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xvii, 305 p. ; 23 cm

xvii, 305 p. ; 23 cm

xvii, 305 p. ; 23 cm

This paper presents a model and process for shared decision making among teacher education faculty, pre-K through 12 educators, and college science and mathematics faculty in the preparation of quality educators at Wright State University (WSU), Ohio. WSU is immersed in change as Ohio moves from teacher certification to licensure. The paper describes WSU partners; highlights the math and science partnership on campus (jointly appointed mathematics and science education faculty and teaching of mathematics and science courses); explains the integration of science with the Praxis model (science was the first content area where alignments with the Praxis III four domains were attempted); provides a public school educator's perspective on the partnership (the educator believes that using inquiry teaching and National Science Education Standards at WSU to ask educators to teach in different ways is time consuming but motivates students to do well in their science classes); and summarizes the promotion and tenure process (examining critical variables related to tenure and faculty productivity that may provide guidelines for practice at selected institutions). (Contains 14 references.) (SM)

This paper presents a model and process for shared decision making among teacher education faculty, pre-K through 12 educators, and college science and mathematics faculty in the preparation of quality educators at Wright State University (WSU), Ohio. WSU is immersed in change as Ohio moves from teacher certification to licensure. The paper describes WSU partners; highlights the math and science partnership on campus (jointly appointed mathematics and science education faculty and teaching of mathematics and science courses); explains the integration of science with the Praxis model (science was the first content area where alignments with the Praxis III four domains were attempted); provides a public school educator's perspective on the partnership (the educator believes that using inquiry teaching and National Science Education Standards at WSU to ask educators to teach in different ways is time consuming but motivates students to do well in their science classes); and summarizes the promotion and tenure process (examining critical variables related to tenure and faculty productivity that may provide guidelines for practice at selected institutions). (Contains 14 references.) (SM)

This paper presents a model and process for shared decision making among teacher education faculty, pre-K through 12 educators, and college science and mathematics faculty in the preparation of quality educators at Wright State University (WSU), Ohio. WSU is immersed in change as Ohio moves from teacher certification to licensure. The paper describes WSU partners; highlights the math and science partnership on campus (jointly appointed mathematics and science education faculty and teaching of mathematics and science courses); explains the integration of science with the Praxis model (science was the first content area where alignments with the Praxis III four domains were attempted); provides a public school educator's perspective on the partnership (the educator believes that using inquiry teaching and National Science Education Standards at WSU to ask educators to teach in different ways is time consuming but motivates students to do well in their science classes); and summarizes the promotion and tenure process (examining critical variables related to tenure and faculty productivity that may provide guidelines for practice at selected institutions). (Contains 14 references.) (SM)

This paper presents a model and process for shared decision making among teacher education faculty, pre-K through 12 educators, and college science and mathematics faculty in the preparation of quality educators at Wright State University (WSU), Ohio. WSU is immersed in change as Ohio moves from teacher certification to licensure. The paper describes WSU partners; highlights the math and science partnership on campus (jointly appointed mathematics and science education faculty and teaching of mathematics and science courses); explains the integration of science with the Praxis model (science was the first content area where alignments with the Praxis III four domains were attempted); provides a public school educator's perspective on the partnership (the educator believes that using inquiry teaching and National Science Education Standards at WSU to ask educators to teach in different ways is time consuming but motivates students to do well in their science classes); and summarizes the promotion and tenure process (examining critical variables related to tenure and faculty productivity that may provide guidelines for practice at selected institutions). (Contains 14 references.) (SM)

This guide is intended to help districts and schools think about how their programs for educationally deprived children are designed and how they can be improved. In view of new Chapter 1 legislation (P.L. 100-297), which places strong emphasis on program improvement to disadvantaged students, practitioners need to internalize elements of new policy and integrate them with age-old principles of good teaching. In its first section, the guide describes five basic principles for successfully planning and implementing Chapter 1 programs: (1) acquisition of basic and advanced skills; (2) intensive early intervention; (3) staff coordination; (4) extra quality time for students to learn new concepts and skills; and (5) parent involvement. The second section of the guide describes Chapter 1 programs in three school districts, which differ in size and educational approach, to illustrate successful attention to the five principles. Chinle, Arizona, is located in the midst of a rural Indian reservation. Its program shows how the local Indian culture and environment can be used to make curriculum interesting and educationally relevant. Juab, Utah, is a small district that has undergone major school improvement efforts. It provides an example of how Chapter 1 services can be integrated into the regular instructional program. Long Beach, California, is an urban district that has successfully coordinated programs and added quality time to low-achieving students' instructional day. This document includes 16 references. (TES)

