Teacher Education and Professional Development Commons^™

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.

Teaching Culture In The Foreign Language Classroom, Jose' Villavicencio

Perspectives In Learning

The United States is going through great demographic changes in the diversity of its population that does not only include ethnic and racial diversity but, also, linguistic diversity. People with limited English proficiency are entering schools in greater numbers. (Gollnick & Chinn, 2002). These demographic changes require that the schools prepare citizens who are knowledgeable of other cultures, who are more accepting of cultural differences, and who can communicate with people of different backgrounds (Cushner, McClelland, & Safford, 2003). In agreement with the above proposition, the foreign language national standards suggest the need to develop citizens with cultural understanding and …

Discipline Based Art Education: One Classroom Approach, Ashley Byrd Kittrell

Perspectives In Learning

In many school districts across the country, the arts are no longer confined to a room in the far wing where students draw, paint, and, if they are lucky, make some pottery or jewelry. Instead, art is front and center in every subject taught in the classroom thanks to the teachings and research of Dwaine W. Greer, director of the Getty Institute for Educators on the Visual Arts. Known as Discipline Based Art Education (DBAE), this concept is being developed and implemented in schools all across the nation. DBAE treats art as an actual subject for study, rather than as …

Critical Geography And The Real World In First-Year Writing Classrooms, Matthew I. Feinberg

The Journal of the Assembly for Expanded Perspectives on Learning

By helping students confront the ideologies that shape their physical and cultural experiences, critical geography in first year writing classrooms may be one means of collapsing the perceived distance between the classroom and the "real world."

Analyzing Dominant Cultural Narratives Of Religious Pluralism: A Study Of Oprah.Com, Patricia Webb, Zach Waggoner

The Journal of the Assembly for Expanded Perspectives on Learning

This essay analyzes Oprah.com, the website for multimedia mogul Oprah Winfrey, to examine the tensions between dominate religious ideologies and pluralism in America.

Connecting, Helen Walker, Joanne Katzmarek, Steven L. Vanderstaay, Irwin Ramirez Leopando, Christopher Sweet, Howard Wolf

The Journal of the Assembly for Expanded Perspectives on Learning

JoAnne Katzmarek—Thoughts Like Flying Grouse

Steven L. VanderStaay—I'm With You, Huck

Irwin Ramirez Leopando—A Moment of Connections

Christopher Sweet—The Brightening Glance

Howard Wolf—Personal Teaching

Jaepl, Vol. 10, Winter 2004-2005, Kristie S. Fleckenstein, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Lynn Z. Bloom. The Seven Deadly Virtues.

The university stifles most creative writers except the most intrepid—even reckless, the good along with the bad—in the process of teaching them to write according to the conventions of the academy in general, and their specific disciplines in particular.

David L. Wallace. Shallow Literacy, Timid Teaching, and Cultural Impotence.

Any attempt to move to a deeper notion of literacy in our theory and pedagogy must—among other things—involve us facing our own self interest and expecting disruption in our own classrooms, departments, and universities.

Roben Torosyan. Listening: Beyond Telling to 'Being' …

The Seven Deadly Virtues, Lynn Z. Bloom

The Journal of the Assembly for Expanded Perspectives on Learning

The university stifles most creative writers except the most intrepid—even reckless, the good along with the bad—in the process of teaching them to write according to the conventions of the academy in general, and their specific disciplines in particular.

Listening: Beyond Telling To “Being” What We Want To Teach, Roben Torosyan

The Journal of the Assembly for Expanded Perspectives on Learning

In response to a culture of polarized argument, this paper shows a way to provide people with practice at deep listening and understanding. The author examines ways in which self-disclosure about problems of dialog may be an ideal means for teachers or leaders to show people alternate ways of being in the world of meaning making.

Image Into Word: Glimpses Of Mental Images In Writers Writing, Hildy Miller

The Journal of the Assembly for Expanded Perspectives on Learning

This essay uses thought samples and interviews to show ways writers use mental imagery in non-creative writing task.

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editors' Message

At Risk: Teaching and Writing Outside the Safety Zone

In 1983, the National Commission on Excellence in Education released its damning indictment of American education. In the opening sentence of the report, the authors announce: "Our Nation is at risk." National prosperity, security, and civility are being "eroded by a rising tide of mediocrity" resulting from the failures of our schools and colleges.

