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1.
Katherine M. Kapustka Penny Howell Christine D. Clayton Shelley Thomas 《Equity & Excellence in Education》2013,46(4):489-505
A review of theoretical or conceptual writing on teacher education reveals numerous examples of the term “social justice” in discussions of preservice preparation. Despite this widespread use, little research documents if and how teacher education programs utilize the concept in their programs. This study examines how institutions that included “social justice” within their NCATE accreditation documents used the term in their articulation of program practices, goals, and values. Based on an extensive qualitative content analysis of NCATE conceptual frameworks, the authors assert that the social justice reform agenda is only weakly represented in accreditation artifacts and that there is little consensus on the enactment of social justice in teacher education, even among those programs that invoke the terminology. 相似文献
2.
Kieran Egan 《Teaching Education》2013,24(3):288-293
The “Learning in Depth” program is a simple but radical innovation, which was first implemented in Canada in 2008/2009 and is now being used in a dozen countries with many thousand students. The aim of the program is to ensure that every student becomes an expert on something during schooling. The unusualness of the program and the fact that it stimulates controversy easily makes it useful in education courses and teacher education programs. The program raises a number of profound educational issues and offers itself as a stimulating addition to courses which focus on practical educational programs and assessment of their success and also to courses and programs that wish to raise a wide range of important educational issues vividly. 相似文献
3.
AbstractThe theme of this article is adopted from the work of leadership experts Heifetz and Linsky, who described the need for organizational leaders to balance their time on the “dance floor” (managing tasks) with time viewing from the “balcony” (understanding the bigger picture). The physical education teacher education doctoral program faculty on many campuses would be well advised to periodically invest time distancing themselves from the daily rigors of research, teaching, and service to better understand the challenges and opportunities confronting their programs. Furthermore, faculty must be willing to critique their program and its strategic direction, eliminate ineffective practices that consume limited resources, and retain what is most important. The purpose of this article is to provide collective observations “from the balcony” for faculty working in physical education teacher education doctoral programs as a catalyst for discussion. 相似文献
4.
Sean Steel 《Interchange》2018,49(4):417-431
This article concerns the relationship between classroom assessments that are aligned with “competencies-based” teaching in Teacher Education programs on the one hand, and on the other hand, the challenge of offering authentic “philosophy of education,” “education theory,” or “education foundations” courses for student–teachers who are enrolled in a professional degree and on the way towards certification. Briefly, administrative and accreditation concerns with developing and demonstrating core “competencies” when teaching is considered strictly as a “profession” do not align with more ancient understandings of teaching as a “way of life”—especially when that life is led in some relation to philosophy, or “the pursuit of wisdom.” This article examines the disjunction between these two conceptualizations of teaching; it encourages readers to think about how this disjunction problematizes their pedagogy as “philosophers of education.” 相似文献
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Utilizing “teachable moments” within daily situations to impart knowledge and transmit values is a type of informal education. In a structured camp environment, such teachable moments may be integrated into the educational curriculum. “Jewish teachable moments” may be used to address Judaism and Jewish Peoplehood holistically, as the educators and counselors guide the campers through the Jewish summer camp environment. This article examines the Jewish Teachable Moments method through a case study conducted at a Reform movement affiliated camp in Texas. Theoretical and pedagogical implications of the Jewish Teachable Moments method are discussed. 相似文献
6.
Liang-Hsuan Chen 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):1-33
This paper discusses two important concepts—internationalization and the international marketing of higher education—and how they influence international students' choice of Canadian universities. The paper is based on two studies: one on 140 East Asian international graduate students who enrolled at two large Ontario universities in the academic year 2003–2004, and the other on 95 international undergraduate students who enrolled at an Ontario university in academic year 2005–2006. The research findings show that market segmentation determines the applicability of internationalization and/or marketing of higher education. Activities related to the internationalization of education play a critical role in influencing the research-oriented students' choice of a Canadian graduate school. Marketing activities have a direct impact on graduate students' choice in professional programs. “Twinning” or “incountry” programs—a blend of internationalization and international marketing approach—have a strong influence on undergraduate students' choice to come to Canada. 相似文献
7.
Benjamin M. Jacobs 《Religious education (Chicago, Ill.)》2013,108(2):149-165
This historical study focuses on how John Dewey's theory of education as socialization and Mordecai Kaplan's theory of Judaism as a civilization together served as an ideological base and pedagogical framework for the creation of “progressive,” “reconstructed” American Jewish school programs in the early 20th century (1910s–1930s). In the main, progressive Jewish educators no longer conceived of Jewish education merely as a program of religious education designed to impart the ways and dictates of Judaism. Rather, Jewish education was conceptualized as a total program of socialization designed to prepare children for active and intelligent participation in American Jewish life. 相似文献
8.
