Teacher Education and Professional Development Commons^™

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editors' Message

Morris Berman tells the story of his maternal grandfather, who, when he was five years old in 1883 or 1884, was sent to a Jewish elementary school in Belorussia. On the first day of class, the teacher startled the young boy by taking each child's slate and smearing the first two letters of the Hebrew alphabet—aleph and beys—on it in honey. His grandfather's first lesson consisted of eating the letters off the slate. The symbolism of this act is complex, Berman muses, but central to the ritual is the belief that what is real must be taken into …

Imperfection: The Will-To-Control And The Struggle Of Letting Go, W. Keith Duffy

The Journal of the Assembly for Expanded Perspectives on Learning

As I found myself beginning to appropriate my students' writing more and more, I wondered if this was evidence of a spiritual imbalance—an unwillingness to acknowledge my own imperfection as a teacher and human being.

A Poetics Of Student Writing, Dennis Young

The Journal of the Assembly for Expanded Perspectives on Learning

Focusing on student reflective essays about learning writing, I rely on depth psychology and hermeneutics to illustrate the image-making, poetic dimension of student work.

Being There: Revising The Discourse Of Emotion And Teaching, Dale Jacobs

The Journal of the Assembly for Expanded Perspectives on Learning

This essay explores the fine line that exists between teacher engagement and teacher burnout and suggests strategies for teachers and mentors of teachers to help negotiate this line.

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

Felt Sensing Of Speech Acts In Written Genre Acquisition, Randall Popken

The Journal of the Assembly for Expanded Perspectives on Learning

This paper theorizes about the experiential dimension of acquiring rhetorical genres—specifically the way developing writers rely on felt sensing when they encounter the "core" of genres: illocutionary speech acts.

Teacher Growing Pains, Carolina Mancuso

The Journal of the Assembly for Expanded Perspectives on Learning

Reflecting on a teacher education course which incorporated experiential learning in an exploratory pedagogy, the author examines how the relationship between teachers and students can affect both personal and professional lives, particularly in periods of individual transition.

Flow, Centering, And The Classroom: Wisdom From An Ancient Friend, Lorie Heggie

The Journal of the Assembly for Expanded Perspectives on Learning

Understanding "flow" and drawing on the metaphor of the dialectic that occurs between horse and rider can guide us to create a centered classroom.

Connecting, Helen Walker, Laura Milner, Candace Walworth, Dave Waddell, Vic Kryston, Richard L. Graves

The Journal of the Assembly for Expanded Perspectives on Learning

Laura Milner—Steve's Story.

Candace Walworth—War & Peace in a Two-Car Garage.

Dave Waddell—Caring.

Vic Kryston—Ralph and the Unexpected Fix.

Richard L. Graves—The Abraham Dream.

Reviews, Lisa Tyler, Fran Claggett, Bruce Novak, Neal Lerner

The Journal of the Assembly for Expanded Perspectives on Learning

Lisa Tyler. Writing and Healing: Toward an Informed Practice. (Charles M. Anderson and Marian M. MacCurdy, eds., 2000).

Fran Claggett. Revisioning Writers' Talk: Gender and Culture in Acts of Composing. (Mary Ann Cain, 1995).

Bruce Novak. Tomorrow's Children: A Blueprint for Partnership Education in the 21st Century. (Riane Eisler, 2000).

Neal Lerner. Stories from the Center: Connecting Narrative and Theory in the Writing Center. (Lynn Craigue Briggs and Meg Woolbright, eds., 2000).

Discredited Metaphors Of Mind Limit Our Vision, Marilyn Middendorf

The Journal of the Assembly for Expanded Perspectives on Learning

Teachers will be intrigued by recent discoveries in "the brain sciences" and the new metaphors of consciousness they suggest.

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Curriculum Monitoring Practices Of Public K-6 Elementary Principals In New Jersey, Gayle M. Carrick

Seton Hall University Dissertations and Theses (ETDs)

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Hidden Factors In Teachers' Secondary Grading Practices, Robert H. Rich

Seton Hall University Dissertations and Theses (ETDs)

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Nsu Programs In Instructional Technology And Distance Education M.S. And Ed.D. Degree Programs Program Information And Admissions Applications 2001, Nova Southeastern University

Abraham S. Fischler College of Education and School of Criminal Justice College Archive

No abstract provided.

