Globally, teacher research, may be known as Action Research (A.R.) which is a means to examine teaching and learning practices in education. A.R. presents an opportunity to investigate, via planned steps, a strategy, and a system. Teacher research efforts nurture professional and personal growth and help educators solve problems and find solutions. The journey usually leads to clarity, change and improvement within work practices. The action and research is often a collaborative effort which follows a spiral of distinct cycles of planning, acting, observing and reflecting, that can lead to a better understanding of teaching role as it changes and develops over time. A.R. is a flexible research mode that can accommodate various methodological approaches. It is really a means to produce conceptual knowledge while exploring change and new ways of knowing.
This series of three books presents an innovative approach to enhancing research relevant not only to the Caribbean and its Diaspora but to all productive researchers. In Annotated Research authors explain the motivations and methods behind their already published research in a range of different specializations.
The series provides an extended repertoire of research methods as a timely conceptual tool for promoting rigorous development of research theory and practice, initially intended for releasing the rich diverse research potential of Caribbean researchers. In this book, authors of peer-reviewed publications on Caribbean research explain their research methods. Through annotations of their research they give practical and theoretical insights on the advantages and disadvantages of the methods they have used.
The series provides a platform for teaching, discussing and doing research, which we intend as a foundation for future developments in research methods. This first book of the series annotates quantitative research methods.
With increased standards, requirements for more assessments, and less time for recess, fun, and learning through play, we have reached a crisis in education of our children. Creativity does not have to end in kindergarten, and can be integrated into the curriculum throughout every child’s education – and yes, you can still meet the standards with the documentation needed!
Integrating Art in the Inclusive Early Childhood Curriculum, is the culmination of over 40 years of interdisciplinary research and teaching experiences in inclusive arts. It focuses on creative expression of ALL children, birth to age 8, regardless of ability level, culture, or native language. Contemporary creativity theories, brain development, artistic growth, art appreciation, art as communication, and many authentic art experiences with accommodations for individual needs, to "try out on Monday" are provided. The adult reader is encouraged to explore her/his own creativity though suggested activities and journal entries. Authentic creative art experiences should be available to ALL children!
This compilation of 18 peer-reviewed essays captures the intricacies involved in preparing pre-service teacher educators for the field. Author narratives capture the symbiotic relationship between recent graduates of pre-service teacher education programs, cooperating teachers, and practicum supervisors. The essays depict the intricate interplay of these various stakeholders within the triangle of teacher education.
This book is intended for academics, professionals, and researchers in education or education-related fields. We anticipate the contents herein will benefit all those involved in the education and preparation of teacher candidates.
In recent years, interdisciplinary teaching has gained attention particularly through efforts to pursue STEM. Other approaches to interdisciplinary education bring other subject disciplines together. In this book an international selection of authors consider what happens when their subject disciplines are combined with mathematics. The approach is anchored by math education to provide a lens on the implications for a single area of subject content when an interdisciplinary approach is taken. The collection provides inspirational ideas for drawing content areas together but also demonstrates that there are deeper issues that the education field needs to consider. The theoretical issues that emerge show a need for improving the foundation for interdisciplinary approaches. This is an informative book that shows that there is a need for further study of how numeracy, the broader scope of mathematics, and an interdisciplinary philosophy of curriculum are entwined.
The focus of this peer reviewed collection is on the essence of “story,” as it relates to the experiences of physics educators at the tertiary level. Each author addresses their career path to their current role as a physics educator and their present situation, including what each does as a physics educator. This includes a discussion of the courses taught and strategies which they have found effective in their teaching environment, the issues faced, and lastly their vision for the future. The views of the experienced instructors include first-hand insights and details of practice that are instructive and distinctive.
The last three decades have seen a wonderful expansion of the modes of research and development that are accepted as giving valid data about teaching. This began with the acceptance of the investigations of “teacher[s]-as-researcher[s],” and, more recently, has been significantly enhanced by the continuous growth of the serious and substantial scholarship of the “Self-Study of Teaching” movement and its range of research networks and publication outlets.
This volume is a welcome addition to the broad field of such scholarship. The authors are university physics educators who give either informed and reflective accounts of their professional practice/development or report systematic (and informed and reflective) inquiry into their own tertiary teaching.
—Richard Gunstone, Emeritus Professor of Science and Technology Education, Faculty of Education, Monash University, Australia
Teaching and learning are transformative processes for teachers and students. By creating tension between the known and unknown, the culturally-responsive teacher learns how to meet the needs of all students, including the English language learner, through language, culture, and perspectives. Teachers find that the learning process is much like the process of a caterpillar becoming a butterfly. Culturally responsive teachers treasure watching their students transform into bilingual/bicultural students who know two or more languages and can understand different perspectives of learning.
This book describes the journeys of preservice and ELL classroom teachers and how they have become culturally responsive teachers. By following these teachers, readers can become better teachers by responding to the social, emotional, and academic needs of their students. By reflecting on and identifying one’s cultural identity, making connections and developing empathy for others, and utilizing teaching strategies and skills, readers will understand how to implement culturally responsive teaching strategies in the urban classroom. They can create an awareness of their cultural perspectives and beliefs through reflective practices and successfully develop tools and strategies to teach culturally diverse students in the classroom. In this two-part process, readers can explore their own beliefs about culture, identity, and language. Hopefully, they will experience the transformative learning process of becoming culturally responsive teachers that are so desperately needed in today’s classrooms.
Continuity, Complexity, and Change: Teacher Education in Mauritius will appeal to audiences with varied interests: those with concern for the ways in which higher education is evolving in the face of global forces; others with a keen eye for how narrative methodology is developing in contexts different from what is dominant in the current literature; and, perhaps, even more to those who are interested in what influences the direction and outcomes of collaborative institutional ventures. It is about the complex choices professionals in education make to reconcile the conflicting demands of continuity and change at the personal, institutional, and systemic levels.
The book capitalizes on the narratives of twelve participants as they navigate their professional journeys, drawing on the thickness of their experience to ask critical questions about how teacher educators construct themselves in the face of the multiple challenges which have come to characterize the world of higher education. At the heart of this work sits a desire for a re-articulation of the nature of what it means to teach teachers, for self-understanding, and for the reclaiming of agency institutionally and individually. As states increasingly capitulate to the agenda of corporate managerialism, this book paints a complex canvas of voices emerging from the past, the present, and the future possibilities for collective and creative reconstruction in higher education.
The Japanese liberal education movement, which flourished during the years 1915-30, was a spontaneous upsurge of experimentation with new methods of teaching, many of which resembled the ideas of John Dewey. This book, the first work in English about the movement, is notable because it discusses Japanese liberal education in the light of Dewey’s educational theories. After tracing the historical and social context of the movement, it describes the ideas and practices of Oikawa Heiji and Hani Motoko, two of the most prominent educators, and those of other important educational figures. The book illustrates the similarities and differences between these ideas and practices and those recommended by Dewey.