This document discusses the use of problem-based learning (PBL) in teacher education programs. It describes two PBL case studies used in math methods and reading courses.
For the math methods course, the PBL case involves preservice teachers developing solutions for secondary students struggling with math concepts. This allows teachers to deepen their understanding of math pedagogy and standards.
For the reading course, case studies of fictional students with reading difficulties require preservice teachers to design intervention plans. This gives them practice applying reading research to real-world situations.
The document argues that PBL prepares teachers better than traditional lectures by providing authentic problem-solving experiences. This equips teachers with the skills needed to be leaders
This document summarizes two studies that used problem-based learning (PBL) in teacher education courses.
In the first study, a PBL case was used in a math methods course to help future teachers better understand students' mathematical thinking and how to address misconceptions. The case involved secondary students struggling with a math concept. Students had to create a solution and presentation addressing standards.
The second study used PBL case studies in a reading course. Students were given fictional student profiles and had to analyze their reading abilities, devise an instruction plan grounded in research, and address how to help the student improve. Both cases aimed to help future teachers develop deep content knowledge and skills in applying standards and research to real
This research paper examines teacher policy recommendations from international organizations and whether evidence supports allocating resources primarily to teacher salaries. It assesses Brazil's FUNDEB policy which dedicates 60% of education funds to teacher salaries and finds mixed results on improving student learning. The paper aims to evaluate which measurable teacher characteristics have the strongest empirical support in relation to boosting student achievement outcomes.
Lived experiences of educators engaged in contintuing professional developmen...GlenCortezano1
1. The document discusses the lived experiences of educators engaged in continuing professional development (CPD) in the new normal brought about by the COVID-19 pandemic. It explores how educators have adapted their CPD amid challenges of remote learning and enforced social distancing.
2. Educators described developing adaptability, innovation, and balancing digital and life skills as they transitioned to remote teaching. They engaged in CPD to remain creative and resourceful in delivering quality education online. Connecting with other educators globally was seen as a blessing.
3. Themes that emerged included passion for lifelong learning, collaboration, and prioritizing educators' well-being. Policymakers are recommended to review and adapt CPD programs
Trainee Teacher's Readiness Towards Teaching Practice: The Case of Malaysiaanisahtahir
This document summarizes a study on the readiness of trainee teachers in Malaysia for teaching practice. The study investigated challenges faced by trainee teachers during their practicum and the needs of both trainees and schools. A questionnaire was distributed to 150 final year education students who had completed teaching practice. Preliminary findings found that while subject content knowledge was adequate, areas like applying theory in the classroom, discipline, and school management needed improvement. This suggests a review of teacher education programs is needed to better prepare trainees for 21st century teaching demands.
1) The document discusses a program in Mexico that aimed to improve science and math education at the university level by focusing on developing general competencies like literacy and problem solving.
2) A survey found that the university's efforts to promote general competencies were dispersed and inconsistent. The program involved workshops to help faculty incorporate literacy and math problem solving into their courses.
3) Faculty participants initially blamed students' problems, but working on the program revealed inconsistencies in their own teaching. Most faculty said general competencies should be developed throughout university rather than seen as prerequisites.
This document summarizes research on teacher preparation and effectiveness. It finds that high-quality teacher preparation helps develop essential teaching knowledge and skills, increases student achievement, and reduces teacher turnover. Studies show that subject knowledge alone is not enough to be an effective teacher - pedagogical training is also important. The research supports comprehensive teacher preparation programs and professional standards to ensure teacher quality.
A PATH ANALYTICAL MODEL ON FACTORS WITH THE IMPLEMENTATION OF CIVIC EDUCATION...ijejournal
The height of moral decadence of adolescent is a worrying development that may degenerate to uncontrolled situation if not checked. The crime rate and other civic problems in the society cannot be clearly linked to any particular cause, hence, the need to explore the underlying principle behind this horrible fashion. This problem prompts this study on factors with teachers’ implementation of civic education curriculum in secondary schools in Cross River State, Nigeria. The study adopted cross sectional survey design approach. A total number of all the 510 civic education teachers in public Secondary Schools in Calabar Education Zone of Cross River State in 2019/2020 academic session were used for the study. A self-developed 60-item Questionnaire was used for data collection. The data analysis was subjected to Structural Equation Modeling using Analysis of MOment of Structure to generate a path analytical model and data analysis at .05 level of significance. The result revealed that there were significant direct predictive effects between teacher’s supervision, teacher’s knowledge of subject matter and teachers’ attitude and the implementation of civic education curriculum. It was recommended among others that teachers should advance their knowledge by enrolling further in academic programmes as well as engage in in-service training to update their knowledge for a better academic outcome of the students.
This document summarizes two studies that used problem-based learning (PBL) in teacher education courses.
In the first study, a PBL case was used in a math methods course to help future teachers better understand students' mathematical thinking and how to address misconceptions. The case involved secondary students struggling with a math concept. Students had to create a solution and presentation addressing standards.
The second study used PBL case studies in a reading course. Students were given fictional student profiles and had to analyze their reading abilities, devise an instruction plan grounded in research, and address how to help the student improve. Both cases aimed to help future teachers develop deep content knowledge and skills in applying standards and research to real
This research paper examines teacher policy recommendations from international organizations and whether evidence supports allocating resources primarily to teacher salaries. It assesses Brazil's FUNDEB policy which dedicates 60% of education funds to teacher salaries and finds mixed results on improving student learning. The paper aims to evaluate which measurable teacher characteristics have the strongest empirical support in relation to boosting student achievement outcomes.
Lived experiences of educators engaged in contintuing professional developmen...GlenCortezano1
1. The document discusses the lived experiences of educators engaged in continuing professional development (CPD) in the new normal brought about by the COVID-19 pandemic. It explores how educators have adapted their CPD amid challenges of remote learning and enforced social distancing.
2. Educators described developing adaptability, innovation, and balancing digital and life skills as they transitioned to remote teaching. They engaged in CPD to remain creative and resourceful in delivering quality education online. Connecting with other educators globally was seen as a blessing.
3. Themes that emerged included passion for lifelong learning, collaboration, and prioritizing educators' well-being. Policymakers are recommended to review and adapt CPD programs
Trainee Teacher's Readiness Towards Teaching Practice: The Case of Malaysiaanisahtahir
This document summarizes a study on the readiness of trainee teachers in Malaysia for teaching practice. The study investigated challenges faced by trainee teachers during their practicum and the needs of both trainees and schools. A questionnaire was distributed to 150 final year education students who had completed teaching practice. Preliminary findings found that while subject content knowledge was adequate, areas like applying theory in the classroom, discipline, and school management needed improvement. This suggests a review of teacher education programs is needed to better prepare trainees for 21st century teaching demands.
1) The document discusses a program in Mexico that aimed to improve science and math education at the university level by focusing on developing general competencies like literacy and problem solving.
2) A survey found that the university's efforts to promote general competencies were dispersed and inconsistent. The program involved workshops to help faculty incorporate literacy and math problem solving into their courses.
3) Faculty participants initially blamed students' problems, but working on the program revealed inconsistencies in their own teaching. Most faculty said general competencies should be developed throughout university rather than seen as prerequisites.
