Current Issues in Education (E-Journal, Arizona State University)
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Speaking Ourselves: The Intersections of Women Educators' Personal and Professional Lives
Get PDFThis paper presents findings from interviews conducted with 33 women educators working at varying levels of education and in diverse fields, and who varied in terms of age, ethnicity, race, family structure, geographic location, and sexual orientation.i Semi-structured interviews, building on variants of this question, Does who you are as person influence what you do as an educator and are there ways being an educator influences your life outside of work?, were conducted, tape recorded, and inductively analyzed. The themes uncovered suggest that women educators function as whole persons, aware of multiple intersections between their personal and professional lives. In a time of âteacher-proof,â scripted curricula, standardization, and other so-called reforms in the field of education, these findings remind us that teaching cannot be reduced to curricular guidelines and generic texts mandated from above. Rather, the diversity that teachers bring to the profession argues against a one-size fits-all model and for a contextualized pedagogy that cannot be limited to mere content dissemination
Introducing STEM Majors to the Teaching Profession Through Authentic Experiences as Tutors
Get PDFRecruiting people with rich backgrounds in science, technology, engineering, and mathematics (STEM) into the teaching profession has historically been difficult and remains so today. In this bounded instrumental case study, undergraduate STEM majors were trained and placed as science and math tutors in grades 9-12, with an overarching goal of encouraging them to consider teaching as a possible career path. Several themes emerged from the tutorsâ experiences as significant in their willingness to consider a career in teaching, including altruism from helping others, satisfaction from tuteesâ improved academic performance, and a more nuanced understanding of the complex nature of teaching
Reflective Teaching, Self and Coping with Negative In-school Factors
No full textThe connection between reflective teaching and coping with negative in-school factors is documented in international literature. There is however no known local research in the Cayman Islands which examines these areas. This paper contributes to filling this literary gap, by reporting on a study which seeks to understand (from the perspective of local teachers) what constitute reflective teaching, negative in-school factors, and how teaching reflectively aid in coping with negative factors. In-school factors cited by teachers in the study are: heavy workload, mandated policies, disagreement with colleagues and inadequate interpersonal relational skill among colleagues. By reflecting on these factors, the respondents arrived at a number of solutions to the challenge of heavy work load and employed both direct and indirect coping strategies in response to mandated policies and inadequate interpersonal relational skills among colleagues
Instructional Supervision as Dialogue: Utilizing the Conversation of Art to Promote the Art of Conversation
Get PDFThe degree to which instructional supervisors encourage reflection by teachers is in large part a function of both the supervisorâs and teacherâs use of the art of conversation. The author juxtaposes the Concern Based Adoption Model theory for innovation with the Feldman Method for art criticism to support reflection as aesthetic. Reflection that is grounded in an arts-based methodology may embrace both the technical and aesthetic dimensions of teaching and supervision. The author concludes that utilizing the language of art may support reflection that attends to the needs of the teacher and the needs of the students
An Analysis of the Fidelity Implementation Policies of the What Works Clearinghouse
Get PDFA large body of literature documents the central importance of fidelity of program implementation in creating an internally valid research design and considering such fidelity in judgments of research quality. The What Works Clearinghouse (WWC) provides web-based summary ratings of educational innovations and is the only rating group that is officially sponsored by the U.S. Department of Education. Yet, correspondence with the organization indicates that it disregards information regarding implementation fidelity in its summary ratings, relying on âreplicated findingsâ and suggesting that any fidelity issues that âmay have arisen are averaged.â This paper demonstrates the fallacy in this logic. Simulations show that the policy minimizes the positive impact of highly effective programs and the negative impact of highly ineffective programs. Implications are discussed
Making the transition from traditional to home schooling: Home school family motivations
Get PDFThis study examined the motivations of families that operate home schools. Four intact, religiously conservative families were interviewed and observed over one year. Findings showed that families were motivated by multiple factors to leave traditional schooling and begin home schooling. Additionally, the motivations to home school influenced the familiesâ instructional practices. Finally, results indicated that the decision to home school was a positive decision for the families, not an outright rejection of traditional schooling. This study reveals the complex motivations to home school and may assist administrators, teachers, and policymakers in traditional schools induct and retain families considering home schooling
Quality Assurance of Higher Education in Alberta and Norway: Lessons for Kenya
No full textDebate about academic quality assurance has often tended to bring into the fore extensive dispute about the meaning of the phrase. However, many observers appreciate the importance of quality assurance and enhancement of degree programming. In this paper, I review issues in quality assurance of higher education in the Province of Alberta, Canada, Norway, and Kenya and outline possible lessons for Kenya and other developing countries
Views of School Managers and Teachers Regarding the School Councils Project
Get PDFThe purpose of this study is to determine teachers' views regarding democracy education and the Project for School Councils which have been used in schools in Turkey. In the study, the researchers developed a perception scale for the project (PSPDA), which was administered to the teachers. Based on the results of this research, female teachers and elementary school teachers had more positive views than male teachers and high school teacher. Although staff members have had positive views regarding the school councils project, the lack of power and responsibility of the councils will turn project practices into a mere ritual
Johnny Still Can't Write, Even if He Goes to College: A Study of Writing Proficiency in Higher Education Graduate Students
Get PDFThis study explored the extent to which graduate students enrolled in Higher Education courses were proficient at writing. A total sample size of 97 graduate students from programs of Higher Education served as the sample. To assess writing proficiency the SAT II: Writing Test, Part B was used. The graduate students in this sample did not score significantly higher on the SAT II: Writing Test, Part B than the typical high school senior whose scores enter into the norm group
Peer Functioning in Children with AD/HD: A Review of Current Understanding and Intervention Options
Get PDFoai:ojs.cie.asu.edu:article/16Research has consistently documented children with attention deficit/hyperactivity disorder (AD/HD) have significant problems in peer relations and strongly rejected by their typically developing peers. There is a growing recognition that traditional interventions, such as social skills trainings are no longer sufficient to address the staggering social needs of children with AD/HD. This paper introduces new directions in interventions for children with AD/HD and advocates that multi-component interventions can be highly beneficial to ameliorate the social problems of children with the disorder. Studies examining the peer relations in children with AD/HD are reviewed and available interventions are explored. In addition, problems with the application of various interventions are discussed and suggested practices are presented