Education Commons^™

Creating Commons: Photovoice Philosophy In A Third Space, Jason M. Cox, Lynne Hamer

Journal of Social Theory in Art Education

Teach Toledo is a program that the authors co-coordinate using community assets to create a third space to confront systemic racism’s impact on teacher education programs and facilitate hybridity (Bhaba, 1994). Diverse student cohort members use their lived experience as the base for their individual and shared urban educational philosophies, coordinated in a first-year horizontally and vertically integrated curriculum including written compositions and a PhotoVoice project. “Creating commons” refers not only to provision of a third space as a common space where private experiences can be combined to create a hybrid, new understanding, but also to the creative act of …

Virtual Mentorship Of Teacher Leaders: The Ripple Effect, Joan Kernan, Joy Denoon, Eric Roberts, Tammy Sanford

Journal of Mathematics and Science: Collaborative Explorations

Abstract

In this paper, the authors reflect on the first completely online mathematics specialist preparation and mentoring program. Candidates across Virginia successfully completed this program and are now serving as teacher leaders, interventionists, department leaders, instructional coaches, mentors, and program specialists. They are impacting mathematics instruction across the state at all levels. As two mathematics specialists serving as mentors and two candidates, we share our thoughts and ideas as we continue to learn from our mentorship process. The goal is to provide continuous professional development as candidates share problems, successes, research, and best practices to improve mathematics teaching and learning. …

Learning To Anticipate In An Online Class: Perspectives Of An Instructor And A Mathematics Specialist Candidate, Kristina C. Anthony, Melody O'Quinn

Journal of Mathematics and Science: Collaborative Explorations

This paper will highlight two perspectives, a course instructor and a mathematics specialist candidate working together in an online course, on the practice of anticipating how a learner will approach a task or assignment. The candidate shares her experiences in developing an understanding of what it means to anticipate student responses and implement mathematical practice in the classroom. She also shares how learning to anticipate has impacted her teaching. The instructor reflects on her experiences (or lack thereof) in anticipating how students would engage in the online environment. From the instructor and the candidate perspectives, learning to anticipate helped to …

The Influence Of Observational Experience And Metaconceptual Teaching Activities On Secondary Science Teacher Candidates’ Conceptual Understandings Of The Practices Of Science, Jillian L. Wendt, Brandy Huderson

Journal of Mathematics and Science: Collaborative Explorations

Research supports that the use of intentional, metaconceptual teaching practices enhances teacher candidates’ conceptual change, thus affecting teacher candidates’ accumulation of new knowledge and understanding. With the increased focus on and need to accommodate the calls for enhanced science teacher education of the Next Generation Science Standards and the related practices of science, it is important to consider how teacher preparation programs enact conceptual change among teacher candidates that align with the current calls. This study examines intentional, metaconceptual teaching activities coupled with observational field experiences with mentor scientists to determine whether engagement in these activities affects teacher candidates’ understandings …

Disrupting The Tourist Paradigm In Teacher Education: The Urban Art Classroom As A Globalized Site Of Travel, Transience, And Transaction, Justin P. Sutters

Journal of Social Theory in Art Education

Employing Bauman’s scholarship on globalization, the author theorizes teacher candidates as tourists in order to critically examine current field observation practices in art education. The study follows preservice students as they participate in collecting narratives during field observations in an urban/inner-city school. The visual representations of their experiences are analyzed to isolate and address emergent themes that reveal the consumerist nature of field practices through instances of (trans)action. Recent national studies give credence to the shifting landscape of public education in the United States and the author suggests that the changing demographics of both teachers and students necessitate a reconceptualization …