Success_Online_Journal_Vol_2_Issue_3_Final
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Success in High-Need Schools Journal Volume 2, #3Theme: "Innovation: Projects that Make Change in the Way We Prepare Teachers for High-Need Schools"In Success_Online_Journal_Vol_2_Issue_3_FinalntroductionInnovation Is the focus of this issue of Success in High-Need Schools (Volume 2, Number 3), the online journal of ACI's Center for Success in High-Need Schools. Feature articles and columns in this issue focus on creative methodologies and the results of Innovation Projects undertaken by Success_Online_Journal_Vol_2_Issue_3_FinalACI member colleges and universities to improve teacher preparation and to help close the achievement gap in schools serving our neediest children. ThSuccess_Online_Journal_Vol_2_Issue_3_Final
e Center's. Innovation Projects are funded by ACI's Teacher Quality Enhancement Partnership grant from the US Department of Education.Success in High Success in High-Need Schools Journal Volume 2, #3Theme: "Innovation: Projects that Make Change in the Way We Prepare Teachers for High-Need Schools"In Success_Online_Journal_Vol_2_Issue_3_Final............3The Journal for Success publisher uses her column to underscore the critical role of innovation in introducing these articles on the methods and results of innovative projects.Increasing Teacher Efficacy in High-Need Schools: Lessons from American History Teachers, by Rachel G. Rogland Success_Online_Journal_Vol_2_Issue_3_Finaland Michael H. Ebner............................................................................................5A collaborative partnership involvingSuccess_Online_Journal_Vol_2_Issue_3_Final
secondary history teachers from a high-need school district and college professors in history and education is a model for professional development dSuccess in High-Need Schools Journal Volume 2, #3Theme: "Innovation: Projects that Make Change in the Way We Prepare Teachers for High-Need Schools"In Success_Online_Journal_Vol_2_Issue_3_Finalerience with Lesson Study, by Mary T. McMahon...........................................15A summer lesson study experience with middle school mathematics and science teachers who planned, taught, evaluated, revised, re-taught and reflected on a lesson concerning spatial visualization and geometric r Success_Online_Journal_Vol_2_Issue_3_Finaleasoning. Teachers found that the lesson study process improves lesson planning and furthers their professional development.A Collaborative Approach tSuccess_Online_Journal_Vol_2_Issue_3_Final
o Multi-Cultural Education, by Penny L. Finley...................................21Approaches to multi-cultural education in pre-service elementary edSuccess in High-Need Schools Journal Volume 2, #3Theme: "Innovation: Projects that Make Change in the Way We Prepare Teachers for High-Need Schools"In Success_Online_Journal_Vol_2_Issue_3_Finale, and service to the school and the community.Talented Teachers and Teens: Connecting Teacher Candidates to Gifted Middle School Students, by Jerald A. Thomas, Jr.........................................................................................................25Report on an Aurora University Success_Online_Journal_Vol_2_Issue_3_Final five-day mathematics and science experience for gifted middle school students from high-need schools designed to engage students in meaningful, autheSuccess_Online_Journal_Vol_2_Issue_3_Final
ntic, field-based math/science experiences and to introduce pre-service teachers to the challenges and complexity of teaching in such a specialized seSuccess in High-Need Schools Journal Volume 2, #3Theme: "Innovation: Projects that Make Change in the Way We Prepare Teachers for High-Need Schools"In Success_Online_Journal_Vol_2_Issue_3_Final.................................. ....................................... 30An innovative program to increase cultural competence in pre-service and pre-teach teachers. Created and implemented as a collaborative effort between the departments of education and social work at a small liberal arts i Success_Online_Journal_Vol_2_Issue_3_Finalnstitution, this program provided intensive training and leadership opportunities for future teachers interested in working in high need-schools.SevenSuccess_Online_Journal_Vol_2_Issue_3_Final
Habits Collaborative Initiative at Quincy University and Dewey Elementary School, by Ann Behrens.....34Working collaboratively Quincy education faculSuccess in High-Need Schools Journal Volume 2, #3Theme: "Innovation: Projects that Make Change in the Way We Prepare Teachers for High-Need Schools"In Success_Online_Journal_Vol_2_Issue_3_Final throughout the curriculum in order to cultivate a school climate of high standards and expectations for all.Creating Learning Communities Using the Collaboratory Project, by James Rabbitt et al......................38In this column James Robbitt and colleagues at Saint Xavier University describe an Success_Online_Journal_Vol_2_Issue_3_Final innovative use of technology to moke teacher education advisory committees more effective and efficient for participants.Guest Column: CollaborativeSuccess_Online_Journal_Vol_2_Issue_3_Final
