Assessment practices of professionals serving students who are deaf or hard of hearing: an initial investigation

Assessment currently plays a critical role in American schools and society, in tasks ranging from ranking schools' effectiveness, to determining individual placement, to planning instruction. The purpose of the study was to gather data about the formal and informal assessment instruments and processes used by professionals in deaf education. Respondents indicated that statewide annual assessments are the most frequently used measures, followed by the Stanford Achievement Test series and the Woodcock-Johnson III Test of Achievement. Commonly used assessment instruments and procedures for each academic area are reported in rank order. Issues about current practices are raised, and suggestions for additional research related to assessment practices in deaf education are provided.     

Up,close and personal: teachers' responses to an individualised professional learning opportunity

This paper provides an account of professional learning in action through documenting the experiences of three upper primary teachers as they engaged in reflection-on-action with the assistance of an academic mentor. Video-stimulated recall was used as a mechanism to encourage productive reflective practice, using video footage of each teacher's numeracy lessons. The results indicated that although it was a powerful medium for stimulating reflection, and the teachers indicated that it was a beneficial process, there was limited evidence to suggest that it resulted in substantial changes to their practices. Reasons for this are hypothesised and recommendations made for personalising professional learning to cater for the needs and context of individual teachers.     

谈青少年山地自行车运动员的科学选材

从青少年运动员的身体形态、生理机能、运动素质、心理素质、专项成绩、教练员评定等因素对山地自行车运动项目的影响进行分析,试图为青少年山地自行车运动员选材提供必要的科学依据。     

The battle for rap: problems and possibilities in teacher education

This qualitative study examined preservice teachers’ (PSTs’) ideas and beliefs regarding the use of rap for instructional purposes in P-12 classrooms, and the ways in which they proposed to use rap in the teaching of middle and high school social studies. Participants included the instructor of a social studies methods course, and thirteen PSTs enrolled in the course. The findings suggest that PSTs view rap as a phenomenon that must be approached in a careful manner, and that is best suited to content areas other than social studies. The findings also suggest that PSTs’ proposed uses of rap represent P-12 education as an uncritical, teacher-centric endeavor which serves to perpetuate the status quo.     

Safe Spaces or Brave Spaces? Re-Envisioning Practical Theology and Transformative Learning Theory

Abstract

The Loyola Institute for Ministry (LIM) developed a method of practical theology for ministry professionals and religious educators rooted in transformative learning theory to enable students to reflect more intentionally and theologically on their experiences in ministry. This study asks, by teaching students to engage in dialogue through transformative learning practices in safe spaces, are religious educators inhibiting the self-actualization needed to confront white normativity and expose white fragility, thus, advancing rather than dismantling racism with our students in graduate programs in ministry and religious education?     

The impact of AVID tutoring on developing a teacher identity Bradley Bowen,Stacy Duffield

ABSTRACT

There is extensive research demonstrating the benefit tutoring has on the tutee. However, minimal research exists about the impact tutoring has on the tutor, and particularly, how being a tutor influences pre-service teacher development during teacher preparation. Using qualitative measures, we documented the influence participating in the tutoring program, Advancement Via Individual Determination (AVID), has on a pre-service teacher’s development of their teacher identity, predominantly in the areas of pedagogical knowledge and practice. We revealed how the AVID tutoring program influenced the tutors’ development of their teacher identity, implications of the findings, and areas for future research and practice.