Faculty Publications
The Hong Kong education system is at a crucial point in its trajectory, and changes to public education also reflect broader social, economic and political changes within Hong Kong and globally. Since the 1997 handover of Hong Kong from British control to China, Hong Kong has struggled to develop its own identity under the One Country, Two Systems premise. One of the compulsory courses in the Hong Kong curriculum known as liberal studies, introduced in 2009, provided a useful departure point for exploring many social tensions occurring in Hong Kong. Exploring education reform through liberal studies explains how these social …