Search results for: Allexsaht-Snider Martha
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A diverse group of student teachers in an alternative certification program participated in seminars integrating Boal’s Theater of the Oppressed (TO) activities. Participants created images and enacted scenes that recreated interactions with their students and also rehearsed ideas for taking action in the classroom. The findings showed student teachers engaging in empathic reflection and perspective-taking as they engaged in the theatrical activities.
Updated: Sep. 06, 2017
The authors propose that educative assessment materials that highlight students’ science writing can provide a framework to help teachers evaluate the growth of their students’ science understanding. The authors identified three educative features of this assessment that seemed both valuable to teachers and worthy of further study. The authors noted two main ways that teachers began to make instructional decisions based on considering their students’ responses on the educative assessments. The authors' experiences developing and implementing these two aspects of the LISELL project have implications for theory, research, and practice in how to support teachers’ and students’ engagement with language-rich science inquiry.
Updated: Apr. 08, 2014
Mathematics professional development for elementary teachers: Building trust within a school-based mathematics education community
Issues related to trust in a professional development project are discussed in this article, which aims at improving mathematics instruction by developing a mathematics education community of learners. The learners were conceived as both the teachers and the mathematics educators.
Updated: Dec. 11, 2007