This document summarizes research on teacher preparation and effectiveness. It finds that high-quality teacher preparation helps develop essential teaching knowledge and skills, increases student achievement, and reduces teacher turnover. Studies show that subject knowledge alone is not enough to be an effective teacher - pedagogical training is also important. The research supports comprehensive teacher preparation programs and professional standards to ensure teacher quality.
A PATH ANALYTICAL MODEL ON FACTORS WITH THE IMPLEMENTATION OF CIVIC EDUCATION...ijejournal
The height of moral decadence of adolescent is a worrying development that may degenerate to uncontrolled situation if not checked. The crime rate and other civic problems in the society cannot be clearly linked to any particular cause, hence, the need to explore the underlying principle behind this horrible fashion. This problem prompts this study on factors with teachers’ implementation of civic education curriculum in secondary schools in Cross River State, Nigeria. The study adopted cross sectional survey design approach. A total number of all the 510 civic education teachers in public Secondary Schools in Calabar Education Zone of Cross River State in 2019/2020 academic session were used for the study. A self-developed 60-item Questionnaire was used for data collection. The data analysis was subjected to Structural Equation Modeling using Analysis of MOment of Structure to generate a path analytical model and data analysis at .05 level of significance. The result revealed that there were significant direct predictive effects between teacher’s supervision, teacher’s knowledge of subject matter and teachers’ attitude and the implementation of civic education curriculum. It was recommended among others that teachers should advance their knowledge by enrolling further in academic programmes as well as engage in in-service training to update their knowledge for a better academic outcome of the students.
This document summarizes a paper presented at a conference on technical and vocational education and training in Malaysia. It discusses the development of competency for vocational teachers in Malaysia from a curriculum development perspective.
The paper addresses the training of vocational teachers, focusing on curriculum development to meet stakeholder requirements. It outlines frameworks and standards for quality teaching, including the expected attributes of vocational teachers in Malaysia. It also describes the curriculum development process used by one university, the University Tun Hussein Onn Malaysia, to improve teacher competency. The new curriculum is intended to provide teachers that meet the requirements of the Ministry of Education.
The why, what and how of competency based curriculum 2018 by david nyengere k...Joseph Mwanzo
The document discusses curriculum reforms in Kenya that led to a competency-based approach. It notes that curriculum should meet individual and national needs. Kenya underwent reforms due to findings that the education system was not fit for purpose. A needs assessment found the curriculum needed change to align with sustainable development goals. This led Kenya to adopt a competency-based approach focusing on what learners can do, not just know. The process of curriculum reforms and developing this new approach are described.
The Primary Exit Profile: What does this mean for STEM in Jamaican Primary Sc...Lorain Senior
This document represents my original contribution as a part of the criteria for completion off the Capstone Experience Project in fulfillment of the M/Ed. in S.T.E.M Leadership at the American College of Education.
FROM PERSONAL EXPERIENCES OF TRANSFORMATIVE LEARNING ON EDUCATIONAL CHALLENGE...ijejournal
Educational policy generating 21st-century skills is accelerating, but Chinese education still employs traditional teaching such as memorizing and test-based instructional practices. The pencil and paper tests, no matter how sophisticated, are hard-pressed to measure interpersonal, intrapersonal skills, and the penetration of educational core values into secondary schools internationally, which is weak. This article aims to navigate the secondary school challenges and proposed reforms through analyzing the over 20 years of the author's experience. Findings show that high stakes cause teachers, school principals, parents, and students to disincentivize deeper learning. The exam-oriented teaching and learning approach causes students who might obtain a high score but lower functional performance. Parents' high hopes cause educational inequality and restrict students to develop their skills. Worse, the school principal utilized the power and authority in leading school development and evaluated teachers' performance based on students' test scores that force teachers to demand students to complete the mock practices and test. Because of test-based accountability, the study suggested that secondary school in China necessitates to abolish the "Gaokao" system instead of using a whole-personal assessment. The school leadership needs to shift from bureaucratic management to transformational, Junzi, and adaptive leadership. School principals advocate parents' commitment and deliver a quality of education to secondary school students. Therefore, future research explores how the "Gaokao" system causes inequality and impacts 21st-century skills for secondary school students' academic, emotional, and behavioral development through a comparative mixed research design.
EFFECTS OF PRINCIPALS’ PROVISION OF TEACHING AND LEARNING MATERIALS ON STUDEN...ijejournal
This document summarizes a study that evaluated the effects of principals' administrative strategies on student performance in mathematics in secondary schools in Meru County, Kenya. The study found that:
1) The majority of principals provided some teaching and learning materials to teachers and students, but support for seminars, workshops and other teacher training was limited due to low budgets.
2) Provision of textbooks and other learning resources, as well as financial stability, had a significant positive effect on student math performance. However, most schools lacked sufficient resources.
3) Collaboration between teachers and schools, and strategic planning between principals, heads of department and teachers, also had a significant positive impact on student outcomes in math.
This document summarizes a research paper on maintaining the Malay medium of instruction policy in Malaysia's educational system. It discusses how Malaysia adopted the British colonial education system after independence but has since converted all schools and universities to use Malay as the primary language of instruction. The transition took over 25 years to fully implement. Research found that using Malay as the medium of instruction has not hindered education and Malaysia has developed terminologies and expertise in many fields like medicine and science during this period, showing the viability of Malay for higher education. The paper argues this policy supports national integration and identity in Malaysia's multiethnic society.
This document provides an overview of teacher preparation in the United States. It discusses the criticisms of teacher education programs, such as low admission standards, and reforms initiated in response, like expanding programs to five years. It also covers topics like teacher certification requirements, alternative certification, and definitions of key terms related to the teacher preparation process.
SBE literacy task force final draft recommendationsEducationNC
The literacy task force recommendations, with minor June 1 tweaks, will go in front of the NC State Board of Education Wednesday. The task force, formed in 2019 to make recommendations on improving reading instruction, voted to approve the recommendations with minor amendments on June 1.
Supporting the development of effective teachers a case for the formation of ...Alexander Decker
This document summarizes a journal article that advocates for the development of collaborative partnerships between teacher preparation programs and school districts to implement a clinical model for teacher training. It discusses how the medical field's clinical model can be adapted for teacher preparation. The article argues that meaningful clinical experiences that embed teacher candidates in classrooms with expert teachers throughout their training are needed. It also stresses the importance of developing personal mastery and team learning among faculty to successfully shift to a clinical practice model. As an example, the article describes how one university and its partner school districts collected feedback from new teachers and mentors that revealed gaps in traditional teacher preparation and supported implementing a more clinically-based program with embedded practice.
CHALLENGES FACED BY STUDENT AFFAIRS PRACTITIONERS IN EMBEDDING INDIGENOUS KNO...ijejournal
The drive to mainstream indigenous knowledge into student leadership development in Zimbabwean higher education has recently gained currency. Student leadership development has a Eurocentric historical background and it has continued on this paradigm in the post-independence era. Framed on decolonial theoretical framework this study interrogates the challenges that are faced by student affairs practitioners in their efforts to include indigenous epistemologies into student leadership development programmes. The research was designed as a case study that employed qualitative methods of data collection and analysis focussing on student development practice at three state universities in Zimbabwe namely Bindura University of Science Education, Chinhoyi University of Science Education and Great Zimbabwe University. Data were collected through in-depth interviews with student Affairs practitioners and analysed through NVivo qualitative data analysis software. Research findings indicate that student affairs practitioners face a myriad of problems which hinder the mainstreaming of the knowledge of the local indigenous people into leadership development. These problems include lack of training to empower them with skills to include indigenous epistemologies into student leadership training, lack of funding and policy guidelines. Theorising on this complexity the research recommends the designing of leadership programmes that imbue indigenous epistemologies of the local people in student development such as hunhu/ubuntu values.
