School Improvement by Design: Lessons From a Study of Comprehensive School Reform Programs

This CPRE report is a reprint of a chapter that originally appeared as Chapter 49 of the Handbook of Education Policy Research, edited by Gary Sykes, Barbara Schneider, and DavidN.Plank and published for theAmerican Educational Research Association by Routledge Publishers in 2009. The reprinted chapter presents key findings from A Study of Instructional Improvement, a study that was conducted under the auspices of the Consortium for Policy Research in Education and directed by Brian Rowan, David K. Cohen, and Deborah Loewenberg Ball (all at the University of Michigan).This study examined the design, implementation, and instructional effectiveness of three of America’s most widely disseminated comprehensive school reform programs (the Accelerated Schools Project,America’s Choice, and Successful forAll) over a four year period that encompassed the school years 2000–2001 through 2003–2004. During the course of the study, data were collected in 115 elementary schools in every region of the United States,with more than 5,300 teachers, 800 school leaders, and 7,500 students and their families participating

Preface

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42654/1/10649_2004_Article_5255440.pd

Simulation in clinical education: a reflective and critical account

Simulation. A complex tool employed to immerse learners in a reality created specifically to elicit actions, behaviours and thought processes which can then be discussed with peers and reflected upon by the learner immediately and at leisure. This was my understanding of what simulation has to offer as an educational intervention. I viewed simulation through the lens of Honey and Mumford's (1986) experiential learning typology, seeing it satisfy all four learning styles - activist and reflector most obviously so, but theorist because of the observational element and pragmatist as the scenario unravels. It externalises what is often the internal parts of the cycle – reflection and abstract conceptualisation – through the debriefing process. I also believed that high fidelity environments offered the greatest return in terms of learning – being rather dismissive of lower fidelity tools. However, through active observation of simulation – both in a setting I am familiar with (mannequin based scenarios) and in one I am not (dental student lab-based simulation) – I am recognising that this view may be only a small aspect of what simulation has to offer and that fidelity is not everything

NebraskaMATH February 2010 Newsletter

NebraskaMATH February 2010 Newsletter Table of Contents: Study advocates charter schools Benjamin Banneker (1731-1806) Confidence, not gender, affects math abilities Girls affected by female teachers’ math anxiety Highlight on Action Research Resources: Faster Isn’t Smarter NMSSI Web site updated NebraskaMATH Summer Calendar NCTM president advises math in early childhood Two advisory board members visit campu

Classroom Interaction Geography: A Case Study

The study of classroom discourse is central to understanding and supporting effective teaching practice. Recently, researchers have begun to explore the spatial dimension of classroom discourse. However, this work emphasizes the lack of methods, particularly visual methods, to fully explore the spatial dimension of classroom discourse. This paper uses an approach to studying collaborative interaction we have developed called interaction geography to revisit a classic case known as “Sean Numbers” from the work of renown teacher educator Deborah Ball. Our analysis highlights the value of interaction geography to visually and dynamically explore the spatial and temporal dimensions of classroom discourse. We also make a data visualization of this work available to support further discussion and work to describe classroom interaction geograph

Working With Teachers to Develop Fair and Reliable Measures of Effective Teaching

Outlines a program to develop and test measures of teacher effectiveness by analyzing student assessment data, classroom observations, teachers' pedagogical content knowledge, and student and teacher surveys. Proposes evaluation and development criteria

chapter 12: The Role of Mathematics in Education for Democracy 1

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72282/1/j.1744-7984.2008.00140.x.pd

Defining practice: exploring the meaning of practice in the process of learning to teach

This paper explores the meaning of practice in relation to learning to teach. There are many different definitions of practice and it is intended that by reflecting on these teacher educators can come some way to defining what practice means for beginning teachers and in their programmes. Differing definitions of practice in relation to learning to teach are discussed, namely, practice as distinct from theory; practise as a verb; core and high leverage practices and practice as a social construct. Drawing on a range of published research from both the UK and the US, the paper seeks to make delineations between the differing definitions and draws a distinction between teacher training and teacher education. Finally, it is suggested that it is the transformative and inherently social definition of practice that is most helpful and productive for teacher educators, policy makers and beginning teachers in the development of resilient and adaptive teaching professionals

COVID-19 President Memo_July 7, 2020

Message from Joan Ferrini-Mundy, University of Maine President to the University of Maine community regarding the COVID-19 pandemic including planning for the Fall semester and service to the state and beyond