2,041 research outputs found
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
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 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
Modification of nektonic fish distribution by piers and pile fields in an urban estuary
No full textLarge urban piers degrade habitat value for several estuarine benthic fish species by shading, but their effects on mobile nektonic species is less well understood due to sampling challenges. Dual Frequency Identification Sonar (DIDSON) allowed equal access to sampling in the water column of structured shaded and unshaded vs. open environments in both dark and light conditions by methods similar to video but without light. Sampling (n = 228, 5-minute transects) occurred under and around four large municipal piers of varying dimensions in the Hudson River estuary during day and night from summer and fall in 2007 - 2009. The distribution of small (5 - 25 cm in length) and large (25 – 850 cm) fishes were analyzed separately in recognition of functional guild differences. Small fishes occupied open water, shaded under-pier, and un-decked relict piling habitats, but were significantly more abundant during the day in open unshaded water than under adjacent piers or in piling habitats.. Small fish occurred under 3 of 4 piers of varying size and configuration at 10 - 20% of the median abundances of adjacent open water. However, while schools were rare under piers they could be very large, so that abundance greatly exceeded mean open water abundance variance so as to preclude confidence in differences among piers. The differences among habitats was not significant at night, and the difference among piers was also not significant at night. School membership for small fish appeared to mitigate adverse effects of shading and may influence scaling of their response to shading and could therefore influence pier design. Large (>25 cm) predatory fish were uncommon but responded similarly to habitat effects as did small fish. Habitats did not segregate fish by guild as small forage fish co-occurred in 65.8% of samples with large piscivores. Studies that provide species-specific and mechanistic interpretation of dynamic habitat use as well as further quantification of scaling effects could improve our understanding of how fishes respond to piers and other structures on urban shorelines.Peer reviewed
Kenneth M Alexander - Author and Artist
No full textI was born to Dennis and Kathleen Alexander in a single motor garage at 21 Limerick Road in Athlone. In those days, the midwife would do her rounds on a bicycle at the time when the stork was seen flying over the now-collapsed, missing going, gone forever Athlone Towers. Either that or she went to the foot of Table Mountain and placed a hollowed out pumpkin with a precision cut hole in one side. The monkey would come, stick his or her hand in the hole, grab some pips and in trying to pull its hand out in a fist, it gets stuck. The midwife then pounces on the helpless monkey, knocks it out with her case, and then stuffs "it" into that same black case and off she motors on her "dik" wheel bicycle to deliver the latest addition to an Athlone family. The monkey cries with relief when let out of the case. I have since moved on from that belief system. For some reason, the majority of the employers I worked for still believe that. In fact, far too many white people still do. To them we are monkeys and they pay us with peanuts
Kenneth M. Ford
No full textKenneth Ford is Founder and Chief Executive Officer of the Florida Institute for Human & Machine Cognition (IHMC) — a not-for-profit research institute located in Pensacola, Florida. IHMC has grown into one of the nation’s premier research organizations with world-class scientists and engineers investigating a broad range of topics related to building technological systems aimed at amplifying and extending human cognition, perception, locomotion and resilience. Richard Florida has described IHMC as “a new model for interdisciplinary research institutes that strive to be both entrepreneurial and academic, firmly grounded and inspiringly ambitious.” IHMC headquarters are in Pensacola with a branch research facility in Ocala, Florida.
Dr. Ford is the author of hundreds of scientific papers and six books. Dr. Ford’s research interests include: artificial intelligence, cognitive science, human-centered computing, and entrepreneurship in government and academia. Dr. Ford received his Ph.D. in Computer Science from Tulane University. He is Emeritus Editor-in-Chief of AAAI/MIT Press and has been involved in the editing of several journals. Ford is a Fellow of the Association for the Advancement of Artificial Intelligence (AAAI), a charter Fellow of the National Academy of Inventors, a member of the Association for Computing Machinery, a member of the IEEE Computer Society, and a member of the National Association of Scholars. Ford has received many awards and honors including the Doctor Honoris Causas from the University of Bordeaux in 2005 and the 2008 Robert S. Englemore Memorial Award for his work in artificial intelligence (AI). In 2012 Tulane University named Ford its Outstanding Alumnus in the School of Science and Engineering. In 2015, the Association for the Advancement of Artificial Intelligence named Dr. Ford the recipient of the 2015 Distinguished Service Award. Also in 2015, Dr. Ford was elected as Fellow of the American Association for the Advancement of Science (AAAS). In 2017 Dr. Ford was inducted into the Florida Inventor’s Hall of Fame.
In January 1997, Dr. Ford was asked by NASA to develop and direct its new Center of Excellence in Information Technology at the Ames Research Center in Silicon Valley. He served as Associate Center Director and Director of NASA’s Center of Excellence in Information Technology. In July 1999, Dr. Ford was awarded the NASA Outstanding Leadership Medal. That same year, Ford returned to private life and to the IHMC.