Katalin Szelényi Nida Denson Karen Kurotsuchi Inkelas 《Research in higher education》2013,54(8):851-873
Using data from the 2004–2007 National Study of Living Learning Programs, the only national dataset offering longitudinal information on outcomes associated with living-learning (L/L) program participation, this study investigated the role of L/L programs and other college environments in the professional outcome expectations of women in science, technology, engineering, and mathematics (STEM) majors. Specifically, we examined an overall measure of professional outcome expectations, along with participants’ anticipation of the chances that they will “get a good job in their field,” “achieve success in their career,” and “combine a professional career with having a balanced personal life.” Findings indicated that attending a coeducational STEM L/L program and discussing academic and career issues with peers were positively related with three of the outcome measures. Additional findings spoke to the importance of self-efficacy and interactions with diverse peers in the development of professional outcome expectations among women in STEM. Implications are presented for higher education institutions’ efforts to support coeducational and women-only STEM-related L/L programs, peer and faculty interactions, and diverse peer interactions. 相似文献
9.
Julie Gainsburg 《Journal of Mathematics Teacher Education》2012,15(5):359-379
A major research concern for teacher education is the impact of university credentialing programs on K-12 teaching and the disjuncture between university-promoted practices and what teachers actually do in their classrooms. In particular, mathematics-credential programs typically promote reform-oriented methods, while mathematics teaching in the US remains largely traditional. Proposed explanations for the limited uptake of university-promoted mathematics-teaching methods have included new teachers’ struggle to bridge the “two worlds” of the university and school, the relative difficulty of reform-oriented teaching, and the failure of the standard teacher-preparation model that teaches general pedagogical concepts prior to specific teaching tools and practices. In this study, interviews of 19 first- through 4th-year secondary-level mathematics teachers—graduates of a single credential program—investigated the factors, internal and external to the credential program, that these teachers perceived to support or impede their implementation of certain university-taught practices. The findings are used to examine previously proposed explanations for limited uptake, and recommendations are made for credential programs and employing schools. 相似文献
10.
Research has explored multicultural teacher education from multiple, sometimes divergent perspectives; yet, these studies agree that what passes for multicultural education fails to address issues of educational inequity. This paper is part of a larger evaluation study of Reduction of Stigma in Schools (RSIS) – a professional development program aiming to empower educators to create affirming environments for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) youth. Interview data indicate that though workshops utilized a critical approach, what teachers embraced was a call to understand and “protect” LGBTQ students through the “safety” discourse – a form of understanding and valuing the “cultural other” – and investment in one time “visibility” or “celebration” events as symbols of improved school climate. Further, educators framed LGBTQ issues as “risk” issues rather than as equity issues, which continue to mark LGBTQ students as “victims” or “problems” in need of saving or solving. We posit that responses to RSIS content reflect educators’ understanding of their obligation to “diversity” as presented during their teacher preparation programs and that workshop content which resonated with them was that which they could easily fit into these familiar frameworks. 相似文献
11.
Abstract: The purpose of this paper is to synthesize literature related to apprenticeship learning, the sociology of science, and K‐12 science education to develop a set of characteristics for designing/evaluating participatory science learning experiences. Following this discussion, we further clarify and illuminate the value of these characteristics for science educators by using them as evaluative criteria for characterizing the experiences of 24 middle school learners who embarked on a 2‐week long camp with “real” scientists engaged in “real” research. We also describe how middle school science teachers supported both reflection‐in‐practice and reflection‐on‐practice during the camp, and how an electronic notebook was also leveraged to support both types of reflection. Implications of these characteristics for science education more generally are discussed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 38: 70–102, 2001 相似文献
12.