Within this context "risk," defined by Webster's as "the possibility of suffering loss," is something to be avoided, or, if that is not possible, something to be managed. Thus, children struggling for success in school …

Critical Thinking Skills And Emotional-Response Discourse: Merging The Affective And Cognitive In Student-Authored Texts Through Taxonomy Usage, Ed Comber

The Journal of the Assembly for Expanded Perspectives on Learning

This essay discusses a taxonomy designed to help students identify emotive-response discourse in their evolving texts, a process that joins emotion and cognitive to foster critical thinking.

Shallow Literacy, Timid Teaching, And Cultural Impotence, David L. Wallace

The Journal of the Assembly for Expanded Perspectives on Learning

Any attempt to move to a deeper notion of literacy in our theory and pedagogy must—among other things—involve us facing our own self interest and expecting disruption in our own classrooms, departments, and universities.

Reviews, W. Keith Duffy, Elizabeth Vander Lei, Marian Maccurdy

The Journal of the Assembly for Expanded Perspectives on Learning

Reviews

W. Keith Duffy. Memoirs of Soul: Writing your Spiritual Autobiography. (Nan Phifer, 2002).

Elizabeth Vander Lei. A Communion of Friendship: Literacy, Spiritual Practice, and Women in Recovery. (Beth Daniel, 2003).

Marian MacCurdy. Writing To Save Your Life. (Michele Weldon, 2001).

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Encouraging Civil Behavior In Large Classes, Mary Deane Sorcinelli

Professional and Organizational Development Network in Higher Education: Archives

This essay offers practical advice for promoting a positive classroom community in large classes and specific ways to deal with behaviors that affect negatively the teaching and learning process.

The Local Framing Of Latino Educational Policy, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In many parts of the country, Latino newcomers are encountering educational policies that were framed by non-Latino local leaders. This study, an ethnography of educational policy, depicts an unorthodox assemblage of policy framers from both the United States and Mexico who shaped the local education policies aimed at Latino newcomers in Dalton, GA, in the 1990s. The study considers the evolving underlying understandings of these framers and the strategies that resulted, considering also why a temporary consensus that launched an impressive initiative—the Georgia Project—ultimately

Reexamining The Role Of Cognitive Conflict In Science Concept Learning, Sukjin Kang, Lawrence C. Scharmann, Taehee Noh

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Abstract In this study, we defined and quantified the degree of cognitive conflict induced by a discrepant event from a cognitive perspective. Based on the scheme developed, we investigated the relationship between cognitive conflict and conceptual change, and the influences of students’ cognitive characteristics on conflict in learning the concept of density. Subjects were 171 seventh-grade girls from two city middle schools in Korea. Tests regarding logical thinking ability, field dependence/independence, and meaningful learning approach were administered. A preconception test and a test of responses to a discrepant event were also administered. Computer-assisted instruction was then provided to students as …

Examining Students’ Views On The Nature Of Science: Results From Korean 6th, 8th, And 10th Graders, Sukjin Kang, Lawrence C. Scharmann, Taehee Noh

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In this study, students’ views on the nature of science (NOS) were investigated with the use of a large-scale survey. An empirically derived multiple-choice format questionnaire was administered to 1,702 Korean 6th, 8th, and 10th graders. The questionnaire consisted of five items that respectively examined students’ views on five constructs concerning the NOS: purpose of science, definition of scientific theory, nature of models, tentativeness of scientific theory, and origin of scientific theory. Students were also asked to respond to an accompanying open-ended section for each item in order to collect information about the rationale(s) for their choices. The results indicated …

Preparing Tomorrow's Teachers To Teach With Technology: Getting Past Go In Science And Mathematics, Julie Thomas, Sandi Cooper

Department of Teaching, Learning, and Teacher Education: Faculty Publications

We are teacher educators (in elementary science and mathematics) who are enthusiastic about technology as a teaching tool—though it is as new to us as it is to our university colleagues. We recently led a United States Department of Education Preparing Tomorrow’s Teachers to Use Technology (PT3) grant project entitled TechLinks. In an effort to encourage peer faculty members to connect methods instruction with current technology initiatives (namely the International Society for Technology Education [ISTE], 2000, and the National Council on Accreditation of Teacher Education [NCATE], 1997), TechLinks provided faculty fellowships–$1,000 for equipment and materials and a technology assistant who …

