Academic literature on the topic 'Volunteer teacher educators'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Volunteer teacher educators.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Volunteer teacher educators"
1
Channell, Dwayne E., Robert A. Laing, Charles D. Watson, and Charles A. Reeves. "Thanks From The Editorial Panel." Mathematics Teacher 82, no. 9 (December 1989): 728–32. http://dx.doi.org/10.5951/mt.82.9.0728.
Full textAbstract:
The success of the Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publication and courseware reviewers include junior and senior high school teachers, curriculum designers, college and university mathematicians, and teacher educators. The following are the names of those individuals who were active as of 7 July 1989. Their contributions are deeply appreciated. Anyone interested in serving as a referee of manuscripts should request an application form and guidelines from the National Council of Teachers of Mathematics.
2
Ai, Bin, Xueshan Li, and Guofang Li. "When City Meets Rural: Exploring Pre-Service Teachers’ Identity Construction When Teaching in Rural Schools." SAGE Open 12, no. 1 (January 2022): 215824402210799. http://dx.doi.org/10.1177/21582440221079910.
Full textAbstract:
Every year, a number of Chinese undergraduates from urban teacher universities are selected as volunteer pre-service teachers to teach in schools located in underdeveloped rural areas. In this qualitative case study, the researchers explore four pre-service teachers’ 1-year experience as volunteer educators in rural schools, their communities of practice in the south and west of China, and present their reflections on the challenges, including how their responses (re)shaped their teacher identity. It is found that these pre-service teachers have built their social capital through rural teaching experience, and they have begun to construct their professional teacher identity within that transitional community of teaching practice. The paper contributes to discussions of pre-service teacher education and pre-service teacher identity construction in the context of secondary education in rural China and in other parts of the world.
3
Desutter, Keri L., and Steven Dale Lemire. "Exploring the Special Education versus Regular Education Decisions of Future Teachers in the Rural Midwest." Rural Special Education Quarterly 35, no. 4 (December 2016): 3–9. http://dx.doi.org/10.1177/875687051603500402.
Full textAbstract:
Persistent shortages of special education teachers, particularly in rural areas, exist across the country. This study assessed the openness of teacher candidates enrolled in an introductory education course at two rural Midwest universities to a special education career path. Survey findings confirmed that work or volunteer experience involving people with special needs is a significant predictor of choosing special education as a career path. Findings also revealed that not all students who have experience with individuals with special needs choose to pursue special education. Considerations for teacher education faculty hoping to attract more special educators to the field are discussed.
4
Lourenço, Mónica. "Internationalizing teacher education curricula: opportunities for academic staff development." On the Horizon 26, no. 2 (June 4, 2018): 157–69. http://dx.doi.org/10.1108/oth-07-2017-0053.
Full textAbstract:
Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.
5
Gomez, Mary Louise, Rebecca W. Black, and Anna-Ruth Allen. "“Becoming” a Teacher." Teachers College Record: The Voice of Scholarship in Education 109, no. 9 (September 2007): 2107–35. http://dx.doi.org/10.1177/016146810710900901.
Full textAbstract:
Background/Context In this article, we trace the development of a prospective secondary science teacher as she begins to examine her identity as a White person. We explore how the social languages of her teacher education program challenge, intermingle, and blend with ones she brought to the program from her midwestern small-town childhood and a professional life in science. Research Design In this case study, we deploy Russian philosopher M. M. Bakhtin's notion of ideological becoming to trace her development from program entry through four semesters of program participation. We show how various fieldwork, course, and volunteer experiences challenge the ways she talks and thinks about herself, her students, teaching, and the roles that race/ethnicity and culture play in these relationships. Research Questions We ask: How does this prospective teacher understand her identity as a White person? What relationship does she understand that this identity has to teaching students who are from many different cultural backgrounds? What kinds of dilemmas arise for a prospective teacher when she begins to understand who she is as a White person? How does she negotiate them? And what role does her teacher education program play in encouraging and supporting her negotiations? Conclusions/Recommendations The article concludes by considering what practicing teachers and university teacher educators might do to support new teachers who have begun to question their identities and those of their students, and to craft pedagogy to meet students’ needs. Included in the recommendations are considerations for the location of class-room placements for prospective teachers; the nurturing of collaborative relationships between classroom teachers and university teachers; teacher education program pedagogy that promotes critical inquiry into issues of race; and the development of communities of prospective teachers who can struggle with such issues as their identities as racialized beings.
