Collaboration and teacher development: Unpacking resistance, constructing knowledge, and navigating identities

This article presents a study of the Collaboration Centers Project (CCP), which is a pseudonym for a three-year, federally-funded program that focused on helping in-service teachers better address the needs of English language learners (ELLs) in their classrooms. The CCP is important to study because of its clear intention to integrate real teachers--their understandings, voices, selves, and practices--into professional development by providing an experiential, collaborative and school-centered context for ongoing reflection on teachers\u27 practice. It is important to understand the complexities of teacher development in the context of a project that sought to break with the short-term transmission model that Richardson (2003) described as the still dominant approach to in-service professional development. By investigating the ongoing collaboration created by the program, the authors seek to provide a multi-layered understanding of how collegial and collaborative professional development affects teachers and how teachers affect professional development. Therefore, their purpose is to add to the existing research that explains the complexity of teacher collaboration by uncovering the meaning of teacher resistance and by providing an in depth look into how a group of teachers co-constructed knowledge and negotiated their identities over time

Penerapan Metode Menghafal Untuk Meningkatkan Penguasaan Kosakata Pada Mata Pelajaran Bahasa Arab Kelas VII MTS Pondok Pesantren Muallimin Muhammadiyah Bangkinang

Penelitian ini bertujuan untuk mendeskripsikan (1). Penguasaan mufrodat siswa sebelum menerapkan Metode Menghafal pada Bahasa Arab materi Albaitu Wa Ma Fiihi di kelas VII MTS Muallimin Muhammadiyah Bangkinang. (2). Penguasan mufrodat siswa setelah menerapkan Metode Menghafal pada pelajaran Bahasa Arab materi Albaitu Wa Ma Fiihi di kelas VII MTS Muallimin Muhammadiyah Bangkinang. (3). Adanya Peningkatan Penguasaan mufrodat siswa dalam mata pelajaran Bahasa arab materi Albaitu Wa Ma Fiihi setelah menerapkan Metode Menghafal di kelas VII MTS Muallimin Muhammadiyah Bangkinang. Jenis penelitian ini berupa PTK (Penelitian Tindakan Kelas), dengan subjek penelitian dikelas VII D Putri terdiri dari 25 siswa. Penelitian ini dilaksanakan dalam dua siklus. Setiap siklus terdiri dari empat tahap yaitu: tahap perencanaan, tahap tindakan/pelaksanaan, tahap pengamatan, tahap analisis dan refleksi. Berdasarkan hasil penelitian dapat disimpulkan bahwa : (1) penguasaan Mufrodat siswa sebelum tindakan/ pra siklus memperoleh nilai rata-rata 59,2%, siswa yang tuntas hanya 5 siswa dengan prentase nilai 20% (2) Penguasaan mufrodat siswa setelah diterapkan metode Menghafal pada siklus I nilai rata-rata mulai meningkat menjadi 73,6% siswa yang tuntas terdiri dari 12 orang siswa dengan nilai 48%. (3) Penguasaan Mufrodat siswa pada siklus II memperoleh nilai rata-rata yang meningkat menjadi 84,8% siswa yang tuntas terdiri dari 23 orang siswa dengan presentase nilai 92%. Dengan demikian dapat disimpulkan bahwa Metode Menghafal dapat meningkatkan Penguasaan mufrodat siswa pada mata pelajaran bahasa arab materi Albaitu Wa Ma Fiihi setelah menerapkan Metode Menghafal di kelas VII MTS Muallimin Muhammadiyah Bangkinang

Promising Pedagogical Practices for Emergent Bilinguals in Kindergarten: Towards a Mathematics Discourse Community

In the current U.S. context, it is relevant to disseminate research that portrays in detail how bilingual teachers create challenging and safe mathematics learning environments for emergent bilinguals. It is critical to identify pedagogical approaches that foster emergent bilinguals’ participation in mathematics conversations and discourse practices where language is considered a pedagogical resource. This is possible when teachers understand that young Latino/a students come to school with a wide range of cognitive and linguistic tools, which they can use to help them make sense of problems posed in the classroom. Using case study methodology, we define and provide a detailed portrayal of a bilingual kindergarten teacher´s mathematics pedagogical practices. Specifically we discuss: (a) the use of authentic mathematics stories, (b) the integration of multimodal representation of problem solving, and (c) collective thinking and representation of problem solving solutions. In addition, we analyze how the teacher fosters practices that use language as a learning resource. Finally, we argue that these practices promote a mathematics discourse community and that pedagogy of confidence, care, and understanding is at the core of this teacher’s instructional approach

Youth Digital Cultural Consumption and Education

Media and technological devices function as socializing agents during children’s leisure and entertainment time. Drawing from the theory of cultural consumption, a socio educational approach to students’ digital practices, and media literacy, this qualitative study seeks to explore and describe students’ cultural consumption profile. The authors explore the representations and meanings of digital practices of public school students of a predominately working class neighborhood situated in the periphery of Buenos Aires, Argentina. Findings highlight different aspects of youth cultural consumption profile. Two themes were identified: a) children use computers for a multiplicity of different activities enacting multitasking practices; and b) children develop new forms of digital practices for social digital interaction that are expressed in the “need” to be connected, the production and use of shared codes and the establishment of ambivalent relations with social media platforms. Implications for education are explored

Young Latino students\u27 learning in problem-based reform Mathematics classrooms: Developing mathematical thinking and communication

This study explores how Latino first grade students develop mathematical problem solving and communication in their native language. Problem types came from Cognitively Guided Instruction (Carpenter et al. 1999) and were embedded in students’ cultural and linguisticexperiences. Findings show students solved a wide range of CGI problems and developed confidence, flexibility, and sophistication in their strategies and explanations

