The Parent-Teacher Connection: Research-based Strategies for Success---Guaranteed!

“Those parents are driving me nuts!” Unfortunately, according to Ferlazzo (2011), comments like this by some teachers are quite common. It seems that some of us in education consider parents “aliens” and “troublemakers.” We have observed this puzzling behavior since each of us began teaching over thirty-five years ago---puzzling because we could not understand why the “complainers” did not seem to notice that the most successful teachers were also the best classroom managers, and one key reason for their success was their happy productive relationship with their students’ parents (Burden & Byrd, 2019; Levin & Nolan, 2014). The purpose of this presentation is twofold: to offer a review of recent findings regarding parent-teacher relationships, and to share research-based strategies that we have developed over time and used successfully in our classrooms

Building Situated Case-based Knowledge of the Supervision of Student Teaching by Facilitating Weblog

The purpose of this paper is to present a project designed to build situated case-based knowledge in context of the supervision of student teaching by the facilitation of weblog. We believed that the features of weblog enable us to represent conceptual, strategic case knowledge, and socially shared identities and beliefs (Kim & Hannafin, 2008), built by university supervisors in the form of narratives (stories) in weblog space. Furthermore, this paper reports findings from initial implementation of technology infusion into the forum of supervision in teacher education in purpose of creating a community of practice (Wenger, 2008) to improve the performance as university supervisors

Interdisciplinary Studies Feature Energy Efficiency in the 21 st Century

Abstract In today's world, citizens must use scientific information to make choices and knowledgeable decisions in many aspects of civic affairs involving their everyday lives. Issues related to energy resources are important to everyone, because energy use and misuse affects people's lives. Citizens must be scientifically literate, informed, and active participants in their society in order to create fair and equitable energy policies for the present and the future. To begin to establish these policies in a society that is educated and concerned about energy, it is important that teachers link social studies and science issues about energy production and consumption. Social studies and science often are interwoven in education because many social issues relate to science topics