6
Sebastián-López, María, and Rafael de Miguel González. "Mobile Learning for Sustainable Development and Environmental Teacher Education." Sustainability 12, no. 22 (November 23, 2020): 9757. http://dx.doi.org/10.3390/su12229757.
Full textAbstract:
Outdoor learning has, for a long time, been an important instructional resource in school education, usually embedded in the natural sciences and social sciences curricula. Teaching geography, geology, or biology beyond the traditional classroom allows students to interact with physical and social environments for meaningful learning. Mobile devices that are based on geospatial technologies have provided more accurate data, but also a combined instructional design with other WebGIS, map viewers, or geographic information system (GIS) layers, which are useful to foster education for sustainable development. This paper analyzes the applications of mobile learning based on citizen science and volunteer geographic information, but also on the growing awareness that citizens and educators need a set of digital competencies to enhance and innovate lifelong learning and active citizenship. The empirical research aims to measure teacher–training experience, highlighting the potential of mobile devices and their applications in environmental education. Data collected from the research and results prove the positive impact of mobile learning in environmental education. Finally, a discussion about mobile learning and education for sustainable development is provided.
7
Hagedorn, Rebecca L., Kathryn Baker, Sara E. DeJarnett, Tyler Hendricks, Melissa McGowan, Lauren Joseph, and Melissa D. Olfert. "Katalyst Pilot Study: Using Interactive Activities in Anatomy and Physiology to Teach Children the Scientific Foundation of Healthy Lifestyles." Children 5, no. 12 (November 28, 2018): 162. http://dx.doi.org/10.3390/children5120162.
Full textAbstract:
This pilot study evaluated the impact of the Katalyst curriculum, a fifth-grade experiential learning program, on students’ knowledge of a healthy lifestyle’s impact on body functions. Katalyst’s interactive curriculum spans two days and includes four, 60-min stations on body systems: cardiovascular/endocrine, gastrointestinal, neurological, and respiratory/musculoskeletal. Three schools were recruited, and two schools completed the intervention sessions. Prior to beginning the stations, fifth-grade students completed a 37-item questionnaire to assess knowledge and perceptions. Students completed the same survey at the end of the Katalyst intervention. Teachers at the school also completed a survey post intervention to provide feedback on the program. Frequency and paired analyses were conducted on student responses and summative content analysis on teacher and volunteer feedback. The School 1 completer (n = 63) baseline mean knowledge score was 66.2%. The School 2 completer (n = 47) baseline mean knowledge score was 67.3%. Following the Katalyst intervention, both schools showed a statistically significant increase in the mean post score to 70.3% (p = 0.0017) and 78.4%(p < 0.0001) at School 1 (n = 63) and School 2 (n = 47), respectively. Teacher feedback (n = 7) revealed that Katalyst was effective in meeting state educational health standards and teachers perceived that the students benefitted from the program more than “reading about the body systems in a textbook or health magazine”. The Katalyst pilot study appeared to improve fifth-grade students’ knowledge of body systems and health. Katalyst aligned with state educational standards and is supported by teachers for an experiential learning opportunity. The Katalyst curriculum could be a potential avenue for health educators in Appalachia.
8
Anne Pomerantz. "No Laughing Matter: Why Educators Need to Take Humor More Seriously." Talenta Conference Series: Local Wisdom, Social, and Arts (LWSA) 4, no. 2 (September 30, 2021): 1–11. http://dx.doi.org/10.32734/lwsa.v4i2.1184.