Mary Roach Yae Bin Kim Cailin O'Connor Joan Laurion 《Early education and development》2013,24(5):865-879
Research Findings: Research suggests that early care and education programs are most effective when they include strong components of family involvement. The Center for the Study of Social Policy recommended that early care and education programs build family-centered practices to strengthen families and reduce the incidence of child abuse and neglect. This article summarizes a statewide effort to implement this strategy, called Strengthening Families through Early Care and Education. We analyzed program self-assessments submitted by 186 early care and education programs. Analyses revealed that Head Start programs had better support systems in place for families than did “mainstream” (non–Head Start, non-accredited) early care and education programs. Results also showed that a small amount of state and local funding provided enough incentive for programs to improve their family-strengthening practices. Commitment and collaboration at the state level led to a sustainable impact by infusing “strengthening families” concepts into the early care and education field statewide. 相似文献
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Mehenna Yakhou 《The Journal of environmental education》2013,44(4):52-58
Abstract Environmental education is “coming of age” at U.S. universities and colleges. Baccalaureate, master's, and PhD programs in environmental engineering, environmental science, and civil-environmental engineering are now available in U.S. colleges and schools of engineering. A rich program of research supports environmental graduate students and faculty at many engineering colleges and schools. Although specialists are trained in environmental subjects, the multiplication effect of “greening” all engineering students is nascent. Deans of leading engineering schools were surveyed to determine the level of environmental curriculum offered to nonspecialist engineering students. The purpose of the research was to provide educators with a baseline of approaches to environmental education for nonenvironmental engineering students. The survey determined the scope of environmental programs offered as special programs: minor, general education, concentration, special interest, and degree core requirement. Analysis of the survey responses and suggestions on program implementation are presented. 相似文献
15.
John J. Sloan III 《Journal of Criminal Justice Education》2019,30(2):193-222
While definitions for, and assessments of, the quality of degree programs in higher education are varied, in criminal justice the field has determined a quality program is one that meets certain standards involving such areas as program mission, curriculum, faculty credentials, and resources determined through “academic certification” by the Academy of Criminal Justice Sciences (ACJS).The problem is few programs have pursued certification and almost no research has otherwise assessed degree program quality. Using data collected from the population of bachelor’s degree programs in criminal justice (BCJ) operating during 2015–2016 (N = 670), this study assessed program curriculum using ACJS standards, and examined institutional, departmental, and programmatic influences on the number of standards met. Results indicated BCJ programs met few curriculum standards, and that departmental factors were especially significant influences on the number of standards met. These results warrant revisiting accreditation as the mechanism for insuring the quality of criminal justice academic programs. 相似文献
16.
Margaret J. McLaughlin Kenneth Kienas 《International Journal of Disability, Development & Education》1989,36(2):107-116
A MODEL PROGRAM, the Administrators’ Roundtables, was developed to increase the leadership of school principals in special education. The program was designed to meet the individual needs of participants as well as provide information regarding “best practices” in the field of special education. The one‐year program components include a series of monthly roundtable sessions where principals discuss relevant topics, distribution of professional materials and information, and participant site visits to model special education programs. An evaluation of the program is given based upon a questionnaire presented to the special education staff of participants before and after they became members of the Roundtable and an interview with a sample of the participants in the program. Results indicated that the Roundtables have had a positive impact on principals’ awareness and knowledge in the area of special education policies and practices with some secondary, indirect effects on programs for students with handicaps. 相似文献
17.
J. B. Tidwell M.A. 《Religious education (Chicago, Ill.)》2013,108(5):450-453
This article aims to consider a few of the important limitations of the types of religious education programs that the Ethics and Religious Culture program integrates into its present form. These limitations are structured around the concept of culture, which reduces religion to certain aspects that, while theoretically relevant and necessary, create a concrete problem in educational practice. These limitations increase with the transversal approach that is used when comparing religions. These limitations can be observed in Buddhism and Native Spirituality, two traditions that present what is known as “Impressionist Illusion” and “Religious Fiction.” 相似文献
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在工信部组织实施的“中小企业经营管理领军人才培训计划”基础上,中南大学提出“中小企业领军企业培育、领军人才培训”的“双领军”育训计划,旨在为工信部研究打造“中小企业经营管理领军人才培训计划”升级版,主动作为中小企业更高层次、更高质量的发展。“双领军”育训是两个“领军”的耦合,与工信部“中小企业经营管理领军人才培训计划”相比,在培训组织上既有同一性,也有差异性,其育训方案设计,包括培养目标、培养方案、实施模式、质量评价都有自身特点。“双领军”育训计划的构建研究也为高校继续教育转型提质,提供了可持续、可借鉴、可引领示范的高端培训案例。 相似文献
20.
Pre-Service Teachers’ Maturing Perceptions of a TPACK-Framed Signature Pedagogy in Science Education
《学校用计算机》2012,29(1-2):53-69
Teacher education programs across North America are transforming. What were once piecemeal programs consisting of often unrelated courses are now becoming coherent and intertwined trajectories toward teacher certification. Part of this transformation can be attributed to the weaving of “signature pedagogies” throughout overarching program frameworks. A modern signature pedagogy within science teacher education is the integration of technology with science area content and effective pedagogy. In this article the author reports an action research study aimed toward promoting the “scholarship of teaching” of pre-service teachers through articulating changes in their maturing perceptions of the integrated relationship between technological, pedagogical, and science content knowledge. 相似文献