Northwest Journal of Teacher Education最新文献

{"title":"The Complex Task of Teacher Development","authors":"","doi":"10.15760/nwjte.2018.13.2","DOIUrl":"https://doi.org/10.15760/nwjte.2018.13.2","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114202506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Constructivism in Practice: The Potential of Ubiquitous, “Low-Tech” Audio Devices for Literacy Development in the 21st Century","authors":"Dennis Jablonski","doi":"10.15760/NWJTE.2011.9.2.14","DOIUrl":"https://doi.org/10.15760/NWJTE.2011.9.2.14","url":null,"abstract":"In this study, four graduate level preservice teachers used inexpensive, MP3 players preloaded with audiobooks with the objective of increasing the reading fluency and digital literacy of elementary school children. The data collected included preintervention surveys, pre/post oral reading fluency scores, a log of daily listening experiences, and preservice teacher journals. The findings indicated that student-participants‘ oral reading fluency scores improved along with the students‘ confidence in reading. Additionally, both the preservice teachers, and the student-participants reported an increased awareness of how technology can be used for literacy development and enjoyment, suggesting an enhancement of digital knowledge and skills. The 21st century skills agenda is the latest iteration of recommendations from government, business, and educator consortia, outlining basic competencies such as critical thinking and problem solving, communication and collaboration, creativity and innovation, etc., (Partnership for 21 st Century Skills, 2000). Some of this framework is familiar to readers of previous reports from as far back as the Nation at Risk (U.S. DOE, 1983), or Scans 2000 (U.S. Dept. of Labor, 1991). Unlike the previous skills agendas, the current framework clearly identifies the need for competencies related to information, communication, and technology (ICT) literacy. Demonstrating literacy in ICT means being able to: (a) Use technology as a tool to research, organize, evaluate and communicate information, (b) Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy, and (c) Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies (Partnership for 21 st Century Skills, 2000). The cultivation of the aforementioned 21 st century technology skills should be informed by past research on the so-called ―second digital divide‖, referring to disparities in online resources and expertise, to accomplish skill development. The ―second digital divide‖ departs from the dichotomous view of the ―first digital divide‖–having access or not having access to the Internet–and broadens the concept to include disparities in type of use, extent of use, and ―the additional resources that allow people to use technology well‖ (Hargittai, 2001; U.S. Dept. of Commerce, 1983; Warschauer, 2002, p. 4). This broader view of digital inequity addresses the different experiences students have using digital technologies based on their race, socio-economic status, ability, school location, teacher or other mediating social factors (i.e. friends, family, others). In consideration of new skills and new literacies that all students need for successful lives in this century, teachers are challenged with the need to incorporate vari","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131028209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Attending an Equity-Based Conference on One Teacher Educator: Five Pedagogical Changes of Practice","authors":"Rebecca G. Smith","doi":"10.15760/nwjte.2019.14.2.2","DOIUrl":"https://doi.org/10.15760/nwjte.2019.14.2.2","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"240 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115096342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a Tuning Protocol: A Journey of Creating and Sustaining Professional Conversations Among Teacher Educators","authors":"Foster Walsh","doi":"10.15760/nwjte.2007.5.1.2","DOIUrl":"https://doi.org/10.15760/nwjte.2007.5.1.2","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"558 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115102363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Public Perception: New Math and Reform Mathematics","authors":"D. Canada","doi":"10.15760/NWJTE.2007.5.1.7","DOIUrl":"https://doi.org/10.15760/NWJTE.2007.5.1.7","url":null,"abstract":"Since connections are made in the public mind between current reform ef forts in mathematics education and the changes of the past which were collectively called \"new math,\", the purpose of this paper is to examine these two movements more closely. First, the beginning of both movements is examined, including not only a look at the supporters of each movement, but also an examination of their initial motivations. Next, the implementation of each movement is described, both by pro.filing the main features and by looking at how they were actually put into practice. Lastly, the impact of these movements is detailed, by characterizing some of the reactions they generated. Since a well-informed public is crucial to issues of educational reform, clarifying the features of the respective movements is one way to help smooth the journey towards improved mathematics education.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129831979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editor's Corner: A Note from the New Editors","authors":"Jason Margolis","doi":"10.15760/nwjte.2007.5.1.1","DOIUrl":"https://doi.org/10.15760/nwjte.2007.5.1.1","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134382978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School-University Collaboration: Perspectives on a Hybrid Space for Literacy Learning","authors":"Nancy A. Place, Antony T. Smith","doi":"10.15760/NWJTE.2011.9.2.13","DOIUrl":"https://doi.org/10.15760/NWJTE.2011.9.2.13","url":null,"abstract":"This paper examines the ongoing collaboration between a teacher certification literacy course and a local elementary school. Teacher candidates, elementary students, classroom teachers, and university instructors all collaborate to implement a literacy methods course, creating a hybrid space for learning in which university and school personnel work together to the benefit of all participants. The background of this collaboration is described, and literacy learning is explored from the perspective of each participant group. Themes from these perspectives suggest that structured interactions between teacher candidates and elementary students help bridge the gap between literacy concepts and classroom practice, and that participating classroom teachers and university instructors, as well as teacher candidates, learn from the ongoing examination of instructional practice. Six years ago a teacher certification literacy methods course moved from its university campus location to a K-6 elementary school located nearby. The course instructors hoped that the move would provide increased opportunities for teacher candidates to connect course content to work with children in classroom settings. The school principal and teachers who welcomed the instructors and teacher candidates hoped that their students would benefit from tutoring by the ―teacher buddies.