Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Publication
- Publication Type
Articles 1 - 3 of 3
Full-Text Articles in Education
Broadening Our Horizons: Exploring The Work Of Ten Educational Theorists And Their Potential Contributions To The Scholarship And Practice Of Management Education, George Hrivnak, Amy Kenworthy
Broadening Our Horizons: Exploring The Work Of Ten Educational Theorists And Their Potential Contributions To The Scholarship And Practice Of Management Education, George Hrivnak, Amy Kenworthy
George Hrivnak
No abstract provided.
Theatre Of The Oppressed A Manual For Educators, Gopal Midha
Theatre Of The Oppressed A Manual For Educators, Gopal Midha
Master's Capstone Projects
Promoting social equity and justice, I think, are not just important but essential qualities in a good educator. My experience as a graduate student at University of Massachusetts helped me understand and practice different ways in which this could be done. For instance, I learnt how I could promote social justice through changes in curriculum, co-operative learning, inter-group dialogues or multicultural education. However, my search was for a method that did not require literacy as a pre-requisite and that went beyond mere conversations about social justice. One of the key elements of the power structures which lead to oppression, I …
Walking The Talk: Translation Of Mathematical Content Knowledge To Practice, Barbara Butterfield, Mohan Chinnappan
Walking The Talk: Translation Of Mathematical Content Knowledge To Practice, Barbara Butterfield, Mohan Chinnappan
Faculty of Education - Papers (Archive)
Recent debates on students’ learning outcomes in mathematics have shifted the focus to better understanding the types of knowledge that teachers need in order to support children. In the present study, we examined the quality of knowledge of a cohort of prospective teachers along the dimensions developed by Ball et al. (2008). We found support for the contention that beginning teachers tend to have built a body of content knowledge. However, that knowledge remains less germane to teaching children. Implications for translation of this knowledge for teaching are presented.