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Articles 1 - 30 of 106

Full-Text Articles in Other Teacher Education and Professional Development

A Journey Of Transformation : A Reflective Recount Of The Evolution Of Akes,P, Sadrudin Pardhan, Aien Shah, Samina Saad, Karim Panah, Mir Zaman, Khadija Khan Oct 2019

A Journey Of Transformation : A Reflective Recount Of The Evolution Of Akes,P, Sadrudin Pardhan, Aien Shah, Samina Saad, Karim Panah, Mir Zaman, Khadija Khan

Mir A. Zaman

This paper presents an overall picture of the evolution of the Aga Khan Education Service, Pakistan (AKES,P) over a century. Reaching out to the remotest areas of Pakistan, AKES,P, has been providing quality education for over a hundred years. The first school of AKES,P, was established in 1905 in Gwadar, Balochistan. Over a century later, AKES,P, now operates 179 schools and 5 hostels in Gilgit-Baltistan, Chitral, Punjab and Sindh, mostly in rural areas. These represent very diverse schools, ranging from a rural school with less than 30 children to a large urban school with over 3000 ...


Pre-Service Teachers’ Perspectives On How The Use Of Toon Comic Books During Guided Reading Influenced Learning By Struggling Readers, Ewa Mcgrail, Alicja Rieger, Gina M. Doepker, Samantha Mcgeorge Apr 2019

Pre-Service Teachers’ Perspectives On How The Use Of Toon Comic Books During Guided Reading Influenced Learning By Struggling Readers, Ewa Mcgrail, Alicja Rieger, Gina M. Doepker, Samantha Mcgeorge

Gina Doepker

The study presented in this article examines the use of comic books, specifically the TOON comic books during guided reading instruction. The instruction was provided to struggling readers by the Literacy Center at a comprehensive university in southeastern United States. What most pre-service teachers in this study agreed upon was that comic books served as an effective tool for getting their students interested in reading. Reading comic books with tutors as partners in conversation with the struggling readers in this study was also a powerful medium for facilitating students’ literacy skills development, particularly in the areas of reading fluency and ...


Journal Of Qualitative Research In Sports Studies Issn 1754-2375 Overview: Guide To Contents, Editorials And Themes By Volume, Clive Palmer Nov 2018

Journal Of Qualitative Research In Sports Studies Issn 1754-2375 Overview: Guide To Contents, Editorials And Themes By Volume, Clive Palmer

Clive Palmer

The Journal of Qualitative Research in Sports Studies presents a valuable opportunity for students; undergraduates and postgraduates alike to write mentored publications of their research activities within the sport’s world. The papers are externally reviewed by academics from institutions (UK and overseas) who have an interest in researching sport and physical education. They also share a similar vision for raising confidence in students’ writing and encouraging greater involvement with researching sport from a qualitative standpoint. Towards these ends the journal has three core aims which the Editorial Board hope the reader will recognise as being educationally valuable in terms ...


Modeling As Teaching: Preparing Preservice Teachers To Implement Universal Design For Learning, Eric Jordan Moore Jul 2018

Modeling As Teaching: Preparing Preservice Teachers To Implement Universal Design For Learning, Eric Jordan Moore

Jordan Moore

Increasing diversity and growing achievement gaps among diverse groups in U.S. public schools has resulted in increased pressure on teacher education programs to prepare teachers effectively to meet the needs of contemporary students. Research is needed to establish best practices of teacher education that carry forward into future practice. Universal Design for Learning (UDL) has been proposed as a framework to help address the need for more flexible learning environments, but limited research has been conducted to determine best practices for supporting preservice teachers in learning this complex framework. In this dissertation study, I examine the notion that education ...


Faculty And Student Perceptions Of Teaching Presence In Distance Education Courses: A Mixed Methods Examination, Judith Slapak-Barski Jan 2018

Faculty And Student Perceptions Of Teaching Presence In Distance Education Courses: A Mixed Methods Examination, Judith Slapak-Barski

Judith Slapak-Barski, Ed.D.

This applied dissertation was designed to provide deeper insight to current knowledge about establishing teaching presence (TP) in online courses. Distance education environments are considered more convenient than traditional learning environments, as they provide more opportunities for learning that occurs in various settings. In distance education environments, effective learning should focus on the interaction between e-learning technologies and educational practice in higher education. Online courses are typically devoid of the visual cues and interaction of the traditional classroom. Online learners may experience an isolation effect as a result of learning in the perceived absence of their peers and instructor. Feelings ...


