Search results for: Curriculum
Page 3/3 25 items
How Beginning Special and General Education Elementary Teachers Negotiate Role Expectations and Access Professional Resources
The purposes of this study were twofold: (1) to explicate differences in the curricular, instructional, and role expectations experienced by beginning special and general education elementary teachers, and (2) to document variations in how novices from both groups addressed expectations they encountered. The study found considerable differences in the curricular expectations placed on novice special education and general education teachers, the students they were assigned, and the classrooms and physical settings in which they were expected to work.
Updated: Oct. 27, 2011
This article describes the model for teacher development that evolved from the review of research on teacher education and the development and implementation of the first year of the Master of Teaching at the University of Melbourne. This model summarises the five knowledge bases in teaching and learning that have been identified in the research literature. All elements of the programme were focused on assisting teacher candidates to develop a consistent professional framework for thinking and responding to teaching and learning in classrooms.
Updated: Jun. 13, 2011
The Organization of the Mathematics Preparation and Development of Teachers: A Report from the ICMI Study 15
The current paper presents the results of an investigation carried out across 20+ country-regions under the auspices of ICMI Study 15 into the structures, approaches and general characteristics of the mathematics preparation and development of teachers. The paper provides an analytic perspective on (a) teacher education systems’ characteristics including institutional arrangements and regulations; (b) teacher’s recruitment, selection, and credentials; (c) teacher education programs’ structure and approaches; (d) teacher educators’ characteristics; and (e) the structure and content of the curriculum.
Updated: May. 19, 2011
Sharing Outsider Thinking: Thinking (Differently) with Deleuze in Educational Philosophy and Curriculum Inquiry
The current essay performs a number of the authors' collaborative responses to thinking (differently) with Deleuze in educational philosophy and curriculum inquiry. By exploring their work with Deleuzean conceptual creations in mind, the authors seek to move readers beyond Deleuzo-Guattarian select metaphors. The authors intend these performances to give a sense of not only the generativity that Deleuzo-Guattarian reading∼thinking has opened to them but also the affirmation such performances bestow for thinking (differently) in educational philosophy and curriculum inquiry.
Updated: Mar. 01, 2011
In the present article the author works (as) rhizome, bringing the imaginaries becoming and milieu into an early childhood curriculum conversation towards perturbing conventional, entrenched developmental understandings of young children and their learning. It is within/in multiplicitous processing through becoming-child(ren) that the author re(con)ceives children and their relationships with curriculum as a performativity of the milieu(s) they inhabit, milieus that slide alongside/over/through those of adult worlds of curriculum.
Updated: Mar. 01, 2011