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Stavroula Philippou; Vassilis Tsafos – Curriculum Journal, 2024
This paper explores the transfer, translation and recontextualisation of Laurence Stenhouse's work, as encapsulated in the 'teacher as researcher' metaphor, to the Greek language and in the fields of research and policy in Greece and Cyprus. We first briefly frame action research work as emerging through and within a specific space-time (and in…
Descriptors: Foreign Countries, Educational Theories, Greek, Translation
Casey McAlduff; Lyn Westergard – Learning Professional, 2024
Teachers in a Nevada district office have been reading and discussing Sandra Cisneros' book, "Hairs/Pelitos," and are collaborating on a poster that uses figurative language to describe 38 a character from the text. The participating teachers are preparing to lead this same activity with their elementary students who are newcomers to the…
Descriptors: Multilingualism, Faculty Development, Accuracy, School Districts
Athans, Kimberly – English in Texas, 2019
In this article, the author introduces the notion of the balloon metaphor, an exercise she created for preservice writing teachers, in which they reflect upon their writing mentors and their writing journey. The author also discusses three very important issues facing the field of literacy today: teachers are not taught to write, teachers of…
Descriptors: Figurative Language, Writing Teachers, Writing Instruction, Preservice Teachers
Brooks, Jacqueline Grennon; Mammo, Behailu – Educational Leadership, 2016
The authors--directors of the Noyce Teacher Scholarship Program that recruits new teachers to help students in high-needs schools learn math and science--gave participants in their program the chance to present a metaphor or symbol for good teaching. Each novice teacher presented an artifact or image and described what that artifact represented to…
Descriptors: Beginning Teachers, Mentors, Faculty Development, Figurative Language
Worker, Steven M.; Ouellette, Kristy L.; Maille, Alexa – Journal of Extension, 2017
For Extension educational programs to meet the educational needs of today's youths, families, and communities, Extension needs to expand "what counts" as learning. The purpose of this article is to define learning in the context of Extension. We summarize key aspects of the educational research literature by comparing two prevailing…
Descriptors: Extension Education, Educational Needs, Educational Research, Learning Theories
Stenhouse, Vera L.; Bentley, Courtney C. – Action in Teacher Education, 2018
Developing preservice and inservice teachers' sociopolitical consciousness remains an important part of supporting the success of P-12 student experiences. The authors recognize that one way to enhance the sociopolitical consciousness aspect of culturally responsive pedagogy/teaching is through experiential opportunities that support teacher…
Descriptors: Consciousness Raising, Elementary Secondary Education, Preschool Education, Faculty Development
Dukes, Charles; Darling, Sharon M.; Doan, Kim – Teacher Education and Special Education, 2014
In this introduction to the special issue on evolving changes in our field, we have intentionally chosen to use the power of a vastly different metaphor to promote deep reflection. Specifically, we will introduce the notion of selection pressures and its impact on an evolutionary process, illustrating how special education teacher education has…
Descriptors: Teacher Education, Special Education Teachers, Special Education, Educational Change
Wright, W. Alan; Monette, Marie-Jeanne; Hamilton, Beverley – Collected Essays on Learning and Teaching, 2010
Nearly twenty college and university voyageurs hailing from Atlantic Canada to the Pacific Coast and points in between, as well as intrepid pedagogues from institutions of higher education from Asia and Australia rendezvous at the Small Craft Aquatic Centre in Fredericton, New Brunswick, on the shores of the St. John River. The sun shines brightly…
Descriptors: Figurative Language, Faculty Development, Outdoor Education, Workshops
Kise, Jane A. G. – Journal of Staff Development, 2012
Consider for a moment how launching a professional learning community is similar to starting a race. Athletes know the danger of false starts--moving before the starting signal. Until recently, a false start meant that all racers returned to the blocks to begin again, their adrenalin gone, their concentration broken. Because these effects could…
Descriptors: Cooperation, Faculty Development, Communities of Practice, Academic Achievement
Parisi, Hope; Graziano-King, Janine – Community College Enterprise, 2011
Bringing together two evidence-based "best practices" in developmental education--learning communities and tutoring--seems natural, especially given that they share collaborative learning as a common pedagogical approach. And yet doing so raised questions around the role of the tutor in learning communities. In this article, a faculty development…
Descriptors: Figurative Language, Cooperative Learning, Faculty Development, Best Practices
Carter, Margie – Exchange: The Early Childhood Leaders' Magazine Since 1978, 2010
In this article, the author discusses how the early childhood field's approach to staff training reflects the drive-through, fast-food culture. Year after year directors send their teachers to workshops to get some quick refresher techniques. The author suggests that rather than focusing professional development on topics, focus on observing…
Descriptors: Early Childhood Education, Young Children, Teaching Methods, Workshops
Leask, Betty – Assessment & Evaluation in Higher Education, 2006
Plagiarism is a complex, culturally loaded concept which causes much anxiety for both academics and students. Exactly what constitutes plagiarism is dependent on a number of contextual factors. Despite the difficulties associated with defining and detecting plagiarism, it is said to be on the increase, and students from "other cultures"…
Descriptors: Cultural Influences, Cheating, Cultural Pluralism, Figurative Language
Podsiadlik, Edward – Forum on Public Policy Online, 2007
In order to achieve middle school literacy success over time in an urban school district with a high poverty rate and a growing population of English language learners (ELLs), the Chicago Public School (CPS) System has adopted a pedagogical strategy that relies on instruction that is data-driven (formative and summative), standards-based…
Descriptors: Reading Instruction, Teaching Methods, Urban Schools, At Risk Students