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Medium 9781475819120

Feeling Prepared: Preservice and Inservice Teachers’ Perceptions of Competency to Teach Language Arts

Teacher Education and Practice R&L Education ePub

KATHLEEN A. J. MOHR, GEORGE HESS, BINYAO ZHENG, AND ROBIN MORROW

ABSTRACT: The study reported in this article delineates preservice teachers’ perceptions of readiness to effectively teach elementary language arts before and after a site-based methods course. Their perceptions are also compared to those of inservice teachers in public elementary schools. Results indicate that perceptions of comfort and confidence for language arts instruction are high in both groups; however, practicing teachers significantly exceed preservice teachers’ perceptions in security and enjoyment.

There is extensive, ongoing discussion across the nation about the quality of teachers and, in particular, their abilities to effectively teach reading and writing. These discussions have involved educators, politicians, and individuals in the private sector. Education students can be overwhelmed by the various governmental mandates, research recommendations, and popular opinions that they encounter as they prepare to teach literacy in contemporary schools. As preservice teachers in the process of gaining skills and instructional strategies, they may express many concerns and tentative notions about how youngsters learn to read and write. In order to encourage and equip preservice teachers in their preparations and to reduce self-doubts, it is appropriate that teacher education programs acknowledge any current strife in literacy education and attend to the beliefs and concerns of preservice teachers.

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Medium 9781475817195

A Review of the Literature on the Status of Women and Minorities in the Professoriate in Higher Education

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

MARYLYN W. GRANGER1

ABSTRACT: Over the past twenty years, the status ot women in higher education has improved, but only marginally so. As the political and social climate of the country has become more conservative, the concepts of affirmative action and equal opportunity for women and minorities have been challenged more than ever. In addition, although women are flocking to graduate schools in record numbers, only a small percentage of them are encouraged to seek positions in higher education as administrators or professors. Statistically, the situation is worse, especially for black women. This status report focuses on the following: (1) the role of affirmative action in the hiring and retention of women in higher education; (2) the environment that exists in colleges and universities in regard to women and minorities; (3) policies that adversely affect black women in academia; (4) existing rank and salary inequities of minority male and female professors; (5) a specific look at male and female professors of educational administration; and (6) implications and recommendations.

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Medium 9781475823882

Notes From the Editor

Journal of School Public Relations Rowman & Littlefield Publishers ePub

THEODORE J. KOWALSKI

New board members serving colleges and school districts quickly discover that every operational dimension of their institutions can be either a public relations asset or liability. This is especially true for one of their most visible and important responsibilities—that of setting the salary for a new president or superintendent. The first article in this issue addresses the public relations dimensions of this very task. Written by I. Phillip Young from the University of California, Davis, it provides a model that can be applied to completing this complex task. As the author of the most widely used text on school personnel management and a leading researcher on education employment practices, Professor Young details a paradigm that permits board members to share vital information in relation to this often-controversial assignment.

Effective communication and communicative behavior in schools have become an issue in virtually every country. As such, the second article reports research conducted in Sweden by Professor Helene Ärlestig from Umeå University. She compares perspectives on organizational communication in successful and less successful schools. Her research provides relevant insights about principal and teacher behavior and possible relationships between communication effectiveness and school effectiveness.

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Medium 9781475811223

Assessment of an Alternative Cohort Model for Part-Time Students in an Educational Leadership Program

ePub

DARLA J. TWALE1
FRANCES K. KOCHAN2

Abstract: This study examined the effectiveness, of an alternative cohort model, designed primarily for part-time doctoral students in an educational leadership program. Results of a survey, student evaluations, and input from focus groups indicated that the experience was personally and professionally rewarding, promoted friendships, networking, and a system of support, and served as an avenue for the expression of ideas. Meeting in small groups, sharing experiences, and engaging in group interaction were important elements in fostering positive outcomes. However on the negative side, students did not use the opportunity to take risks during the seminars and decreased contact with one another following the seminar sequence. Furthermore, females found the experience more valuable than males. Findings suggest a part time cohort may be valuable in preparing students to develop and operate in collaborative work environments but transfer of learning to the work environment was not immediately evident. Readers may find the survey instrument and assessment procedures of value when examining the impact of similar program designs.

