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Chapter 5. Examining New Media Journalism: Global Perspectives and Possibilities

Heidi Hayes Jacobs Solution Tree Press ePub

By Mark Schulte and Jennie L. Johnson

News itself is new today. The manner in which most Americans obtain their information has been transformed by the Internet. It is fast-paced, with accelerated delivery systems creating a news cycle measured in minutes or even seconds, rather than by days. It is atomized, with a virtual cacophony of voices speaking with wildly varying levels of information and authority. It is mobile, reaching people in the most unlikely places at every moment of the day on their laptops and cell phones. It is opinion driven, with analysis, slant, and bias occupying ever more bandwidth. And it is radically democratized, allowing a student tapping away in her bedroom the same potential audience as a decorated journalist at a prominent professional news organization.

This readily available news and instant gratification for what is happening in the world is quite different as journalism has been struggling with the changing media scene and engagement of audiences with global news and issues.

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Medium 9781475819069

Successful Student Teaching Experiences: Conversations and Lessons from the Field

Teacher Education and Practice R&L Education ePub

Roy Hurst, University of Texas of the Permian Basin

Abstract

This study explored some of the ways in which effective mentor teachers supported and guided student teachers. The author studied the experiences of successful mentor teachers and their student teachers, using reflective essays, anonymous surveys and one-on-one interviews. Respondents demonstrated a strong sense of ownership and commitment to providing a nurturing environment, and stressed the need to maintain open lines of communication. Effective mentors recognized their role as models, guides, instructors and counselors, while regarding their student teachers as full participants and colleagues in the professional community. Results of the study reinforced the crucial role of the mentor teacher in determining the success of a student teaching experience, and provided important guidance for the process of selecting future mentors.

Is field experience a good teacher of future teachers? If so, what are some factors that determine the success of a field experience? How can problems in the mentoring relationship be avoided or overcome? What themes do student teachers and mentors identify as important to establishing and maintaining a positive field experience? Many factors interact to influence the outcomes of a student teaching experience and all teacher educators involved in field-based programs need to consider the issues affecting the quality of such experiences.

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Medium 9781935249900

Chapter 2 New Policies for 21st Century Demands

James A Bellanca Solution Tree Press ePub

________________________

We badly need a national policy that enables schools to meet the intellectual demands of the twenty-first century.

—Linda Darling-Hammond (2007)

James Bellanca: In your article for The Nation magazine (Darling-Hammond, 2007), you call for a national policy so that students can meet the intellectual demands of the 21st century. What are these demands?

Linda Darling-Hammond: Our economy and our lives today are much more complex than many people understand. That complexity is exacerbated by the extraordinarily fast rate of knowledge growth in this century. Some people say that the amount of technological knowledge in the world is almost doubling every two years. Thus, the notion that we could take all of the facts that a person needs to know, divide them into twelve years of schooling, and learn those facts and be done does not clearly equip young people for the future. Twenty-first-century students need a deeper understanding of the core concepts in the disciplines than they receive now. In addition, students need to be able to design, evaluate, and manage their own work. Students need to be able to frame, investigate, and solve problems using a wide range of information resources and digital tools.

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Appendix B - What is an Effect Size?

Robert J. Marzano Marzano Research ePub

Reports on educational research use terms such as meta-analysis and effect size (ES). While these terms are without doubt useful to researchers, they can be confusing and even frustrating for the practitioner. So what does meta-analysis mean exactly? What is an effect size?

A meta-analysis is a summary, or synthesis, of relevant research findings. It looks at all of the individual studies done on a particular topic and summarizes them. This is helpful to educators in that a meta-analysis provides more and stronger support than does a single analysis (meta-analysis is literally an analysis of analyses).

An average effect size tells us about the results across all of the individual studies examined. For example, let's say the purpose of the meta-analysis is to examine multiple studies regarding the effect of clear learning goals on student achievement (that is, the effect of X on Y). An average effect size reports the results of all of the included studies to tell us whether or not clear learning goals improve student achievement and, if so, by how much.

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Medium 9781942496274

Chapter 7

Katie Stover Solution Tree Press PDF

7

Reader’s Theater Digital Movies

Ms. Kelley eagerly welcomes new students to the summer reading clinic at the university where she is pursuing her master’s degree in literacy.

“James! I’ve been looking forward to meeting you! Today, we’re going to do some reading and writing together. Can you tell me a little about yourself before we get started?”

With his head down, James simply shrugs his shoulders and murmurs that he doesn’t really like to read or write. Attitudinal assessments and observations reveal that James demonstrates little interest in reading and writing and has difficulties with reading fluency. For instance, his reading is robotic as he reads word by word with little to no expression.

Additionally, James’s parents shared his Individualized Education Plan to address his difficulties with attention deficit hyperactivity disorder

(ADHD). This affects his ability to sit still and engage in reading or other learning activities for long periods of time. Equipped with his assessment data and her own experience as a classroom teacher, Ms. Kelley knows it is likely that his comprehension is affected as a result. She is determined to find engaging and meaningful methods to foster James’s motivation while improving his overall reading and writing abilities.

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