5,520 research outputs found
Tying It All Together: Implications for Classrooms, Schools, and Districts
No full textRyan Flessner, Kenneth Zeichner, and Kalani Eggington\u27s contribution to Creating Equitable Classrooms through Action Researc
Los desafíos de la formación inicial de profesores de matemáticas como profesionales democráticos
No full textLa formación inicial de profesores de Matemáticas en las universidades ha sido el centro de diversas investigaciones en el área de la Educación Matemática, que ha producido un gran número de estudios realizados a partir de supuestos teóricos y prácticos capaces de dar respuesta a las múltiples cuestiones que se le exigen al profesional docente, en el escenario educativo brasileño actual. Este artículo investiga las posibilidades y aportes de la formación inicial de los profesores de Matemáticas como profesionales democráticos, a partir de las ideas propuestas por el investigador Kenneth Zeichner. Es una investigación cualitativa con la investigación teórico-bibliográfica como principal componente metodológico. Los principales resultados obtenidos del análisis de la investigación discutida en este artículo señalan la existencia de varios y enormes desafíos en la formación de profesores de Matemáticas en las universidades bajo diferentes aspectos para la práctica del profesionalismo democrático, recomendándose, sin embargo, su inserción como política educativa en los programas de formación de profesores
Toward cross-curricular coherence in preparing teacher candidates for culturally responsive teaching
No full textThesis (Ed.D.)--University of Washington, 2020University of Washington Abstract Toward cross-curricular coherence in preparing teacher candidates for culturally responsive teaching Afnan Boutrid Chair of the Supervisory Committee: Ken Zeichner College of Education Curriculum and Instruction This qualitative curriculum analysis study investigates the presence of cross-curricular coherence in a secondary teacher education program in preparing teacher candidates for culturally responsive teaching (CRT). This study draws on literature from Villegas and Lucas (2002) and uses their model of culturally responsive teaching to determine where the six CRT strands are present in the curriculum of the teacher education program. This study also explores how coherence existences in the curriculum both conceptually as well as structurally. This study examines the cross-curricular coherence in the summer quarter of the Master’s in Teaching (MIT) program in secondary education at the University of Washington by addressing the overlaps and gaps that currently exist. It then makes recommendations for how to ensure the curriculum is more coherent in preparing teachers to successfully carry out CRT
Os desafios da formação inicial de professores de matemática como profissionais democráticos.
No full textLa formación inicial de profesores de Matemáticas en las universidades ha sido el centro de diversas investigaciones en el área de la Educación Matemática, que ha producido un gran número de estudios realizados a partir de supuestos teóricos y prácticos capaces de dar respuesta a las múltiples cuestiones que se le exigen al profesional docente, en el escenario educativo brasileño actual. Este artículo investiga las posibilidades y aportes de la formación inicial de los profesores de Matemáticas como profesionales democráticos, a partir de las ideas propuestas por el investigador Kenneth Zeichner. Es una investigación cualitativa con la investigación teórico-bibliográfica como principal componente metodológico. Los principales resultados obtenidos del análisis de la investigación discutida en este artículo señalan la existencia de varios y enormes desafíos en la formación de profesores de Matemáticas en las universidades bajo diferentes aspectos para la práctica del profesionalismo democrático, recomendándose, sin embargo, su inserción como política educativa en los programas de formación de profesores.A formação inicial de professores de Matemática nas universidades tem sido o foco de diversas pesquisas na área de Educação Matemática, que tem produzido um grande número de pesquisas realizadas com base em pressupostos teóricos e práticos capazes de atender às múltiplas questões exigidas do profissional docente, no atual cenário educacional brasileiro. Este artigo investiga as possibilidades e as contribuições da formação inicial de professores de Matemática como profissionais democráticos, baseando-nos nas ideias propostas pelo pesquisador Kenneth Zeichner. Trata-se de uma investigação qualitativa tendo a pesquisa teórico-bibliográfica como principal componente metodológico. Os principais resultados obtidos das análises da pesquisa discutida neste artigo apontam para a existência de diversos e enormes desafios de se formar professores de Matemática nas universidades sob diferentes aspectos para a prática do profissionalismo democrático, sendo recomendada, destarte, sua inserção como política educacional em programas de formação de professores
