2129 Slices
Medium 9781475827149

Design of Online Induction Programs to Promote Reform-Based Science and Mathematics Teaching

Teacher Education and Practice Rowman & Littlefield Publishers ePub

Design of Online Induction Programs to Promote Reform-Based Science and Mathematics Teaching

Gillian H. Roehrig, Joel D. Donna, Barbara L. Billington, and Mary Hoelscher

ABSTRACT: This paper describes an online induction program designed to support secondary science and mathematics teachers. Research shows that almost 50% of beginning teachers leave the profession within the first five years, and induction programs have been shown to have a positive effect on teacher retention. However, a singular focus on retention misses the critical opportunity to provide a bridge from teacher preparation to practice through sustained professional development for beginning teachers to continue to develop their instructional practices. We discuss the development of the online induction program through design-based research, sharing challenges and solutions that led to the specific components of the current Teacher Induction Network (TIN) program. In particular, we describe the use of video annotation tools that allow teachers and mentors to reflect directly on classroom practices asynchronously and without regard for physical distances.

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Medium 9781538104118

Museums, Ethics and Cultural Heritage edited by Bernice L. Murphy

Juilee Decker Rowman & Littlefield Publishers ePub

Introduction to Metadata

Edited by Murtha Baca. 3rd edition. Los Angeles: Getty Publications, 2016. 96 pages. ISBN: 978-1-60606-479-5. Read online for free: http://www.getty.edu/publications/intrometadata/

Reviewed by Jessica Williams, Associate Collection Information Manager, Digital Department, The Metropolitan Museum of Art, 1000 Fifth Avenue, New York, NY 10028; jessica.williams@metmuseum.org

Introduction to Metadata provides an overview of metadata and examines the methods, tools, and standards for presenting digital resources on the web. The guide focuses on the function of metadata in expanding access and use of digital collections in museums, libraries, and archives. The third edition has been updated to explore the changes in metadata standards and technologies in the information field, and includes an expanded glossary of terms. The guide is available as an online resource with updates posted on the project repository site GitHub.

In the initial chapter “Setting the Stage,” Anne Gilliland provides an overview of metadata for museums, libraries, and archives. Gilliland explains the types of metadata standards, including structure, value, content, and format/technical exchange, and the purpose of standards to maintain the quality, consistency, and interoperability of metadata. She examines the types and functions of metadata, including administrative, descriptive, preservation, technical, and use. She also focuses on the role of metadata in improving access, maintaining context, and expanding use of digital resources.

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Medium 9781475817171

Long-Term Rural Superintendents: Characteristics and Attributes

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub





ABSTRACT: This paper presents the results of a study of superintendents who have served in one rural school district for twelve years or more. Superintendents in twenty-four districts were identified and interviewed. The superintendents shared demographic information, insights into their school boards, and professional opinions as to the reasons for their longevity. Reasons for their success were a stable school board, open communication, hiring good employees, and working closely with the local community.

The role of the superintendent has changed dramatically over the years. Mirga (1985) stated that the position of superintendent has transformed from a fatherly, authority figure to a negotiator who primarily handles conflict. In other words, the time is gone when the superintendent simply ruled the school; now he/she constantly battles district employees and strives to stamp out fires of discontent before the district is engulfed. Gousha (1981) maintained that outside factors such as increased public access to government, more independent political activism, less deference to authority, and a loss of confidence in institutions and leaders have changed the role of the school superintendent. Regardless of the reason, today’s superintendency is quite different and perhaps more precarious than the role used to be.

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Medium 9781475816426

Elementary School Principals’ Level of Practicing Democratic Values

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Remzi Y. Kincal and Halil Isik

Values can shape the behaviors of people. Values are also guiding principles for people (Rycman & Houston, 2003; Shwartz, 1992). Changing the values is difficult; however, education can empower one’s values. Schools have a vital role in nurturing democracy (Branson, 2004; Good-lad, 1996; Soder, 1996; Wood, 1992). Many authors have agreed that democracy can be taught to younger generations (Dewey, 1916; Finkel, 2003; Goodlad, 1996; Parker, 1996; Soder, 1996; Wood, 1992). Moreover, there are enormous efforts to teach democratic values in schools (Finkel, 2003). However, school administrators have a responsibility to establish a safe and orderly school environment (Pohan, 2003). Many times, school administrators miss the nurturing of the democratic values and ideals in their schools for the cost of establishing a safe and orderly environment. For educating democratic citizens, schools must be democratic places. A democratic school environment has positive impacts on student achievement (Pryor, 2004). In addition to providing better schooling results, a democratic school environment enhances “active citizens in their communities” (Parker, 1996, p. 197). Democratic values are the keys for having a safe and orderly school according to Johnson, Johnson, Stevahn, and Hodne (2002).

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Medium 9781442229075


Pro Ecclesia Rowman & Littlefield Publishers ePub

Jared Wicks, S.J.

Theodor Dieter

Der junge Luther und Aristoteles. Eine historisch-systematische Untersuchung zum Verhältnis von Theologie und Philosophie (Berlin and New York: Walter de Gruyter, 2001), xvi + 687 pp.

Reviewed by Jared Wicks, S.J., John Carroll University, University Heights, OH

In 1520 Martin Luther set forth a comprehensive program for the German Christian nobility to follow in reforming abuses in the church and Christian society. One project was to overhaul the standard university curriculum by outlawing the study of certain works of Aristotle. The Physics, Metaphysics, Concerning the Soul, and Nicomachean Ethics were to be banned, while the Logic, Rhetoric, and Poetics were to remain in use, at least in abridged texts without commentary, because they contributed to improved speaking and preaching. Luther felt such a ban urgent because the "blind, heathen" Aristotle had ruled higher studies, marginalizing the study of Scripture and the doctrines of faith. In the banned works Aristotle boasted about naturally acquired knowledge of the world while communicating nothing of value about the nature and work of the Holy Spirit.1

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