Teacher Education and Professional Development Commons^™

Schooling In Pakistan, Sajid Ali, Iffat Farah

Book Chapters / Conference Papers

No abstract provided.

Curriculum Reform In Science Education In Pakistan, Nelofer Halai

Book Chapters / Conference Papers

No abstract provided.

Sehat-1: Class 1: Teacher's Guide, Tashmin Kassam-Khamis, Farah Shivji, Sadia Muzaffar Bhutta

Books

No abstract provided.

An Appraisal Of The Criticisms Of Educational Research In Recent Years, Sherwin Rodrigues

Institute for Educational Development, Karachi

According to Hodkinson (2001) educational research in the UK has been passing through "a crisis of confidence" in the last decade as a result of several attacks upon its quality. The scope of this paper is to briefly highlight these „attacks‟ on educational research and then focus on one of its primary criticisms for an in-depth analysis. I mainly draw upon the work of Hargreaves (1996), Hammersley (1997) and Hillage, Pearson, Anderson and Tamkin (1998) but allude to other sources as well.

Revisiting On-Line Discussion As Practice For Reflective Thinking In Three Sequential Classes, Charles Dittrich, Jonelle Pool, Divonna M. Stebick, Emily Weigler

Education Faculty Publications

In a previous study, the authors questioned the potential of an on-line environment for increasing productive reflection in three sequential education classes. Of their findings, the issue of consistency stood out as particularly perplexing, namely, why did students exhibit high level reflections sometimes, but not all the time, in an on-line environment? In this follow-up study, the authors question whether in-class reflections coupled with on-line prompts could yield consistently high level pre-service teacher reflections, as measured by individual and class progress over time. This study also examines perceived relationships between the length of a student's reflection and its productivity, as …

Two Boats, Three Summers, Five Universities, One Dozen Instructors, And Sixty-Five Teachers: A Collaborative Oceanography Field Program For Earth Science, V. Clark, C. Hopper-Brill, C. Petrone

Journal of Mathematics and Science: Collaborative Explorations

A three-day field workshop was an integral component of the graduate-level course entitled, Oceanography, that was offered by Virginia Earth Science Collaborative Project (VESC) to help Virginia educators earn the earth science teaching endorsement. The VESC partner institutions that offered Oceanographngeorge Mason University, James Madison University, the University of Virginia Southwest Center, and Virginia Commonwealth University-lacked direct access to research and education facilities en the coast. The College of William & Mary, another VESC partner, provided this resource through the Virginia Institute of Marine Science’s (VIMS) Eastern Shore Laboratory in Wachapreague, Virginia. The field program agenda and activities were developed …

Teachers' Perspectives On The Use Of Pedometers As Instructional Technology In Physical Education: A Cautionary Tale, Nate Mccaughtry, Kimberly L. Oliver, Suzanna Rocco Dillon, Jeffrey J. Martin

Kinesiology, Health and Sport Studies

We used cognitive developmental theory to examine teachers' perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they …

Turning Today’S Students Into Tomorrow’S Stars, Aleidine Kramer Moeller, Janine Theiler, Silvia Betta

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

Selected Papers from the 2008 Central States Conference

Adeiline J. Moeller, Editor

Janine Theiler, Assistant Editor

Silvia Betta, Assistant Editor

1 The Important Work of Engaging Our 21st Century Learners — Toni Theisen

2 A Model for Teaching Cross-Cultural Perspectives — Susan M. Knight

3 The Stealth Approach to Critical Thinking in Beginning Spanish Classes — Deanna H. Mihaly

4 Teaching About the French Heritage of the Midwest — Randa Duvick

5 Integrating Russian Cuisine with Russian Language and Culture Classes — Marat Sanatullov

6 Preparing a Fotonovela in the Foreign Language Classroom — Carol Eiber

7 Engaging Students through …

Exhibit Curriculum For Dominicans In New York: Lesson Overview, Sarah Aponte, Dania Diaz

Open Educational Resources

The Dominicans in New York is a display highlighting the experiences and contributions of the New York Dominican population. This exhibit uses primary source materials from the archival collections of the CUNY Dominican Studies Institute Archives as well as secondary source materials from the Dominican Library including documents, photographs and memorabilia to create a visual history of Dominicans as they developed communities that became integral part of New York’s incredibly diverse human landscape. The purpose of the exhibit is to introduce, through carefully selected images, the complexity of the Dominican experience in New York to the general public, students, scholars, …

Splitting The Cartesian Hair, Mary Rose O'Reilley

The Journal of the Assembly for Expanded Perspectives on Learning

The "Believing Game," at its deepest level, protects a space where students and teacher can contemplatively ponder what they will choose to love.

