Global Education Review (Mercy College, New York)
Not a member yet
347 research outputs found
Sort by
Global Perspective on Experiential Learning
Get PDFIntroduction to "Experiential Learning in Teacher Education"  Vol 3, No 4 (2016) Global Education Review.  Article includes summaries of 10 articles on experiential learning contained in the issue
School Choice in Spain and the United States: A Comparative Study
Get PDFThis article explores issues of school choice in Spain and the United States by examining the roles and functions of centros concertados, publicly funded private schools in Spain, and public charter schools in the United States, to provide key insights into the similarities and differences between them in relation to their motivations and methods for their creation, funding, and the importance of ideology in general and religion in particular in the schools. After making a national comparison, this work looks more specifically at a comparison of two regions ΓÇô Valencia, Spain and Michigan, USA. It concludes with a discussion about the applicability of the school choice theoretical framework to both educational systems
International Implications of Lead Poisoning in School Aged Children
Get PDFThe United States and the World Health Organization have worked to decrease lead exposure in children, but despite these efforts lead poisoning continues to exist in industrialized and developing countries.┬á Prevention is the only way to preclude the health, academic and behavioral problems that occur due to the effects of lead.┬á Public awareness remains a critical factor in prevention as the problem has not gone away, yet research on the effects of lead poisoning on school aged children is largely absent in educational journals. ┬á┬áThe effect of lead poisoning on health, academics, and behavior is reviewed.┬
A Connected Space for Early Experiential Learning in Teacher Education
Get PDFCarefully-constructed field-based experiences in teacher education programs have been recognized as one of the essential conditions for effective teacher learning.  Most college/university-based teacher education programs, however, are still dominated by the epistemology that academic knowledge is the authoritative source of knowledge about teaching, while spaces outside the college classroom remain the “practice fields”.  This study examines Project CONNECT (PC), an afterschool program designed to create early experiential learning opportunities by bringing together different aspects of expertise from the schools, communities, and universities. Preservice teachers (PSTs) in this study were placed to work with children one afternoon a week in school-based sites in their sophomore and junior years. Case study design was adopted to assess the impact of the experience on teacher learning as well as the process created such effects. Multiple data such as open-ended survey, written reflection, and field observation notes were collected and analyzed. Results revealed participants’ transformation of professional identity, and development of professional skills and dispositions. Several factors emerged as important to PSTs’ learning throughout the experience, including connections between the course and the program, quality of faculty supervision, and systematic reflection. Implications for teacher education were discussed
Immersing Teacher Candidates in Experiential Learning: Cohorts, Learning Communities, and Mentoring
Get PDFIn this article, we present three models of teacher preparation programs that immersed their candidates in experiential learning aimed at bringing together theory and practice. We identify the key components that can be generalized from studying such programs, examine factors that led to their dismantling, and propose a potentially more sustainable model.┬
After 50 years, do the arguments for K- 12 vouchers still hold?
Get PDFIn 1955, Milton Friedman authored a foundational paper proposing a shift in funding and governance mechanisms for public K-12 schools, suggesting that parents be awarded tuition vouchers that they could use to pay for private sector education services for their children, rather than relying on government provided neighborhood schools. Friedman theorized three cases in which such a system might fail, requiring greater involvement of the government in the education system: the presence of a natural monopoly; substantial neighborhood effects; and a breakdown in free exchange. This article examines these concerns by applying more than 25 years of school choice research in an attempt to answer the question, After 60 years, do the arguments for K-12 vouchers still hold? Findings cited in this article suggest that Friedman was correct to be concerned about possible deleterious effects that may arise from a privatized system
Stemming the Revolving Door: Teacher Retention and Attrition in Arctic Alaska Schools
Get PDFLimited research is available concerning teacher retention and teacher attrition in Arctic Alaska.  This paper reports survey research findings, which identify factors related to teacher retention and attrition in Alaskan Arctic Native communities. Teacher retention rates (2009-2013) vary widely over time showing no significant trends. Results confirm that teacher turnover in rural districts is higher than in urban school districts. The authors recognize that teacher retention and attrition are multidimensional issues recommending that better communication patterns and shared responsibilities between rural school districts, local administrators, teachers, community members, and university-based teacher preparation programs be established
Strategies for Teacher and School Leader Improvement
Get PDFBook review of Supervision and Evaluation for Learning and Growth: Strategies for Teacher and School Leader Improvement.  By Daniel R. Tomal, Robert K. Wilhite, Barbara J. Phillips, Paul A. Sims, and Nancy P. Gibson. Lanham, MD: Rowman and Littlefield, 2015
Career Development for Youth with Disabilities in South Korea: The Intersection of Culture, Theory, and Policy
Get PDFYouth with disabilities face difficulties resulting from attitudinal, environmental, and organizational barriers not only in initially accessing and entering school (World Health Organization [WHO], 2011), but also as they transition from school age youth to working adults.  With a focus on facilitating a better understanding of the issues, challenges, and solutions associated with the design and implementation of career development services for youth with disabilities, this article describes the status quo for students with disabilities in South Korea and then discusses career development services that potentially reduce variation, help facilitate optimal career development, and promote future employment opportunities.  To accomplish this task, we explore the intersection of culture, theory, and policy in the Korean transition service delivery system
Teacher professional development outside the lecture room: Voices of professionally unqualified practicing teachers in rural Zimbabwe secondary schools
Get PDFAttempts to address global pressure to achieve Education for All have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and large rural populations in these countries. In addition there is a trend for qualified competent teachers to shun working in rural settings. While recruitment of professionally unqualified graduate teachers into the teaching profession has become internationally acclaimed to address in particular rural school postings and Education for All commitments, there remain outstanding questions regarding how such teachers professionally learn and grow in these rural contexts outside the Teacher Education Institution lecture room.  An understanding of how they develop professionally is crucial. The study explored professional development experiences of professionally unqualified practicing teachers in rural secondary schools. A qualitative design was adopted and three-interview series complimented by photo elicitations were employed to explore the teachers’ professional development experiences. Data were transcribed and manually analysed inductively utilizing open coding. Findings suggest that professional development experiences for these teachers occurred in four sites: school structures, wider professional sites, planned and unplanned gatherings, and the classroom. Drawing on concepts around professional development to describe, analyse and understand data, I illustrate that professionally unqualified practicing teachers in rural secondary schools experience professional development outside Teacher Education Institutions in interaction, through domains of formality and experience: non formal, informal and experiential