Initiatives: One Administrator's Perspective, by Judith Kaminski...............40In this guest column, an Elmhurst College administrator reflects on kSuccess in High-Need Schools Journal Volume 2, #3Theme: "Innovation: Projects that Make Change in the Way We Prepare Teachers for High-Need Schools"In Success_Online_Journal_Vol_2_Issue_3_Finalimmons, Ph.D.Using Innovation to Wage War Against the Achievement GapInnovation has been this country's greatest resource. In the arts, sciences, and humanities, innovative minds have questioned, challenged, and transformed traditional theories, beliefs, and practices in ways that have made the mere Success_Online_Journal_Vol_2_Issue_3_Finally good become profoundly great. Innovative artists, such as Robert Rauschenberg, Louise Nevelson, and Jasper Johns expanded our notion of art and itsSuccess_Online_Journal_Vol_2_Issue_3_Final
potential to change how we perceive our world and our place in it. Innovative scientists created technologies that have transformed the modern workplSuccess in High-Need Schools Journal Volume 2, #3Theme: "Innovation: Projects that Make Change in the Way We Prepare Teachers for High-Need Schools"In Success_Online_Journal_Vol_2_Issue_3_Finalve developed practices and policies that have reduced crime, widespread hunger and job shortages.As in other fields, innovation in education has enormous potential to make lives better. In teacher education, we are training our troops to win perhaps the greatest battle of all: the war against the ac Success_Online_Journal_Vol_2_Issue_3_Finalhievement gap. Such ambition requires both new thinking and practice. In this issue of Success in High-Need Schools, we share a wide range of innovatiSuccess_Online_Journal_Vol_2_Issue_3_Final
ve work to better recruit, prepare, and retain excellent teachers for high-poverty schools. The articles examine rigorous collaborations between educaSuccess in High-Need Schools Journal Volume 2, #3Theme: "Innovation: Projects that Make Change in the Way We Prepare Teachers for High-Need Schools"In Success_Online_Journal_Vol_2_Issue_3_Finallanned experiences that develop conceptual understandings while building commitment to social justice.Rachel Ragland and Michael Ebner's article recounts how a college's education and history faculty collaborated with two K-12 school districts having greatly disparate resources. Researchers and prac Success_Online_Journal_Vol_2_Issue_3_Finaltitioners discuss a model for teacher efficacy that documents changes in attitudes and instructional practices to increase student engagement and thusSuccess_Online_Journal_Vol_2_Issue_3_Final
achievement.Strengthening student achievement IS also the goal of Mary McMahon's work in progress. This partnership of K-12 teachers and higher educaSuccess in High-Need Schools Journal Volume 2, #3Theme: "Innovation: Projects that Make Change in the Way We Prepare Teachers for High-Need Schools"In Success_Online_Journal_Vol_2_Issue_3_Finalwith lesson plan study, a Japanese method of class preparation, and how they were able to move from theory to practice.Penny Finley's article expands the discussion from in-service to pre-service education as she explores ways to provide feedback that ultimately will improve the pre-service componen Success_Online_Journal_Vol_2_Issue_3_Finalt and subsequent achievement of students. Using a contextual learning experience in multicultural social studies with a group of elementary educationSuccess_Online_Journal_Vol_2_Issue_3_Final
majors, Finley gives pre-service candidates real opportunities to instruct young students. By doing so, she adds two innovative experiences to the traSuccess in High-Need Schools Journal Volume 2, #3Theme: "Innovation: Projects that Make Change in the Way We Prepare Teachers for High-Need Schools"In Success_Online_Journal_Vol_2_Issue_3_Final) the added prospect of getting parent feedback and perspective on student learning.Like Finley, Jay Thomas provides an innovative learning experience for pre-service candidates in which real consequences occur as a result of the pre-service candidates' instruction. He describes what happens when pr Success_Online_Journal_Vol_2_Issue_3_Finale-service candidates implement a summer academic math and science camp for middle grade gifted students. Similarly, Mackenzie Huyser and Trinity ChrisSuccess_Online_Journal_Vol_2_Issue_3_Final
tian colleagues from teacher education and social work collaborate on a summer camp experience designed to increase cross-cultural competence.Ann BehrSuccess in High-Need Schools Journal Volume 2, #3Theme: "Innovation: Projects that Make Change in the Way We Prepare Teachers for High-Need Schools"In Success_Online_Journal_Vol_2_Issue_3_Finalof the mind." By advocating this sort of pre-service preparation, Behrens challenges established teacher education practice in promising ways for strengthening student academic achievement.Page 3 Success_Online_Journal_Vol_2_Issue_3_FinalGọi ngay
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