Teacher Change In Math Education, Jamie Folkers

Graduate Research Papers

This literature review addresses the process teachers go through in order to change their instructional practices in math. The purpose of this review is to compare traditional math practices with practices being advocated by reform initiatives, to look at hurdles preventing teachers from adapting these reforms, and share suggestions for removing these hurdles to allow a smoother change process for teachers.

The sources referenced come from research studies involving classroom practices and professional development programs, journal articles related to the math reform movement, and books on the same topic. They date from 1989 to 2000.

The main recommendations are as …

General Education And Learning Disabled High School Student Ratings Of Teacher Effectiveness, Kathleen W. Monks

Seton Hall University Dissertations and Theses (ETDs)

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An Evaluative Study Of The Walter Panas High School Individualized Senior Experience Program (Wise), Ernest J. Piermarini

Seton Hall University Dissertations and Theses (ETDs)

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Rethinking Police Education : A Comparative Analysis Using The Hermeneutical Approach, Narayanan Srinivasan

Student Works (2000-2009)

Police Education and Training is an important issue especially given that the function of policing is continually changing. Today police are expected to take on many other functions in addition to their core functions. There has been no attempt in the past to compare police education and training across jurisdictions and trying to understand what are police officers perceptions of training and educational needs. This research attempts to bridge this gap and provides a comparative analysis on methods and processes as well as curriculum development in police education and training. The study using critical hermeneutical methodology analyses the perception of …

Make-It–Take-It Professional Development Training At Tri-County Child And Family Development Council, Inc., Joyce Gallentine-Nelson

Graduate Research Papers

Staff development training was integrated with peer sharing and professional renewal during the 1999-2000 school year at Tri-County Child and Family Development Council, Inc. in Waterloo, Iowa. In this training program, at each monthly meeting teaching teams made presentations on educational topics. A learning material was constructed during the workshop; the game or toy could be used in the teacher's classroom. While literacy activities for young children was a suggested theme, presenters were allowed to present on a topic of personal interest or commitment. All teachers and assistant teachers in the program were encouraged to attend the sessions. Credit for …

Inventing Metaphors To Understand The Genre Of Poetry, Phyllis Whitin

The Journal of the Assembly for Expanded Perspectives on Learning

To make personally meaningful connections with poetry as a genre, students in the author's seventh grade classes generated original metaphors to describe the essence of poetry.

Broadly Speaking - October, 2000, Nova Southeastern University

Broadly Speaking

No abstract provided.

Nsu Graduate Teacher Education Program (Gtep) Class Schedule Fall–Winter–Summer 2000–2001 Miami, Fort Lauderdale, West Palm Beach, Nova Southeastern University

Abraham S. Fischler College of Education and School of Criminal Justice College Archive

No abstract provided.

A Comparative Analysis Of Japanese And U.S. Teaching Styles Of Mathematics, Timothy Michael Wurdock

Mathematics Graduate Theses

This study examines the effects of different international teaching styles on the performance of junior high school students. Japanese students ranked higher than U.S. students on international tests. The whole-class method and open-ended problems are techniques frequently used in Japanese classrooms. These techniques will be incorporated into the author’s curriculum to determine their effectiveness in teaching mathematics. Two eighth grade classes will be studied. The author will teach the experimental group using the whole-class method. The control group will be taught using the American method.

Nsu Graduate Teacher Education Program (Gtep) Master's And Educational Specialist Degree And Graduate Courses In Education Class Schedule Summer 2000 Miami-Dade, Broward, And Palm Beach Counties, Nova Southeastern University

Abraham S. Fischler College of Education and School of Criminal Justice College Archive

No abstract provided.

Nsu Graduate Teacher Education Program (Gtep) Master's And Educational Specialist Degrees And Graduate Courses In Education Class Schedule Summer 2000 [Central Florida], Nova Southeastern University

Abraham S. Fischler College of Education and School of Criminal Justice College Archive

No abstract provided.

Broadly Speaking - May, 2000, Nova Southeastern University

Broadly Speaking

No abstract provided.

Volume 13, Number 02, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 13, Number 02 of Reaching Through Teaching.

Broadly Speaking - April, 2000, Nova Southeastern University

Broadly Speaking

No abstract provided.

Fostering Liberatory Teaching: A Proposal For Revising Instructional Assessment Practices, Jane E. Hindman

Publications and Research

Appraises the assumptions that drive standard evaluation methods and compares them to those assumptions that undergird more critical approaches to teaching. Presents an alternative teacher evaluation instrument and explains how it more accurately measures what is said and believed to be effective teaching. Offers statistical evidence supporting the instrument and suggests further steps to foster teaching practices