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Full-Text Articles in Other Teacher Education and Professional Development

Catholic Schools And Multicultural Education: A Good Match, Charles J. Russo, Shauna M. Adams, Mary Ellen Seery Mar 2017

Catholic Schools And Multicultural Education: A Good Match, Charles J. Russo, Shauna M. Adams, Mary Ellen Seery

Charles J. Russo

This article reflects on the place of multicultural education in Catholic schools. The authors review the history and development of Catholic schools in order to set a context for examination of the appropriateness of multicultural education.


Motivational Factors That Sustain Experienced Teachers In High-Need, Low-Performing Public Schools In North Carolina: A Phenomenological Study, Samuel J. Smith, Michelle Casey Sep 2016

Motivational Factors That Sustain Experienced Teachers In High-Need, Low-Performing Public Schools In North Carolina: A Phenomenological Study, Samuel J. Smith, Michelle Casey

Samuel James Smith

The purpose of this transcendental phenomenological study was to describe factors that sustained public school teachers in high-need areas in North Carolina.  Teacher sustainability was generally defined as teachers who remained in a high-need public school located in southeastern North Carolina beyond the initial three years of teaching.  This study explored the following:  (1) How do public school teachers describe their experience working in a high-need educational community in North Carolina?  (2) How do public school teachers perceive their former life history as having an impact retaining their profession beyond the initial three years of teaching in a high-need, low-performing ...


Cognitive Apprenticeships: An Instructional Design Review, Brent Wilson, Peggy Cole Mar 2016

Cognitive Apprenticeships: An Instructional Design Review, Brent Wilson, Peggy Cole

Brent Wilson

This discussion of the relationship between two related disciplines--cognitive psychology and instructional design (ID)--characterizes instructional design as a more applied discipline, which concerns itself more with prescriptions and models for designing instruction, while instructional psychologists conduct empirical research on learning and instructional processes. It is posited that a problem-solving orientation to education is needed if schoo]s are to achieve substantial learning outcomes, and the concept of cognitive apprenticeships, which emphasize returning instruction to settings where worthwhile problems can be worked with and solved, is proposed as a possible solution to this problem. A brief review of ID models ...


Reading: The Conferences, Kathryn Kinnucan-Welsch Sep 2015

Reading: The Conferences, Kathryn Kinnucan-Welsch

Kathryn A. Kinnucan-Welsch

The theme of this issue of Reading Horizons is exemplary practice, and as I recall, several of the sessions from the annual conference of the International Reading Association it becomes clear how central the concept of teacher as professional is to exemplary practice. One session in particular — Teacher Preparation and Staff Development: Lessons from New Zealand — presented by Debra Elliot and colleagues provided some food for thought in considering the teacher as professional. In discussing current models of student teaching, which is of course a critical component to the development of the teacher as professional, Stephanie Steffey from San Jose ...


Reviews: Professional Materials, Kathryn Kinnucan-Welsch, Sherry R. Myers, Paul Bright, Jeanne M. Jacobson Sep 2015

Reviews: Professional Materials, Kathryn Kinnucan-Welsch, Sherry R. Myers, Paul Bright, Jeanne M. Jacobson

Kathryn A. Kinnucan-Welsch

Reviews of the following: Basic Reading Inventory (Jerry L. Johns) Merry Christmas, Amanda and April (Bonnie Pryor) Chicken Man (Michelle Edwards) All the Lights in the Night (Arthur A. Levine) Jack and the Beanstalk (Steven Kellogg) The Swineherd (Hans Christian Andersen) The Worst Person’s Christmas (James Stevenson) That’s Exactly the Way it Wasn’t (James Stevenson) An Auto Mechanic; A Carpenter; A Potter (Douglas Florian) Meredith’s Mother Takes the Train (Deborah Lee Rose)


Coaching For Metacognitive Instructional Practice, Kathryn Kinnucan-Welsch Sep 2015

Coaching For Metacognitive Instructional Practice, Kathryn Kinnucan-Welsch

Kathryn A. Kinnucan-Welsch

One way to identify students who are becoming accomplished readers and writers is to observe the degree to which the examples of coaching presented in this chapter are taken from my research as a participant in a statewide literacy professional development initiative: the Literacy Specialist Project (Kinnucan-Welsch, 2003a, 2003b; Rosemary, Grogan, et al., 2002). The central aim of the Literacy Specialist Project, launched in 2000 by the Ohio Department of Education, is to provide professional development to educators in the state of Ohio that supports enhanced understanding in the teaching of reading and writing. The professional development incorporates foundational knowledge ...


Conversation And The Development Of Learning Communities, Kathryn Kinnucan-Welsch, Patrick Jenlink Sep 2015

Conversation And The Development Of Learning Communities, Kathryn Kinnucan-Welsch, Patrick Jenlink

Kathryn A. Kinnucan-Welsch

The process of designing social systems, including educational systems, is most likely to contribute to sustainable systems if the context for the design process is that of community. From a systems perspective, the people who serve the system and those who are served and affected by the system constitute the designing community (Banathy, 1996). The concept of design of professional learning communities for educators is particularly critical as we face the 21st century, given the historically dismal prospects for meaningful, substantive, professional development for teachers and other practitioners (Wilson & Berne, 1999). The purpose of this chapter is to examine the ...


Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph Sep 2015

Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph

Kathryn A. Kinnucan-Welsch

In the fall of 1997, a group of junior tenure-track women faculty in the Department of Teacher Education at the University of Dayton decided to meet regularly in order to support each other’s scholarly endeavors in the process of achieving promotion and tenure. The group of subsequently became known as the Writing-Writers’ Support Group (WWSG). In 2000, the group conducted a self-study of its group process to determine how the formation of women’s WWSG fit with the mission and characteristics of a Marianist university. The results suggest that, although each of the characteristics could be identified in the ...


Urban Pds Partnership: Preparing Teachers For Social Justice, Connie L. Bowman, Rachel M.B. Collopy, Jamie Bentley, Elizabeth Cameron, David A. Taylor Sep 2015

Urban Pds Partnership: Preparing Teachers For Social Justice, Connie L. Bowman, Rachel M.B. Collopy, Jamie Bentley, Elizabeth Cameron, David A. Taylor

Connie L. Bowman

We believe that for urban schools to meet their goals and mission — in the way the DECA is modeling — takes a partnership among many stakeholders. One such partnership that supports DECA, and might buttress other schools and students — and simultaneously help to enact a social justice ideal — is a school-university connection. DECA was founded as a Professional Development School (PDS), with the school and university developing a reciprocal relationship with a shared focus on the preparation of new teachers, the enhancement of high school students' achievement, school and university faculty members' professional development, and collaborative inquiries aimed at improving instructional ...


Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph Sep 2015

Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph

Connie L. Bowman

In the fall of 1997, a group of junior tenure-track women faculty in the Department of Teacher Education at the University of Dayton decided to meet regularly in order to support each other’s scholarly endeavors in the process of achieving promotion and tenure. The group of subsequently became known as the Writing-Writers’ Support Group (WWSG). In 2000, the group conducted a self-study of its group process to determine how the formation of women’s WWSG fit with the mission and characteristics of a Marianist university. The results suggest that, although each of the characteristics could be identified in the ...


Responses From The Field, Roberta Weaver, Shauna Adams, Mary Landers Sep 2015

Responses From The Field, Roberta Weaver, Shauna Adams, Mary Landers

Shauna M. Adams

DeFiore (2006) provides a comprehensive review of elements that have shaped the state of special education in Catholic schools. The article speaks of the bishops’ vision without teeth and the theoretical support provided under the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA). DeFiore discusses the demand for services that are not met because of a lack of resources, expertise, and funding. The article concludes by allowing that much has occurred over the past decade, but more is needed. To meet this need, DeFiore states that diocesan and local leaders must face the challenge of inspiring the laity to ...


Catholic Schools And Multicultural Education: A Good Match, Charles J. Russo, Shauna M. Adams, Mary Ellen Seery Sep 2015

Catholic Schools And Multicultural Education: A Good Match, Charles J. Russo, Shauna M. Adams, Mary Ellen Seery

Shauna M. Adams

This article reflects on the place of multicultural education in Catholic schools. The authors review the history and development of Catholic schools in order to set a context for examination of the appropriateness of multicultural education.


Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph Sep 2015

Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph

Shauna M. Adams

In the fall of 1997, a group of junior tenure-track women faculty in the Department of Teacher Education at the University of Dayton decided to meet regularly in order to support each other’s scholarly endeavors in the process of achieving promotion and tenure. The group of subsequently became known as the Writing-Writers’ Support Group (WWSG). In 2000, the group conducted a self-study of its group process to determine how the formation of women’s WWSG fit with the mission and characteristics of a Marianist university. The results suggest that, although each of the characteristics could be identified in the ...


Time For Teaching To Establish Its Own Professional Certification Authority, Lawrence C. Ingvarson Jun 2015

Time For Teaching To Establish Its Own Professional Certification Authority, Lawrence C. Ingvarson

Dr Lawrence Ingvarson (Consultant)

The British Prime Minister David Cameron recently announced that his government would be supporting a proposal from the teaching profession to establish its own, teacher-led College of Teaching, fully independent of government. The announcement followed the release of a ‘Blueprint’ for an independent professional body developed by a broad cross-section of the education community, with professional certification as its core, unique function. The Blueprint provided the government with clear evidence of leadership at the level of the profession. This article argues that the teaching profession in Australia should work toward establishing its own blueprint for an Australian College of Teaching ...


Muslim Immigrant Children In The United States: Practical Suggestions For Teachers, Shamah Md-Yunus Jan 2015

Muslim Immigrant Children In The United States: Practical Suggestions For Teachers, Shamah Md-Yunus

ShamAh Md-Yunus

Immigrant children from Muslim communities come from a variety of ethnic and cultural backgrounds, and speak 60 different languages. Some of their religious beliefs, values, and practices have created issues and challenges for Western society. This article provides basic information about Muslim and Islamic practices, issues, and challenges Muslim immigrant children face in schools and offers some suggestions for teachers on how to accommodate Muslim immigrants in the United States.


