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Articles 1 - 30 of 79
Full-Text Articles in Education
Notes Toward A Theory Of Dialogue, Grace Deniston-Trochta, Jane Vanderbosch, Ed Check
Notes Toward A Theory Of Dialogue, Grace Deniston-Trochta, Jane Vanderbosch, Ed Check
Journal of Social Theory in Art Education
Multiple dimensions of dialogue as pedagogical practice are examined in the following three essays. In the first piece, “When Life Imitates Art: Notes on the Nature of Dialogue,” poet and essayist Jane Vanderbosch reflects about the politics of silence and voice in graduate school. She analyzes how power and politics charge the atmosphere of the classroom. In “The Pedagogy of Dialogue: A Relation Between Means and End,“ Grace Deniston-Trochta focuses on self-examining the possibility of dialogue in a large “pit” classroom. She proposes teacher as listener/learner, a teacher who is self-reflective and respectful. In the final essay, “Managing the Silence …
Examining Biases And Prejudices: Implications For Art Education, Shirley Hayes Yokley
Examining Biases And Prejudices: Implications For Art Education, Shirley Hayes Yokley
Journal of Social Theory in Art Education
In this paper, I combine an overview of Elisabeth Young-Bruehl’s (1996) socio-psychological examination of group prejudices with a critical examination of artwork by Juan Sánchez to illustrate how issues-based studies of works of art help teachers and students examine and resist biases and prejudices that contribute to oppressive or hegemonic actions.
Contributors
Journal of Social Theory in Art Education
List of contributors for The Journal of Social Theory in Art Education, 2000, Number Nineteen/Twenty.
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Title Page, Coordinating Editor's Note
Title Page, Coordinating Editor's Note
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
A General Chemistry Course For Prospective Elementary School Teachers, M. S. Lazarus
A General Chemistry Course For Prospective Elementary School Teachers, M. S. Lazarus
Journal of Mathematics and Science: Collaborative Explorations
The paper describes a general chemistry course designed for students who are planning to become elementary school teachers. The course has been structured so as to transmit the fun and excitement of experiencing chemistry and uncovering its basic principles by centering on laboratory and other discovery experiences. In addition, the course uses peer led workshops in which the students discuss these experiences. The course is thus a product of a particularly strong collaboration between public schools and college faculties. It is going to become a part of a new four-course sequence that will be required of all students intending to …
Journal Of Mathematics And Science: Collaborative Explorations
Journal Of Mathematics And Science: Collaborative Explorations
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Mathematics Without Lectures: Small-Group Learning At New York University, A. Adler
Mathematics Without Lectures: Small-Group Learning At New York University, A. Adler
Journal of Mathematics and Science: Collaborative Explorations
This article describes an effort to introduce small-group learning into the mathematics curriculum for the non-specialist at New York University. Starting in spring 1999, students were offered the choice of fulfilling their mathematics requirement in a small-group environment that included no formal lectures. The goal of these groups is to make the transition from relatively inactive, even passive, lectures to an experience that actively engages students in the process of doing mathematics. Contact time was restricted to two weekly classes run by a graduate student and was limited to enrollments of 15-16 students. The course is a small-group version of …
Mathematics In Hands-On Science For Liberal Arts Students, M. I. Sobel
Mathematics In Hands-On Science For Liberal Arts Students, M. I. Sobel
Journal of Mathematics and Science: Collaborative Explorations
We describe a number of experiments from the courses called, General Science 9, part of the science program for elementary education majors at Brooklyn College. These courses provide hands-on learning experiences for students who are insecure and weak in science and mathematics. Quantitative thinking is a central element in most of the students’ work. Mathematics is taught in a concrete and intuitive way, as a direct outgrowth of their needs; first, in analysis of data, and second, in discovering underlying theory. The science program has been developed through cooperation among faculty from the School of Education and the science departments.
Bridging The Gap Between Schools And Non-Formal Science Institutions: Using New York City's Non-Formal Resources To Teach Science, P. Fraser-Abder
Bridging The Gap Between Schools And Non-Formal Science Institutions: Using New York City's Non-Formal Resources To Teach Science, P. Fraser-Abder
Journal of Mathematics and Science: Collaborative Explorations
Effective science teaching and learning needs to take place in an environment in which the formal and non-formal worlds of science combine their expertise and resources. Science learning and ultimately, scientific literacy for all depends on the teaching that occurs both in schools and in non-formal settings. As we move towards the attainment of scientific literacy for all, it is becoming more imperative that we recognize and utilize the media, industry education programs, non-formal science centers, museums, and other science learning outlets as valuable segments of our nation’s science education infrastructure. This paper describes the context, rationale, and outline of …
Combining Theory And Practice In The Teaching Of Science Institutions: A Collaborative Program Between The City University Of New York And The American Museum Of Natural History, F. Espinoza
Journal of Mathematics and Science: Collaborative Explorations
The National Science Education Standards contain several mandates that share the use of alternative and creative experiences in the teaching of science at all levels. An important feature of these standards is the call for learning settings and environments different from the traditional classroom in order to enhance student interest and participation in the learning process. New York City is rich in institutions that are ideal for the implementation of effective science teaching through the use of informal resources. This article uses the American Museum of Natural History as a prime example of this.
