Jamme

Jamme Wiki Research:


 * 1) 3 New Teacher Ambition (Major)

1. “The Reformer Knows Best: destroying the teacher's vocation” IVOR GOODSON

http://www.wwwords.co.uk/pdf/validate.asp?j=forum&vol=48&issue=3&year=2006&article=7_Goodson_FORUM_48_3_web

Drawing on data from a major Spencer Foundation study, this article focuses on the effects of major restructuring initiatives in New York State on a gifted and utterly committed teacher. It challenges the now ubiquitous assumption that 'the reformer knows best' and reveals the gradual demise of an immensely gifted, dedicated teacher - a man whose mission to educate is compulsive, continuous and coherent - at the hands of 'reforms' which turn out to destroy the lives of students, teachers, and whole communities. Reforms which deny, ignore, or otherwise disvalue the sense of mission of excellent teachers such as the person whose story is told in this article turn out to be counter-productive and exemplify the global warming of vocational purpose.

2. “Charters seen as lab for report’s ideas on teachers” DEBRA VIADERO

http://vnweb.hwwilsonweb.com.ezproxy.fgcu.edu/hww/results/results_single_fulltext.jhtml;hwwilsonid=FOSSACFLHYBE1QA3DINCFGOADUNGIIV0

Scholars have been examining differences in staffing practices at charter and traditional public schools. Studies have shown that charter school teachers were more likely than those in regular public schools to have undergraduate degrees from high-ranking colleges and to have majored in the arts and sciences. Although they tended, for the most part, to hire many young, inexperienced teachers, they also had a fair number of veterans who divided their time between teaching and running the schools. Moreover, charter school teachers provided an average of 13 more instructional hours per week than their contracts required, compared with the nine extra hours a week that regular public school teachers put in. However, staffing advantages that charter schools may possess have yet to translate into dramatic improvements in student achievement.

3. “Leading Generation Y” DAVID C. COLEY

http://vnweb.hwwilsonweb.com.ezproxy.fgcu.edu/hww/results/results_single_fulltext.jhtml;hwwilsonid=FOSSACFLHYBE1QA3DINCFGOADUNGIIV0

Advice for principals on dealing with Generation Y teachers, who have very different ideas than their veteran colleagues about what they want, need, and have to offer, is provided. To retain young teachers, principals must offer face time, help them to feel connected with and appreciated by their colleagues, and act as a coach not as a boss. To get more teachers to apply and stay interested during the application process, they should check out their district's and school's websites, ensure someone monitors the list of candidates and sends out periodic updates, interview effectively, and highlight what makes their school unique. To lead and motivate a multigenerational faculty, they should customize staff development, modify schedules, tailor assignments and location, and enable collaboration.

4. "Time to talk: An urban school's use of literature circles to create a professional learning community" by: Monroe-Baillargeon, Ann; Shema, Amy L.

http://eus.sagepub.com.ezproxy.fgcu.edu/content/42/6/651.full.pdf+html

In a culture of comprehensive school reform, which focuses primarily on improving student achievement, teachers must critically analyze educational research and student data to make professional judgments regarding student achievement. Establishing professional learning communities is one form of professional development (PD) that is proven to engage participants' intellect, involve them in action and reflection, and result in continuous improvement in teaching and student learning. This study explores teachers', administrators', and support service providers' involvement in district supported literature circles intended to create professional learning communities. All participants agreed that the experience was beneficial and helped to foster a sense of community, reassert their professional identity, and provide new perspectives to consider when interacting with students. This research contributes to our understanding of PD as a means to school improvement and provides evidence for effective PD that prepares educational leaders and promotes improved student outcomes.

5. "Managing educator talent: Promising practices and lessons from midwestern states" by: Bhatt, Monica P.; Behrstock, Ellen

http://vnweb.hwwilsonweb.com.ezproxy.fgcu.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.44

This policy analysis explains the need for a system approach to educator talent management. The report analyzes how state policies in the Midwest support the development of effective teachers and leaders throughout their career. The report focuses on state policies in teacher preparation including certification and licensure, recruitment and hiring, induction and mentoring, professional development, compensation and other financial incentives, working conditions, and performance management. This analysis posits that the creation of a systemic approach to educator talent management falls under the purview of states and must be developed by state leadership across agencies and sectors. It offers five recommendations for policymakers to move toward a more systemic educator talent management system. These recommendations are: (1) Assess the status quo of your educator quality policies; (2) Create a cross-organizational team to develop a unified vision and strategic plan for educator quality in your state; (3) Identify all stakeholder groups and partners and specify the level of engagement for each group at every stage of the policy development process; (4) Focus on the development of school leaders as well as teachers; and (5) Ensure that all initiatives to improve educator quality will be assessed on how well they meet the intended goal. (Contains 7 tables.) (ERIC)


 * 1) 4 Comfort with the Status Quo (Minor)

1. "Haven't We Seen This before?: Sustaining a Vision in Teacher Education for Progressive Teaching Practice" by: Sherman, Shelley C.

In this article, the author addresses the challenge to teacher education programs to resist swings in the pendulum and help new teachers sustain progressive, responsive, school-based reform efforts that seek to address the unique needs of every student even as external demands for standardized measurements of learning remain firmly in place in the era of "No Child Left Behind." The author begins with the assumption that responsiveness to students cannot readily occur in standardized educational environments and that progressive practices, when implemented effectively, can, indeed, foster an individual student's growth in ways that are not easily achieved through a one-size-fits all curriculum. This paper is directed toward those who believe that the most responsive teaching occurs when teachers can attend to the individual student's needs by embracing progressive educational principles.

http://vnweb.hwwilsonweb.com.ezproxy.fgcu.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.44

2. "Faculty Adoption of Online Technology in Higher Education" by: Baltaci-Goktalay, Sehnaz; Ocak, Mehmet Akif

http://vnweb.hwwilsonweb.com.ezproxy.fgcu.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.44

As technology becomes ubiquitous in classrooms, faculty will be asked to utilize new technologies in their instruction. Some will accept new ways to teach with technology while others resist. This paper aims to explore the factors that influence faculty to adopt online technology and faculty's concern about the adoption. The focus is on adoption and diffusion of online technology related to faculty development efforts that may help them effectively integrate online technology in their instruction.Drawing on data from a major Spencer Foundation study, this article focuses on the effects of major restructuring initiatives in New York State on a gifted and utterly committed teacher. It challenges the now ubiquitous assumption that 'the reformer knows best' and reveals the gradual demise of an immensely gifted, dedicated teacher - a man whose mission to educate is compulsive, continuous and coherent - at the hands of 'reforms' which turn out to destroy the lives of students, teachers, and whole communities. Reforms which deny, ignore, or otherwise disvalue the sense of mission of excellent teachers such as the person whose story is told in this article turn out to be counter-productive and exemplify the global warming of vocational purpose.