Full textAbstract:
Humor may make people laugh, but linguistically it is no laughing matter. This paper proposed to the educators, teacher preparation programs, and educational researchers who need to take humor and the related phenomenon of play more seriously in their approach to understanding the dynamics of classroom interaction and how challenging humor and play can be to interpret and navigate as they unfold spontaneously in teacher-student interactions. This study aimed to identify the kinds of metacommunicative awareness that teachers, particularly novice educators, need to develop to navigate the interactions they engage with successfully. Meta communicative awareness referred to a deep-seated understanding of how meaning in interaction is constructed and an ability to step outside one’s immediate interpretive frame. The study was conducted between 2016 and 2018 in a community-based afterschool program. The program serves adults and children in the surrounding area who identify as Bangladeshi. The data were collected through audio-recorded interviews with 18 university participants, approximately 40 hours of audio-recordings of homework help sessions, samples of university students’ notes and reflective writing from their time as volunteers, and samples of the children’s schoolwork. The homework helpers were undergraduate and graduate students from two universities. Some of the homework helpers were pursuing master’s degrees in education. They aspired to careers as teachers, and others had volunteered for the program to fulfil institutional community service requirements. At the program, these homework helpers were referred to as “volunteers,” and they occupied both the institutional and interactional role of “educator” concerning the children. It can be concluded that humor and play-interpreted talk in educational settings quite challenging. Moreover, a failure to recognize talk as play could have serious consequences for what ultimately happens between teachers and students and how they come to see one another.
9
Boyer, Wanda A. R., and Helen Bandy. "Impact of Students with Special Needs on Teachers in Rural Communities." Rural Special Education Quarterly 15, no. 3 (September 1996): 25–33. http://dx.doi.org/10.1177/875687059601500305.
Full textAbstract:
In order to develop relevant teacher education programs, teacher educators must understand attitudes, concerns and knowledge of inservice rural teachers toward inclusion of children with special needs in their classroom. Questionnaires were distributed to teachers in rural/remote areas of British Columbia. Results were indicative of the urgent need for providing additional human resources to assist with inclusionary practices, particularly the addition of trained assistants, parents, and community volunteers.
10
Fazio, Barbara Byrd, and Lewis Polsgrove. "An Evaluation of the Effects of Training Special Educators to Integrate Microcomputer Technology into Math Curricula." Journal of Special Education Technology 10, no. 1 (September 1989): 5–13. http://dx.doi.org/10.1177/016264348901000101.
Full textAbstract:
This investigation is an evaluation of a teacher training project designed to aid teachers of the mildly mentally handicapped in developing and implementing plans for integrating computer use into their existing math curricula The training project was designed to facilitate teachers' implementation of recommended practices for effective use of computer-based instruction Both classroom observation and teacher opinion data indicated that teachers who underwent the training program were more effective at integrating microcomputer technology than were teachers who had volunteered to participate in the training project but were not admitted due to enrollment limitations.
Dissertations / Theses on the topic "Volunteer teacher educators"
1
Silva, Gisele Eduardo de Oliveira. "O papel do educador social voluntário no processo de inclusão de estudantes com transtorno do espectro autista." Universidade Católica de Brasília, 2018. https://bdtd.ucb.br:8443/jspui/handle/tede/2416.