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
SBE Literacy Task Force draft recommendationsEducationNC
The North Carolina State Board of Education Literacy Task Force draft recommendations on improving K-3 reading instruction, which will be updated and presented to the State Board on June 3
This document discusses building a high-quality teaching profession based on lessons from top-performing education systems around the world. It examines factors such as how teachers are recruited, educated, developed, evaluated, and compensated. High-performing systems tend to prioritize teacher quality over class size, see teaching as a prestigious profession, and provide ongoing professional development and collaboration opportunities for teachers. The document advocates for policies that promote coherence across the education system to develop teachers as professionals.
This document discusses the longstanding problem of disconnect between campus courses and field experiences in university-based teacher education programs. It describes how campus courses are often taught separately from field placements with little coordination and guidance for connecting the two. Current efforts are exploring ways to create "hybrid spaces" where academic and practitioner knowledge come together in less hierarchical ways to better support teacher learning. The document argues this type of integrated approach between university and schools is needed for teacher education programs to fulfill their mission of preparing effective teachers.
Made of links... the BBC and dBpedia collaboration -- at Dublin Core 2008 Berlinonpause
The document discusses how well the BBC's content is connected both internally and externally. It notes that Wikipedia is often used as a source of definitions for concepts mentioned on webpages and that DBpedia has become a key source of shared identifiers for things on the Semantic Web. It concludes that with work done by various teams, the BBC content is now well connected as part of the larger Web of Linked Data.
This document outlines a strategy for starting a small business, including planning and research, implementation, embedding the business, and growing/moving the business. The planning stage involves assessing potential customers, infrastructure needs, staffing requirements, and available resources. Implementation includes launching on a shared server, potentially partnering with another organization, and using Cpanel software. Embedding the business requires networking and promoting it. The strategy concludes with growing the business and potentially relocating it.
The Region 6 National Associate for Multicultural Education honors Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held on the campus of Texas A&M University, College Station on April 28th 2012.
Dr. Glenn's Holistic Thinking Pyramid is a five-tier model for integrating different types of thinking. [1] It aims to explore why some people achieve more than others. [2] The pyramid's five levels progress from basic thinking using instincts to interpretive thinking that connects past, present and future abstract and concrete concepts. [3] As educational leaders, we must embrace holistic thinking to address societal problems by thinking beyond typical approaches.
Authors - NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Edito...William Kritsonis
This document appears to be a list of names published in the NFEAS JOURNAL, which is the journal of the National Alumni Honor Roll of Published Writers. It contains over 300 names, many of which are listed with numbers indicating how many times they have been published in the journal. The list seems to serve as a record of writers who have been published in the NFEAS JOURNAL.
This document summarizes a paper presented at a conference on technical and vocational education and training in Malaysia. It discusses the development of competency for vocational teachers in Malaysia from a curriculum development perspective.
The paper addresses the training of vocational teachers, focusing on curriculum development to meet stakeholder requirements. It outlines frameworks and standards for quality teaching, including the expected attributes of vocational teachers in Malaysia. It also describes the curriculum development process used by one university, the University Tun Hussein Onn Malaysia, to improve teacher competency. The new curriculum is intended to provide teachers that meet the requirements of the Ministry of Education.
The why, what and how of competency based curriculum 2018 by david nyengere k...Joseph Mwanzo
The document discusses curriculum reforms in Kenya that led to a competency-based approach. It notes that curriculum should meet individual and national needs. Kenya underwent reforms due to findings that the education system was not fit for purpose. A needs assessment found the curriculum needed change to align with sustainable development goals. This led Kenya to adopt a competency-based approach focusing on what learners can do, not just know. The process of curriculum reforms and developing this new approach are described.
The Primary Exit Profile: What does this mean for STEM in Jamaican Primary Sc...Lorain Senior
This document represents my original contribution as a part of the criteria for completion off the Capstone Experience Project in fulfillment of the M/Ed. in S.T.E.M Leadership at the American College of Education.
FROM PERSONAL EXPERIENCES OF TRANSFORMATIVE LEARNING ON EDUCATIONAL CHALLENGE...ijejournal
Educational policy generating 21st-century skills is accelerating, but Chinese education still employs traditional teaching such as memorizing and test-based instructional practices. The pencil and paper tests, no matter how sophisticated, are hard-pressed to measure interpersonal, intrapersonal skills, and the penetration of educational core values into secondary schools internationally, which is weak. This article aims to navigate the secondary school challenges and proposed reforms through analyzing the over 20 years of the author's experience. Findings show that high stakes cause teachers, school principals, parents, and students to disincentivize deeper learning. The exam-oriented teaching and learning approach causes students who might obtain a high score but lower functional performance. Parents' high hopes cause educational inequality and restrict students to develop their skills. Worse, the school principal utilized the power and authority in leading school development and evaluated teachers' performance based on students' test scores that force teachers to demand students to complete the mock practices and test. Because of test-based accountability, the study suggested that secondary school in China necessitates to abolish the "Gaokao" system instead of using a whole-personal assessment. The school leadership needs to shift from bureaucratic management to transformational, Junzi, and adaptive leadership. School principals advocate parents' commitment and deliver a quality of education to secondary school students. Therefore, future research explores how the "Gaokao" system causes inequality and impacts 21st-century skills for secondary school students' academic, emotional, and behavioral development through a comparative mixed research design.
EFFECTS OF PRINCIPALS’ PROVISION OF TEACHING AND LEARNING MATERIALS ON STUDEN...ijejournal
This document summarizes a study that evaluated the effects of principals' administrative strategies on student performance in mathematics in secondary schools in Meru County, Kenya. The study found that:
1) The majority of principals provided some teaching and learning materials to teachers and students, but support for seminars, workshops and other teacher training was limited due to low budgets.
2) Provision of textbooks and other learning resources, as well as financial stability, had a significant positive effect on student math performance. However, most schools lacked sufficient resources.
3) Collaboration between teachers and schools, and strategic planning between principals, heads of department and teachers, also had a significant positive impact on student outcomes in math.
This document summarizes a research paper on maintaining the Malay medium of instruction policy in Malaysia's educational system. It discusses how Malaysia adopted the British colonial education system after independence but has since converted all schools and universities to use Malay as the primary language of instruction. The transition took over 25 years to fully implement. Research found that using Malay as the medium of instruction has not hindered education and Malaysia has developed terminologies and expertise in many fields like medicine and science during this period, showing the viability of Malay for higher education. The paper argues this policy supports national integration and identity in Malaysia's multiethnic society.
This document provides an overview of teacher preparation in the United States. It discusses the criticisms of teacher education programs, such as low admission standards, and reforms initiated in response, like expanding programs to five years. It also covers topics like teacher certification requirements, alternative certification, and definitions of key terms related to the teacher preparation process.
