Global Education Review (Mercy College, New York)
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Improving Pedagogical Content Knowledge On Rational Numbers Of Cambodian Teacher Trainers
Full text linkDespite adequate facilities and several education reforms, most Cambodian teacher trainers fail to provide sufficient content knowledge and student-centered pedagogy. Many also lack the skills to diagnose preservice teachers’ misconceptions and to propose adequate solutions. Dictating lessons with little feedback or applied activities or having pre-service teachers copy off the board for extended periods, suggests lowquality instruction (Tandon & Fukao, 2015). To tackle this, the Flemish Association for Development Cooperation and Technical Assistance (VVOB- education for development)1 developed a 3-year (20142016) programme in close collaboration with the Cambodian Ministry of Education, Youth and Sport (MoEYS). The programme was rolled out in all primary teacher training colleges (PTTCs). One of the interventions in this programme aimed at improving both Pedagogical Content Knowledge (PCK) and Content Knowledge (CK) on rational numbers of mathematics teacher trainers, with a focus on 1) mathematics content knowledge, 2) the use of representations to enhance pre-service teachers’ understanding, 3) assessing pre-service teachers’ learning, and 4) addressing misconceptions. A total of 54 mathematics teacher trainers participated in this intervention. Their capacity was built through training, coaching, mentoring and try-outs with pre-service teachers. The impact of the intervention was measured through a pre-test post-test design, enriched by qualitative data collected during 97 lesson observations. After the intervention, 91% of the teacher trainers had significantly increased their score on the PCK test and 94 % had improved their teaching strategy in at least two of the three criteria of PCK. In this paper, the design and impact of the intervention are explained, and suggestions for further research are provided
Perspectives on Mentoring Novice Teachers
Full text linkIntroduction to themed issue, vol 4, No 3 of Global Eduction Review. “Perspectives on Mentoring Novice Teachers,” Beginning teachers are confronted with specific challenges for which intensive internships for students in teacher education cannot prepare novice additional further support.
Teaching Secondary Social Studies
Full text linkReview of the book, instructional strategies for middle and high school social studies: Methods, assessment, and classroom management, by Bruce E. Larson. The book has two goals: It situates the learning of social studies within the broader developmental context of learning and also focuses on “Instructional Strategies.”
“Instructional Strategies for Middle and High School Social Studies: Methods, Assessment, and Classroom Management.” 2nd Edition. By Bruce E. Larson. New York: Routledge, 2017. ISBN: 978-1-138-84678-4
 
From Common Core to ESSA and Beyond
Full text linkBook Review of “Common Sense Education: From Common Core to ESSA and Beyond.” By Ernest J. Zarra. Lanham, MD: Rowman and Littlefield, 2016. ISBN: 978-1-4758-2511-4
In Common Sense Education, Ernest Zarra attempts to make sense of the dizzying collection of educational reforms from the final years of the Obama administration. Most of the book’s content is a reaction to consequences from the 2009 Race to the Top initiative, including the widespread adoption of the Common Core
Mathematics from the Beginning: Evaluating the Tayari Preprimary Program’s Impact on Early Mathematics Skills
Full text linkGiven the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program. Tayari is a preprimary intervention in Kenya (2014–2019) that prepares children aged four and five for entry into primary school through materials for students, training for teachers, and continuous in-classroom support. Evidence points to the long-term benefits of developing an early foundation in mathematics. The few preprimary mathematics studies in sub-Saharan Africa have not described the instructional methodology in enough detail to add to our knowledge of best practices. The Tayari methodology was built on the Kenyan government’s preprimary syllabus to produce instruction that was developmentally sequenced, linked to out-of-school experiences, and supportive of children’s number sense. Tayari is evaluated using a randomized controlled trial (RCT) and collection of longitudinal data from 2,957 children in treatment and control schools at three time points. Pupil assessment items were drawn from a growing body of research on preprimary numeracy in developing contexts, plus instruments and techniques from the Measuring Early Learning and Quality Outcomes (MELQO) program (UNESCO, UNICEF, Brookings Institution, & World Bank Group, 2017). The endline impact evaluation of the longitudinal RCT results showed statistically significant effects in the numeracy tasks of producing sets, identifying numbers, and naming shapes, while revealing no initial effects in the areas of oral and mental addition. We present recommendations for Tayari’s improvement in terms of mathematics instruction, as well as preprimary policy implications for Kenya and similar contexts