Multicultural Education: Raj’S Story Using A Curricular Conceptual Lens Of The Particular, Vicki Ross, Elaine Chan

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

In this study, we employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj. Using a school-based narrative inquiry approach, we learn about Raj’s experiences at the intersections of immigration and settlement, adaptation and assimilation, English-language acquisition, unemployment, poverty, family violence, and family relocation. We employ Dewey’s [(1938). Experience and education. New York: Simon & Schuster] theory of experience, Connelly and Clandinin’s [(1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press, Columbia] understanding of curriculum as experience, and Schwab’s [(1969). The …

A Multi-Year Program Developing An Explicit Reflective Pedagogy For Teaching Pre-Service Teachers The Nature Of Science By Ostention, Mike U. Smith, Lawrence C. Scharmann

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

This investigation delineates a multi-year action research agenda designed to develop an instructional model for teaching the nature of science (NOS) to preservice science teachers. Our past research strongly supports the use of explicit reflective instructional methods, which includes Thomas Kuhn’s notion of learning by ostention and treating science as a continuum (i.e., comparing fields of study to one another for relative placement as less to more scientific). Instruction based on conceptual change precepts, however, also exhibits promise. Thus, the investigators sought to ascertain the degree to which conceptual change took place among students (n=15) participating in the NOS instructional …

From Nuevo León To The Usa And Back Again: Transnational Students In Mexico, Edmund T. Hamann, Víctor A. Zúñiga, Juan Sánchez Garcia

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

The movement of Mexicans to the United States is both longstanding and long studied and from that study we know that for many newcomers the attachment to the receiving community is fraught and tentative. The experience of immigrant children in U.S. schools is also relatively well studied and reveals challenges of intercultural communication as well as concurrent and contradictory features of welcome and unwelcome. What is less well known, in the study of migration generally and of transnational students in particular, is how students moving in a less common direction — from the U.S. to Mexico — experience that movement. …

Content Is Not Enough: A History Of Secondary Earth Science Teacher Preparation With Recommendations For Today, Elizabeth B. Lewis

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

Secondary geoscience education has its roots in geography and physiographic education from the turn of the 20th century. High school Earth science reached a peak during the late 1960s and 1970s, after plate tectonic theory revolutionized geology. The production of Earth science teachers, unlike biology teachers, has never reached full capacity, which has likely contributed to the lesser presence and status of Earth and space science in U.S. high schools today. Historically, the geoscience community has focused on enriching teachers' geoscience content knowledge, but modern Earth and space science teachers need more than just content knowledge.

Based on current science …

Differentiated Instruction: Perceptions Of Middle School Principals Across Middlesex County, New Jersey, Fredrik Martin Oberkehr

Seton Hall University Dissertations and Theses (ETDs)

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Instructionally Successful Practices In K-3 Bilingual Classrooms, Gloria P. Arce Vargas

Seton Hall University Dissertations and Theses (ETDs)

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Perceptions Of District Technology Coordinators Regarding Factors That Influence Technology Integration In Teacher Practice, Diane M. Paszkowski

Seton Hall University Dissertations and Theses (ETDs)

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A Case Study Of The Attributes Of Teacher Efficacy, Joanmarie Baggs Penney

Seton Hall University Dissertations and Theses (ETDs)

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A Comparative Study On Graduates From An Educational Leadership Management And Policy Program At A Local Catholic University And How Selected Leadership Responsibilities Influence Their Perceptions In Daily Practice, Pierre Christopher Embrey

Seton Hall University Dissertations and Theses (ETDs)

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Approaching The Problem Of Equity, Quality, And Access Of Early Childhood Care And Education: A Descriptive Analysis Of Growth And Development In The Arab States, Hala M. Shehadeh

Seton Hall University Dissertations and Theses (ETDs)

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Teachers' Perceptions On The Impact Of Student Academic Achievement And Parental Involvement Through The Powerschool Program In A Catholic School Diocese, Adele K. Ellis

Seton Hall University Dissertations and Theses (ETDs)

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Teacher Perceptions Of Changes In Middle School Student Behavior After Implementation Of A Character Education Program, Maria F. Cleary

Seton Hall University Dissertations and Theses (ETDs)

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The Impact Of Education Management Organizations On Academic Achievement In Three Middle Schools In The School District Of Philadelphia, Pennsylvania, Ralph A. Burnley Jr.