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Medium 9781576336816

"D" Words: Praxis I Advanced Vocabulary

Ace Academics Ace Academics ePub
Medium 9781442267763

Measured and Drawn: Techniques and Practice for the Metric Survey of Historic Buildings

Collections Altamira Press ePub

by David Andrews, Jon Bedford, Bill Blake, Paul Bryan, Tom Cromwell, and Richard Lea. Edited by Jon Bedford and Heather Papworth. Second Edition. Swindon: English Heritage. 2009. 70 pp. ISBN: 9781848020474

Reviewed by Craig A. Reynolds, Doctoral Student, Department of Art History, Virginia Commonwealth University, Richmond, VA; email: reynolds.ca2@vcu.edu

English Heritage, the official government body charged with protecting England’s historic built environment, has recognized that emerging technologies have created an “interdependency” between computer based tools for recording history and the manner by which we evaluate history. With the ubiquity of computers and computer-based tools, it is nearly impossible to escape technology. Furthermore, it is undeniable that technology will continue to influence how we approach and evaluate history. It is only logical that we adapt these emerging tools to assist in our understanding of the past, particularly in aiding the preservation of historic buildings. The merging of technology and traditional academic fields such as history and art, however, is not always an easy one. For example, the sheer abundance of technological survey tools creates a situation where it may be difficult to determine which technique is appropriate to the chosen research methodology.

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Medium 9781475819144

Induction, Mentoring, and Supervision in Teacher Preparation

Teacher Education and Practice R&L Education ePub

GILA ALON AND DEBBIE LIFSCHITZ

ABSTRACT: In this article we examine the Israeli Ministry of Education teacher induction program as a paradigm for preservice and in-service induction programs. We stipulate the necessity of creating a bridge between the preservice program and the field, which would allow for collaboration between the pedagogical staff of the teacher preparation programs and the teachers in the field. Also suggested is the paramount importance of giving the inductee a voice in the professional development process, which would include reflections of the mentor and the inductee as part of the assessment process.

The majority of novice teachers in their first 5 years of teaching in Israel today are graduates of 4-year teacher preparation colleges (Ministry of Education, 2000a). The Council for Higher Learning charters the teacher training colleges, and graduates of these programs receive a bachelor of education (B.Ed.) degree, which includes both a teacher preparation component and an academic specialization in one or two disciplines. Licensing, however, remains in the hands of the Ministry of Education and requires an induction year of successful classroom teaching. As in other countries, it was necessary to consider the transition from teacher-in-preparation status to teacher-in-the-classroom status, which is characteristically abrupt (Feiman-Nemser, 1996) and often overwhelming (Moir, 1999). In addition, given that the attrition rate of novice teachers in the first 5 years of service was over 50% nationwide (State of Israel, 1997), the ministry sought to provide support for novice teachers and to lower this attrition rate through an induction program. In the 2001–2002 school year there were 3,200 inductees in the program (Ministry of Education, 2002) of which 84.3% successfully completed the program.

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Medium 9781475816556

Perspectives on Addressing the Literacy Needs of Low-Functioning Individuals With Autism

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Timothy E. Morse

ABSTRACT: Autism is a spectrum disorder characterized, in part, by core social communication skill deficits. Consequently, educators seek to develop interventions that address these and closely related skills, such as literacy. Accordingly, this article focuses on basic issues that pertain to designing and implementing appropriate educational programs that address the literacy needs of one segment of the autism spectrum: individuals with the disorder who have been characterized as being low functioning. Issues include the following: appropriate definitions of literacy for this population, historical approaches to this population’s literacy instruction, opportunities for literacy skill development within an instructional program based on recommended evidence-based practices, and ongoing impediments to appropriate literacy instruction and practical solutions.

Autism is a developmental disability with a reported prevalence rate of 2 to 5 per 10,000 as of the 1970s but with a recent rate of 60 per 10,000 (Fombonne, 1999). Consequently, more educators are now aware of the existence and nature of this disorder (Marks et al., 2003) and are seeking information about effective interventions that will result in the improvement of the overall functioning of individuals with autism.

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Medium 9781475816556

Lifelong Learning: Attitudes of Slovenian Higher Educators Toward Accreditation of Prior Learning Experiences

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Doris Gomezelj Omerzel

Nada Trunk Širca

Arthur Shapiro

Mateja Brejc

Steve Permuth

ABSTRACT: This article focuses first on fundamental trends weakening the European—specifically, the Slovenian—economy and social structure, which are creating a two-class system consisting of an undereducated/uneducated population unable to compete for employment in an economy increasingly requiring more education to update employees’ skills. Learning and education have become an imperative for people wishing to upgrade their employability to counter increasing unemployment and the impact of an aging society. The study next addresses its purpose—to discover higher educators’ and folk high school educators’ perceptions of an initiative developed to address this social and economic problem, namely, by creating a lifelong learning approach to accredit informal and experiential learning experienced outside the formal higher education system. A national Slovenian conference was organized to focus on these issues.

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Medium 9781574411638

Appendix C Rifled Projectile Sabot Designs

Jack Bell University of North Texas Press PDF

Appendix C

Rifled Projectile Sabot Designs

Correct identification of rifled projectiles often requires accurate identification of sabot designs. This appendix provides specific information to assist the student of projectiles in identifying sabot designs of both field and large caliber rifled artillery projectiles used in the war.