Spanning Boundaries by Building Relationships
Full text linkAn estimated 1.2 million refugee students attend schools across the United States (U.S.). They represent between 35-40% of the total number of refugees in the U.S. Yet, we know little about how school districts work with refugee students, most of whom have had significant gaps in their formal education and for whom English is not their first language. Drawing on data collected during a three-year ethnography of refugee networks in Arizona, which included a case study of one school district’s refugee support department, we examine how the influx of refugee students alters the discourses and practices traditionally associated with school-family-community relationships. Framing refugee mentors who work in the school district and their community-based counterparts as “boundary spanners” Tushman (1977), we demonstrate how the mentors aim to bridge the boundaries between refugees’ homes and communities and their new U.S. schools. Highlighting the complexity of the varied, and often contentious, interactions between the policies of the school, the practices the community-based organizations, and the understandings of the refugee parents, we point to the precariousness of the school-family-community interactions and discuss what boundaries are left unbridged. Finally, we offer recommendations for the further development of policies made to influence the formal education of refugees attending U.S schools
Transitions between Art and Pedagogy. Mentoring Music Teacher Novices in Austria.
Full text linkTeacher education in Austria is currently undergoing a fundamental reform process. Investigations into teachersΓÇÿ first experiences in school indicate that the transition between teachersΓÇÖ university and professional lives are not smooth. In the arts the setting seems to be even more complex (De Vugt, 2013). Artistically well trained university graduates seem to have difficulty in applying their knowledge and artistic skills. Career crashes and a lack of music teachers in Austria are some of the consequences (Bailer, 2009). Recently I undertook the Grounded Theory Study mentoring in music investigating how mentors act within the induction phase as well as how mentees cope with it. Narrative interviews beyond mentors and mentees, expert interviews as well as group discussions with mentor teams show that mentoring in music education mainly has to find ways to support trainee teachersΓÇÖ transition between art and pedagogy since they are two fundamentally different practices (Benner, 2001). In the article I will present and discuss two main results of the study: firstly I will show the multilayered status passage (Glaser & Strauss, 1971) that music teacher novices move through from their identity as music students to their identity as music teachers in schools. Secondly I will suggest and discuss four types of music teacher novices who cope with this status passage in music education differently and how they can be supported by mentors
Cultivating experimental innovation within undergraduate physics majors
Full text linkDavid Galenson\u27s bifurcation of creative types is well-founded across several strata of the traditional fine arts. According to Galenson, experimental innovators outwardly express their creativity at a later age after long periods of development. I reason that many of the students in undergraduate classrooms are experimental innovators, since there are rich examples of both creative types across a variety of academic disciplines. While physics is often viewed as a discipline overly populated with conceptual innovation, undergraduate instruction within the discipline is historically associated with qualities that hinder creativity, which may be an especially harsh environment for experimental innovators. With the intention of developing a more creative environment, the physics program at Roanoke College has cultivated an atmosphere where students have responded with increased participation, increased graduation numbers, and arguably a recovered sense of their innovative potential. To draw connections between the programmatic changes and student response, I first provide curricular and structural examples of implemented measures by the Roanoke physics program that accord with the increases observed. Second, I offer some philosophical considerations that undergird the pedagogical scaffolding and posture the curricular alterations. These considerations guide the implementations themselves as well as motivate the faculty within the program. Third, I extend the inquiry into the boundaries drawn regarding failure and the question of expertise within the undergraduate science curriculum
How to Explain Subject Matter While Teaching All Learners to Think, Read, and Write Critically
Full text linkReview of the book“Preparation for Critical Instruction: How to Explain Subject Matter While Teaching All Learners to Think, Read, and Write Critically.” By Victor P. Maiorana. Lanham, MD: Rowman and Littlefield, 2016. ISBN: 978-1-4758-2541-