Uma análise crítica sobre a "reflexão" como conceito estruturante na formação docente A critical analysis of reflection as a goal for teacher education
No full textNeste artigo, Ken Zeichner, baseando-se em seus vários anos de experiência como formador de educadores, discute o uso do conceito de "reflexão" em programas de formação docente ao redor do mundo, relacionando-o a três temas: 1) até que ponto a formação docente reflexiva resultou em um desenvolvimento real dos professores; 2) contribuiu para diminuir as lacunas na qualidade da educação de estudantes de diferentes perfis étnicos, raciais e sociais e 3) a falta de correspondência entre concepções de formação docente reflexiva, na literatura especializada, e as realidades materiais de trabalho dos professores. Paradigmas dominantes da formação docente reflexiva, nos últimos 25 anos, são também identificados.In this paper, Ken Zeichner draws upon his many years of experience as a teacher educator and discusses the use of the concept of reflection in teacher education around the world in relation to three issues: 1) the extent to which reflection has resulted in genuine teacher development, 2) contributed to a narrowing of the gaps in educational quality between students of different ethnic, racial and social class backgrounds, and 3) the lack of correspondence between images of teacher reflection in the literature and the material conditions of teachers' work. Dominant trends in reflective teacher education over the last 25 years are also identified
Zeichner, Kenneth, Educational Action Research, pp. 273-283 in Peter Reason and Hilary Bradbury, eds., Handbook of Action Research: Participative Inquiry and Practice. Thousand Oaks, CA: Sage, 2001.*
No full textSummarizes action research work in English-speaking countries and describes variations across this work
Interview with Kenneth Sprunt
No full textKenneth Sprunt was born in Wilmington in 1920, the third son of James Lawrence Sprunt. The Sprunts have a long history in and around Wilimington. His grandfather was a cotton merchant in the area and his great-great Uncle is the man for whom James Sprunt Community College is named for as well as the author of Chronicles of the Lower Cape Fear. Mr. Kenneth Sprunt relates his family history both before his birth and after. He spent three years in the Coast Guard during WWII primarily working on anti-submarine warfare in small boats
Zeichner, Kenneth M., Action Research: Personal Renewal and Social Reconstructionism, pp. 68-84 in his Teacher Education and the Struggle for Social Justice. New York: Routledge, 2009.
No full textExplains the nature of action research generally and highlights its use in teachers\u27s professional development, school change, and knowledge generated by practitioners for teacher education; argues for its place in the struggle for social justice
Memorandum from Kenneth Iyeko
No full textMemorandum from Kenneth Iyeko regarding establishment and support of the Japanese American Citizens' League at incarceration camps operated by War Relocation Authority.Personal correspondence, organizational records, government documents, publications, and other papers created or collected by Joseph R. Goodman documenting the forced removal and incarceration of Japanese Americans during World War II, as well as organized resistance to incarceration. Included in the collection are records of the Japanese Young Men's Christian Association and the Japanese American Citizens' League in San Francisco, including papers of the Japanese YMCA's executive secretary Lincoln Kanai; Sakai family papers; Goodman's correspondence to and from Japanese American incarcerees, organizations opposing forced removal and incarceration of Japanese Americans, the War Relocation Authority, and others; publications, photographs, and ephemera from the Topaz Relocation Center, where Goodman taught high school; War Relocation Authority records and publications; and newspaper clippings, pamphlets, and reports about forced removal and incarceration created by various government, religious, and civic organizations, in California and nationwide
Zeichner, Kenneth M., and Hilary G. Conklin, Teacher Education Programs, pp. 645-735 in Marilyn Cockran-Smith and Kenneth Zeichner, eds., Studying Teacher Education. Mahwah, NJ: Lawrence Erlbaum, 2005.
No full textReviews research on teacher education program structures and outcomes, both traditional and alternative, and proposes a research agenda for the future
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