The three steps to accurate sabot identification are to identify: (1) the material the sabot is made of: iron, brass, copper, lead, or papier-maché; (2) the form or shape of the sabot: ring, cup, disk, or band; and (3) the distinguishing characteristics of different sabot designs. Each step is described in more detail in the rest of this appendix.

Sabot Materials

Sabots were made of four types of materials during the war: wrought iron, lead, copper or brass, and papier-maché. Each is described below.

• Wrought Iron. Wrought iron can usually be identified by its appearance. In battlefield-recovered projectiles, the wrought iron sabot is often more corroded than the projectile body. When preserved with electrolysis, it takes on the same black color as the cast iron shell body. Wrought iron sabots were made separately and the projectile was cast around the sabot.

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Medium 9781475819120

Attending to Inquiry in the Education of Teachers: Enlisting Frozen and Human Elements of Distance Education

Teacher Education and Practice R&L Education ePub

STEFINEE PINNEGAR AND ANNELA TEEMANT

ABSTRACT: This article describes how an inquiry stance can be embedded into a distance education program for inservice and preservice teachers through its delivery system and curriculum content. Confronted with the dilemma of limited faculty resources and a need to educate both preservice and inservice teachers in practices that would better meet the needs of linguistically diverse students, teacher educators identify and defend three design principles that will support teachers’ development of an inquiry stance in their practice.

Approximately three years ago, we were asked to create a program that would teach mainstream teachers how to teach second language learners during regular instruction in their classrooms. Our school–university partnership had already tried several iterations of this effort (see Graham, Teemant, Harris, & Cutri, 2001). The first of these efforts brought local schoolteachers to the university in intense monthlong events where the university faculty (most of whom had never worked in elementary and secondary classrooms) taught about culture, second language acquisition, language and literacy development, assessment of second language students, parent and family involvement, and content-based instruction. The needs of the schools were greater than this program could accommodate. We quickly realized the need to make the content more applicable to public schoolteachers. We also recognized that our university faculty needed to be able to reach more than 20–30 teachers at one time. As a result, we embraced a distance education model.

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Medium 9781576336434

Suffixes: A-G: GED Word Roots

Ace Academics Ace Academics ePub
Medium 9781475823691

School Public Relations and the Principalship: An Interview With Darrell Rud

Journal of School Public Relations Rowman & Littlefield Publishers ePub

LENOAR FOSTER

JANET A. GUYDEN

What would snapshots of the characteristics, roles, expectations, perceptions, and challenges of the contemporary principalship reveal? Recent reports on the principalship paint a picture of an individual whose work and activities are becoming increasingly more complex and demanding.

A myriad of tasks and responsibilities confront the principal on a daily basis. They include the need to establish an effective and nurturing learning climate for students, the need to provide strong and focused instructional leadership, and the need to address and solve personnel issues related to parental concerns, school discipline, and school safety. These and other responsibilities require the principal to balance management and instructional leadership. Importantly, these two role expectations increasingly place the principal in the public spotlight where communication and public relations skills are essential to win the support of internal and external stakeholders.

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Medium 9781576336496

"K" Words: GMAT Advanced Vocabulary

Ace Academics Ace Academics ePub
Medium 9781442229181

Why Baptist Catholicity, and by What Authority?

Pro Ecclesia Rowman & Littlefield Publishers ePub

Why Baptist Catholicity, and by What Authority?

Steven R. Harmon

Professors Newman, Crane, O’Connell, and Healy have accurately discerned my intentions in writing Towards Baptist Catholicity as well as the rhetorical strategies I employed in its writing, often grasping just what it was that I was attempting to do better than I did when I was trying to do it. Their insightful responses have prodded me to address more fully two questions raised by the book’s arguments: Precisely why should Baptists embrace catholicity as essential to their identity? And by what authority would they do so?

In the book’s epilogue I defined the catholicity toward which Baptists should move in qualitative terms: beyond the quantitative recognition that Baptists belong to the whole church and the whole church belongs to Baptists, the catholic wholeness currently wanting in Baptist ecclesial life entails “the fully orthodox pattern of faith and practice that distinguished early catholic Christianity from Gnosticism, Arianism, Donatism, and all manner of other heresies and schisms” and is therefore “a qualitative fullness of faith and order that is visibly expressed in one Eucharistic fellowship” (204). Baptists need this sort of catholicity first and foremost because it will help their churches form more faithful disciples of Jesus Christ.1 To the degree that Baptist communities identify themselves as other than catholic in this qualitative sense, they are forming their members in a quasi-Gnostic pattern of faith and practice that is perilously close to being sub-Christian. I hope the book made that much clear.

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