Technology is transforming parts of K-12 education, from individual classrooms to entire schools. But it is not taking the place of teachers. Instead, technology is allowing teachers to work in new ways. Over the past several months hundreds of teachers who are using technology were surveyed, including those who are bringing it into their classrooms on their own, and others who work in technology-based pioneering schools. The Evergreen Education Group visited schools and classrooms, and spoke with teachers, students, and administrators. The teachers shared their stories of the challenges, promise, and successes of incorporating digital tools and resources into their classrooms. This report tells their story. It includes survey results, extensive comments from surveys and interviews, and profiles of individual teachers. The profiles tell the teachers' stories in their voices, based on interviews with them, their survey responses, and in some cases existing blog posts, videos, and additional sources. The Evergreen Education Group explores the experience of teachers in different stages and along different paths in their adoption of technology, but does not value one stage or path over another. All teachers are working along their own paths. All have something to tell about their journey. [This report was co-published by the Foundation for Blended and Online Learning.]

Since the late 1980s, education reformers in the United States have emphasized "restructuring" of schools. This book synthesizes 5 years of research conducted by the Center on Organization and Restructuring of Schools (CORS). From 1990 to 1995, the center analyzed data from the following sources: (1) the School Restructuring Study (SRS), an examination of 24 significantly restructured schools; (2) the National Educational Longitudinal Study of 1988 (NELS: 88), a nationally representative sample of over 10,000 students from grades 8 through 12; (3) the Study of Chicago School Reform, an analysis of survey data from 8,000 teachers and principals in 400 elementary and 40 high schools from 1990-94; and (4) the Longitudinal Study of School Restructuring, 4-year case studies of 8 schools. A conclusion is that the recent education reform movement gives too much attention to changes in school organization that do not directly address the quality of student learning. Student learning can meet high standards if educators and the public give students three kinds of support--teachers who practice authentic pedagogy, schools that strengthen professional community, and supportive external agencies and parents. The following structural conditions can enhance the professional community needed to promote learning of high intellectual quality--shared governance, independent work structures, staff development, deregulation, small school size, and parent involvement. Seven figures and 5 boxes are included. The appendix contains the Center's mission and lists members of its staff and national advisory panel. (Contains 30 references.) (LMI)

The Cornell University (New York) Cornell Theory Center (CTC), a national center for high performance computing, has created the award-winning Math and Science Gateway for grades 9-12 resources from the World Wide Web, organized in a fashion familiar to both educators and students, with links to resources in the areas of mathematics, computing, biology, chemistry, the earth, the ocean, the environment, meteorology, health, medicine, engineering, astronomy, and physics. The section for secondary school teachers contains information on curriculum, software for the classroom, and Internet access in the schools. The Gateway is updated frequently, with new materials being added and outdated information removed. From this successful initiative, other gateways are being designed by high school teachers. Topics discussed include K-12 education at CTC; a description of the Gateway; awards, feedback, and usage; maintenance of the Gateway; and the companion Gateway in Arts and Social Sciences. URLs for related Web sites are listed. (Author/DLS)

This paper examines perceptions of regular and special educators concerning the frequency and importance of collaborative practices in inclusive schools. Eighty schools in four rural counties of southern Ohio were ranked according to students' grade point average. A questionnaire was distributed to regular and special educators serving on collaborative teams in 24 schools that represented the top and bottom 15 percent of ranked schools. Responses from 66 teachers and principals reveal that special and regular educators in both groups of schools have similar perceptions concerning the importance of specific collaborative practices. However, professionals in less successful schools do not perceive themselves as effectively implementing collaborative practices that support role reciprocity among regular and special educators involved in inclusive education. These results confirm the assertion that professional credibility issues, differing conceptual frameworks, and certain collaborative practices may diminish collaborative outcomes. Additionally, the principal's role appears to be a critical variable impacting collaborative outcomes. Finally, the perceptions of professionals in high- and low-achieving schools differed significantly with regard to collaborative practices related to autonomy, decision-making processes, and school norms. The paper includes recommendations to support increased frequency and quality of collaborative practices among both regular and special educators. (LP)

