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Teachers Without Borders

Reflective Practice and Inquiry in Professional Development for Online Teaching - 3 views

jolt.merlot.org/...eliason_0610.htm

online_learning assessment teacher development reflection reflective practice

shared by Teachers Without Borders on 17 Jun 10 - Cached
  • Teachers Without Borders on 17 Jun 10
     
    This article is a resource for those new to online professional development. It describes professional development training for faculty preparing to teach online. The primary focus of the training is on pedagogical rather than technical skills. This focus is central for encouraging reflection and inquiry to improve teaching practices. The discussion and summary of results provide an overview of the training and evidence of reflection and inquiry. Keywords: Faculty development, online teaching and learning, assessment, student-centered learning, constructivism
Teachers Without Borders

New teachers getting ready to be graded on classroom work - JSOnline - 0 views

www.jsonline.com/...om-work-dg4fu8e-142232725.html

teachers portfolios portfolio teacher development assessment performance

shared by Teachers Without Borders on 21 Mar 12 - No Cached
  • But this spring, Johnson will take a practice version of a new performance assessment that goes beyond asking what he knows about his subject. Formally known as the Teacher Performance Assessment, the portfolio-based assessment will be required for anyone completing a teacher-education program and seeking a teaching license in Wisconsin after Aug. 31, 2015, the Department of Public Instruction has decided. Johnson and teacher hopefuls in other states taking the Teacher Performance Assessment, even if for practice, will have to submit lesson plans, reflections of their work and a video of their classroom interactions with students as part of the Web-based program.
  • All of it is aimed at answering a single, critical question: How well can you teach?
  • Developed by a team of researchers at Stanford University, the assessment will be administered by international education publishing and technology juggernaut Pearson. Once teacher candidates submit their portfolios online, trained reviewers from around the country will grade them on a scale of 1 to 5. They're looking for evidence of student learning, from the 10- to 15-minute video or teacher reflections. A 3 or higher is typically considered a passing score, though Wisconsin hasn't settled on what its passing score will be.
  • ...3 more annotations...
  • Johnson, the student teacher in Madison, said he believes the new performance assessment will serve as a valuable tool. "Passing the Praxis II just meant I had content knowledge," he said. "What's more important is for me to show I can convey that science knowledge to a class full of students."
  • Desiree Pointer Mace, assistant professor and associate dean for graduate programs at Alverno's School of Education, likes the assessment's layers: Teachers have to provide a written reflection of their teaching practice, and the 10- to 15-minute video gives some indication of how they interact in a classroom.
  • "It doesn't test what you can recall and push out; it tests the work of teaching and how you connect to students," Pointer Mace said. "Then the whole thing must be graded by someone who is independent but knows about teaching." Alverno has long emphasized performance-based exams and the use of video as a tool for self-critique, so Pointer Mace said it's not a huge shift for the program to adapt to the new assessment.
Tiffany Hoefer

Learners and Learning: Module | OER Commons - 1 views

www.oercommons.org/...view

teacher education learners learning school application theories practical

shared by Tiffany Hoefer on 27 Aug 12 - No Cached
  • Tiffany Hoefer on 27 Aug 12
     
    Module that addresses most directly the central, core business of schooling. The aim of the module is to improve the teaching abilities of teachers. It accordingly promotes a theoretically informed understanding of what learning is,how it takes place, and how teachers may go about organising systematic learning. The module enables teachers to analyse learning, and, in so doing, to reflect on what they can do to improve it. Thus, while the module draws on the learning theories of writers like Piaget and Vygotsky, it grounds these examples, practical exercises, and case studies drawn from schools. From SAIDE
Teachers Without Borders

Education in Emergencies: Research Methodologies - 0 views

www.ineesite.org/..._Methodologies_Paper_final.pdf

education Education in Emergencies research INEE

shared by Teachers Without Borders on 21 Mar 12 - No Cached
  • Teachers Without Borders on 21 Mar 12
     
    Education in emergencies (EiE) is both a research "field in its infancy" and a rapidly "emerging  field" (Tomlinson & Benefield, 2005). This scoping study reviews a wide range of academic  articles and grey literature in the education in emergencies field to map current and past research  methodologies used by academics and practitioners. It identifies the unique successes and gaps in  the evidence base in order to support future academics and practitioners in conducting and  documenting research. This study concludes that ensuring sound ethical and rigorous reflective  research practices is critical to fill research gaps and to move EiE from infancy to a welldeveloped, reputable research field.
stephknox24

http://shss.nova.edu/pcs/journalsPDF/fall_2011.pdf - 0 views

shss.nova.edu/...fall_2011.pdf

peace_education

shared by stephknox24 on 07 Dec 11 - No Cached
  • stephknox24 on 07 Dec 11
     
    This article describes several of the more successful critical peace education methodologies and perspectives that I was able to bring to my classroom in a juvenile detention home.  For example, reflective writing and community analysis of nonviolent peace movements formed the core of my curriculum, as did critical analysis of the social processes of stereotyping and dehumanization.   As a result, numerous students grew in their ability to write, express empathy with others, identify bias and articulate critical analysis of their schools, among other political systems.  This analysis will contribute to the growing body of work on the practice of critical peace education.  
stephknox24

El-Hibri Charitable Foundation - 0 views

www.elhibrifoundation.org/pei.html

peace_education foundation

shared by stephknox24 on 22 Aug 11 - No Cached
  • stephknox24 on 22 Aug 11
     
    The Foundation's Peace Education Initiative focuses on conflict resolution by bringing people together to find common ground and develop mutual respect. To that end, the Foundation: Seeks to advance the study and understanding of world peace by supporting cross-cultural approaches to peace-building and nonviolent conflict resolution.Fosters peace education to facilitate the transformation to a society where cultural diversity is embraced and governance reflects social justice and democratic practices.
Voytek Bialkowski

Human Rights Take Front and Center for the New York City Schools | Learn How to and Whe... - 0 views

www.reviewresearch.com/ity-Schools-article_48326.html

human_rights_education human_rights schools case_study

shared by Voytek Bialkowski on 05 Mar 10 - Cached
  • The New York City schools has taken this directive seriously and to heart by creating its School for Human Rights, a combined middle and high school academy that is built around the concept of human rights.
  • Located in Brooklyn, the School for Human Rights is rare, even for the New York City schools. Its core values are dignity, respect and responsibility, which is the driving force behind its curriculum, how the students learn and the teachers teach, how they treat one another, and the types of adults the New York City schools hope the students become. Human rights are demonstrated to students by how the school meets the educational needs of each and every student; in its practices, such as discipline with dignity; examples given in class, questions raised by teachers, the active discussions, critical thinking and reflection that are part of the project-based coursework; and even in the human rights enriching field trips.
  • The School of Human Rights is the only New York City schools that integrates an academic and social skills-based curriculum. It even immerses human rights into its extracurricular activities, such as film festivals and workshops with human rights defenders.
  • Voytek Bialkowski on 05 Mar 10
     
    Brief article on New York City School of Human Rights -- a combined middle & high school focused on HRE in curriculum, extra-curriculars, & pedagogical approach. Potentially interesting case study.
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