SBE literacy task force final draft recommendationsEducationNC
The literacy task force recommendations, with minor June 1 tweaks, will go in front of the NC State Board of Education Wednesday. The task force, formed in 2019 to make recommendations on improving reading instruction, voted to approve the recommendations with minor amendments on June 1.
Supporting the development of effective teachers a case for the formation of ...Alexander Decker
This document summarizes a journal article that advocates for the development of collaborative partnerships between teacher preparation programs and school districts to implement a clinical model for teacher training. It discusses how the medical field's clinical model can be adapted for teacher preparation. The article argues that meaningful clinical experiences that embed teacher candidates in classrooms with expert teachers throughout their training are needed. It also stresses the importance of developing personal mastery and team learning among faculty to successfully shift to a clinical practice model. As an example, the article describes how one university and its partner school districts collected feedback from new teachers and mentors that revealed gaps in traditional teacher preparation and supported implementing a more clinically-based program with embedded practice.
CHALLENGES FACED BY STUDENT AFFAIRS PRACTITIONERS IN EMBEDDING INDIGENOUS KNO...ijejournal
The drive to mainstream indigenous knowledge into student leadership development in Zimbabwean higher education has recently gained currency. Student leadership development has a Eurocentric historical background and it has continued on this paradigm in the post-independence era. Framed on decolonial theoretical framework this study interrogates the challenges that are faced by student affairs practitioners in their efforts to include indigenous epistemologies into student leadership development programmes. The research was designed as a case study that employed qualitative methods of data collection and analysis focussing on student development practice at three state universities in Zimbabwe namely Bindura University of Science Education, Chinhoyi University of Science Education and Great Zimbabwe University. Data were collected through in-depth interviews with student Affairs practitioners and analysed through NVivo qualitative data analysis software. Research findings indicate that student affairs practitioners face a myriad of problems which hinder the mainstreaming of the knowledge of the local indigenous people into leadership development. These problems include lack of training to empower them with skills to include indigenous epistemologies into student leadership training, lack of funding and policy guidelines. Theorising on this complexity the research recommends the designing of leadership programmes that imbue indigenous epistemologies of the local people in student development such as hunhu/ubuntu values.
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
SBE Literacy Task Force draft recommendationsEducationNC
The North Carolina State Board of Education Literacy Task Force draft recommendations on improving K-3 reading instruction, which will be updated and presented to the State Board on June 3
This document discusses building a high-quality teaching profession based on lessons from top-performing education systems around the world. It examines factors such as how teachers are recruited, educated, developed, evaluated, and compensated. High-performing systems tend to prioritize teacher quality over class size, see teaching as a prestigious profession, and provide ongoing professional development and collaboration opportunities for teachers. The document advocates for policies that promote coherence across the education system to develop teachers as professionals.
This document discusses the longstanding problem of disconnect between campus courses and field experiences in university-based teacher education programs. It describes how campus courses are often taught separately from field placements with little coordination and guidance for connecting the two. Current efforts are exploring ways to create "hybrid spaces" where academic and practitioner knowledge come together in less hierarchical ways to better support teacher learning. The document argues this type of integrated approach between university and schools is needed for teacher education programs to fulfill their mission of preparing effective teachers.
Made of links... the BBC and dBpedia collaboration -- at Dublin Core 2008 Berlinonpause
The document discusses how well the BBC's content is connected both internally and externally. It notes that Wikipedia is often used as a source of definitions for concepts mentioned on webpages and that DBpedia has become a key source of shared identifiers for things on the Semantic Web. It concludes that with work done by various teams, the BBC content is now well connected as part of the larger Web of Linked Data.
This document outlines a strategy for starting a small business, including planning and research, implementation, embedding the business, and growing/moving the business. The planning stage involves assessing potential customers, infrastructure needs, staffing requirements, and available resources. Implementation includes launching on a shared server, potentially partnering with another organization, and using Cpanel software. Embedding the business requires networking and promoting it. The strategy concludes with growing the business and potentially relocating it.
The Region 6 National Associate for Multicultural Education honors Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held on the campus of Texas A&M University, College Station on April 28th 2012.
Dr. Glenn's Holistic Thinking Pyramid is a five-tier model for integrating different types of thinking. [1] It aims to explore why some people achieve more than others. [2] The pyramid's five levels progress from basic thinking using instincts to interpretive thinking that connects past, present and future abstract and concrete concepts. [3] As educational leaders, we must embrace holistic thinking to address societal problems by thinking beyond typical approaches.
Authors - NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Edito...William Kritsonis
This document appears to be a list of names published in the NFEAS JOURNAL, which is the journal of the National Alumni Honor Roll of Published Writers. It contains over 300 names, many of which are listed with numbers indicating how many times they have been published in the journal. The list seems to serve as a record of writers who have been published in the NFEAS JOURNAL.
Las bibliotecas universitarias están desarrollando nuevos servicios de publicación digital para adaptarse a los cambios en la comunicación académica causados por las tecnologías de la información. Estos servicios de publicación de bibliotecas, también conocidos como Library Publishing Services, incluyen alojamiento de revistas electrónicas, gestión de conferencias y repositorios institucionales. Aunque estos servicios comenzaron en América del Norte, ahora se están implementando en bibliotecas de América Latina como una forma de promover la comunicación académ
This document lists New Zealand school holiday dates and public holidays from December 2009 through January 2011. It notes that the summer school holidays run from mid-December 2009 through the end of January 2011, with other breaks occurring around Easter in April 2010 and over July and September/October of 2010. National holidays include Waitangi Day, Good Friday, Easter Monday, ANZAC Day, Queen's Birthday, and Christmas/New Year's days.
Presentación en Congreso de Bibliotecas Universitarias y Especilizadas 27 y 28 de mayo de 2014, organizado por SISIB U. de Chile.
http://bibliotecas.uchile.cl/congreso/programa/index.html
This article summarizes research on the effects of labeling students as learning disabled. The author reviewed 34 studies from 1970 to 2000 that addressed the impact of the learning disabled label. Four key themes emerged from the literature: 1) Labels can influence the expectations, stereotypes and attitudes of teachers and peers towards students; 2) Labels may lead to stigmatization, rejection and social distance from others; 3) There is a disconnect between expressed attitudes towards labeled students and actual treatment of them; 4) The influence of a label depends on other salient information provided about the student. The author aims to synthesize both qualitative and quantitative research on this topic.
1. This document contains the league standings and scores for Week 7 of the IV LIGA DE INVIERNO bowling league in Jerez, Spain.
2. Gerson Padron went undefeated in Week 7, scoring a 505 series to maintain first place in the overall season standings.
3. Fernando Laffore also had a strong performance, rolling a 525 series to defeat Jose M. Antequera and remain in third place overall.
Parents' Perceptions and Attitudes for Denying Bilingual Education by Dr. Mar...William Kritsonis
Parents' Perceptions and Attitudes for Denying Bilingual Education by Dr. Maria Hinojosa and Luz Elena Martinez - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Second quarter widget sales came in under budget in total, advertising, and marketing, but exceeded projections in production and engineering. The document compares actual second quarter widget sales to predicted sales and budgets to evaluate if goals were reached and what can be implemented to increase future sales.
