Case for Improved Reading Achievement Using a Co-Teaching Model

This action research study investigated the effects of the use of co-teaching on the reading achievement of students from two elementary schools in northwest Iowa. The participants were 103 elementary school students in the second through fourth grade. The sample included 52 students instructed using a co-teaching method of instruction and 51 students who were not instructed using the co-teaching method. Using STAR Reading Assessment data, a comparison of the growth in reading achievement was made between students who were taught by one teacher and students who were taught by a teacher candidate (intern) and experienced cooperating teacher (mentor) using the co-teaching method of instruction. The finding of this research did not show a significant difference in the reading achievement of co-taught students and non co-taught students

GLOBE: Science and Education

This article provides a brief overview of the GLOBE Program and describes its benefits to scientists, teachers, and students. The program itself is designed to use environmental research as a means to improve student achievement in basic science, mathematics, geography, and use of technology. Linking of students and scientists as collaborators is seen as a fundamental part of the process. GLOBE trains teachers to teach students how to take measurements of environmental parameters at quality levels acceptable for scientific research. Teacher training emphasizes a hands-on, inquiry-based methodology. Student-collected GLOBE data are universally accessible through the Web. An annual review over the past six years indicates that GLOBE has had a positive impact on students' abilities to use scientific data in decision-making and on students' scientifically informed awareness of the environment. Educational levels: Graduate or professional

Voices Of Cooperating Teachers: Comparing Experiences Of Professional Development School And Traditional Student Teaching Models

This mixed-methods sequential study compared the experiences of cooperating teachers (CT) in a Professional Development School program and a traditional student teaching program. Cooperating teachers’ perspectives were gathered through an on-line survey and interviews. Information gathered was related to the preparation for acting as a CT, involvement with the student teaching process, professional benefits of acting as a CT, impact of the experience on their own teaching, and suggestions for improvements to the teacher preparation programs. Results indicate that no significant differences were found between the experiences of CTs in the different programs. Findings did reveal that CTs desire greater participation in the process and offer suggestions for improvement related to preparation program requirements such as length of student teaching, curricular knowledge, and edTPA

Teacher Education Preparation Assessment System and the National Council for Accreditation of Teacher Education Accreditation

The purpose of this study was to investigate how the assessment systems of teacher preparation programs have changed since the new NCATE Standards were implemented in 2004, what methods of data collections are being used, and to measure coordinators\u27 perceptions of the assessment systems. An electronic survey was developed by the researcher based upon a review of related literature, the researcher\u27s personal experience, and years of reviewing data collection software. An invitation to the survey was emailed to 631 NCATE Coordinators or equivalent as identified from their institution\u27s website with 221 participants completing the survey for a return rate of 35%. Descriptive statistics were used to report the data. Results showed that institutions were collecting more data about the candidate\u27s preparation than was collected a decade ago most notably in the area of dispositions and that institutions are using a combination of commercial software packages to help in the data collection process. While some respondents reported dissatisfaction about their software, others reported that the collection process was adequately collecting data for them. Many believed that they would not be collecting the amount of data if it had not been for the NCATE accreditation standards requirements while others wished that they had a dedicated person at their institution to manage and analyze the data for them

The ICC’s witness protective measures through the lens of policy-oriented jurisprudence

The protection of witnesses from intimidation or harm has become a firmly entrenched part of modern criminal justice systems. The ICC’s decision-making with regard to procedural and non-procedural protective measures has on one hand reinforced the integrity and success of the judicial process, while on the other hand has led to numerous interpretational and applicability challenges of both policy and legal framework. This article aims at designating policy-oriented jurisprudence as a possible theoretical approach and solution to the ICC’s international law making of witness protective measures. Policy-oriented jurisprudence approaches international law as a decision-making process where decisions are made pursuant to shared community interests and expectations. This is likely to aid an adviser, scholar, or those entrusted with decision-making to pay particular attention to all factors necessary for the security of witnesses