Through Support Of Mothers, Khush Funer Murtaza Oct 2017

Through Support Of Mothers, Khush Funer Murtaza

Khush Funer

No abstract provided.


Students’ Views Of Impact Of Textbooks On Their Achievements, Riaz Hussain Aug 2017

Students’ Views Of Impact Of Textbooks On Their Achievements, Riaz Hussain

Riaz Hussain

The history of curricula and textbooks development in Pakistan has remained contentious particularly during Zia Ul Haq era (1977- 1988) and after. There have been quite a few reviews of the curricula and textbooks undertaken both by Ministry of Education, Government of Pakistan and independent researchers. These reviews have mainly employed document/textbook analysis methods and few of them explored teachers or students’ views of curricula and textbooks. This paper argues that since teachers and students are the ultimate users and beneficiaries of textbooks so their views are worth exploring before suggesting or initiating any change process including curricula and ...


Collaborative Online Catalogs And Open Access Repositories: How They Benefit Researchers, Michaela Eileen Volkmar, Deann Brame Jun 2017

Collaborative Online Catalogs And Open Access Repositories: How They Benefit Researchers, Michaela Eileen Volkmar, Deann Brame

DeAnn Brame

Libraries can help researchers in a multitude of ways, but we want to focus on two resources in particular that can benefit researchers: collaborative online catalogs and open access repositories. A collaborative online catalog is different from a traditional catalog, in that you can find materials beyond what your home library contains. You’ve probably heard about open access repositories, but did you know that your scholarship can be discovered by many if it’s located in an open access repository, such as Digital Commons at Winthrop?

Join this session to learn about the ways that your university library might ...


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.


Bumpy Moments And Joyful Breakthroughs: The Place Of Threshold Concepts In Academic Staff Development Programs About Online Learning And Teaching, Maria T. Northcote, Daniel Reynaud, Peter Beamish, Tony Martin, Kevin P. Gosselin Dec 2016

Bumpy Moments And Joyful Breakthroughs: The Place Of Threshold Concepts In Academic Staff Development Programs About Online Learning And Teaching, Maria T. Northcote, Daniel Reynaud, Peter Beamish, Tony Martin, Kevin P. Gosselin

Maria Northcote

In this article the authors address the situation in higher education of academic staff facing what they conceptualise as “bumpy moments and joyful breakthroughs” as they work through the process of becoming teachers in online learning environments. The article comes from a research project, which gathered and analysed data from systematic observations and questionnaires. The authors base their study on the known fact that while many academics have grounded experience in on-campus teaching and learning situations they do not necessarily have the skills required today for extending learning through on-line environments. The authors discover that when academics start teaching in ...


Bumpy Moments And Joyful Breakthroughs: The Place Of Threshold Concepts In Academic Staff Development Programs About Online Learning And Teaching, Maria T. Northcote, Daniel Reynaud, Peter Beamish, Tony Martin, Kevin P. Gosselin Nov 2016

Bumpy Moments And Joyful Breakthroughs: The Place Of Threshold Concepts In Academic Staff Development Programs About Online Learning And Teaching, Maria T. Northcote, Daniel Reynaud, Peter Beamish, Tony Martin, Kevin P. Gosselin

Anthony Martin

In this article the authors address the situation in higher education of academic staff facing what they conceptualise as “bumpy moments and joyful breakthroughs” as they work through the process of becoming teachers in online learning environments. The article comes from a research project, which gathered and analysed data from systematic observations and questionnaires. The authors base their study on the known fact that while many academics have grounded experience in on-campus teaching and learning situations they do not necessarily have the skills required today for extending learning through on-line environments. The authors discover that when academics start teaching in ...


Bumpy Moments And Joyful Breakthroughs: The Place Of Threshold Concepts In Academic Staff Development Programs About Online Learning And Teaching, Maria T. Northcote, Daniel Reynaud, Peter Beamish, Tony Martin, Kevin P. Gosselin Oct 2016

Bumpy Moments And Joyful Breakthroughs: The Place Of Threshold Concepts In Academic Staff Development Programs About Online Learning And Teaching, Maria T. Northcote, Daniel Reynaud, Peter Beamish, Tony Martin, Kevin P. Gosselin

Daniel Reynaud

In this article the authors address the situation in higher education of academic staff facing what they conceptualise as “bumpy moments and joyful breakthroughs” as they work through the process of becoming teachers in online learning environments. The article comes from a research project, which gathered and analysed data from systematic observations and questionnaires. The authors base their study on the known fact that while many academics have grounded experience in on-campus teaching and learning situations they do not necessarily have the skills required today for extending learning through on-line environments. The authors discover that when academics start teaching in ...