Design For Social Impact: An Overview of a MovementSami Nerenberg
This document provides an overview of the emergence and growth of the design for social impact movement from the 1980s to 2010. It traces some of the key events and organizations that helped establish social impact design, including IDE started by Paul Polak in 1981, Design that Matters started by Timothy Prestero in 2003, and numerous other initiatives in the late 2000s. The document also outlines proposals for developing the design for social impact field into a more cohesive and collaborative "operating system" through initiatives focused on connectivity, visibility, robustness, and metrics/impact assessment.
Este documento presenta una introducción a la analítica web y métricas clave para entender el comportamiento de los usuarios en un sitio web. Explica conceptos como métricas, dimensiones, indicadores clave de rendimiento y herramientas de analítica web. También describe métodos para medir la experiencia de usuario, realizar investigación competitiva y establecer un plan de acción continuo basado en los datos recolectados.
The user research studied students from various educational levels and geographic locations. It found that Google and Wikipedia have become deeply influential resources that students rely on and trust for initial research. The search results page is now the primary destination, so libraries need to ensure the best, most relevant results are immediately available on the first page. This informs improvements to the EDS discovery tool, such as Research Starters, rich metadata in result lists, and auto-complete search suggestions to better adapt to student search behaviors and keep them engaged with library resources.
This document discusses the use of problem-based learning in teacher education programs. It notes that teacher education programs face many challenges in preparing teachers, such as high-stakes testing, classroom diversity, and scrutiny over teacher quality. Problem-based learning is presented as a way to better equip teacher candidates by having them solve real-world educational problems rather than just memorizing standards and strategies. Two models of instruction are compared, with problem-based learning argued to be more effective because it immerses students in research and helps them develop into teacher leaders better prepared to meet today's educational challenges.
This document discusses the use of problem-based learning in teacher education programs. It notes that teacher education programs face many challenges in preparing teachers, such as high-stakes testing, classroom diversity, and scrutiny over teacher quality. Problem-based learning is presented as a way to better equip teacher candidates by having them solve real-world educational problems rather than just memorizing standards and strategies. Two models of instruction are compared, with problem-based learning argued to be more effective because it immerses students in research and helps them develop into teacher leaders better prepared to meet today's educational challenges.
The document provides recommendations from the North Carolina State Board of Education's Literacy Task Force to improve K-3 reading instruction. The recommendations address: (1) requiring educator preparation programs to align their curriculum with the science of reading; (2) providing clinical experiences for teacher candidates focused on reading best practices; and (3) collaborating across agencies to ensure alignment of pre-service training and in-service professional development with reading science. Additional recommendations include incentives for advanced reading degrees, recruiting diverse teachers, assessing K-3 students' reading levels, and selecting evidence-based instructional materials.
Case Study of Multicultural Teaching Pedagogies Adopted.pptxDrNazishAndleeb
The document describes a research study that compares teaching methodologies used in teacher education programs in Pakistan and Canada. The study aims to explore and analyze pedagogies implemented in both countries, compare TESL methods, and suggest improvements for Pakistani programs. It will use a case study approach involving interviews and observations of teachers in Pakistan and Canada to collect data and identify themes.
This document discusses the structure and curriculum of teacher education in Pakistan. It begins by explaining the importance of teacher development for improving education. It then defines teacher education, discussing its meaning, nature, and key components like teaching skills, pedagogical theory, and professional skills. The document also examines the need for teacher education, its scope at different education levels, and gaps in its existing structure and curriculum. It proposes a framework for reform and discusses policy recommendations to improve teacher education and quality of education in Pakistan.
Assessment for Learning and Development in K-3A RepoRt by .docxgalerussel59292
Assessment for Learning
and Development in K-3
A RepoRt by the K-3 NoRth cARoLiNA AssessmeNt thiNK tANK
2013
NC Assessment for Learning and Development | 3
ASSESSMENT FOR LEARNING
ANd dEVELOPMENT IN k-3
In response to a mandate by the North Carolina State
Legislature and the requirements of the Race to the Top-Early
Learning Challenge Grant, NC Superintendent June Atkinson
convened the K-3 Assessment Think Tank which included
NC school teachers, parents, scholars representing seven
NC universities, and additional stakeholders. The group was
charged with proposing a plan to improve early elementary
school learning and instruction through more efficient and
effective use of student-centered assessments. Over a nine-
month period, the Think Tank reviewed scientific findings
and best practices and solicited input from a wide array of
stakeholders, including a survey of over 2,500 NC teachers
and consultation from over 60 state and national scholars and
education leaders. This report summarizes the Think Tank’s
findings, its proposal for an innovative process to improve
learning, and its recommendations for next steps.
BAckGROuNd
From kindergarten entry through third grade, the early
elementary school years represent a pivotal period in
educational development. Achievement gaps that grow
during the years prior to kindergarten are either solidified or
eliminated during the primary grades of elementary school
(Graves, 2006; Reynolds, Ou, & Topitzes, 2004). Education
policy must increase its emphasis on student learning during
this critical period in a way that recognizes each child’s
developmental needs.
In order to optimize student learning, teachers need to utilize
a formative assessment process that identifies strengths
and areas for growth for each student in five domains of
learning. This process is already used by master teachers
and has been shown to improve learning outcomes (Black
& William, 1998; William & Thompson, 2007). This process of
assessment for learning and development must attend to the
whole child, including the child’s culture, family, health, and
early childhood experiences. This assessment should be an
integral part of the instruction and learning process.
Input from North Carolina teachers indicates that they are
willing and able to implement a formative assessment process,
provided they are given resources to strengthen, support, and
guide them. The implementation plan must include professional
development, coaching, and support from leadership.
PROPOSAL FOR ASSESSMENT FOR
LEARNING ANd dEVELOPMENT IN k-3
The Think Tank proposes a formative assessment process that
engages teachers and students with input from parents and
families, school support staff, early childhood programs, and
health care providers. This assessment process will incorporate
multiple forms of evidence, such as observations, student
work samples, conversations, and embedded instructional
tasks. .
CURRICULUM AT NATIONAL STATE SCHOOL CLASS LEVEL LATEST.PRITIKUMARI117
The document discusses curriculum at different levels - national, state, school, class and related issues. At the national level, the central government establishes board education policies and the National Council of Educational Research and Training (NCERT) provides support and guidance on curriculum matters across India. At the state level, state governments are heavily involved in establishing curriculum standards within their framework, though local needs are not always considered. At the school level, the curriculum refers to the specific set of courses and activities offered by each school to meet student and community needs.
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
This document discusses educational planning and quality teacher training programs in the Philippines. It describes the establishment of the Ateneo Teacher Center (ATC) in 1985 to provide retraining programs for basic education teachers. The ATC conducts seminars, workshops, and programs to help upgrade teachers' skills. It also assists schools in developing instructional materials and reading programs. While focusing on professional development, the ATC could expand to address teachers' personal and organizational development as well. The document emphasizes the importance of quality education and defining what constitutes a quality education system in the Philippines.
