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Teacher Education and Professional Development Commons™
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Articles 31 - 35 of 35
Full-Text Articles in Teacher Education and Professional Development
Mental Imagery, Psychology, And Rhetoric: An Examination Of Recurring Problems, Linda T. Calendrillo
Mental Imagery, Psychology, And Rhetoric: An Examination Of Recurring Problems, Linda T. Calendrillo
The Journal of the Assembly for Expanded Perspectives on Learning
The parallel debates on mental imagery in contemporary psychology and classical rhetoric have led to its marginal status in composition studies.
Vision And The Ideal Teacher: Implications For Educational Practice, Rosalind Victoria Aaron
Vision And The Ideal Teacher: Implications For Educational Practice, Rosalind Victoria Aaron
Dissertations
Purpose. The purpose of this study was to describe how and why teachers with a vision of an ideal teacher have chosen teaching as their profession and to articulate how that vision has influenced their educational practice.
Procedure. This study was conducted in the classroom setting using qualitative methods. The qualitative techniques were informal and formal interviews, non-participant observations, and personal journal entries.
Conclusions. The findings of the study revealed that the three teachers do have visions, which they clearly articulated. Their visions resulted from their interaction with others, but specifically with some of their former teachers. As new ideas, …
Writing Reality: Constructivism, Metaphor, And Cosmology, Mary C. Daane
Writing Reality: Constructivism, Metaphor, And Cosmology, Mary C. Daane
The Journal of the Assembly for Expanded Perspectives on Learning
Two philosophies of metaphor are contrasted in constructing discourse and reality.
The Subversive Element Of Play: Using Play, Dream And The B Ody In The Classroom, Ellen W. Kaplan
The Subversive Element Of Play: Using Play, Dream And The B Ody In The Classroom, Ellen W. Kaplan
The Journal of the Assembly for Expanded Perspectives on Learning
The as-if world of play brings body-centered knowledge into the expressive writing class.
Helping First-Year Students Study: Part Ii, Better Lasere Erickson
Helping First-Year Students Study: Part Ii, Better Lasere Erickson
Professional and Organizational Development Network in Higher Education: Archives
Few freshmen can keep pace with their courses if they study only an hour between classes and if their only study activities are reading, highlighting, and copying over notes. Faculty expect more, and those who teach freshmen play an important role both in making expectations about college work explicit and in helping freshmen develop their study skills. What, then, might we do to get students to spend more time studying and to study in more productive ways?