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Medium 9781475816488

The Cooperative Learning Method in Teacher Training

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Mehmet Taşpınar

The modern education system aims at promoting the life quality of individuals, and it requires a philosophical perception and curriculum development approach in line with this aim. In this context, the basic philosophy is to teach people how to learn, have democratic attitudes, convene for teamwork, be able to use information, and think in a critical way. To achieve this goal, education programs should be developed on the basis of student-centered approaches. These programs require appropriate educational methods and techniques. The cooperative learning method is one of these methods.

In this research, the cooperative learning method was implemented within the teacher education system and compared with the traditional method. The research gives an opportunity for the implementation of the method in teacher training, and it helps teacher candidates to learn how to implement this method.

Instruction methods preferred and implemented by teachers in education processes are of paramount importance in terms of learning quality. The main feature of contemporary instruction methods is that they include student-centered practices.

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Medium 9781574414325

Chapter 1 – Diagnostic

Jorge Antonio Renaud The University of North Texas Press ePub

CHAPTER ONE

diagnostic

Since October 1, 1849, when a horse thief became the first person to be held in the state’s custody instead of by local law enforcement, Huntsville has been synonymous with Texas prisons. The beautiful town of Huntsville—nestled in the midst of the state’s most lovely forests; four votes from being state capital instead of Austin; adopted home of General Sam Houston—is, nonetheless, by virtue of that first prison, fated to always be linked with prisons in the minds of Texans. That unit, built in what would soon be downtown Huntsville and known as the Walls, also soon included the growing system’s administrative offices. Over a century later, as the system began to expand rapidly, it became obvious that a separate unit was needed as a processing center. The Diagnostic Unit, built in 1964 a few thousand yards from the original Walls, became that intake unit. While there are now other units that may also serve some of the functions as the Diagnostic Unit, (now called the Byrd Unit), it was the first, it remains the most thorough, and it is the one I will use as a model.

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Medium 9780253012111

7. From the Camp to the Road: Representing the Evacuations from Auschwitz, January 1945

Knowles, Anne Kelly ePub

Simone Gigliotti, Marc J. Masurovsky, and Erik B. Steiner

THEY DID NOT TELL US WHERE WE WERE GOINGTHEY just said to go–we saw thousands upon thousands of people–there were all these factories that surrounded Auschwitz and all these prisoners joined the march.”1 This commotion, according to Fela Finkelstein, was made all the more menacing by the guards’ threat that “anyone who does not walk, we will shoot, anyone who is weak, we will shoot.”2 From January 17 to 22, 1945, Finkelstein was among an estimated 56,000 Jewish and non-Jewish men, women, and children who were evacuated from forty camps in the Auschwitz camp complex. The conditions of the evacuation journeys, the health of the former camp prisoners, and guards’ abusive treatment of them blatantly contradicted the ostensible intention of their preservation and use as forced labor. Most evacuated prisoners walked between fifty and sixty kilometers to interim locations where they awaited rail transport to take them to concentration camps in the German Reich. The slow pace of the columns, moving at an average of no more than three kilometers per hour, made them more vulnerable to violence and Soviet military attacks. The relocation of Auschwitz prisoners had become urgent because January 12 marked the beginning of the Soviet Army’s Vistula-Oder Offensive, eight days ahead of schedule. After the fall of Kielce, Soviet troops entered the abandoned city of Warsaw on January 17. The liberation of Krakow occurred on January 19, following its encirclement by the Fifty-Ninth and Sixtieth Armies under Marshal Konev. Łódź fell on the same day. On January 20, Soviet forces entered Upper Silesia. Auschwitz’s evidence of life (the warehouses full of stolen goods, clothes, artifacts, immovable prisoners) and death (the crematoria and gas chambers) had to be erased. Time was running out.

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Medium 9781475819311

Preparing Preservice Teachers to Make Instructional Decisions Through Coursework, Observational Field Experiences, and Teaching Experiences

Teacher Education and Practice R&L Education ePub

JOHN E. HENNING AND FRANK W. KOHLER

ABSTRACT: The purpose of this article is to describe how preservice teachers are prepared to make on-the-spot instructional decisions at the University of Northern Iowa. On-the-spot instructional decision making, also known as improvisational or interactive teaching, occurs in three distinct episodes: an initial assessment of student learning, an instructional modification, and a follow-up assessment. In this article, we discuss how our instruction addresses each element through a succession of coursework, observational field experiences, and teaching experiences. We demonstrate how we use the teacher work sample to assess the instructional decision-making capabilities of our student teachers, and we share our findings from an analysis of their performance. We conclude with a discussion of the challenges associated with teaching instructional decision making in a teacher education program.

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Medium 9781475811810

Toward Glocality: Facilitating Leadership in an Age of Diversity

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

J. TIM GODDARD

Toward Glocality: Facilitating Leadership in an Age of Diversity

ABSTRACT: As a result of inter- and intranational migrations, urban schools in early 21st-century Western nations serve more ethnoculturally diverse populations than ever before. The impact of global events resonates in these schools at the local community level. In this article1 I argue for the administrative fusion of local and global perspectives, a leadership of glocality that facilitates educational renewal and the enhancement of a socially transforming culture.