Are Teacher Education Programs Failing The Nation’S Urban Schools? A Closer Look At Pre-Service Teachers’ Beliefs About Working With Inner-City Students, Servet Celik Oct 2012

Are Teacher Education Programs Failing The Nation’S Urban Schools? A Closer Look At Pre-Service Teachers’ Beliefs About Working With Inner-City Students, Servet Celik

Servet Celik

To address the issue of pre-service teachers being under-prepared for work in multicultural and impoverished environments in America’s urban schools, teacher education programs have taken steps to improve diversity-oriented curricula and provide relevant fieldwork experience. However, research indicates that a large proportion of teacher candidates still do not have the necessary skills to deal with students from divergent upbringings. This interpretive study investigated the beliefs of pre-service teachers about urban students and how well their teacher education programs are addressing the issues of working in inner-city schools. The results revealed that, although some progress has been made, a significant ...


Teachers Reclaiming Their Voices In Student Learning And Initiating Their Own Professional Growth: Suggestions For The Obama Administration, Zeynep Isik-Ercan Dec 2011

Teachers Reclaiming Their Voices In Student Learning And Initiating Their Own Professional Growth: Suggestions For The Obama Administration, Zeynep Isik-Ercan

Zeynep Isik-Ercan

No abstract provided.


Teachers Reclaiming Their Voices In Student Learning And Initiating Their Own Professional Growth: Suggestions For The Obama Administration, Zeynep Isik-Ercan Dec 2011

Teachers Reclaiming Their Voices In Student Learning And Initiating Their Own Professional Growth: Suggestions For The Obama Administration, Zeynep Isik-Ercan

Zeynep Isik-Ercan

No abstract provided.


Developing Comprehension With New Literacies, Connie Mcdonald, Laura E. Jones Mar 2011

Developing Comprehension With New Literacies, Connie Mcdonald, Laura E. Jones

Connie McDonald

How can teachers help students develop comprehension strategies and skills in the era of new literacies? Traditional and online texts are similar in some aspects but very different in other ways. The focus of the presentation is on developing comprehension in elementary students by connecting traditional and online texts with new literacies.


Getting Boys To Read: A Look At The Research And The Books They Love, Carrie Lynn Cooper Dean Of Libraries, Kathy Cox Watson Jul 2009

Getting Boys To Read: A Look At The Research And The Books They Love, Carrie Lynn Cooper Dean Of Libraries, Kathy Cox Watson

Kathy Cox Watson

This session focuses on what the research says about males as readers and introduces the audience to great boy books and other types of text that appeals to male readers. The presenters have chosen titles from the Kentucky Bluegrass Awards program that are of interest to young male readers. Presenters also introduce and promote Kentucky’s children’s choice reading program, the Kentucky Bluegrass Awards. To misquote George Ella Lyon, the presenters woudl like to get boys to "shake hands with a book."


Museum Educators' Workshop Study: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven R. Rogg Mar 2002

Museum Educators' Workshop Study: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven R. Rogg

Steven R Rogg

In preparation for the Museum Educator’s Workshop, the Planning Team saw that a necessary first step would be to honor the perspectives of Chicago Public School (CPS) teachers and principals. Changes in Illinois Teacher Recertification requirements, changes within the CPS itself, and nation-wide developments in the teaching profession suggested that a fresh look at Chicago’s professional development landscape would be necessary. Indeed, many relevant questions about the role(s) of museums in teacher professional development were raised during initial Planning Team discussions. Here are just a few examples: Which organizations are the foremost providers of professional development for ...


Museum Educators' Workshop Study Highlights: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven Rogg Mar 2002

Museum Educators' Workshop Study Highlights: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven Rogg

Steven R Rogg

Following Phase I, of the Museums In the Park Study, the Planning Team used this information to design and conduct the Museum Educators’ Workshop event on March 15, 2002. Highlights of the Phase-I study were also presented to participants at the workshop event.


Maps-Ii Study Final Report For The Initiative “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg Jan 2002

Maps-Ii Study Final Report For The Initiative “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg

Steven R Rogg

The Museums and Public Schools (MAPS) initiative intends to “create a lasting impact on teaching and learning by integrating museum resources into the educational process and serve as a national model.” It is conceived as a “sustained partnership of museums and schools, students and teachers,” engaging them in “authentic learning experiences.” This is to be accomplished primarily via the explicit incorporation of relevant (as indicated by the Chicago Academic Standards) cultural, historical, and scientific resources of Chicago’s world-class museums into the curriculum of Chicago Public Schools. The result is to be an experience of education that is powerfully rich ...


Maps Study Final Report For The Program “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg Aug 2000

Maps Study Final Report For The Program “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg

Steven R Rogg

Evaluation of the first year implementation of the Museums and Public schools (MAPS) initiative is reported. The MAPS initiative is described in its original proposal in the following way: “Guided by the Chicago and Illinois academic standards, (MAPS) …will, over time, make museum resources a creative and integral part of classroom learning and teaching. In so doing, this partnership will enhance teacher knowledge and skills, enrich student educational experiences and advance the educational attainment of all children in Chicago’s public schools. In short, this collaboration is an investment in Chicago’s future.”