Running Head Target of Program Evaluation Plan, Part 11TARG.docxtoltonkendal
Running Head: Target of Program Evaluation Plan, Part 1
1
TARGET OF PROGRAM EVALUATION PLAN
6
Shamika Cockfield
Strayer University
Dr. Melanie Gallman
EDU571: Evaluating School Programs
January 19, 2017
Teacher Preparation Program
The evaluation of an education program is an evolving profession. The purpose of testing the efficiency of a program is to give the decision-makers substantial information to use in enhancing or improving the recommended program. For example, an institution, say a school, may use program evaluation to assist in making decisions regarding whether to establish a program (needs assessment), ways of developing a program (formative evaluation) and whether to revise or continue using the existing program (summative evaluation) (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013). As such, the objective of this paper is to evaluate the efficiency of a teacher preparation program in enhancing the value of the teachers and the performance of the students.
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
The program evaluation under perspective is the Teacher Preparation program. It is a program that the three levels of government, Federal, State and local government establishes to ascertain the efficiency of the teachers engaged in educational institutions at all the levels ranging from the Pre-school to the University Levels. As such, the program falls under or it’s rather administered by the Council for the Accreditation of Education Programs (CAEP). The target focuses mostly on the teacher candidates (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013).
Describe the program's history, primary purpose(s), and / or expected outcomes.
Effective tutoring has always been significant and is recently a nationwide concern. The increased emphasis on effective tutoring can be attributed to a several factors, such as (a) long-lasting accomplishment gaps that endure in spite of the comprehensive transitions at both the national and State levels, (b) the poorer academic performance registered by the students on international examination compared to their counterparts living in other industrialized nations and lastly(c) the need of managing the expenditure by the government at the Federal, State and local positions. All these aspects have raised a major concern concerning the efficiency of the teachers in schools and the significance of preparing teachers adequately while in colleges and campuses. Furthermore, the emphasis on enhancing teacher education is as well triggered by the competition and assessment with the alternate certification programs and the fresh standards recommended by the Board mandated to accredit the education preparation programs.
The board requires these programs to illustrate that the approved candidates can impact strong positive impacts on the students learning. One key outcome of these developments is the level o ...
This document discusses the implementation of Common Core standards in Mississippi public schools. It reviews literature on the challenges of Common Core implementation and the use of professional development to help teachers adapt. The document then analyzes test score data from 2014-2016 to see if Common Core improved student performance on standardized tests like PARCC, MCT2, MAP, and SATP2. The data shows initial struggles but eventual growth in test scores and graduation rates over time. Implementing Common Core was difficult for teachers but professional development training helped them embrace the new standards, leading students to perform at the level of their peers in other states.
The document summarizes President Obama's 2010 education reform plan, called the Blueprint for Reform. It overhauls the Elementary and Secondary Education Act to help ensure all students receive a complete education and are college and career ready. Key elements include developing rigorous common standards in core subjects; improving assessments; recruiting and supporting effective teachers and principals; meeting the needs of diverse learners including English learners; and providing competitive grants to foster innovation. The plan aims to improve student achievement, close achievement gaps, and better prepare students for success beyond high school.
This document discusses the difference between curriculum policy and the enacted curriculum in South African schools. It notes that while the government has introduced new curriculum policies aimed at improving education quality, there remain impediments between policy goals and practical implementation. Specifically, it argues that curriculum policy is often too prescriptive and does not adequately consider the needs and resources of all learners or allow for teacher autonomy. As a result, the enacted curriculum in classrooms sometimes fails to effectively build students' knowledge and skills as intended by policymakers. The author concludes that curriculum design should involve teachers and respond directly to the realities of teaching and learning to better scaffold student development.
1. The Kerala curriculum framework defines clear learning standards and outcomes that students should know and be able to do in order to ensure all students succeed. It aims to eliminate achievement gaps between student groups.
2. The Kerala government has made education more accessible through initiatives like providing textbooks at low costs, free lunches in schools, and ensuring high schools are available in every local government. It has also expanded vocational and technical education.
3. While infrastructure has improved, the learning environment in most schools remains unattractive. Meaningful language learning requires process-oriented, attractive activities but these have yet to be fully implemented. There are also issues with textbooks, planning of learning activities, and teacher training.
Quality enhancement in teacher educationprincipalscsa
This document discusses quality enhancement in teacher education. It notes that teacher education underwent expansion in India in heterogeneous conditions, and some institutions ran teacher education programs in a diluted form for commercial purposes. The National Council for Teacher Education (NCTE) was established to regulate teacher education programs and ensure they meet norms and standards. NCTE recognizes institutions that meet infrastructure and other requirements to effectively deliver teacher education curriculums. An agreement between NCTE and NAAC aims to use assessment and accreditation as an effective tool for continuous quality improvement in teacher education programs and institutions.
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Franz & Dr. William Allan Kritsonis, www.nationalforum.com
1. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
VOLUME 20, NUMBER 3, 2007
1
National Impact: Creating Teacher Leaders Through
the Use of Problem-Based Learning
Dana Pomykal Franz, PhD
Assistant Professor
Curriculum and Instruction Department
Mississippi State University
Peggy F. Hopper, PhD
Assistant Professor
Curriculum and Instruction Department
Mississippi State University
William Allan Kritsonis, PhD
Professor
PhD Program in Educational Leadership
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
ABSTRACT
This article deals with the use of Problem-Based Learning. The emphasis on high
stakes testing, classroom size, diversity, school violence, and much more impact
public education and professional preparation programs relative to teacher
education. Issues are presented dealing with Accrediting Commissions and
Professional Organizations, and the use of strategies for implementing Problem-
Based Learning (PBL). Two models are presented describing a system of
Traditional Methods of Delivery and the recommended Method of Delivery Using
Problem-Based Learning. Professors who employ quality Problem-Based Learning
cases in their classrooms provide teacher candidates the opportunity to experience
the process of solving real world problems as opposed to reading and memorizing
lists of standards, teaching strategies, and qualities of effective teachers. Learning
in context makes the information real and relevant. Teacher candidates immersed
in educational research and knowledgeable about national, professional, and
content standards are best equipped to become highly qualified in their fields. As a
result they may be prepared to become teacher leaders.
2. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
2_____________________________________________________________________________________
Problem-Based Learning and Reading Case Studies
The overall purpose of professional education programs is to prepare teacher
candidates to enter the classroom prepared to provide an education to PK-12 students.
Students enter colleges of education with varying experiences, knowledge of the field of
education and general understanding of the content they will be responsible for teaching.
At a minimum, future teachers must develop a full knowledge of their content, learn to
read and interpret content and professional standards, keep abreast of current research in
education, and learn how to adapt their teaching to the "best practices" of their academic
fields. Ultimately, teacher candidates need the skills necessary for successful long term
employment. In education, a further goal is to create teacher leaders and teacher
researchers who will contribute positively to the field of education and profoundly impact
student learning.
Teacher Education Programs
The education profession is under constant scrutiny. Recent criticisms stem from
issues concerning high stakes testing, classroom size debates, challenges of multicultural
classrooms, and classroom violence, to name but a few. National commissions continue
to focus attention on public education and the preparation of teachers for America’s
classrooms through discussions about reform efforts and research on learning theory (e.g.
National Research Council, Annenberg Institute for School Reform, Conference Board
for the Mathematical Sciences). With all of this public scrutiny, educators of future
teachers have a complicated task, and often a task understood by few outside the
profession. Teacher educators are responsible for insuring teacher candidates are
competent in their content fields or are "highly qualified", know, understand, and can
apply the standards of their content area curriculum councils, and meet professional
teaching standards. In addition, teacher education programs are charged with teaching
diversity, differentiated instruction, equity, professionalism, and other issues related to
public service.