Full textAbstract:
Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-18T20:35:03Z
No. of bitstreams: 1
GiseleEduardodeOliveiraSilvaDissertacao2018.pdf: 1661361 bytes, checksum: 22eba59d2a319e6a60fcfb072b430263 (MD5)Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-18T20:35:44Z (GMT) No. of bitstreams: 1 GiseleEduardodeOliveiraSilvaDissertacao2018.pdf: 1661361 bytes, checksum: 22eba59d2a319e6a60fcfb072b430263 (MD5)
Made available in DSpace on 2018-06-18T20:35:44Z (GMT). No. of bitstreams: 1 GiseleEduardodeOliveiraSilvaDissertacao2018.pdf: 1661361 bytes, checksum: 22eba59d2a319e6a60fcfb072b430263 (MD5) Previous issue date: 2018-02-23
In the last decades, several international movements have appeared in favor of a more inclusive and less segregator system of education. In Brazil, inclusion was influenced by ideals of education from Europe and the United States. In relation to rights for students with Autism Spectrum Disorder (ASD), the Berenice Piana Law presents a significant support figure in the process of inclusion of this audience, the specialized companion, as long as their need is proven. In the Federal District (FD), this support is provided by a teaching assistant which is a Volunteer Social Educator (VSE). Considering the VSE as a support for the educational inclusion of the student with ASD leads to the need to reflect on pedagogical policies and practices directed at them, due to the challenges education faces. Moreover, it is debatable whether the rights of these students are being guaranteed, since not even the federal legislation guarantees the profile of this aid figure. This being true, the scarcity of research related to the VSE in the realm of educational inclusion is detected. From a broader perspective, this research investigates the inclusive process of students with ASD in reverse integration classes of mainstream school, to discover relevant aspects about the role of volunteer social educator, order to promote the educational inclusion of this public. The research aimed to investigate whether the volunteer social educator's role in the classroom in the process of including the student with ASD contributes to the success of their school performance or corroborates a veiled exclusion. The methodology used was exploratory qualitative research. It is a multiple cases study with one unit of analysis. The sources of evidence used were document analysis, observations and interviews. The research participants were two teachers, two VSE, a director and an educational counselor from two mainstream schools of the FD public school system in which they studied children with ASD in reverse integration classes accompanied by VSE. Exclusion processes were identified in both cases, although the importance of this educational support is acknowledged. The research revealed the necessity of continuous work in relation to the formation of the VSE. The way in which district legislation is supplying the specialized companion, to which the TEA student is entitled, has not been sufficient to guarantee the right to learn from the whole individual formation perspective.
Nas últimas décadas, surgiram vários movimentos internacionais em prol de um sistema de ensino mais inclusivo e menos segregativo. No Brasil, a inclusão sofreu influências de ideais de educação advindas da Europa e dos Estados Unidos da América. Em relação aos direitos voltados aos estudantes com Transtorno do Espectro Autista (TEA), a Lei Berenice Piana apresenta uma figura de apoio significativa no processo de inclusão desse público, o acompanhante especializado, desde que a sua necessidade seja comprovada. No Distrito Federal (DF), esse apoio é suprido pelo Educador Social Voluntário (ESV). Ao se considerar o ESV como apoio à inclusão educacional do estudante com TEA leva à necessidade de refletir sobre políticas e práticas pedagógicas a ele direcionadas, em virtude dos desafios colocados à educação. Além disso, é discutível se os direitos desses estudantes estão sendo garantidos, posto que nem mesmo a legislação federal garante o do perfil dessa figura de auxílio. Diante disso, e constatada a escassez de pesquisas relacionadas ao ESV no âmbito da inclusão educacional, numa perspectiva mais abrangente, esta pesquisa investiga o processo inclusivo de estudantes com TEA em turmas de integração inversa de escola regular, para descobrir aspectos relevantes sobre o papel do educador social voluntário, a fim de promover a inclusão educacional desse público. A pesquisa teve por objetivo investigar se a atuação do educador social voluntário, em sala de aula, no processo de inclusão do estudante com TEA, contribui para o êxito de seu desempenho escolar ou corrobora uma exclusão velada. A metodologia utilizada foi a pesquisa qualitativa exploratória. Trata-se de um estudo de casos múltiplos com uma unidade de análise. As fontes de evidência utilizadas foram análise documental, observações e entrevistas. Os participantes da pesquisa foram dois professores, duas ESV, uma diretora e uma orientadora educacional de duas escolas regulares da rede pública de ensino do DF nas quais estudavam crianças com TEA em turmas de integração inversa acompanhados por ESV. Processos excludentes foram identificados nos dois casos, ainda que reconhecida a importância desse apoio educacional. A pesquisa concluiu ser necessário um trabalho contínuo de formação em relação ao ESV. A maneira como a legislação distrital está suprindo o acompanhante especializado, a que o estudante com TEA tem direito, não tem sido suficiente para garantir os direitos de aprendizagem da perspectiva da formação integral.
