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Teachers Without Borders

A Push to Improve Teachers' Colleges - WSJ.com - 1 views

online.wsj.com/...4138204576602992880869786.html

teacher education pre-service teachers evaluation standardized tests

shared by Teachers Without Borders on 08 Oct 11 - No Cached
  • The Obama administration announced a new $185 million competition Friday that would reward colleges for producing teachers whose students perform well on standardized tests. The competition would require states to provide data linking collegiate teaching programs inside their borders to the test scores of their graduates' students. Under the proposal, to be eligible for the money, states would have to ratchet up teacher-licensing exams and close persistently low-performing teacher-training programs.
  • In a news conference Friday, Secretary of Education Arne Duncan noted that that nearly two-thirds of new teachers report feeling unprepared to run classes. "What if 62% of our new doctors felt unprepared to practice medicine?" said Mr. Duncan, adding that "the status quo is unacceptable."
  • Evidence is mounting that teacher quality is the biggest in-school determinant of student achievement. Yet the nation's colleges of education are a patchwork of programs that vary in quality. Each state sets its own admissions, graduation and licensing requirements.
  • ...1 more annotation...
  • Recruiting and training a strong teaching force has been a main priority of Mr. Duncan, and he has chided teacher-prep programs for their failure to produce high-quality instructors. The U.S. requires states to identify low-performing teacher-prep programs. But in the past 12 years, 27 states haven't found even one program lacking in quality, Mr. Duncan said.
Teachers Without Borders

A different way to deal with bullying - Parentcentral.ca - 1 views

www.parentcentral.ca/...rent-way-to-deal-with-bullying

bullying schools education research

shared by Teachers Without Borders on 09 Oct 11 - No Cached
  • Bound-to-be controversial in light of the recent suicide of 11-year-old Mitchell Wilson, a new approach to bullying uses a “no-blame, problem-solving response” rather than punishing aggressive kids and creating a victim mentality among those they target, say leading Canadian bullying researchers.
  • the idea behind the no-blame method is that it’s “more motivating for a child who has been aggressive.” It also helps the bully save face, and “take responsibility for making change, and to feel good about making change, and it decreases the likelihood of feeling unfairly treated and avenge an ‘injustice’ that was done to (them).”
  • But, in general, “the danger of a very hard-line approach is it elicits sympathy (for the aggressor) ... friends felt justified in their continuation of the bullying.” Bullying is a relationship problem and needs to be solved like any other, says York University’s Debra Pepler, considered one of Canada’s top bullying experts and a founder of PREVNet.
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  • “Putting a label on them really restricts thinking,” said Pepler. “Calling them a bully suggests they are always aggressive and that’s part of who they are.” In fact, they may be bullied themselves at home, or gain respect in the schoolyard for being aggressive, she says. Children who bully at a moderate or high rate are more likely to be delinquent or sexually harass, so “adults need to step in and help them get onto a pathway where they get the attention and leadership opportunities they want in a positive rather than a negative way.”
  • Children who have been targeted first require protection from being bullied — but they also often need to build self-confidence and develop positive relationships.
Teachers Without Borders

Foundation Center - PubHub - Brookings Institution - Passing Muster: Evaluating Teacher... - 1 views

foundationcenter.org/...pubhub_item.jhtml

teacher education teachers evaluation

shared by Teachers Without Borders on 13 May 11 - No Cached
  • Teachers Without Borders on 13 May 11
     
    Describes how state or federal governments could reward exceptional teachers based on a uniform standard across various district-level teacher evaluation systems by determining the systems' reliability in predicting future performance. Includes Q & A.
Mathew Abraham

Physics Classroom Online - 1 views

www.plustwophysics.com

Physics online classroom

shared by Mathew Abraham on 14 Feb 10 - Cached
  • Mathew Abraham on 14 Feb 10
     
    An online Learning System for Physics up to Plus Two; suitable for CBSE, ICSE/ISC, SSLC/HSC or any other syllabus worldwide. Physics Classroom is built based on self learning principles and is developed and updated regularly to suit the needs of its users. The Physics Classroom is arranged Topic wise for easy use. Only registered and logged in users will be able to access the contents of the site.
Teachers Without Borders