Accrediting Commissions and Professional Organizations
Colleges and schools of education across the nation look to the recommendations
of accrediting commissions and professional organizations to guide the design of their
programs. Many states require or strongly recommend teacher education programs be
accredited by the National Council for the Accreditation of Teacher Education (NCATE).
NCATE sets national standards for teacher education programs that provide initial and
advanced licensure to teacher candidates. NCATE works cooperatively with other
3. DANA POMYKAL FRANZ, PEGGY F. HOPPER, AND WILLIAM ALLAN KRITSONIS
_____________________________________________________________________________________3
national councils on education such as the Council of Chief State School Officers or the
National Board for Professional Teaching Standards and curriculum councils such as The
National Council of Teachers of Mathematics (NCTM), The National Council of
Teachers of English, or the International Reading Association (IRA) to devise content
and program standards.
Teacher education programs in 34 states adhere to the Interstate New Teacher
Assessment and Support Consortium (INTASC) standards developed by the Council of
Chief State School Officers (CCSSO, 2007). The purpose of the INTASC standards is to
guide teacher education programs in developing future teachers who possess the
knowledge and skills to be highly qualified teachers. Specifically, INTASC uses the
following statement as its guiding principle, "An effective teacher must be able to
integrate content knowledge with the specific strengths and needs of students to assure
that all students learn and perform at high levels" (CCSSO, 2007). Further, the focus on
curriculum standards of professional organizations, embedded within the INTASC
standards, mandates teacher candidates develop an understanding of the core content and
pedagogical knowledge of their academic fields. Programs that align themselves with
NCATE and INTASC standards are better equipped to produce teachers who are highly
qualified.
There is constant debate on what constitutes a quality teacher. The No Child Left
Behind Act (NCLB) provides an operational definition of a quality teacher: “The law
requires that all teachers of core academic subjects in the classroom be highly qualified.
This is determined by three essential criteria: (1) attaining a bachelor's degree or better in
the subject taught; (2) obtaining full state teacher certification; and (3) demonstrating
knowledge in the subjects taught” (Ed.gov, 2006). The current re-enactment of the
Elementary and Secondary Education Act (ESEA) originally written into law in 1965 has
focused on the accountability of public education (PL 89-10, 20 U.S.C. § 6301 et seq.).
One component of "No Child Left Behind" is the requirement that only "highly qualified"
educators populate PK-12 classrooms. While each state defines what "highly qualified"
means, teacher educators must insure future teachers meet the "highly qualified"
definitions of each state and meet the rigorous goals of national curriculum councils and
teacher education standards.
In addition to meeting the goals of INTASC, teacher preparation programs want
to produce teachers that will continue to engage in professional development. First year
teachers should be motivated to continue to engage in quality professional development
that helps them to continue to develop as teacher leaders. The final goal is that new
teachers will develop communities of colleagues who keep abreast of developments in
national curriculum councils and encourage positive changes in response to these
developments in their own communities.
All of these goals can be achieved most effectively through a program that does
more than provide a basic education for future teachers. The program needs to create
leaders in the field of education. This is accomplished through quality learning
communities, holding students to rigorous standards, and equipping them with necessary
resources to continue their own professional growth. The demands of this kind of
program cannot be adequately accomplished through traditional lecture, readings, and
class assignments. Nor can the program of study be a collection of classes students
progress through on their way to graduation and teaching licensure.
4. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
4_____________________________________________________________________________________
With this as a primary goal, faculty strive to find the best teaching strategies to
have students comprehend and apply the national standards and inculcate in teacher
candidates a commitment to be the best teacher possible. However, there is no way
teacher candidates can understand all ramifications of the standards or the best teaching
strategies or the latest research at this early stage of their careers. Instead, beginning
teachers need to know where to find the strategies, how to read the research, and how to
apply best practices (Cochran-Smith, 2001). To this end, faculty are committed to
teaching students how to analyze a problem, find solutions to the problem, and then
correctly apply the current best practice so that later as practicing teachers, they will have
a model to follow. Once again, problem-based learning can provide the methodologies to
meet these goals.
Use of Problem-Based Learning to Foster Teacher Leaders
Problem-based learning (PBL) is an emerging methodology for creating teacher
leaders. One strategy for using problem-based learning is to use cases throughout
teacher preparation programs. Writing PBL cases and facilitating the research process is
different from a traditional classroom. Preservice teachers' abilities to research and apply
their knowledge as a result of being taught through problem-based learning is generally
believed to be worth the effort required to change teaching styles (Watson & Groh,
2001). Educational research has continuously shown that learning in isolation does not
translate to best practice. In an effort to produce highly qualified teachers, teacher
preparation programs search for ideal methods for preparing teacher candidates.
Cases, written specifically for use in problem-based learning, are problems based
on real world issues that force students to problem solve, research, and produce authentic
solutions (Brocato & Franz, 2003). Accordingly, components of a quality case include a
complex problem that engages students. Problems are at least initially open-ended to
connect previous learned knowledge with content area goals. PBL cases are more
effective when integrated throughout professional education courses. Faculty members
using PBL must continue to research and expand PBL cases to meet the individual needs
of their courses and keep the case relevant and timely.
The following graphic represents the informational delivery system in a
traditional classroom versus the delivery system in a classroom using problem-based
learning:
5. DANA POMYKAL FRANZ, PEGGY F. HOPPER, AND WILLIAM ALLAN KRITSONIS
_____________________________________________________________________________________5
Traditional Methods of Delivery
Student
Methods of Delivery Using Problem-Based Learning
Student Future Teacher
Leader
The scenarios that follow are examples of PBL cases used in two professional education
courses. For each scenario, there is a discussion of the problem identified by faculty
member, a description of the learning goals of the cases, and the national or state
standards that are addressed within the context of the problem.
Problem-Based Learning and Math Methods
Math content courses, math methods courses, and general education courses are
all designed to provide preservice math teachers with the knowledge and understanding
Semester Ends
Case
Studies
Curriculum
Councils Research
INTASC IHL
Requirements
Curriculum
Councils
IHL
Requirements
Research
INTASC
6. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
6_____________________________________________________________________________________
to be successful classroom teacher. By design, these courses should complement each
other leading to the ultimate goal of producing quality math teachers. Given the
continued attention focused the preparation of math teachers some may argue these
courses are still not meeting the stated goal of preparing highly qualified math teachers
(Ball, 2000; CBMS, 2001).
Authors of the NCTM principles and standards define overarching teaching
themes, called the teaching principles, in the Principles and Standards for School
Mathematics (PSSM) (NCTM, 2000, p. 11). One of these themes is teachers must know
and have a deep understanding of the math they teach in order to develop similarly deep
and thorough understanding of mathematical concepts in their students. Specifically, the
NCTM teaching principle states, "Effective mathematics teaching requires understanding
what students know and need to learn and then challenging and supporting them to learn
it well" (pg 11, NCTM, 2000). Equally important is the equity principle which states,
"Excellence in mathematics education requires equity—high expectations and strong
support for all students" (NCTM, 2000, p. 11).