In October of 2002, President George W. Bush nominated Dr. Ford to serve on the National Science Board (NSB) and the United States Senate confirmed his nomination in March of 2003. The NSB is the governing board of the National Science Foundation (NSF) and plays an important role in advising the President and Congress on science policy issues. In 2005, Dr. Ford was appointed and sworn in as a member of the Air Force Science Advisory Board.
In 2007, he became a member of the NASA Advisory Council and on October 16, 2008, Dr. Ford was named as Chairman – a capacity in which he served until October 2011. In August 2010, Dr. Ford was awarded NASA’s Distinguished Public Service Medal – the highest honor the agency confers.
In February of 2012, Dr. Ford was named to a two-year term on the Defense Science Board (DSB) and in 2013, he became a member of the Advanced Technology Board (ATB) which supports the Office of the Director of National Intelligence (ODNI). In 2018, Dr. Ford was appointed to the National Security Commission on Artificial Intelligence.https://commons.erau.edu/space-congress-bios-2019/1005/thumbnail.jp
Popkewitz, Thomas S., B. Robert Tabachnick, and Kenneth M. Zeichner, Dulling the Senses: Research in Teacher Education, Journal of Teacher Education, 30 (September-October, 1979), 52-60.
No full textDiscusses the dominant research paradigm used in teacher education research, its effects and limitations, and suggests an alternative critical research stance
Looking into the Black Box of Teacher Education Policymaking in the U.S. A network analysis of stakeholder engagement in the development of state ESSA Title II plans
No full textThesis (Ph.D.)--University of Washington, 2020While interest in influencing policymaking in teacher education has moved beyond politicians and policymakers to a wider range of actors, little is known about stakeholders who are involved in the policymaking process and how they interact with each other. This multiple case study employed a mixed-method approach to examining the engagement and collaboration of organizational stakeholders in developing teacher education policy in six states in the United States and analyzed the formation and dynamics of policy networks in U.S. teacher education policy. Quantitative social network analysis (SNA) was performed to construct policy networks of stakeholders involved in the development of state Every Student Succeeds Act (ESSA) Title II plans and to investigate whether distinct coalitions emerged in the planning process. This was followed by qualitative, semi-structured narrative interviews to examine the stakeholders' engagement in the policymaking process. The quantitative analysis identified different patterns among the six states in terms of the kind of stakeholders involved in their respective state ESSA Title II plan development, the overall structure of the policy networks constituted by these stakeholders as policy actors, and the ways in which policy actors within the policy network interacted and collaborated with one another. Narratives of selected policy stakeholders revealed that they came to the ESSA Title II policy-making work from a variety of personal and professional backgrounds and were driven by very different motivations. As a result, they shared different accounts about how they perceived their engagement experiences, their interactions with other members in the policy networks, and their views of the final policy outcomes. This study contributes to the field by addressing the intersection of policy network analysis, teacher education policy development, and the theories of policymaking and decision-making. It is among the first studies to apply SNA methods to investigate the impact of policy networks on the policymaking process in the field of teacher education. It also is one of the few existing studies that identify policy coalitions in education policy networks. Additionally, it has expanded our understandings of education policy-making by situating the analysis within a broader body of theoretical perspectives
"It's Equal but It's not Fair": The experiences of Teacher Candidates of Color in a Predominantly White Institution
No full textThesis (Ph.D.)--University of Washington, 2016-06This research documents the experiences of Teacher Candidates of Color (TCCs) during their K-8 teacher preparation program at a Predominantly White Institution. The study followed the TCCs in two different learning environments: their university courses and their school placement sites in order to discover in what ways, if any, their learning experiences were afforded or constrained by their racial and cultural identities. Findings suggest that school placement sites were especially beneficial for TCCs when their cultural and linguistic heritages were congruent with the students, families, and communities in which their school placement was located. At times the TCCs’ learning opportunities were constrained by their cultural and linguistic identities. These moments were more likely to occur in the university courses due to the program’s focus on culturally responsive instruction that was not consistently demonstrated in their program. These findings have implications for how teacher preparation programs at PWIs can better focus learning experiences for TCCs. Teacher preparation programs, school districts, and communities are struggling to better meet the needs of K-12 students whose racial, cultural, and linguistic identities differ from most of their teachers. One strategy to better meet the needs of K-12 students is to increase the number of teachers of color. By increasing the number of teachers of color in the K-12 teaching workforce, the demographic gap can be reduced with the overall goal of increasing academic outcomes for all students, particularly students of color. With that goal in mind, the teacher preparation programs at PWI’s have been working to increase the number of teacher candidates of color and the findings from this study could help to both recruit and retain teacher candidates of color
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