A Study Of Teachers' Perceptions Of The Impact Of New Jersey Core Curriculum Content Standard 3.2 On Writing Instruction In Third And Fourth Grade Classrooms In Morris County, New Jersey, Kathleen Holup Sleezer

Seton Hall University Dissertations and Theses (ETDs)

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The Impact Of An Intensive Literacy Program On The Sustained Reading Achievement Of Second Grade Students, Rita Cestaro Meehan

Seton Hall University Dissertations and Theses (ETDs)

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Mentoring : A Key To First Year Survival, Shannon Hartman

Graduate Research Papers

My research will be directed to answer the following questions: What push/pull factors draw new teachers away from the teaching profession? What strategies can be employed to increase teacher retention? To what degree is a mentoring program effective in teacher retention? What characteristics establish the effectiveness of a mentoring program?

Professional Development : The Missing Component In Education, Brett C. Ernst

Graduate Research Papers

Professional development addresses student needs and is based on researched teaching strategies that are proven to assist both the teacher and the student in meeting high achievement standards. Other indicators of effective professional development, as described by NCLB, include: ongoing support; data-driven decision making; and effective evaluation of the professional development. It has the potential to improve educators' attitudes, behaviors, knowledge and skills, so it benefits student learning. High quality professional development, when explicit about the results it is seeking to achieve, can assist both teachers and students to meet or exceed the desired outcomes they are being asked to …

Adult Esl Oral Reading Fluency And Silent Reading Comprehension, Kristin Lems

Dissertations

A descriptive study of second language adults studying ESL at the beginning, intermediate, and advanced levels in a post-secondary academic program revealed that their oral reading fluency had a significant, low-to-moderate correlation with scores on a measure of silent reading comprehension. The correlation was slightly stronger for measures of accuracy than speed, and strongest for miscue ratio. The correlation increased as proficiency level increased. Among different first language groups, the correlation was highest for Hispanic learners, and lowest for Chinese. Furthermore, all fluency measures correlated better with a listening measure than with the silent reading comprehension measure. When a system …

Exploring Brain-Based Learning As A Basis For Developing Technology Education Curriculum, Adam G. Saltmarsh

Honors Capstones

Capstone submitted as a graduation requirement for the BSU Honors Program.

Many Birds, One Stone: Teaching The Law You Love, In Legal Writing Class, Susan P. Liemer

Journal of Legal Education

No abstract provided.

Jack Of All Trades, Master Of None: A Teacher Research Inquiry Of Teachers' Perspectives Surrounding The Context Of Professional Development, Alicia Meno

College of Education Theses and Dissertations

This inquiry explored one group of teachers' experiences in an innovative professional development opportunity, known as Book Talk, and its implications for understanding and defining professional development. This study further examined professional development and its relationship with the school's organizational structure. A qualitative, teacher research methodology, with a phenomenological orientation framed this inquiry Book Talk was a site-based, teacher-directed initiative designed to break isolation and develop collegiality among teachers. The Book Talk model of professional development promoted a collaborative environment, in which teachers developed trust to share and work together to inquire about children's literature. The participating teachers recognized that …

Volume 15, Number 01, G. William Hill Editor

Reaching Through Teaching

Full text of Volume 15, Number 01 of Reaching Through Teaching.

Implementation Of An Assessment Center At A Post-Secondary Two-Year College: Faculty Stages Of Concern, Deanna L. King

All-Inclusive List of Electronic Theses and Dissertations

The purpose of the study was twofold. First, the study attempted to predict how post-secondary two-year college faculty embraced change as measured by the Stages of Concern Questionnaire (SoCQ). Second, the study assessed whether formal training in the use of assessment centers would affect the concerns, attitudes and perceptions of college faculty at a post-secondary two-year institution about the implementation ofthe assessment center innovation in their institutions. This study used existing data collected by Ivy Tech State College- Wabash Valley Region. The population consisted of 44 faculty members from Ivy Tech State College- Wabash Valley Region who completed the SoCQ …