Students enter math methods courses with naive mindsets that what they need to
know is the exact “how to” for anything and everything they could possibly be
responsible for teaching. Students want a "how to" guide, which is actually in direct
contrast to the recommendations of the math education community. However, preservice
teachers really need to understand the NCTM and state teaching standards, know how to
use these and other resources to develop meaningful math classes and problem solve
learning issues in the classroom. According to Cochran-Smith (2001), teachers need to
assess what students know and what students do not know and be able to adjust
instruction accordingly, while they correctly assess misconceptions student may hold
(Polya, 1981; Karp, 2004). Engaging in problem solving methodologies that extend
beyond "traditional problem solving" involves teacher candidates in recognition of what
constitutes a deep understanding of mathematical concepts and what may be
misconceptions. This need for deep understanding of math pedagogies coupled with
classroom time structure issues make a problem-based learning environment ideal for
math methods courses (Lappan & Rivette, 2004).
To meet the needs of the students and learning goals, an in-depth PBL case has
been developed to use in the math methods course. The PBL case is designed to expand
teacher candidates’ understandings of the math that will be taught, students’
mathematical thinking and potential methods to clarify students’ thinking using
mathematical pedagogy based on the NCTM standards. The specific learning goals for
teacher candidates include the following; a) to understand students learn and understand
in a wide spectrum of ways, b) be confident that their own understanding of math to
analyze and understand a student’s thoughts, c) to recognize good thinking versus faulty
thinking and understand what makes the difference, and d) to make instructional
decisions based on the recommendation based on NCTM. Teacher candidates are
expected to use NCTM standards, state curriculum standards and professional math
journals to find potential solutions to the problems.
Several versions of the PBL case are used. In general, the case involves a group a
secondary students struggling on a specific learning issue (low test scores on high stakes
testing, lack of ability to move from concrete to abstract in state required courses, lack of
appropriate technology use, etc.). Teacher candidates prepare a solution and presentation
7. DANA POMYKAL FRANZ, PEGGY F. HOPPER, AND WILLIAM ALLAN KRITSONIS
_____________________________________________________________________________________7
that is given to “members of a community school board”, “the superintendent”, “local
math leaders”, and “parents”. Embedded in the expectations are clear descriptions of the
standards and recommendation based on sound research. This project is broad in
definition and scope, while meeting the specific learning goals of the program.
It is important to have teacher candidates assess the critical issues in real-world
problems and present solutions that are research based in the mathematical community.
Taking this ability into the secondary classroom provides a knowledge background that
ultimately makes a teacher leader. While all educators should be aware of the issues and
ideas, it is the teachers who know and apply this knowledge that become leaders in their
schools. Further, teachers that adhere to the rigorous high-quality instruction have
classrooms that promote deep understanding of the academic content. As more and more
teachers come to the classroom with clear understanding and deep working knowledge of
their academic curriculum councils, PK-12 students will receive instruction from highly
qualified teachers.
Problem-Based Learning and Reading Case Studies
As part of many teacher education programs, teacher candidates are required to
take a one semester content area reading course (Stewart, 1990). Students in this course
focus on content area and grade level specific research on reading, strategies for teaching
reading, and methods to remediate struggling readers. Faculty who teach this course
often note that students do not have time during one semester to assimilate all of their
instruction on reading or feel competent to initiate instruction in their own classrooms.
Students perform well on individual assignments but are often unable to apply reading
strategies or knowledge of reading research to assignments meant for application.
Faculty conclude that students rarely demonstrate a competent working knowledge of
reading instruction during classroom practice as an outcome of one semester of reading
instruction (Hall, 2005).
It is critical for teachers to know how to analyze students’ reading skills and
provide instruction designed to increase their students' reading abilities. This requires that
teachers have a thorough knowledge of reading pedagogy and be able to identify gaps in
their own knowledge about reading, study current research, and apply the appropriate
principles to their reading instruction. These skills come from practice. University
classrooms that utilize PBL in content area reading courses provide the format for
learning these skills. Providing students with PBL cases that require them to "dig" into
the reading research beyond the lecture notes and class assigned readings helps them
become competent reading instructors. Students who become thoroughly familiar with
knowledge of reading pedagogy and availability of reading resources can integrate
appropriate components of this knowledge into their own teaching repertoires.
The types of cases that directly lend themselves to accomplish this goal in content
area reading courses are case studies of fictitious students. Teacher candidates are
presented with the scope of a particular fictitious students’ strengths and weaknesses in
regard to reading abilities. Candidates are then required to put this students’ situation in
8. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
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the context of a particular grade level and content area, and by devising pertinent
background information. After that is accomplished, candidates are expected to
demonstrate proficiency in designing an authentically based intervention plan for
remediating the fictitious students’ reading abilities, or lack of them. Often cases offer
fictitious students with built in learning problems which require candidates to do research
as they would be required to do if a real student in their classroom exhibited the same
type of problems with regard to reading. Types of problems embedded in reading case
studies include language differences, learning disabilities that directly affect reading, and
behavioral issues.
Although the traditional type of reading case study more frequently includes
reading difficulties, the opposite of the continuum is for candidates to demonstrate an
understanding of instructional strategies for students who are proficient readers and
actually love to read. It is unfortunate that teachers are so frequently engaged in working
through problem situations that they may miss the opportunity to extend instruction to
upper level readers in their classes. This type of case study challenges teacher candidates
to think through this situation before they encounter it in a classroom.
Both types of case studies, fictitious problematic readers and proficient readers,
require teacher candidates to problem solve, apply reading research within their content
areas, and develop basic repertoires of reading strategies to address specific reading
issues. The written assignment that follows must be a thorough unit plan complete with
assignments, supplemental readings, proposed assessments, and follow up reading
overviews that demonstrate a full program for the fictitious student. This documentation
requires teacher candidates to make decisions about their own philosophies of reading
instruction and how they will address any national or state standards related to reading
instruction in their content fields. Whether to pursue whole language instructional
methods or self selected reading materials as part of their case study intervention plans
are examples of these decisions.
The hope is that teacher candidates will be able to become more confident in their
abilities to teach reading as a result of case study “rehearsals.” Through the use of case
studies and PBL methodologies, teacher candidates may develop a broader understanding
of their roles in the classroom regarding direct reading instruction. Is a result, these
future teachers may be leaders in their school systems regarding reading initiatives in the
content areas.
Concluding Remarks
In conclusion, professional education programs striving to create teacher leaders
adopt methodologies and instructional strategies that promote problem solving and
critical thinking based on real world problem situations. One of these methods is
problem-based learning. Professors who employ quality PBL cases in their classrooms
provide teacher candidates the opportunity to experience the process of solving real world
problems as opposed to reading and memorizing lists of standards, teaching strategies,
and qualities of effective teachers. Learning in context makes the information real and
9. DANA POMYKAL FRANZ, PEGGY F. HOPPER, AND WILLIAM ALLAN KRITSONIS
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relevant. Teacher candidates immersed in educational research and knowledgeable about
national, professional, and content standards are best equipped to become highly
qualified in their fields. As a result they may be prepared to become teacher leaders.
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Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation
Editor, NATIONAL FORUM JOURNALS, Houston, Texas. www.nationalforum.com