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Emily Vickery

VoiceThread - DuFour PLCommunities - 0 views

voicethread.com/

voicethread plc pd

shared by Emily Vickery on 24 Sep 09 - Snapshot
  • Emily Vickery
    Emily Vickery on 24 Sep 09
     
    Collect the stories behind your pictures.
  • Emily Vickery
    Emily Vickery on 24 Sep 09
     
    Collect the stories behind your pictures.
  • Emily Vickery
    Emily Vickery on 24 Sep 09
     
    The one who is doing the talking is the one who is doing the learning.
H. Hampson

Introduction to Twitter for Educators - 0 views

www.slideshare.net/...ction-to-twitter-for-educators

twitter socialmedia web2.0 slideshare

shared by H. Hampson on 03 Sep 09 - Snapshot
  • H. Hampson
    H. Hampson on 03 Sep 09
     
    Straightforward presentation by Samantha Morra.
Lucy Gray

Teach Your Teachers Well - Freakonomics Blog - NYTimes.com - 0 views

freakonomics.blogs.nytimes.com/...teach-your-teachers-well

education research

shared by Lucy Gray on 26 Aug 09 - Snapshot
  • Lucy Gray
    Lucy Gray on 26 Aug 09
     
    Have economists always been interested in studying education? Just started reading Disrupting Class and this occurred to me.

    Second thought... what are the implications of the study mentioned for urban schools? What are the statistics around high quality experienced teachers sticking it out in challenging schools?
Konrad Glogowski

What Teachers Have Learned - Room for Debate Blog - NYTimes.com - 0 views

roomfordebate.blogs.nytimes.com/...what-teachers-have-learned

nytimes.com teacher development pre-service teacher education

shared by Konrad Glogowski on 23 Aug 09 - Snapshot
  • What we need are teachers who are much more competent in their subject areas!
  • I’ve seen many teachers ‘bomb’ over the years because they knew their subject matter, but not how to interact with, or be a role model for, children.
  • I am a 21-year veteran teacher who took a whole boatload of education courses in furtherance of my BA and MS degrees. They were utterly useless. The only thing that actually prepared me for teaching was student teaching. All of the other courses taught theory, but nothing practical.
  • ...13 more annotations...
  • In my opinion, the effectiveness of a teacher is almost impossible to predict until you see them in the classroom for quite a while. Also, a person’s educational background and pre-selection (masters/no masters/Ph.D./Teach for America/Teaching Fellows) cannot predict how they will succeed in the classroom.
  • Empathy is what enables a teacher (or any leader, in truth) to know, in every moment, what a child needs. They know when to call on a student and when not to, when a child has problems at home, when they need to raise the bar and when to lower it.
  • Watching a great teacher interact with students is as inspiring as watching an Olympic athlete. It’s an intuitive and emotional gift and it can’t be taught or instilled with any certification. The degrees mostly just enable educators to speak a common language — a necessary aspect of a profession.
  • As a former teacher I find it interesting that all the focus is on teacher preparation. Nothing was said about class size or collaboration with other teachers. It is assumed that one teacher, in front of a class, is the answer.
  • I believe that the best preparation for teaching is a combination of pedagogy and a strong apprenticeship — a marriage of traditional preparatory and alternative certification programs. All new teachers would benefit from a year of full-time work in the classroom beside an experienced and effective teacher.
  • That said, I have taken professional development coursework offered through local education schools that were absolutely laughable. Sitting through a 5 hour session that culminated in making a caterpillar from an egg carton is a waste of time. I went to learn how to produce higher rates of literacy in English Language Learners — not how to produce a cute craft of little practical value.
  • Pedagogy is fine and good when you’re in academia; however, most of the education school professors haven’t been in a classroom in 20 years and have no idea what works and what doesn’t.
  • I left the field because I couldn’t stand this version of corruption, where everyone tries to do the easiest thing instead of the right thing.
  • I was voted as “Teacher of the Year” at the High School I teach at, and I have never taken an Education course. I have a Master’s degree in Engineering. After 20 years in industry, I became a Math and Physics teacher through the alternate route to certification here in Vermont. I have written a published article comparing the difficulties and joys of teaching with those in industry (For the Love of Kids).
  • I have come to the conclusion that an Education degree for teachers and especially for administrators is a detriment to the education of students, not an asset. How much better to bring real life experience to the classroom than the rote prescriptions taught in the Education classes.
  • teachers should be given comparable credits for spending the summer interning for an NGO or a business.
  • This means that almost all schools would rather have a student right out of college with a teaching major and no real world experience than someone who has 20+ years of working in the real world.
  • I wasn’t the best at classroom management, but then I wasn’t so terrible at it either. I was turning into an automaton, and just as alarmingly, my students were too.
Konrad Glogowski

The School Leader as Bricoleur: Developing Scholarly Practitioners for Our Schools - 0 views