The early years of the 21st century are notable for many reasons, including the “movement of people as tourists, immigrants, refugees, and others” (Spring, 2001, p. 9) around the world. Such ethnocscapes, as Spring (2001) has called them, are both optional (e.g., people seeking economic advantage) and forced (e.g., as a result of conflict or environmental degradation). Those who choose to move from one environment to another generally do so with the knowledge that the transition will be difficult. They prepare for this in different ways. Some seek to accumulate monetary savings, others to upgrade their skills or to establish a network of contacts in the new location. In essence, these migrants are building their economic, human, and social capital. Other populations, those who are forced by circumstance to relocate as refugees or otherwise displaced persons, often find the move to be at short notice and a cause of great traumatic stress. Although population movements are a global phenomenon, and also include (for example) migrations “to industrial towns in Africa, [of] Koreans in Japan and [of] Chinese in Indonesia” (Erikson, 2002, p. 14), many of these migrating populations seek to develop a new life in the robust economies of “the West.” For purposes of this article, “West” is defined as the liberal democracies of countries within Europe, North America, and to a lesser extent Australia and New Zealand. Canada is one of those countries.

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Medium 9781576336786

Prefixes: A-I: Praxis I Word Roots

Ace Academics Ace Academics ePub
Medium 9781442229037

THE TRIUNE GOD AND THE PASSION OF CHRIST

Pro Ecclesia Rowman & Littlefield Publishers ePub

Gabriel Fackre

It has long been held that Jesus Christ in his human nature underwent the humiliation that happened on the road to Calvary and on the cross. Did the divine nature—Jesus as God—in some profound sense also participate in the back that was bloodied, the hands that were pierced, the cry of dereliction, and the death that Jesus died?

Mel Gibson’s film The Passion of the Christ is a study in this subject. Of course, it focuses on the suffering of the humanity of Christ. What else can a visualization of the passion do than show the human visibilities? And the portrayal of that follows the producer’s own spirituality: the “five sorrowful mysteries” of the rosary—“the agony of the Lord in the garden, his scourging, his crowning with thorns, the carrying of the cross to Calvary, the crucifixion”1 (Matt. 26:36–46, 27:26, 27:29, 27:31–32, 27:33–50), with their backdrop in the stations of the cross. Also formative of the film are the visions of the Venerables Mary of Agreda (1620–65) and Anne Catherine Emmerich (1774–82), the latter manifesting the stigmata.2 But there is more here than meets the eye. I want to explore a small hint in the film that pushes the passion to its deepest point—into the very heart of God.

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Medium 9781475819250

Elementary Teachers: Forming Political Identities as Social Agents

R&L Education ePub

KAREN SIRNA

ABSTRACT: This article examines tensions that elementary teachers negotiate in struggling to recognize themselves as having political identities as critical educators capable of influencing social change in education. Drawing from a 6-month collective case study with four female elementary teachers, the article discusses the research finding that teachers do not recognize themselves as agents of social change. Using data as support, the article presents and speculates on the ways that tensions in language and perceptions may influence the teachers’ lack of identification with working from a social justice perspective.

Teachers can do nothing to change the conditions in which their students may live, but they can work to change their own biases as well as the institutional structures that act as obstacles to student learning.

—Nieto (2000, p. 49)

Elementary schools, as part of broader society, express the social, political, cultural, and economic power struggles occurring within the social order. As a result of these dynamics, the interests, values, and knowledge of certain dominant groups are privileged, maintaining inequities and injustices between individuals and groups. These conditions influence teachers’ and children’s lives along with the ways in which they understand themselves and their role in education and society.

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Medium 9781574413083

Chapter 12 • Polls and Rankings

R. Scott Harnsberger University of North Texas Press PDF

Polls

•629 Texas Crime Poll. Huntsville: Survey Research Program, College of

Criminal Justice, Sam Houston State University [1977–2007].

These annual polls of Texas residents cover selected topics relating to crime, criminals, juvenile delinquency, victims, law enforcement, courts, legislation, corrections, parole, community supervision, and capital punishment.

Research Note: The Survey Research Program disbanded in August 2010.

Rankings

•630 Crime State Rankings: Crime Across America, edited by Kathleen

O’Leary Morgan and Scott Morgan [CQ Press’s State Fact Finder Series].

Washington, D.C.: CQ Press [annual, 2008–date].

Provides state rankings based on governmental and private statistical sources

(including unpublished FBI data) in the following categories: arrests, corrections, drugs and alcohol, finance, juveniles, law enforcement, and offenses.

Research Note: Previously published under the title Crime State Rankings: Crime in the 50

United States (Lawrence, Kan.: Morgan Quitno Corp., 1994–2007). Researchers are advised to review “Variables Affecting Crime,” the FBI’s caution against ranking that accompanies each edition of Crime in the United States: Uniform Crime Reports (see entry 002).