UPDATED: Keeping Cultural Ties Helps Mexican-American Pupils Succeed - Learning the Lan... - 1 views

blogs.edweek.org/...ing_in_touch_with_culture.html

ELLs immigration education Mexico minorities

shared by Teachers Without Borders on 09 Oct 11 - No Cached
  • A new study from the University of Missouri suggests that Mexican-Americans in U.S. schools fare better when they maintain a connection to their heritage. "Culture Predicts Mexican Americans' College Self-Efficacy and College Performance," published in the journal Culture and College Outcomes, shows that Mexican-Americans who continued to speak Spanish and remained attached to their cultural heritage had higher GPAs and were more successful in college.
  • He spoke about the importance of educators understanding cultural differences: "Educators need to be aware of students' home lives," Aguayo said. "Immigrant parents, in particular, tend to put more trust in educators, rather than being involved in the child's education like we normally see in the U.S. If educators can take the time to learn about the parents' culture, the educators can have a positive impact on the students' future."
  • The study adds another voice to the conversation about best practices for teaching ELLs. Arayo says that his results indicate that English-only education may hurt some students: "I understand the reasons behind English-only efforts, but the research shows that if we don't accept the cultural identity of these students in our schools, such as tolerating their native language, Mexican-Americans may not succeed."
Teachers Without Borders

Collaborate Smart: Practical Strategies and Tools for Educators | CEC Store - 1 views

www.cec.sped.org/...ProductDetail.cfm

educators collaboration teacher development book co-teaching

shared by Teachers Without Borders on 23 Mar 12 - No Cached
  • Teachers Without Borders on 23 Mar 12
     
    From Susan M. Hentz, noted educational speaker and author of Teach Smart, and Phyllis M. Jones, a teacher administrator and educator; Collaborate Smart: Practical Strategies and Tools for Educators is a masterful tool for improving co-teaching and collaborative communication among members of teaching teams. The evolving process of collaboration in the classroom involves negotiation, re-negotiation, respect, trust, and the creation of a level of comfort in the partnership that allows for risk taking in thinking and practice, which yields cohesive instruction that best impacts a student's learning experience. A "how-to" guide for every educator, Collaborate Smart enhances your resources for instruction through its fully developed, comprehensive yet practical information.
Alice Barr

Directory of E-Learning Tools: Course Authoring Tools - 1 views

c4lpt.co.uk/...instructional.html

Tools_Apps e-learning InstructionalSupport web2.0tools

shared by Alice Barr on 17 Oct 10 - Cached
  • Alice Barr on 17 Oct 10
     
    "These tools include authoring tools as well as as delivery/tracking platforms like course and learning management systems. "
Teachers Without Borders

Learning From Success as Leverage for a Professional Learning Community: Exploring an A... - 2 views

www.tcrecord.org/Content.asp

teacher professional development teachers community learning community professional learning community

shared by Teachers Without Borders on 28 Sep 11 - No Cached
  • Teachers Without Borders on 28 Sep 11
     
    Background: Although the professional learning community as a means of improving student achievement has received growing support from researchers and practitioners alike, professionals are still exploring ways to develop interaction networks regarding teaching and learning issues. Purpose: This study explores the evolving stages of a collective learning-from-success process within the framework of a professional learning community.
Teachers Without Borders

edshelf is a directory of digital tools for educators - 1 views

edshelf.com

tools education technology web2.0 webtools Apps teachers teaching

shared by Teachers Without Borders on 23 Apr 12 - No Cached
  • Teachers Without Borders on 23 Apr 12
     
    edshelf is a directory of digital tools for educators
Teachers Without Borders

MOFET ITEC - Seeking Knowledge for Teaching Teaching: Moving beyond Stories - 1 views

itec.macam.ac.il/...ArticlePage.aspx

teacher education reflection stories practitioner inquiry

shared by Teachers Without Borders on 11 Feb 11 - No Cached
  • Many self-studies are derived from the issues, problems and concerns that emerge out of a teacher educator's practice. These self-studies are accounts of a teacher educator's search for meaning in teaching about teaching. This search is commonly driven by a teacher educator's desire to know if he/she is making a difference in students' learning. The author argues that what makes these self-studies so powerful is the knowledge about practice that is derived from the study itself. This article sets out to question a common feature of self-study by exploring why stories are so prominent.
  • Teachers Without Borders on 11 Feb 11
     
    Many self-studies are derived from the issues, problems and concerns that emerge out of a teacher educator's practice. These self-studies are accounts of a teacher educator's search for meaning in teaching about teaching. This search is commonly driven by a teacher educator's desire to know if he/she is making a difference in students' learning. The author argues that what makes these self-studies so powerful is the knowledge about practice that is derived from the study itself. This article sets out to question a common feature of self-study by exploring why stories are so prominent. 
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