Section archive - Programs & Practicum
Page 36/37 361 items
The article describes a cross cultural study of early education professionals regarding their perceptions of status, working conditions, and public appreciation. The study was conducted in Guatemala, Hong, Kong, Hungary, India, Mexico, Peru and the United States. Cross cultural data indicate high agreement on the professionals' perceptions. Participants felt discouraged and unappreciated and needed greater financial and emotional support.
Updated: Jan. 27, 2008
The article describes an independent reading research project of an early childhood education graduate student, who taught in a school district that was heavily impacted by Hurricane Katrina. The survey-study voices the personal feelings and challenges of teachers who taught in the aftermath of the storm.
Updated: Jan. 24, 2008
Learning to Speak with a Professional Voice: Initiating Preservice Teachers into Being a Resource for Parents
Despite the available literature stressing the importance of involving parents in their children's early education, beginning teachers have often expressed that their professional training has not prepared them to work with families. The article describes a project designed to assist preservice teachers to work with the families of the young children they teach. The project gave the preservice teachers a hands-on opportunity to become a resource for the families, while giving the students confidence, competence and communication skills.
Updated: Jan. 23, 2008
Incorporating Character Education into the Early Childhood Degree Program: The Need, and One Department's Response.
The article describes early childhood education goals which help children develop a character that will assist them in interacting with one another and form relationships with peers and others. The author describes several techniques for integrating character development, including developmental discipline and positive guidance, individualized planning, play-based learning, successful experiences, making choices, setting boundaries, cooperative environments, and modeling.
Updated: Jan. 22, 2008
Researching Teacher Education Practices: Responding to the Challenges, Demands, and Expectations of Self-Study
The article explores the topic of self-study, and how it is conducted and reported. The authors make an argument for the need for learning through self-study and its documentation, so that it may be accessible to others and meaningful for other preservice teachers and teacher educators. Although the term self-study suggests singular and individual research, the data, research methods, and ideas may contribute greatly to a deeper understanding of the relationships between teaching about teaching and learning about teaching.
Updated: Jan. 07, 2008
The article describes how preservice teachers responded to community-based activities located in the home communities of their students. Analysis of work samples, interviews, and observations revealed challenges faced by the preservice teachers regarding stereotypical beliefs and misconceptions about the home communities. In addition, through community-based learning, the teachers were able to build relationships with their learners, and potentially impact student achievement.
Updated: Jan. 07, 2008
School improvement, pre-service teacher education and the construction of social networks in New Zealand and England
The article examines the issue of networking and knowledge transfer as ways to facilitate school improvement. The networking idea is based the economic concept of the formation of social relationships between individuals, based on collaboration, spreading best practice, and driving innovation.
Updated: Dec. 31, 2007
Shaping A New Professional Identity by Building A New Personal Concept of Leadership through Action Research
The author of this article, who is the head of the Elementary School Department in a teacher education college, describes a study in which three action cycles were identified. The author changed from being a 'top-down' manager to working collaboratively with colleagues by relinquishing overall control. The author also changed her perception of leadership: from a transactional model through a transformational model to a distributed leadership.
Updated: Dec. 23, 2007
Developing teacher competences for education for sustainable development through reflection: the Environment and School Initiatives approach
The authors introduce an overview of the Environment and Schools Initiatives (ENSI) perspectives on teaching competences. Since change is a primary element of sustainable development, the ability to adapt educational practice to a continuously developing world is of paramount importance for every educator dealing with that issue. The article offers two examples from ENSI activities in the field of developing teacher reflection regarding education for sustainable development ESD in teacher education: An action research, and project supporting workshops.
Updated: Dec. 18, 2007
Since 2001, two teacher educators from distinctive mid western universities have been engaged in partnerships with two local urban school districts that resulted from their personal relationships with educators and school leaders.By applying Macedo and Freire's (2001) framework of analysis, this article shares their dialogic reflection and assessment of the impact of their roles, intentions, and modes of operandi as qualitative researchers and the effectiveness of pursuing contextually relevant transformative agendas within these partnerships.
Updated: Dec. 16, 2007