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 ...


Gamification: It's In The Game, Lukas K. Danner Jun 2016

Gamification: It's In The Game, Lukas K. Danner

Dr. Lukas K. Danner

No abstract provided.


Spiritual And Religious Capabilities For Catholic Schools, Christine Mcgunnigle, Chris Hackett May 2016

Spiritual And Religious Capabilities For Catholic Schools, Christine Mcgunnigle, Chris Hackett

Christine McGunnigle

The Australian Curriculum articulates the role of general capabilities across all learning areas in the schooling years. The function of these general capabilities is to ensure that students have the dispositions and skills that provide for deep learning and the ability to function successfully in the 21st Century. Within Catholic schools, these same general capabilities apply. Catholic schools, in recognising the mission of the Church, are however, called to ensure that not only are students able to participate in the 21st Century context, but that they are able to evangelise through the integration of faith, life and culture ...


Spiritual And Religious Capabilities For Catholic Schools, Christine Mcgunnigle, Chris Hackett May 2016

Spiritual And Religious Capabilities For Catholic Schools, Christine Mcgunnigle, Chris Hackett

Chris Hackett

The Australian Curriculum articulates the role of general capabilities across all learning areas in the schooling years. The function of these general capabilities is to ensure that students have the dispositions and skills that provide for deep learning and the ability to function successfully in the 21st Century. Within Catholic schools, these same general capabilities apply. Catholic schools, in recognising the mission of the Church, are however, called to ensure that not only are students able to participate in the 21st Century context, but that they are able to evangelise through the integration of faith, life and culture ...


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 ...


Social Physique Anxiety And Body Image Of Middle School Youth: A Longitudinal Study (Fffa2016-Web.Pdf), Mary Jo Maccracken, Robert E. Stadulis Dec 2015

Social Physique Anxiety And Body Image Of Middle School Youth: A Longitudinal Study (Fffa2016-Web.Pdf), Mary Jo Maccracken, Robert E. Stadulis

Dr. Mary J. MacCracken

Adolescents confronted with bodily changes and weight control problems may develop
a special type of anxiety (called social physique anxiety or SPA) related to their body
build. The present investigation attempted to determine if SPA, as assessed by the
Social Physique Anxiety Scale for Children (SPAS-C: Fender-Scarr, et al., 2003a, 2003b,
Stadulis, et al., 2005), persists or changes over age. The current study tries to discern if
changes in body composition (Body Mass Index or BMI) from year to year are associated
with changes in anxiety. Children’s perceptions of their physique (actual) as well
as ideal body physique were ...


Teachers' Discourse On English Language Learners: Cultural Models Of Language And Learning, Amy Heineke Dec 2015

Teachers' Discourse On English Language Learners: Cultural Models Of Language And Learning, Amy Heineke

Amy J. Heineke

This qualitative case study explores teacher learning about English language learners (ELLs) in a small-group, school-based context at an urban elementary school inArizona. Sociocultural perspectives on teacher learning guided the analysis of teachers’ participation in a teacher study group over six months. The teacher study group aimed to support educators of ELLs at a time of new language policy implementation, which required ELLs to enroll in an English language development (ELD) classroom for four hours of skill-based English language instruction.

In the first semester of language policy implementation, I collected discursive data that showcased the social interaction of teachers and ...


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 ...


Taking The Lead In Faculty Development: Teacher Educators Changing The Culture Of University Faculty Development Through Collaboration, Susan Adams, Elizabeth Mix Sep 2015

Taking The Lead In Faculty Development: Teacher Educators Changing The Culture Of University Faculty Development Through Collaboration, Susan Adams, Elizabeth Mix

Susan Adams

As pedagogy experts, teacher educators should lead the charge for improved teaching and learning, but are under-utilized pedagogy resources in liberal arts universities. In this paper, the collaborators, one a teacher education assistant professor and the other an associate professor of art history, identify critical friendship group approaches (Allen & Blythe, 2004; McDonald, Mohr, Dichter, & McDonald, 2007) which have the potential to create transformative learning opportunities for liberal arts educators. Cross-disciplinary faculty partnerships hold promise for a sustainable, innovative approach to faculty development, with the potential to improve teaching and learning in liberal arts universities.