Global Education Review (Mercy College, New York)
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Using Electronic Self-Assessment to Develop Effective Conferencing Skills
No full textConferencing is the commonly used vehicle for improving instruction by providing feedback to teachers. However, it is the nature of the feedback given to the teacher and how it is delivered, using effective conferencing strategies and techniques, that will actually involve the teacher in understanding, accepting, agreeing and initiating changes, or make him angry and hostile. This article focuses on defining effective conferencing strategies, and the process that was used to help program participants preparing for leadership certification to practice these strategies in a clinical setting. The leadership program at Hunter College prepares educators for certification as school building and district leaders. Supervision of instruction for student achievement is considered the heart of the work of the school and district leader. Therefore a major focus for program participants seeking leadership certification is on content and practice for conferencing effectiveness. Participants learn and practice these skills in simulations, and then implement them by trying out their abilities in the field in real observation and conferencing experiences with a practicing classroom teacher. Participants video-tape themselves conducing conferences with their practicing classroom teacher clients following an observation. They then view the video of their conference performance and self-assess their conferencing skills by electronically recording the behaviors they observe using a set of criteria and design a growth plan for the further development of their conferencing skills
What Goes On Inside Latin American Math and Science Classrooms: A Video Study of Teaching Practices
Get PDFBeyond common associated factors, such as teacher characteristics and socioeconomic background of students, little is known about how student achievement relates to differences in the pedagogical approaches used in Latin American classrooms.  This paper highlights the main findings from a qualitative study on cross-country differences in teaching practices in three Latin American countries. Of the three countries selected for the study, Paraguay and the Dominican Republic perform at the bottom of the regional comparative test, Second Regional Comparative and Explanatory Study (SERCE), and the Mexican state of Nuevo Leon is one of the top performers. Our findings, based on a large sample of video recordings from sixth-grade classrooms in the three countries, indicate that certain classroom practices appear to be associated with higher levels of learning. Teachers who actively engage students in activities that promote analytical and critical-thinking skills and move beyond a procedural understanding may lead to better performance on the SERCE assessments. However, drill, practice, and memorization predominate in all three countries
A Decade of Evolution in the Practice Teaching Component of a Canadian Teacher Education Program: What Drove Change, What Insights Were Gleaned, and What Challenges Lie Ahead.
Get PDFThis paper explores the many and diverse factors that have driven changes to the field-based component of a program of teacher education in a large Canadian university over the past 10 years.  We look at key contexts of influence to any work in program change; that of internal and external bodies at the institutional level, the operational or program delivery level, feedback from stakeholders in teacher education, and lastly, the research and scholarship in teacher education that provides a framework for innovation and improvement.   A significant inclusion in this paper is the perspective on the support, at ground level, that is required but rarely acknowledged, to move any change initiatives forward.  We present models that capture a decade of change to 4 undergraduate field experiences and 2 graduate level internships that comprise the field component of our teacher education program.  We share key indicators of success resulting from these changes, highlight important insights gleaned, and point to pressing challenges that we face as we look to future program evolution that will carry us into the next decade.  While this work reflects one single field-based component of a teacher education program in Canada – we trust that useful parallels can be drawn by the reader as they contemplate or are in the process of addressing and moving through similar orbits of change and evolution within their own programs
Promoting Transfer and an Integrated Understanding for Pre-Service Teachers of Technology Education
Get PDFThe ability of students to transfer learning between subjects and contexts when problem solving is critical for developing their capability as Technologists and teachers of Technology. However, a growing body of literature suggests this ability is often assumed or over-estimated, and rarely developed explicitly within courses or degree programs. The nature of the problems tackled within technology are such that solutions draw upon knowledge from a wide range of contexts and subjects, however, the internal organisation and structure of institutions and schools tends to compartmentalise rather integrate these. Providing a knowledge base and range of strategies that enhance studentsΓÇÖ awareness of and skills in transferring learning may allow for a more integrated understanding to develop. The importance of developing this in a more explicit manner is heightened as trainee teachers will, in turn, be responsible for developing the similar capabilities of the children they go on to work with as professional teachers. This paper begins by considering problem solving in technology education and some of the issues associated with learning transfer. Thereafter, a framework and strategy for better integrating learning between courses is described and forms the basis for developments in an Initial Teacher Education degree program for Technology Education. Provisional data from evaluations and student work indicated a positive effect in enhancing trainee teachersΓÇÖ thinking and additional data in the form of questionnaires, interviews and student work help to explore this further. Finally, it is argued that the development framework and approach enhances their mental models of teaching and offers a significant step forward in promoting student teachersΓÇÖ transfer of future learning between subjects; something increasingly critical for 21st century STEM Education
Strategies for K-12 Social Studies
Get PDFReview of the book "Teaching History with Museums" by Alan S. Marcus, Jeremy D. Stoddard, and Walter W. Woodwar
Fostering Early Math Comprehension: Experimental Evidence from Paraguay
Get PDFResearch indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math