Using Technology To Enhance Pre-Service Teacher Preparation, E. Miele
Using Technology To Enhance Pre-Service Teacher Preparation, E. Miele
Journal of Mathematics and Science: Collaborative Explorations
Use of the internet to deliver a portion of the content in an introductory science, education, and technology methods course for pre-service teachers provides an opportunity for a much needed introduction to basic computer literacy. A web page was developed for use in conjunction with the math, science, and technology educational methods courses at Brooklyn College. Students are introduced to this page as a group in the computer lab, and work in small groups with more experienced students serving as mentors to other students. The Brooklyn College Science Education Webpage is designed as a simple jump page with links to …
Reports On A Course For Prospective High School Mathematics Teachers, D. A. Stone
Reports On A Course For Prospective High School Mathematics Teachers, D. A. Stone
Journal of Mathematics and Science: Collaborative Explorations
The author describes his design for a course entitled Secondary School Mathematics from an Advanced Viewpoint. He adds subjective comments on how his design has worked in practice.
The Write Approach To Mathematics Or How I Found The Middle Way, R. H. Ring
The Write Approach To Mathematics Or How I Found The Middle Way, R. H. Ring
Journal of Mathematics and Science: Collaborative Explorations
Revising a course is a multifaceted process. Often, reform efforts are focused on a particular aspect, that of inquiry-based collaborative learning. This article discusses the implementation of another aspect of the reform of a course for pre-service elementary teachers: the use of journals and writing exercises for evaluation and assessment. The evolution of this particular reform is traced, with emphasis on the reactions of students and faculty, the issues raised by these reactions, and the solution and resolution attained by the author is outlined.
A Case Study Of An Online Science Fair- The International Cyberscience Expo 2000 (Ice2000), B. Murfin
A Case Study Of An Online Science Fair- The International Cyberscience Expo 2000 (Ice2000), B. Murfin
Journal of Mathematics and Science: Collaborative Explorations
The International CyberScience Expo 2000 is a project that promotes project-based, science learning by secondary students. The event was organized and held entirely online in a collaborative virtual learning environment called ScienceMOO. It was found that ScienceMOO had great advantages and disadvantages as a tool for organizing and staging synchronous online events involving large numbers of people. Scheduling of online, synchronous meetings between the students and judges was very challenging. However, when judges did manage to meet with students, many beneficial interactions resulted.
Using Evaluation To Foster Nycetp Goals: Case Studies And Intercampsus Collaboration, C K. Tittle, S. J. Pape, B. Flugman
Using Evaluation To Foster Nycetp Goals: Case Studies And Intercampsus Collaboration, C K. Tittle, S. J. Pape, B. Flugman
Journal of Mathematics and Science: Collaborative Explorations
This article describes the use of case studies as part of the formative evaluation conducted for the New York Collaborative for Excellence in Teacher Preparation (NYCETP). While case studies are often conducted for evaluations by outside experts, consultants, or evaluators themselves, we developed a strategy for case studies that used NYCETP faculty to case-study each other. This strategy involved cross-campus collaboration and cross-discipline (Arts & Science and Education) collaboration, and thus actively supported one of the NYCETP goals. The case study strategy also included the development of a faculty (peer) review form for evaluation of documentation of new and revised …
Attitudes In Physics Education: An Alternative Approach To Teaching Physics To Non-Science College Students, V. A. Niculescu, J. P. Chinnici, B. L. Brown
Attitudes In Physics Education: An Alternative Approach To Teaching Physics To Non-Science College Students, V. A. Niculescu, J. P. Chinnici, B. L. Brown
Journal of Mathematics and Science: Collaborative Explorations
In this article, we present an alternative way of teaching conceptual physics for non-science majors by depicting the role of physics in today's technology. The goal of this approach is to increase in the minds of non-science students the acceptance of physics as a useful component in general education, and as a major tool in comprehending the present-day technological world experienced by students outside the classroom.
Student Work Section, R. Howard
Student Work Section, R. Howard
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Helping Change Of Career Individuals To Prepare To Become Secondary Mathematics Teachers, K. Goldberg
Helping Change Of Career Individuals To Prepare To Become Secondary Mathematics Teachers, K. Goldberg
Journal of Mathematics and Science: Collaborative Explorations
This article describes the development and content of a special introductory course developed and offered at New York University for change of career individuals entering the field of mathematics and science teaching at the graduate rather than the undergraduate level. With a critical shortage of qualified mathematics and science teachers at the secondary level being exacerbated in urban public schools, such as those in New York City, by high attrition rates during the first few years of teaching, it is important to find and encourage new populations of potential teachers. One such population is that of career changers, and the …
Bridges—Mathematics Support For Third-Grade Girls, J. M. Jarrell
Bridges—Mathematics Support For Third-Grade Girls, J. M. Jarrell
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Educational Research Abstracts, G. Bass Jr.
Educational Research Abstracts, G. Bass Jr.
