Home About us Contact
|
Home About us Contact | ||
|
|
||
Elementary Education (elementary + education)
Selected AbstractsLearning to teach physics through inquiry: The lived experience of a graduate teaching assistantJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2004Mark J. Volkmann This investigation examines the difficulties encountered by one graduate teaching assistant as she taught Physics for Elementary Education, a large-enrollment, inquiry-based science course taught at a public Midwestern university. The methodological approach of hermeneutic phenomenology served as the lens to investigate the research question, "What is the lived experience of a graduate teaching assistant as she learned to teach physics through inquiry to elementary education students?" We summarize the findings in terms of the blending of two conceptual frameworks: orientations to science teaching and professional identity. We learned that fundamental beliefs about the nature of science support certain orientations, and if those beliefs remain unchallenged, then the orientation is unlikely to change. Finally, we discuss implications for strategies that may assist college-level instructors with changing their orientation to teaching science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 584,602, 2004 [source] Student Conflict Resolution, Power "Sharing" in Schools, and Citizenship EducationCURRICULUM INQUIRY, Issue 2 2001Kathy Bickmore One goal of elementary education is to help children develop the skills, knowledge, and values associated with citizenship. However, there is little consensus about what these goals really mean: various schools, and various programs within any school, may promote different notions of "good citizenship." Peer conflict mediation, like service learning, creates active roles for young people to help them develop capacities for democratic citizenship (such as critical reasoning and shared decision making). This study examines the notions of citizenship embodied in the contrasting ways one peer mediation model was implemented in six different elementary schools in the same urban school district. This program was designed to foster leadership among diverse young people, to develop students' capacities to be responsible citizens by giving them tangible responsibility, specifically the power to initiate and carry out peer conflict management activities. In practice, as the programs developed, some schools did not share power with any of their student mediators, and other schools shared power only with the kinds of children already seen as "good" students. All of the programs emphasized the development of nonviolent community norms,a necessary but not sufficient condition for democracy. A few programs began to engage students in critical reasoning and/or in taking the initiative in influencing the management of problems at their schools, thus broadening the space for democratic learning. These case studies help to clarify what our visions of citizenship (education) may look and sound like in actual practice so that we can deliberate about the choices thus highlighted. [source] "It's a Balancing Act!": Exploring School/Work/Family Interface Issues Among Bilingual, Rural Nebraska, Paraprofessional EducatorsFAMILY RELATIONS, Issue 3 2006Rochelle L. Dalla Abstract: Nebraska's rural school districts have a rapidly growing Spanish-speaking student body and few qualified instructors to meet their educational needs. This investigation examined factors that promote and challenge the ability of rural Nebraska paraprofessional educators to complete an online B.S. program in elementary education, with a K-12 English as a second language endorsement. Interviews focused on the interface between school, work, and family, with special attention on family system change and adaptation. Twenty-six bilingual paraprofessional educators enrolled (or formerly enrolled) in the education program were interviewed. Twenty were first- (n= 15) or second-generation (n= 5) immigrant Latino/as. Influences of program involvement on the marital and parent-child relationships are discussed, as are implications for future work with unique populations. [source] A New Degree for the Community College: The Associate of Arts in TeachingNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 121 2003Maureen L. McDonough The development of the Associate of Arts in Teaching degree in Maryland represents an outcomes-based, statewide articulation of the two-year degree in elementary education to public and private four-year institutions. [source] Paved with good intentions: the Hampstead and Clapton schools, 1873,1878BRITISH JOURNAL OF LEARNING DISABILITIES, Issue 2 2000David S. Stewart Summary In terms of the history of education, most people think that 1870 saw the beginning of universal elementary education in the UK, yet few consider what provision was made for those with learning disabilities. The present paper seeks to throw light on the provision made by one authority in London, the Metropolitan Asylums Board. Prior to the establishment of the schools at Darenth in 1878, later known as Darenth Park, the Board established a school in Hampstead, and later, at Clapton for pauper children with learning disabilities. Equipped with classrooms and teachers, these were the first such schools to be funded by rates, as opposed to charitable giving. The present study will reveal that there was, in fact, a strong link with the School Board for London and that certain individuals, frustrated by constraints put on them by one authority, used their considerable skills to make provision through other routes. It was not until the 1970 Education Act that all children became entitled to education in the UK, but the example of the Hampstead and Clapton Schools reveal that attempts were being made 100 years earlier to provide rate-funded education for children with learning disabilities. It might be regarded as a tragedy that philosophies in the intervening years did not reflect the optimism which policy makers in London held in the 1870s [source] | ||||||||||