Search results for: McQuillan Patrick J.

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In Search of Coherence: ‘Inquiring’ at Multiple Levels of a Teacher Education System
Authors: McQuillan Patrick J., Welch Matthew James, Barnatt Joan
The authors explored how Inquiry Seminar did, and did not, align with program objectives. Inquiry Seminar was created by Lynch School of Education faculty at Boston College, and it requires teacher candidates (TCs) to complete a formal inquiry project. Conducted while student-teaching, the project requires candidates to research their teaching practice, identify areas of concern, and modify their teaching accordingly. The authors found that when Inquiry Seminar experiences complemented TCs’ field experience, program objectives were more often realized.
Published: 2012
Updated: Apr. 28, 2013
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Small-School Reform Through the Lens of Complexity Theory: It’s “Good to Think With”
Authors: McQuillan Patrick J.
In light of the consistent underperformance of the comprehensive high school, districts across the country, mostly urban, have begun creating small schools, believing that they may offer a more personalized, supportive, and demanding learning environment.The article draws on fundamental features of complexity theory (e.g., initial conditions, distributed authority, control parameters, fractals, and synergy) as a way to assess both the problems and promise of small-school reform.
Published: 2008
Updated: Dec. 17, 2008