Journal of Mathematics and Science: Collaborative Explorations
Editors' Note: As noted in previous issues of the Journal of Mathematics and Science: Collaborative Explorations, the purpose of this Educational Research Abstract section is to present current published research on issues relevant to math and science teaching at both the K-12 and college levels. Because educational research articles are published in so many different academic journals, it is a rare public school teacher or college professor who reads all the recent published reports on a particular instructional technique or curricular advancement. Indeed, the uniqueness of various pedagogical strategies has been tacitly acknowledged by the creation of individual journals dedicated …
Experiences And Thoughts On Stemtec-Inspired Changes In Teaching Physics For Life Science Majors, M. S. Z. Rabin
Experiences And Thoughts On Stemtec-Inspired Changes In Teaching Physics For Life Science Majors, M. S. Z. Rabin
Journal of Mathematics and Science: Collaborative Explorations
I have taught an introductory course for life science majors three times, each time introducing one or more teaching techniques discussed during the Science, Technology, Engineering, and Mathematics Teaching Education Collaborative (STEMTEC) meetings. Typical class size was 275 students. I cannot make quantitative statements about comparisons between the results of STEMTEC-type teaching methods and traditional teaching methods because I have never taught this course in a completely traditional lecture style. During the first year, I introduced conceptual questions into my lectures. The lecture would be interrupted several times with questions posed to the class. The students then had several minutes …
The Journal Of Social Theory In Art Education
The Journal Of Social Theory In Art Education
Journal of Social Theory in Art Education
No abstract provided.
Editorial, Yvonne Gaudelius
Editorial, Yvonne Gaudelius
Journal of Social Theory in Art Education
The theme of the Journal of Social Theory in Art Education, Volume 19/20 is Empowerment Through Dialogue. Empowerment is a difficult issue—for example, how do we as art educators “empower” those who don’t want or feel the need to be empowered? Can we ever empower others or can empowerment only occur through self-reflections? How do we engage in dialogue with our students, our teachers, and our colleagues? Just as with empowerment, dialogue cannot be forced upon us. Through the various dialogues that run through the articles in this volume, we see that dialogue is something that we choose to engage …
The Ghost Writer, Amy Brook Snider
The Ghost Writer, Amy Brook Snider
Journal of Social Theory in Art Education
The core of this article was originally published in an issue on “empowerment” in the Nova Scotia College of Art and Design [NSCAD] Papers in Halifax, Nova Scotia in 1988. Not surprisingly, the article is also related to the theme of this Journal of Social Theory in Art Education—“dialogue as empowering pedagogy,” describing as it does how a teacher and her student used the medium of letters as a space for communication and reflection.
Seeing Childhood In Art Education, Paul Duncum
Seeing Childhood In Art Education, Paul Duncum
Journal of Social Theory in Art Education
Art education theory and practice sees children as constructivist learners, but postmodern theory teaches us to see children with multiple and fragmented identities. Postmodern theory is used to examine childhood as a site of divergent discourses concerned with persistent adult attempts to control both actual children and the concept of childhood. Many alternative conceptions find pictorial form in the mass media, from abused child to nightmarish threat. This paper focuses on the idea of children as rabid consumers. It examines television advertisements aimed at children, especially by McDonald’s, Mattel and Cap Toys. Implications for the classroom as well as art …
Book Review: Fehr, D.E., Fehr, K. & Keifer-Boyd, K. (Eds.), (2000). Real-World Readings In Art Education: Things Your Professors Never Told You. Ny: Falmer Press., Dennis E. Fehr
Journal of Social Theory in Art Education
Book Review for Real-World Readings in Art Education: Things Your Professors Never Told You, D.E. Fehr, K. Fehr, and K. Keifer-Boyd (Editors), Falmer Press, New York, 2000.
The Use Of Project-Based Learning In A Technology Course For Math And Science Teachers, B. Murfin
The Use Of Project-Based Learning In A Technology Course For Math And Science Teachers, B. Murfin
Journal of Mathematics and Science: Collaborative Explorations
In this project, pre- and in-service math and science teachers used project-based learning to learn the complex skills involved in integrating technology into math and science teaching. The teachers in the course E36.1002: Microcomputer Applications in Math and Science Instruction in the Department of Teaching & Learning at New York University developed a four-week curriculum that integrates math, science, and technology using a common theme chosen by the teachers. The program has received very positive feedback from all participants and may be expanded in the future. Some recommendations are provided on how field experience in teaching with technology can be …
Portfolios And Performance Assessment: Tools For Changing Pedagogy With Pre-Service Mathematics Teachers, R. Welchman
Portfolios And Performance Assessment: Tools For Changing Pedagogy With Pre-Service Mathematics Teachers, R. Welchman
Journal of Mathematics and Science: Collaborative Explorations
Portfolios serve many roles in the development of prospective teachers. Faculty at Brooklyn College found that portfolios can play two other important roles — as tools in faculty development and as a conduit in the development and description of college curriculum. Faculty came together to design a portfolio outline which both defined the introductory mathematics methods course and facilitated establishment of standards. The format was adapted for other populations, each time being modified to suit the new context.