cnx.org/latest

bricoleur pd practitioner inquiry professional identity leadership scholarship

shared by Konrad Glogowski on 21 Aug 09 - No snapshot
  • Bricoleur, as presented herein, is used metaphorically and in a postmodern or post-formal (Kincheloe & Steinberg, 1999) sense to represent methods, practices and cultural materials that the scholar-practitioner uses as s/he interacts in the complex web of relationships among knowledge, inquiry, practice, and learning
  • The result of the bricoleur’s methods of practice is a bricolage (Denzin & Lincoln, 2000), a construction that arises from the reflexive interactions of different types of knowledge, mediating artifacts, and methods in relation to the social contexts, cultural patterns, and social actions and activities that comprise the daily events of the school.
  • First, the construct of scholar-practitioner leadership is examined, providing a background for exploring the intricacies of scholarly practice through the metaphor of bricoleur.
  • ...12 more annotations...
  • alternative epistemology of inquiry as practice, wherein the leader as scholar and his or her leadership practice are inseparable from scholarly and critically oriented inquiry.
  • not that of an aloof official imposing, authoritatively, educational ends and methods. He will be on the lookout for ways to give others intellectual and moral responsibilities, not just for ways of setting tasks for them . . .
  • More recently, efforts have been undertaken to reexamine the meaning of “scholar” within the context of educational leadership2 preparation and practice (Anderson & Jones, 2000; Jenlink, 2001b, 2001c; Riehl, et al., 2000). Preparing educational leaders as scholars invests largely in understanding a “scholar” as someone who values inquiry.
  • Relatedly, scholar-practitioner leadership, as a construct, represents a complex set of relationships among inquiry, knowledge, practice, and theory. These relationships have a critical intersect of the core value for and understanding of a “new scholarship”.3 This “new scholarship” defines practice, knowledge, and inquiry within the practice-based world of teachers and administrators, acknowledging the value of “local theory” and “knowledge-of-practice.” Also shaping the conceptual and practical meaning of scholar-practitioner leadership is a dimension of criticality that transforms leadership practice into leadership praxis.
  • In contrast, learning to lead for the scholar-practitioner is concerned less with transitional orientations of knowledge and inquiry and more with engaging in a “new epistemology” of knowledge and practice articulated through the inquiry as praxis.
  • A central element in scholar-practitioner leadership is criticality, which, depending on the degree of criticality, transforms inquiry, knowledge and practice.
  • The ideal degree of scholarly practice for school leaders seeking to create democratic learning communities would exist at a point along the primary axis, moving outward to a level of inquiry and/or knowledge-of-practice.
  • The criticalist “attempts to use his/her work as a form of social or cultural criticism” (Kincheloe & McLaren, 1994, p. 139). As a criticalist, the school leader engages in his or her work through leadership praxis5 guided by inquiry that is reflective, ethical, critical, and intentional. Praxis-oriented scholarly practice refers to “activities that combat dominance and move toward self-organization and that push toward thoroughgoing change in the practices of . . . the social formation” (Benson, 1983, p. 338).
  • A critical leadership praxis is also concerned with inequity and injustice that surface within the curricula and instructional systems of schools, as well as asymmetrical power relations that all too shape student and teacher identities along ideological lines that work to control and disadvantage some while advantaging others
  • leadership praxis is emancipatory, “grounded in a critical consciousness, which will manifest itself in action that will always be becoming emancipatory” (Grundy, 1993, p. 174). For the educational leader as criticalist, the question is not “Am I emancipated and how can I emancipate my staff?” but rather ”How can I engage in forms of critical, self-reflective and collaborative work which will create conditions so that the people with whom I work can come to control their knowledge and practice?” (p. 174).
  • The word bricoleur and its cognate bricolage come from bricole, a corruption of which is the English term brick wall. The root word of bricole means rebound. Bricoleur, as Levi-Strauss (1966) has noted, is “used with references to some extraneous movement” (p. 16)—movement in physical terms such as a ball rebounding off a wall, in sociological terms the social interaction in activities, and in psychological terms the interacting and cognitive rebounding of ideas, concepts, and feelings experienced as one individual works in relationship to others.
  • Noting the association with Baudelaire, bricolage, as Norris (1987) suggests, is a French word that refers to the “ad hoc assemblage of miscellaneous materials and signifying structures” (Levi-Strauss, quoted in Norris, p. 134). The bricoleur works in association with his or her culture and the material practices and artifacts available in the culture. Spivak (1976) says “the bricoleur makes do with things that were meant perhaps for other ends” (p. xix). Weinstein and Weinstein (1991) explain the bricoleur as a person who is “practical and gets things done” (p. 161). As Norris (1987) notes of the bricoleur, s/he is “happy to exploit the most diverse assortment of mythemes—or random combinartory elements” (p. 134).
Michèle Drechsler

Socialbookmarking and Education. A survey (english version) - 1 views

Hello I am preparing a thesis in information sciences and communication at the University of Metz. (France). My research focuses on the practices of socialbookmarking in the field of Education. As a ...

socialbookmarking education survey

started by Michèle Drechsler on 20 Jul 09 no follow-up yet
Alice Barr

100 Free Online Lectures that Will Make You a Better Teacher | Best Universities - 0 views

www.bestuniversities.com/...will-make-you-a-better-teacher

teaching onlinelearning ProfessionalDevelopment usmreadwrite2009 usmpodcast2009

shared by Alice Barr on 23 Jun 09 - Snapshot
  • Alice Barr
    Alice Barr on 23 Jun 09
     
    Great teachers know that learning doesn't stop as soon as you graduate from college. Teachers learn from their experience, from their colleagues, from their students, and any number of other resources. If you are a teacher looking for ways to expand your knowledge base, here are 100 free lectures you can watch to help facilitate some of that learning.
Alice Barr

Top 100 « AltSearchEngines - 0 views

www.altsearchengines.com/...the-top-100-lists

search searchskills curriculum

shared by Alice Barr on 23 Jun 09 - Snapshot
  • Alice Barr
    Alice Barr on 23 Jun 09
     
    While conducting the research and search engine checking I did while compiling this very eclectic list of search engines, directories, tools and stuff related, I realized that there are some very competitive trends in a few directions.
Emily Vickery

WikiWhoa - home - 0 views

wikiwhoa.wikispaces.com

wiki pd

shared by Emily Vickery on 19 Jun 09 - No snapshot
  • Emily Vickery
    Emily Vickery on 19 Jun 09
     
    A "how to" use a wiki wiki.
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