Education Commons^™

Reflections Of Native American Teacher Education On Bear Ridge, Steven Locke

The Rural Educator

This study examines an elementary teacher education certification program delivered by a state university to Native American teacher aides on the reservation. Data were collected over two semesters using a Freirean critical theory framework to analyze the data and to explicate the problematic nature of Native American education. Analysis of the data indicated that the program reproduced Euro-American cultural values, was insensitive to Native American history or values, and did little to support individual teachers. Suggestions include the need for the program to acknowledge and address the historical cultural genocide that occurred in the education of Native Americans and the …

Engagement Enhance Interest In Physics, Harcharan Pardhan

Institute for Educational Development, Karachi

No abstract provided.

How To Make The Teaching Of Transfer Of Heat More Effective, Muhammad Nabi Khan, Amos Ngugi

Institute for Educational Development, Karachi

No abstract provided.

Reflection On Learning About Forces, Mir Zaman Shah, Mahmood Ghaznavi, Mohammad Ibrahim Khan

Institute for Educational Development, Karachi

Force is a basic concept in the physical sciences. It is included in Pakistan’s national curriculum from the primary level through the higher levels. Because of the abstract nature of the concept of force, both students and teachers have alternative frameworks in this area. This was revealed in our classroom discussions on force during the Lower Secondary Science Module of the M.Ed. program at the Aga Khan University Institute for Educational Development (AKU-IED) in Karachi, Pakistan. In-depth discussions and a variety of activities we carried out while teaching about forces challenged our previous concepts and allowed us to think critically …

An Examination Of Teacher Education Programs And School Induction Programs In Their Preparation Of Teachers For The First Year Of Teaching., Nancy Kay Dillon

Electronic Theses and Dissertations

The purpose of this study was to identify beginning teachers' perceptions of how colleges and universities can improve their teacher preparation programs and what school systems can do to ensure that first-year teachers have a successful and satisfying experience in the classroom. A total of 20 first and second-year elementary teachers participated in 20 separate, qualitative interviews. The information collected from the interviews was inductively analyzed.

Several themes reflecting the perceptions of study participants emerged during the data analysis process: (1) a belief that college classes did not reflect or prepare new teachers for the "real world" of teaching. (2) …

Where Are They Now? Where Are We Now?, Renee T. Clift, Patricia Brady, Raul A. Mora, Jason Stegemoller, Soo Joung Choi

Faculty Publications

In this paper we, a research team comprising one professor of education and four graduate students document our reflections on questions we have about the challenges of documenting the impact of teacher education coursework and on our collective research. This paper is organized into three, separate sections. In the first section we present data that Patricia collected while observing Renee teach the same group of prospective English students over two semesters. These courses, C&I 301 (Introduction to Teaching in a Diverse Society) and C&I 302 (Teaching Diverse Middle Grades Students), are the first two courses in a four course sequence …

Annual Report: October 2003 - September 2004, Care International

Sudan Basic Education Program (SBEP)

No abstract provided.

Reconceptualizing Mathematics Education, Melinda Ann Smith

Legacy ETDs

This dissertation is to explore theoretically mathematics education in the United States and the need for reconcepualizing mathematics education. Mathematics education needs reconceptualizing because students know very little mathematics by the time they graduate from high school. Mathematics has become a subject to be feared and dreaded for centuries. High school teachers blame middle school teachers, middle school teachers blame elementary teachers, and elementary teachers blame parents for their students' lack of preparedness in mathematics. Elementary teachers express frustration in teaching mathematics because of their own lack of content knowledge and lack of preparation for the mathematics component of their …

Effective Methods Of Supervising Student Teachers In Special Education Environments, Tina Georgeson, Cory Gann, Steve Nourse

All Faculty Scholarship for the College of Education and Professional Studies

Although cooperating teachers design and implement model programs of inclusion and special instruction, the supervision of student teachers requires an entirely other "trunk full of unique tools." Successfully facilitating the student teacher's development requires not only good modeling, but also meaningful feedback that is honest and constructive. Such mentoring holds the most promise when the intern receives maximum experience with the tenets of a constructivist teaching philosophy and the implementation of best instructional and management practices. The cooperating teacher is ideally situated to interpret the contours of constructivist theory as it is manifested in daily classroom discourse and activity. Careful …

Six Best Practice Structures, Two Disciplines, One Instructor, James Brewbaker

Perspectives In Learning

A common perception about teacher educators is that they preach better than they practice. Too many accomplished elementary and secondary teachers recall an education professor’s tedious class on the limitations of the lecture—delivered, sad to say, in a traditional lecture format. Too many accomplished teachers recall courses in which learning was measured solely through pencil-and-paper, short-answer recognition-and-recall tests that promoted cramming, test taking, and, too soon thereafter, forgetting the material in question. Too many accomplished teachers learned their craft in spite of faculty who were anything but pedagogical role models.

A Case Study Of A University-School Partnership: Impacting The Success Of Children, Teacher Candidates, And Inservice Teachers, Paula Summers Calderon

LSU Doctoral Dissertations

School reform is an often heard term within the Bush administration. Since the signing of his No Child Left Behind Act of 2001 (NCLB), President George W. Bush set out to make certain our teachers are highly qualified and that our children perform better in school. From the Holmes Group (1986) to present-day mandates from The National Council for Accreditation of Teacher Education (NCATE), university-school partnerships are becoming part of preservice teacher education as well as school reform. This study describes a pilot university-school partnership, focusing on teacher candidates, inservice teachers, and P-5 students. Employing qualitative and quantitative analysis (Gall, …