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Medium 9781475817232

Superintendent Behaviors and Activities Linked to School Effectiveness: Perceptions of Principals and Superintendents

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

GLORIA GRIFFIN1

EDWARD W. CHANCE2

ABSTRACT: This article focuses on the behaviors, activities, and perceptions of superintendents in the creation of effective school districts. It also examines the principal’s perception of the superintendent’s role in leading a district to a state of effectiveness. School districts were viewed as macro social systems and school sites as micro social systems for purposes of this leadership study.

Excellence in public schools is high on America’s educational agenda. Across the nation, states are mandating school reform. Those chosen to lead schools as superintendents are challenged to develop progressive programs that will establish excellence in their school districts.

During the last half of the twentieth century, there has been an intensive search for effective schools; that is, schools that provide all students with a quality educational experience regardless of their background and socio-economic status (Berreth, 1991; Levine, 1991; Miller, 1983). Researchers have identified teachers’ high expectations, school climate, instructional focus, measurement of student achievement, and the role of the principal as instructional leader as effective schools correlates. The role of the principal as instructional leader has dominated the effective schools research findings (Bridges, 1982; Brookover and Lezotte, 1977; Edmonds, 1979; Edmonds and Frederiksen, 1979; Levine, 1991; Lezotte, Edmonds, and Ratner, 1974).

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Medium 9781576336809

"C" Words: Praxis I Intermediate Vocabulary

Ace Academics Ace Academics ePub
Medium 9781475816297

Reforming Teacher Education Through Professional Development Schools

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Dan B. Wait and Louis L. Warren

Professional development schools (PDS) have been touted for the past decade as an essential component of effective teacher education. Many recent publications have been published to encourage schools of education and public schools to study, develop, and implement PDSs. As of 1998, university-school PDS partnerships had exploded into over 1,000 public school sites in this country (Abdal-Haqq, 1998). This study investigates the value of a PDS and its implications.

Why is there a need for PDS? According to polls, opinions of government officials, and the news media, public opinion has low regard toward the effectiveness of public education (Clark, 1990; Goodlad, 1990; Kennedy, 1990; Murphy, 1990). The Holmes Group (1986, 1990) asserts that the quality of classroom teachers in the public schools will not show great improvement until teacher preparation programs improve and systemic teacher preparation eventually contributes to systemic change at the local school level. Teacher education programs need to make available more intensive content and pedagogical training (Fullan & Hargreaves, 1992) while allowing more learning time in structured school settings (Hawthorne, 1997).

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Medium 9781475811919

Mandated University–District Partnerships for Principal Preparation: Professors’ Perspectives on Required Program Redesign

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

TRICIA BROWNE-FERRIGNO

ABSTRACT: University–district partnerships for preparing school leaders typically have well-defined organizational structures, established practices and procedures, and parity among partners—all of which can take considerable time and effort to achieve. Thus, is it realistic to expect that university–district partnerships will emerge simply through legislative mandate? The response to this question is embedded in perspectives shared by professors of educational leadership about new Kentucky policy requiring redesign of principal preparation programs. The mandate brings a new dynamic to partnership building, a process usually constructed by mutual need and perceived advantage, and raises concerns among those who must implement it to retain program accreditation.

Higher education institutions and their local school districts share a common stake in the successful preparation of school principals. Their collaboration in delivering the array of knowledge and skills for aspiring principals preparing to lead contemporary preK–12 schools (Griffiths, Stout, & Forsyth, 1998; Hale & Moorman, 2003; Milstein, Bobroff, & Restine, 1991; Murphy, 1992; National Policy Board for Educational Administration, 1989; Young, 2010) can increase the quality of school leadership. Taking shared responsibility in the “making of a principal” (Lane, 1984, p. x), professors and school administrators ensure closer linkage of theory and practice (Grogan & Andrews, 2002; Jackson & Kelley, 2002; Orr, 2006) and enhance program graduates’ willingness to assume school leadership roles (Browne-Ferrigno & Muth, 2006, 2009; Lashway, 2006).

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Medium 9781576336267

"H" Words: COOP-HSPT Vocabulary

Ace Academics Ace Academics ePub
Medium 9781475819397

Changing the Epistemology of Teacher Education

Rowman & Littlefield Publishers ePub

KENNETH M. ZEICHNER

In this brief article, I explore one issue that I believe is central to the preparation of teachers to teach in democratic societies: the question of who should prepare teachers to do this important work. Over the years, a substantial literature has emerged in the United States and elsewhere on the question of who should be prepared as teachers to teach in democratic societies (e.g., Villegas & Lucas, 2004) and what this preparation should be like (e.g., Cochran-Smith, Davis, & Fries, 2003; Hollins & Guzman, 2005; Sleeter, 2009; Villegas & Davis, 2008). One question that has received little explicit attention, however, is who should prepare these teachers and whose knowledge and expertise should inform the process of preparing democratic teachers.

Currently, there are basically two general approaches to the preservice education of teachers in the United States despite all the program variations: early entry and college recommending (Grossman & Loeb, 2008). Even with the advent of early-entry programs in the 1980s, wherein individuals complete much of their preservice preparation while serving as teachers of record, college and university-based teacher education programs that include significant coursework and fieldwork before a candidate becomes a teacher of record continue to be the major source of teachers for our public schools.

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