Exploring Gender Socialization on African Political System and Women's Participation

This study explored the role of gender plays and the participation impacts of women on African politics, the religion and socio-cultural factors responsible for the underrepresentation of women through socialization in Africa. Obviously, past research has demonstrated that fundamentalist religious beliefs and affiliations are related to preservationist gender demeanours or attitude. This idea not only impacts gender gaps in political participation in cross-national examinations by belligerence that women's portrayal ought to be measured in an unexpected way or differently. Utilizing Fundamentalism and Modernization Theories, this paper shows that long haul impacts of women's representation are more indispensable than short-term measures in understanding gender gap in a mixture of political exercises. The timeframe since women have accessed the political framework discloses the gender gap to a more noteworthy degree than the presence of women in the governing body and cabinet at one point in time. Findings demonstrate that the suppositions of earlier work on women representation and political conduct or attitude may stretch out beyond Africa it also finds that gender grouping has in many ways impacted the low participation of women in African political system through socialization. At last, this study shows that the kind of political exercises matter and the implementation of policies that encourage give women level play ground to participate in politics while breaking down the impact of gender socialization as of the factors for women's representation in legislative issues crosswise over Africa. A qualitative approach was used in this study alongside with empirical investigation

Encourage. Empowering People. Annual Report 2012

Peter Löscher, President of the Siemens Stiftung Board of Trustees, on behalf of the Board: Siemens Stiftung aims to contribute to positive changes in society with technical solutions, concrete concepts, and platforms for knowledge transfer. Cooperating with various stakeholders is a fundamental requirement for increasing the impact of its projects and anchoring them for the long term. For that reason, Siemens Stiftung seeks to cooperate with other foundations and non-governmental organizations as well as with government institutions, businesses, and the scientific community. Partnerships allow complementary approaches, skills, and resources to be bundled and sustainable programs to be developed. The previous fiscal year, in particular, delivers impressive examples of how such partnership models can increase the effectiveness of project work

Music teacher education in the United States and the Republic of Korea: a comparison of music teacher licensure policies and their implementation in two contexts

Teacher preparation programs have played a major role in developing candidates’ knowledge and abilities in teaching. These preparation programs have been designed according to the policies and regulations of national and state governments, accrediting agencies, and universities. Moreover, cultural contexts influence practices and educational systems. Investigating education policies and their implementation in the United States and the Republic of Korea would shed light on music teacher training in each context, and help officials understand and diagnose local problems. The purpose of this study was to analyze documented policies and procedures for music teacher licensure programs in two countries, to explore their implementation, and investigate candidates’ learning during both programs. The perspectives of two types of knowledge, subject matter knowledge and general pedagogical knowledge, also guided the study. Massachusetts policies and regulations were analyzed. Tito University in Massachusetts and Quinn University in the ROK were selected. Document analysis, individual interviews with professors, and focus group interviews with student teachers in licensure programs in each context were employed. Both Massachusetts and the ROK required music teacher candidates to possess knowledge and skills in Western Classical music. While Massachusetts regulations included what kinds of music and music education knowledge teacher candidates must have, the ROK regulations indicated how many credits teacher candidates must complete in music, music education, and general education areas. In both contexts, interviews with professors revealed that these programs followed policies and standards of the national, state, and accrediting agencies. In planning curriculum, all professors must consider policies. However, at Tito, professors reported paying closer attention to training students in classroom expertise, whereas Quinn professors paid closer attention to preparing students for the national exam. Teacher candidates wanted to have more field-based experiences in both contexts, although students in Massachusetts worked at practice for a longer period than those in the ROK. Candidates at Tito needed to learn a variety of music from other traditions besides Western Classical music. Candidates at Quinn were overwhelmed due to preparation for The Examination. Individual policy interpretation produced different outcomes. Further research is needed regarding implementation of policies in other licensure programs