‖ We all hoped that collaboration between university instructors and classroom teachers would provide meaningful professional development opportunities for all. We had many questions about this project. We were especially curious about whether the benefits of the collaboration would meet our expectations. Our questions were: 1. Does the collaboration between a university and an elementary school support the learning of teacher candidates? If so, how? 2. Does the collaboration between a university and an elementary school support the learning of students at the school? If so, how? 3. Does the collaboration between a university and an elementary school contribute to the learning of both classroom teachers and university instructors? In this paper we explore the perspectives of teacher candidates, students, teachers, and instructors on these three questions. We also consider themes and implications that emerge from our exploration of these perspectives on learning. 1 Place and Smith: School-University Collaboration: Perspectives on a Hybrid Space f Published by PDXScholar, 2011 148 NORTHWEST PASSAGE, 9(2) Background This collaboration takes place in the context of a two-quarter course called ―Learning, Teaching and Assessing in Reading, Writing and Communication.‖ It is the only literacy course required for teacher candidates enrolled in the University of Washington Bothell‘s postbaccalaureate K-8 teacher certification program. It occurs during fall and winter quarters, just prior to full time student teaching in the spring, and meets once a week for four academic hours. The course is taught by two tenure-li","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114687225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TEACHER VOICE: A Teacher Reflects on \"Professional\" Certification","authors":"Bridgid Michaud","doi":"10.15760/nwjte.2007.5.1.4","DOIUrl":"https://doi.org/10.15760/nwjte.2007.5.1.4","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130098071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Career Coaching Across the Curriculum: Enhancing the Career Competencies of the 21st Century Learner","authors":"M. Slomp, Kerry B. Bernes","doi":"10.15760/nwjte.2011.9.2.11","DOIUrl":"https://doi.org/10.15760/nwjte.2011.9.2.11","url":null,"abstract":"This article examines the effectiveness of a pilot project offered by members of the Faculty of Education at the University of Lethbridge entitled, ―Career Coaching Across the Curriculum: Integrating Career Development into Classroom Instruction‖. It explores whether this pilot project effectively prepares pre-service teachers to integrate career education into curriculum. It also explores whether this pilot project contributes to the attainment of important career development competencies for students in the Kindergarten-Grade 12 educational system. There is a growing recognition of the need to provide students in the Kindergarten-Grade 12 educational system with opportunities to develop critical career/life management competencies (Government of Alberta, 2010; McMahon, Patton & Tatham, 2003). The workplace of the knowledge era is a radically different place at the beginning of the 21 st century compared with the 20 th century (Jarvis, 2006). To thrive in the 21 st century world of work individuals need to be equipped with competencies that will enable them to transition repeatedly between learning, work and other life roles in order to create a life balance for themselves that is both satisfying and productive (Amundson, Parker & Arthur, 2002, McMahon, Patton & Tatham, 2003). These competencies include: building and maintaining a positive self-image, participating in lifelong learning supportive of life/work goals, locating and effectively using life/work information, understanding the changing nature of life/work roles, being resilient and managing change in chaotic environments, remaining hopeful and self-confident, setting short and long term goals in the face of obstacles and competing pressures, engaging in activities that promote self-recycling and self-renewing, understanding, engaging in, and managing one‘s life/work building process, and working effectively in diverse teams, (Borgen & Hiebert, 2006; Campbell & Ungar, 2008; Hartung, Porfeli & Vondracek, 2008; Jarvis, 2009; Partnership for 21 st Century Skills, 2004). A document recently released by the Province of Alberta (2010) entitled ―Inspiring Action on Education‖ exemplifies the growing importance being attached to developing career/life management competencies in students. This document sets forth an agenda for transforming the education system in Alberta and specifically targets competencies such as lifelong learning, self-direction and personal management. The writers of this document argue that these competencies need to be more central in the education of young people if they are to be active participants in an increasingly knowledge-based and globalized society. As stated in the document, Alberta students develop competencies that help them to contribute actively and positively in their communities. Throughout life, students balance various roles and life-work priorities while understanding their personal strengths, history and identity. They participate in career exploratio","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132678124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Matters is Mutual Investment and Evidence-Based Dialogue: Designing Meaningful Contexts for Teacher Learning","authors":"Amy E. Ryken, Fred L. Hamel","doi":"10.15760/NWJTE.2011.9.2.8","DOIUrl":"https://doi.org/10.15760/NWJTE.2011.9.2.8","url":null,"abstract":"How might teachers be supported as professional learners, in activities and conversations that assist, rather than distract from, the complex work they do each day? In this article we describe a public school/university partnership model designed to support practice-oriented communication among educators– where professionals from various roles, institutional affiliations, and experience levels, communicate together about the details of their teaching. We outline the principles behind our approach and describe the specific practices we use to promote communication that engages teachers’ pedagogical thinking. We share how teachers’ own practice can become a centerpiece of professional development, and how authentic questions and evidence help educators develop insights into the relationship between their own assumptions, curriculum materials, and student understanding.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134277367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}