Young people are entering college at increasingly higher rates, yet many are under-prepared for the academic challenges they encounter. Educators and policy makers are calling for increased educational opportunities that prepare all students for the rigors of postsecondary education. Accelerated learning opportunities foster smoother and more successful transitions from high school to college while allowing students to earn dual credit (a course or program where high school students can earn both high school and postsecondary credit for the same course). Accelerated learning opportunities can: (1) Prepare students for the challenges of college through a rigorous high school curriculum; (2) Engage seniors by offering interesting, challenging and college credit-bearing courses; (3) Provide students with skills and experiences to ensure student success in transition to college and credential acquisition; (4) Reduce students' college tuition expenditures and shorten the time to degree completion; and (5) Increase communication, collaboration, and curricular alignment between secondary and postsecondary systems. Beginning as early as the 1960s, Oregon educators have been bridging K-12 and postsecondary education through accelerated learning options. A variety of credit options are offered in Oregon including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual credit; (4) Expanded Options; (5) Career and Technical Education (CTE) Programs of Study; and (6) Tech Prep. This publication reports from the National Center for Educational Statistics, 2005; and presents information reflecting national trends which are supported by the findings in the Oregon Dual Credit Study of 2010. Currently there are 17 community colleges and four Oregon university system institutions that offer dual credit options. Postsecondary institutions review high school courses for content, continuity, and college-level appropriateness. Accelerated curriculum & college credit programs are presented in table form and arranged according to the following column headings: Program title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, and Cost to Students. Contact information for programs is provided.

Questions addressed in this paper include: what it means to be a successful teacher in poor, urban, ghetto areas; whether schools of education can prepare white, middle-class young men and women to be successful teachers in such areas; and if it is possible to prepare them, how to do it. Two case examples illustrate some unique challenges found in urban schools, and theory is cited from works by Gloria Ladson-Billings, Martin Haberman, and Beverly Cross. It is concluded that successful teachers on any level and with any group of students help students expand their vision of what is possible in their lives and help them to achieve it; successful teachers teach people, not simply technical proficiency or knowledge about subjects. It is further suggested that Schools of Education rarely place middle class, white preservice teachers in urban settings, thus they are unprepared for teaching in these environments. Even when teacher education programs claim to prepare preservice teachers to work in ethnically, racially, and culturally diverse settings, the programs tend to be descriptive rather than critical, presenting generalizations that reinforce rather than challenge existing stereotypes. It is recommended that teacher educators be willing to make a classroom of preservice teachers feel uncomfortable about their beliefs about race, class, and injustice if society is going to make it possible for a few of them to rethink their cultural and ideological heritage, so that they can become successful teachers of African American and other urban students. (Contains 10 references.) (NAV)

Questions addressed in this paper include: what it means to be a successful teacher in poor, urban, ghetto areas; whether schools of education can prepare white, middle-class young men and women to be successful teachers in such areas; and if it is possible to prepare them, how to do it. Two case examples illustrate some unique challenges found in urban schools, and theory is cited from works by Gloria Ladson-Billings, Martin Haberman, and Beverly Cross. It is concluded that successful teachers on any level and with any group of students help students expand their vision of what is possible in their lives and help them to achieve it; successful teachers teach people, not simply technical proficiency or knowledge about subjects. It is further suggested that Schools of Education rarely place middle class, white preservice teachers in urban settings, thus they are unprepared for teaching in these environments. Even when teacher education programs claim to prepare preservice teachers to work in ethnically, racially, and culturally diverse settings, the programs tend to be descriptive rather than critical, presenting generalizations that reinforce rather than challenge existing stereotypes. It is recommended that teacher educators be willing to make a classroom of preservice teachers feel uncomfortable about their beliefs about race, class, and injustice if society is going to make it possible for a few of them to rethink their cultural and ideological heritage, so that they can become successful teachers of African American and other urban students. (Contains 10 references.) (NAV)

Questions addressed in this paper include: what it means to be a successful teacher in poor, urban, ghetto areas; whether schools of education can prepare white, middle-class young men and women to be successful teachers in such areas; and if it is possible to prepare them, how to do it. Two case examples illustrate some unique challenges found in urban schools, and theory is cited from works by Gloria Ladson-Billings, Martin Haberman, and Beverly Cross. It is concluded that successful teachers on any level and with any group of students help students expand their vision of what is possible in their lives and help them to achieve it; successful teachers teach people, not simply technical proficiency or knowledge about subjects. It is further suggested that Schools of Education rarely place middle class, white preservice teachers in urban settings, thus they are unprepared for teaching in these environments. Even when teacher education programs claim to prepare preservice teachers to work in ethnically, racially, and culturally diverse settings, the programs tend to be descriptive rather than critical, presenting generalizations that reinforce rather than challenge existing stereotypes. It is recommended that teacher educators be willing to make a classroom of preservice teachers feel uncomfortable about their beliefs about race, class, and injustice if society is going to make it possible for a few of them to rethink their cultural and ideological heritage, so that they can become successful teachers of African American and other urban students. (Contains 10 references.) (NAV)