Seton Hall University Dissertations and Theses (ETDs)

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The Influence Of A Star-W Technology Grant On Mean Scale Score Differences Measuring Student Achievement In Language Arts Literacy Among Elementary Students In New Jersey, Janet James-Shuler

Seton Hall University Dissertations and Theses (ETDs)

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Transforming Higher Education Through Part-Time Faculty Professional Development That Fosters Flourishing: A Dissertation, Janet Lynn Thompson

Educational Studies Dissertations

This qualitative study investigates the professional development experiences part-time faculty identify as positive. The purpose is to examine how positive professional development experiences inform part-time faculty's subsequent teaching, and what relational qualities if any are present in those positive experiences. Nine part-time faculty - five women and four men - ages 27 to 64, with teaching experience ranging from 3 to 20 years, responded to questions designed from Cooperrider's Appreciative Inquiry model. Conceptual frameworks include the adult development/adult learning interface and relational theory and its application in psychological and educational settings. Participants' positive experiences and how these experiences inform their …

Multiple Paths To Critical Reflection: A Flexible Model Of Teacher Learning And Its Impact On Student Achievement, Susan B. Koba, Carol Mitchell

Teacher Education Faculty Publications

This research evaluated impact of the Omaha Public Schools' Urban Systemic Program professional development model on mathematics and science teacher change and student achievement. The model offered various participation pathways, focused teachers' learning in three areas (beliefs, content, and pedagogy) and required teacher reflection during classroom strategy implementation. To determine teacher change, observations, interviews, action research, pre-post perception profiles, retrospective pre-post surveys (beliefs and understandings), and exit surveys were completed. Participants' action research determined impact . on students' understandings. Criterion Referenced· Tests, as well as leadership pre- and post- surveys, action research and interviews determined school change. To evaluate program …

A Partnership In Nebraska With The Humane Society, Sarah K. Edwards, Rebecca J. Pasco, M. Susan Mcwilliams, Kathy Everts Danielson

Teacher Education Faculty Publications

Perhaps service-learning continues to grow as an effective pedagogy in colleges of education because it offers everyone involved an opportunity to put words into action. With the news full of stories of bullying and school shootings, teachers and teacher candidates look for someone to help them make sense of what feels to be a growing trend of cruelty. Perhaps it is a natural reaction for teachers to want to do something positive in the face of brutality. Perhaps our wanting to be proactive corresponds to whatever drew us to education in the first place. Regardless of the cause, four literacy …

Children’S Choices For 2008: A Project Of The International Reading Association And The Children’S Book Council, Wilma Kuhlman, Kathy Everts Danielson

Teacher Education Faculty Publications

Each year 12,500 school children from different regions of the United States read and vote on the newly published children’s and young adults’ trade books that they like best. The Children’s Choices for 2008 list is the 34th in a series that first appeared as “Classroom Choices” in the November 1975 issue of The Reading Teacher (RT), a peer-reviewed journal for preschool, primary, and elementary levels published eight times a year by the International Reading Association (IRA). This list is designed for use not only by teachers, librarians, administrators, and booksellers, but also by parents, grandparents, caregivers, and everyone who …

Exploring Technological Literacy: Middle School Teachers' Perspectives, Jane Mcever Baker

Walden Dissertations and Doctoral Studies

The No Child Left Behind (NCLB) Act of 2001 mandates that middle school students be technologically literate by the end of 8th grade, but teachers need more information on how to make this outcome a reality. This qualitative phenomenological study used a constructivist theoretical framework to investigate teachers' descriptions of technological literacy outcomes, instructional practice, and challenges influencing middle school student technological literacy. Twelve teachers at 1 public middle school in a large urban area of Georgia were interviewed. Data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. Teachers described technologically literate middle …

Killer Waves, Fiction To Fact: Fiction To Inspire Nonfiction Research In The Intermediate-Grade Classroom, Barbara Ruben, Barbara Liles

Curriculum and Instruction Faculty Publications and Presentations

A description of a literature-based unit on tsunamis that uses the emotional connection of fiction as a stepping-stone to informational research. This unit uses literature circles to motivate curiosity in young readers about science. The emotional connection a reader has with fictional characters bridges fiction and nonfiction and makes nonfiction research more relevant. As is true in all learning, when students have an authentic reason to explore informational text, the learning becomes deeper and more lasting.