IEJLL: International Electronic Journal for Leadership in Learning
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Side by Side: Evaluating a Partnership in Arts Teacher Education, 3(16)
No full textIn Ontario, Canada\u27s most populous province, the arts represent a core area of the school curriculum, and classroom teachers are expected to deliver instruction in dance, drama, music, and visual arts. To assist teacher candidates to acquire this expertise, a university and local area school boards entered into a partnership to enable a university professor and expert teachers to collaborate in the delivery of a preservice arts course in a faculty of education. All students received instruction in dance, drama, music, and the visual arts, and additional instruction in curriculum planning, evaluation, and integration in the arts. An evaluation of the effects of the partnership program on teacher candidates\u27 personal learning in two subsequent years indicated a high level of satisfaction with this approach. Overall, the teacher candidates indicated that participation in the course enhanced their arts knowledge, confidence, and teaching effectiveness, they felt comfortable teaching the arts, and they were motivated to acquire additional arts expertise. The candidates also indicated that the integration of theory and practice in the in-class activities by the course professor, the demonstrations of practical applications of the expert teachers, and the group presentations by the students themselves enhanced their personal learning
Effective Teachers of Literacy: Knowledge, Beliefs and Practices, 3(9)
No full textThis article reports the results of research into the characteristics of teachers who could be shown to be effective in teaching literacy to elementary school students. The findings are based on a close study of a sample of teachers whose students make effective learning gains in literacy and of a sample of teachers who were less effective in literacy teaching. Important findings emerged from the research concerning the literacy subject knowledge, the beliefs about literacy teaching and the literacy teaching practices characteristic of the effective teachers of literacy. There were also several implications regarding effective professional development in literacy
Rethinking Parental Participation in Special Education, 3(14)
No full textParental participation in American special education remains controversial. Despite arguments in favor of this practice, systematic studies pertaining to the effectiveness of parental involvement in special education is limited. As described in this paper, support for parental participation is primarily based on personal testimonials and anecdotal descriptions. This paper provides an historical perspective of parental participation in special education, reviews the extant research, and elaborates on important considerations associated with this practice
Web-based Learning Environments: Issues and Perspectives for International Teacher Training and Instruction, 3(17)
No full textInternational leaders in Information Technology and Teacher Training are exploring ways to foster environments for collaborative education and training-paying particular attention to the World-Wide Web. Drawing upon their collective experience, the authors consider the salient issues and perspectives confronting developers of Web-based Learning Environments. A detailed description of the theoretical and practical orientations that often drive the development processes is included, followed by an examination of how these orientations have manifested themselves in the daily practices of multinational teaching and learning on the World-Wide Web. Finally, the authors offer their perspectives on some considerations for future WBLE endeavors
Today\u27s Administrator Looks at Yesterday\u27s Speeches, 3 (21)
No full textAn overview of important historical speeches is given with attention to similarities between famous speeches and speech techniques. Administrators can examine the speeches to gain insight into the necessary components of an effective speech and utilize this information to enhance their own speech making skills
Superintendent Exiting in Texas: A Challenge for Rural and Small Districts?, 3(22)
No full textOver the three-year period from 1994-1997, there were approximately 1,059 superintendents in Texas. Approximately half, 511 superintendents, left their positions to take another superintendency, take a position other than a superintendency, or for other various reasons. Over the three-year period, 96 (18.79%) superintendents exited, or left their positions to take roles other than that of a superintendent. An analysis of the data revealed that exiting is frequently from small or rural school districts. Interviews with exiters indicated that pushes and pulls from the superintendency included relationships with school boards, enticing opportunities, and personal reasons. These data together with decreasing numbers of applicants in the pool for superintendent vacancies create one more challenge for school districts, particularly those that are rural and small
Missing Links in International Education Studies: Can We Compare the U.S. with East Asian Countries in the TIMSS? 3(18)
No full textThe initial findings from the TIMSS strongly suggest that substantial differences in the quality of curriculum and instruction account for the learning gap between the U.S. and East Asian countries, particularly Japan. First of all, the exclusive focus on formal schooling may ignore the supplementary function of informal education. At the same time, the exclusive attention to national comparisons may obscure the size of local variation in different countries. Finally, the exclusive concern with the current status of educational practices and outcomes may detract our attention from an examination of dynamic changes in each country. Implications for international education studies and policies are discussed
Review Essay--The Innovator\u27s Dilemma: When New Technologies Cause Great Firms to Fail by Clayton M. Christensen., 3(25)
No full textEducational Partnerships in Flexible Learning: A Case Study of the Australian Taxation Studies Program (ATAX), 3(5)
No full textCollaboration is being promoted harder than ever in the 1990s. Touted by some as the answer to increasing local and international competition, dwindling financial resources and an opportunity to tackle the "big educational issues," many organisations have entered into educational partnerships only to find that reality does not always meet high expectations. Why have so many attempts at educational partnerships inevitably failed? What can be learnt from those who have not only been able to establish and implement a successful partnership, but who are also able to maintain and extend that working relationship in the longer term? This paper explores these issues through examining a current Australian case study of an educational partnership involving three different organisations
Improving Assessment Through a School-University Partnership, 3(8)
No full textStudent and teacher assessments have been enhanced through three partnerships between the University of Southern Maine and area schools. The Southern Maine Partnership currently includes over 30 school districts, independent schools, and postsecondary institutions. The Professional Development Center at the University of Southern Maine offers staff development courses and workshops in response to school proposals. The Extended Teacher Education Program includes a site-based yearlong postbaccalaureate internship jointly designed and delivered by school and university faculty. Partnership projects have included a learner centered school accountability system, courses for aligning curriculum with the state of Maine content standards for K-12 students (Learning Results), and the preparation and presentation of teacher portfolios