A regola d’arte. Istruzioni e modelli per l’architettura carceraria tra Settecento e Ottocento

The 19th century constitutes a moment of rebirth for the field of treatises, also thanks to the impulse given previously by the Enlightenment movement in restoring faith in a scientific organisation of knowledge, based on the possibility of defining general rules applicable to a multiplicity of concrete cases. At the same time, social and cultural changes sparked off a vibrant debate on the reorganisation of the detention system, with a transformation of the concept of punishment that also affected the places deputed to it. The prison compounds themselves, conceived to offer a synthesis of the "rule of art", become, in turn, the basis for norms and standards, constituting a support for the training of architects and engineers: the most successful solutions are mentioned by eminent theorists, while drawings and descriptions flow into publications of various kinds that, as they spread, collaborated in a process of proto-globalisation of design approaches to large public buildings. Starting from the recognition of these sources, the contribution investigates the instances that guided the design of prison architecture in programmatic terms and the pragmatic rules into which they were translated, in order to identify, on the one hand, the general paradigms, and on the other, the individual peculiarities generated by contextual contingencies.Il contributo costruisce un percorso ragionato sulle diverse tipologie di fonti che hanno guidato l’edificazione delle carceri storiche.L’Ottocento costituisce un momento di rinascita per il genere della trattatistica, grazie anche all’impulso precedentemente dato dalla corrente illuminista nel rinnovare la fiducia in un’organizzazione scientifica del sapere, basata sulla possibilità di definire norme generali applicabili a una molteplicità di casi concreti.Parallelamente, profonde modificazioni sociali e culturali accendono un vivo dibattito sul riordino del sistema detentivo, con una trasformazione del concetto di pena che investe anche i luoghi a essa deputati.Gli stessi complessi carcerari, concepiti per offrire una sintesi della «regola d’arte», divengono, a loro volta, la base per norme e regolamenti, costituendo un supporto per la formazione di architetti e ingegneri: le soluzioni più riuscite vengono menzionate da illustri teorici, mentre disegni e descrizioni confluiscono in pubblicazioni di diversa natura che, diffondendosi, collaborano a un processo di proto-globalizzazione degli approcci progettuali alle grandi fabbriche pubbliche.Sebbene non tutti finalizzati alla formazione di studenti e tecnici, tali strumenti influenzano le scelte progettuali, coerentemente con le essenziali esigenze che la buona prigione deve soddisfare secondo i pensatori dell’epoca.Muovendo dalla ricognizione di queste fonti, il contributo si propone di indagare le istanze che hanno guidato in termini programmatici il progetto delle architetture detentive e le regole operative in cui esse si sono tradotte, al fine di identificare, da un lato, i paradigmi di carattere generale, dall’altro, le peculiarità individuali derivanti dalle contingenze contestuali.Infatti, se la letteratura manifesta una tendenza all’universale, attraverso la riduzione logica a categorie generali, i singoli episodi architettonici, nelle innumerevoli variazioni sul tema, evidenziano l’esistenza di spazi di libertà e modificazione di regole e modelli che il progettista può reinterpretare e adattare sulla base della propria sensibilità

Teacher Education and Professional Development in the Context of Argentinean Educational Policies: Current Trends and Challenges

The purpose of this chapter is to explore the trends and challenges in teacher education and teacher professional development in the context of recent Argentinean educational reforms. This chapter synthesizes several of our studies on the matter. First we analyze the implications of teacher education as a political project, discuss the central components of the educational policies that characterize this century and the present features of the teaching force. Secondly, we discuss the process of educational reform in the 90´s and the impact of international agencies in the main policy decisions in Argentina. In addition, we discuss the new scenario set for teacher education in the context of the national education law enacted in December 2006. Finally, trends and challenges for teacher education and professional development are analyzed on the light of policies that define education as a public good and a civil right

Short-Term Activation by Low 17β-Estradiol Concentrations of the Na+/H+ Exchanger in Rat Aortic Smooth Muscle Cells: Physiopathological Implications

Low physiological concentrations of 17β-estradiol increased the intracellular pH of rat aortic smooth muscle cells by a rapid nongenomic mechanism. This effect was due to stimulation of the Na+/H+ exchanger activity, measured using the intracellular pH-sensitive fluorescent probe 2′,7′-bis-(2-carboxyethyl)-5-(and-6)-carboxyfluorescein. The 17β-estradiol gave rise to a bell-shaped dose response, with a maximum at 10−12m and no significant effect at 10−9m. The specificity of the effect was verified by the use of the Na+/H+ exchanger inhibitor 5-(ethyl-N-isopropyl)amiloride and the lack of effect of the isomer 17α-estradiol. Inhibitors of the nuclear estrogen receptors, tamoxifen and ICI 182,780, completely prevented activation of the exchanger by 17β-estradiol. The effect of low estrogen concentrations on the intracellular pH was mimicked by both norepinephrine and phenylephrine, suggesting a connection between the increase of intracellular pH and the muscle contraction process. The transduction mechanism for this nongenomic effect of estrogens did not involve modulation of the cAMP content, whereas inositol 1,4,5-trisphosphate, protein kinase C and MAPK pathways appear to play a role, as indicated by both pharmacological approaches and immunoblot experiments on protein kinase C translocation and ERK phosphorylation. These results for the first time provide evidence for a nongenomic effect of low physiological concentrations of 17β-estradiol on intracellular pH that, together with other factors, may contribute to the development of hypertension and atherosclerosis in men and postmenopausal women and increase the risk of cardiovascular disease. Paradoxically, the lack of stimulation at high physiological estradiol levels could explain the protective effects found in premenopausal women