2
Gillette, Erika Schaffluetzel. "The Teaching of Science to Refugees in Greece: a Multi-site Case Study of Volunteer Educators in Non-formal Education Settings." Thesis, 2020. https://doi.org/10.7916/d8-n54d-hr32.
Full textAbstract:
This qualitative multi-site case study examines the experiences of four volunteers serving as educators and their use of science kits in three separate non-formal refugee spaces located in Greece. They received professional development and materials to support their teaching of science. An adapted Teacher-Centered Systematic Reform (TCSR) framework was used to analyze the relationship between personal factors, teacher thinking, practice, and contextual factors. Data sources for this study were pre- and post-activity questionnaires, pre- and post-activity journaling, observations, and structured interviews. Each of the data sources was analyzed to develop an understanding of the volunteer educators’ personal factors, teacher thinking, teacher practice, and contextual factors to identify emerging themes. Emerging themes provided evidence to better interpret the experiences and perceptions of volunteer educators who used science-kits in non-formal refugee educational settings. These themes were then compared between and across each case to find similarities and differences between volunteer educators. This research contributes to both the field of science education and the preparation of volunteers in emergency education to teach science.
3
MAREŠOVÁ, Hana. "PŘÍPRAVA PRACOVNÍKŮ S DĚTMI A MLÁDEŽÍ: POHLED NA DOBROVOLNÍKA A ZAMĚSTNANCE, MOŽNOSTI JEJICH DALŠÍHO VZDĚLÁVÁNÍ." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-152625.
Full textAbstract:
This thesis deals with the training of workers with children and youth and the sight of employees with volunteer opportunities for their further education. The texts are logically arranged by topic. Firstly, it defines the terms used and then addresses the issue of qualifications for the job working with children and young people and according to the Law on Education Staff and National Occupations System. Out staff also work addresses the conditions of education volunteers working with children and youth. Shows what should have knowledge, skills and competence. Last but not least, the thesis briefly defines the relevant documents relating to the training of teachers and addresses the topic of institutions offering further education of teachers. In conclusion, we work validates knowledge in qualitative research with six respondents.
Books on the topic "Volunteer teacher educators"
1
Bonner, Patricia. A guide to the Great American Landmarks Adventure: A resource for teachers, parents and volunteer educators. Washington, DC: U.S. Dept. of the Interior, National Park Service, Cultural Resources Programs, Preservation Assistance Division, 1992.
Find full text
2
Bonner, Patricia. A guide to the Great American Landmarks Adventure: A resource for teachers, parents and volunteer educators. Washington, DC: U.S. Dept. of the Interior, National Park Service, Cultural Resources Programs, Preservation Assistance Division, 1992.
Find full text
3
Bonner, Patricia. A guide to the Great American Landmarks Adventure: A resource for teachers, parents and volunteer educators. Washington, DC: U.S. Dept. of the Interior, National Park Service, Cultural Resources Programs, Preservation Assistance Division, 1992.
Find full text
4
Ontario, Community Literacy of. Practitioner Training Strategy: Project report. Barrie, ON: Community Literacy of Ontario, 2000.
Find full text
5
The Confident Catechist: Strategies for the New And Not-so-new Volunteer. Saint Mary's Press, 2007.
Find full textBook chapters on the topic "Volunteer teacher educators"
1
Russell, Lara Walker. "Blessed Rage for Order." In Identifying, Describing, and Developing Teachers Who Are Gifted and Talented, 107–22. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5879-8.ch011.
Full textAbstract:
This chapter tells the story of one GATE educator's early quest to satisfy what poet Wallace Stevens called a “blessed rage for order.” It describes the patterns she discovered and turning points she experienced as an undergraduate student, a Peace Corps volunteer, a first-year teacher in a diverse Title I high school, a doctoral student of curriculum and instruction, and an advanced student and teacher of underrepresented gifted populations. At its heart, it is an ethnography of the catalysts—the individuals and experiences—that helped transform a troubled, high school dropout's raw gifts into talents, enabling her to use her creativity, intensity, and love of complexity to do the one thing she swore she'd never do: teach.
2
Godwin, Chris. "Train Them the Way They Should Go." In Cases on Servant Leadership and Equity, 53–70. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5812-9.ch003.
Full textAbstract:
As the COVID-19 pandemic winds down, the devastating results are evident in rural America. Many teachers joined the “great resignation” and left classrooms that moved between remote and physical for two years. Who will step up to serve these students who have experienced learning losses at unprecedented rates? Who will understand the connection between devastated communities ravaged by a deadly virus and the classroom exploited by politicians and the media as never before? Rural communities have experienced isolation among typical threads which have traditionally provided solid rural support. This Educator Preparation Program established a requirement of service for aspiring educators. Over 600 volunteer hours have been documented among these aspiring educators between community and school involvement with students reflecting upon their address of personal biases, deficit thinking, and the development of an understanding in a real way of the needed connections that support future classrooms and students in these rural areas.
3
Amos, Yukari Takimoto, and Nicki Kukar. "Learning While Teaching." In Handbook of Research on Educator Preparation and Professional Learning, 100–130. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8583-1.ch007.
Full textAbstract:
The purpose of this chapter is to describe a collaboration process between a teacher education program and a university ESL program that attempts to increase teacher candidate exposure to English learners (ELs) with “third space” as a theoretical framework. In third spaces, the boundaries of teacher and student get blurred, and new ways of thinking about teaching and learning emerge. In the collaboration project that this chapter describes, the three teacher candidates regularly volunteered in the university ESL classes and taught mini-lessons to the ELs while taking a class on EL teaching. The qualitative analysis of the participants indicates that in the collaboration project, a university-based class and a field-based class were in sync by providing the teacher candidates with opportunities to immediately implement what they learned in a traditional class with the ELs. In this boundary blurriness, the teacher candidates became the owner of their own practitioner knowledge, rather than the borrower of the existing academic knowledge.
4
Bristol, Laurette S. M., and Merilyn Childs. "Arranging and Rearranging Practice in Digital Spaces." In Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs, 191–209. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0877-9.ch010.
Full textAbstract:
The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A “practice architectures” perspective was adopted. The study found that “designing and redesigning” was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and “tech savvy” the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. “Ambitious teacher practices” are permanently required.
5
Bristol, Laurette S. M., and Merilyn Childs. "Arranging and Rearranging Practice in Digital Spaces." In Online Course Management, 567–85. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch031.
Full textAbstract:
The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A “practice architectures” perspective was adopted. The study found that “designing and redesigning” was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and “tech savvy” the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. “Ambitious teacher practices” are permanently required.
6
Faustino-Pulliam, Vivian, Carlos Ballesteros Garcia, and Mirjeta Beqiri. "Reflections on Teaching a Global Markets Course at Jesuit Commons." In Advances in Marketing, Customer Relationship Management, and E-Services, 1–17. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9784-3.ch001.
Full textAbstract:
In a world, increasingly confronted with conflict and various social issues, universities play a larger role in regards to understanding how education can be best deployed to advance social justice, freedom, equality, and human development. This chapter aims to share with readers - students and educators - valuable insights gathered from the online teaching experience of three educators based in various parts of the globe, who have come together “virtually” to teach a global markets course to refugees and indigenous people of diverse cultural backgrounds from various refugee camps in Africa- Kakuma, Kenya and Dzaleka, Malawi, and Amman in Jordan. The chapter provides insights into how digital pedagogy, culturally relevant curriculum design, support from community partners and commitment from volunteer educators can sustain the goal of educating those at the margins and promote social change towards sustainable human development.
7
Harris, Lisa. "Facilitated Telementoring for K-12 Students and Teachers." In Cases on Online Tutoring, Mentoring, and Educational Services, 1–11. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch001.
Full textAbstract:
The Electronic Emissary is a Web-based service and resource center that helps teachers and students with Internet access locate mentors who are experts in various disciplines, then plan and engage in curriculum-based learning. In this way, the interaction that occurs among teachers and students face-to-face in the classroom is supplemented and extended by electronic mail, Web forum, chat, and audio/videoconferencing exchanges that occur among participating teachers, students, and volunteer mentors. These project-based online conversations typically range in length from six weeks to a full academic year, as students’ needs and interests dictate. The Electronic Emissary has been online since February 1993 and on the World Wide Web since December 1995. It serves students and teachers globally, but the majority of its participants to date have been in North America. Emissary-related research has focused upon the nature of telementoring interactions in which K-12 students are active inquirers, the motivations and perceptions of their volunteer subject matter mentors, why some teachers choose to persist in integrating telementoring into curricula despite considerable hindrances, effective telementoring facilitation techniques, and what teachers learn as they help their students to participate in curriculum-oriented telementoring projects. Students exploring complex curriculum-based topics need to actively build deep and sophisticated understanding. One of the most effective ways to do this is by engaging in ongoing dialogue with knowledgeable others, as the students form, refine, and expand their knowledge. Classroom teachers typically serve as the subject matter experts with whom students interact in curriculum-based areas of inquiry. Yet when the issues being explored are multi-disciplinary, technically and conceptually sophisticated, or dependent upon current and highly specialized research and theory, additional expertise must be made directly available to students and teachers longitudinally, and on an as-needed basis. This is what telementoring offers to learners and educators today, and what the Electronic Emissary brings to students and teachers worldwide.
8
Altman, Andrew. "Be Careful What You Measure." In Debating Education, 47–72. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199300945.003.0003.
Full textAbstract:
The mission of teachers (and of schools that employ them) is twofold. Schools hire teachers not only to educate students but to certify them. In our role as educators, our job is to develop talent. As certifiers, our job is to measure—to evaluate performance. If we confuse the signal with the objective, we go astray. If we misread our educational mission, we also misread what we (who volunteered for that mission) need to do to be giving people their due. Further, to know whether we are accomplishing our mission, we have to be able to measure, to quantify, but if we pretend there is any straightforward way to do that, we oversimplify.
9
Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "The Role of Staff and Community Partners." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0014.
Full textAbstract:
One reason that student transition between schools hasn’t received the attention that it should is because schools traditionally have not had staff members directly in charge of assuring that welcoming and transition procedures are in place. Monitoring how students are adjusting to their new classes, routines, and peer groups can fall by the wayside until a problem arises. “Nobody owns that piece,” says Robin Harwick, a Seattle University researcher who previously worked at Treehouse, a nonprofit agency that provides educational services for children in foster care. Too often, she adds, educators don’t recognize that high mobility can negatively impact a student until behavior or academic issues surface. But Micah Jacobson, of the Boomerang Project, says that picture is beginning to change and schools are increasingly placing a counselor or other staff member in charge of transition-related activities. A variety of options are available to district leaders and school administrators who want to make sure that their schools are welcoming and that consistent practices focused on ensuring smooth transitions are being implemented. The following sections discuss some approaches that districts can explore to make sure someone is consistently attending to the needs of students and families in transition (Figure 9.1). One of the best ways to ensure that teachers and other staff members begin to think about how they can create more welcoming environments is to create a team that focuses on the topic. Jacobson notes that creating a team increases the likelihood that programs will be sustained when there is staff turnover. The North Carolina Department of Public Instruction has created a detailed transition planning guide that outlines steps for smooth transition from preschool through college and outlines some of the topics that can be addressed by a district-wide transition plan. These include planning professional development on the issue of transition, reviewing research-based practices, addressing issues of alignment as students move through grades, seeking input from families on their transition experiences, and recruiting volunteers to help with transition-related gatherings.