Effectively recruiting faculty of color at highly selective institutions: A school of education case study.

2011 ◽  
Vol 4 (4) ◽  
pp. 212-222 ◽  
Author(s):  
Marybeth Gasman ◽  
Jessica Kim ◽  
Thai-Huy Nguyen
Keyword(s):  
Faculty Of Color ◽  
School Of Education ◽  
Selective Institutions

scholarly journals Information Literacy Education for University Undergraduates: A case study in a Library initiative in University College, Cork, Ireland

2013 ◽  
Vol 5 (1) ◽  
pp. 11-21 ◽  
Author(s):  
Margot Conrick ◽  
Anita Wilcox
Keyword(s):  
Information Literacy ◽  
International Standards ◽  
Information And Communications Technology ◽  
School Of Education ◽  
Graduate Studies ◽  
Teaching For Understanding ◽  
Generic Skills ◽  
University Level ◽  
University Undergraduates

In Ireland, there is an identified need to address the inconsistency that exists in Undergraduate Education at entry to university level.  This article aims to provide a roadmap of generic skills teaching which in turn will form the foundation of a Teaching for Understanding (TFU) framework, as developed in " Ten Years at Project Zero: A Report on 1993 - 2002", Harvard Graduate Studies School of Education, in the 1990s (HGSE, 2003). Thus, at UCC, a structured, comprehensive and collaborative approach was used to develop a programme which would initially begin within the Library, but would also form the nucleus of, and have the potential to become, an all-inclusive Information and Communications Technology (ICT) type, university-wide, credit bearing module. To contextualise our model we will firstly look at the prevailing background to our project and review some of the existing literature and international standards on Information Literacy (IL).  

An Educator's Journey

2019 ◽  
pp. 134-144
Author(s):  
Nenad Radakovic ◽  
Nesma Khalil
Keyword(s):  
United States ◽  
Graduate Education ◽  
Education Program ◽  
Gifted And Talented ◽  
The United States ◽  
School Of Education ◽  
Immigrant Teachers ◽  
Canadian Context

The goal of this chapter is to contribute to the investigation of teachers that are gifted and talented (GATE teachers) by shedding light on the experience of immigrant GATE teachers. The authors position the case within Canadian graduate education and within the context of education of immigrant teachers. More specifically, they present the case study of a GATE teacher as she navigates through the masters of education program at a major Canadian school of education. The presentation of the case study is followed by the discussion of how it contributes to the conversation about GATE teachers and immigrant teachers within Canadian context. The chapter ends with the overview of implications of the study for the United States' context.

scholarly journals Youth Start Social Entrepreneurship Program for Kids: Portuguese UKIDS-Case Study

2019 ◽  
Vol 10 (2) ◽  
pp. 33-48 ◽  
Author(s):  
Maria Inês Pinho ◽  
Dárida Fernandes ◽  
Carla Serrão ◽  
Daniela Mascarenhas
Keyword(s):  
Social Entrepreneurship ◽  
Qualitative Methodology ◽  
Basic Education ◽  
Ministry Of Education ◽  
School Of Education ◽  
Self Confidence ◽  
School Learning ◽  
Group Relationships ◽  
Social Competences

Abstract Today’s society has valued entrepreneurship in various sectors of personal and professional life, but the school seems to forget this reality. Aware of this fact, the Portuguese Ministry of Education has created a program, from early childhood education to basic and secondary education, to develop the concept of social entrepreneurship in schools. The Porto Polytechnic Higher School of Education, as an educator of teachers and teachers of the First and Second cycle of Basic Education, joined the European UKIDS project to integrate this theme in the initial and continuous teacher training. In this article we will analyze the data obtained from a UKIDS Portuguese Partner School in the context of continuing teacher education and present some conclusions. The qualitative methodology used allowed us to conclude that the UKIDS project enhanced the valorization of individual capacities, such as creativity, self-confidence, the power of argumentation, as well as the construction of social competences, in interpersonal and group relationships, which are crucial in the formation of a child’s personality in the basic school learning process.

scholarly journals Kit “Energy, Environment and Sustainability”: An Educational Strategy for a Sustainable Future. A Case Study for Guinea-Bissau

2021 ◽  
Vol 11 (12) ◽  
pp. 787
Author(s):  
Joana Oliveira ◽  
Luísa Neves ◽  
Senentxu Lanceros-Mendez
Keyword(s):  
Science Education ◽  
Development Strategy ◽  
Scientific Knowledge ◽  
Teaching Strategy ◽  
School Of Education ◽  
Guinea Bissau ◽  
Sustainable Future ◽  
Energy Environment ◽  
Collection Methods

Increasing the scientific knowledge of the population through education is a development strategy towards a sustainable future. However, there is no equity in the access to science education and scientific knowledge. The aim of this paper is to present and analyse a science kit named “Energy, Environment and Sustainability” (KEAS). Based on research conducted in Guinea-Bissau, it explores strategies to promote science education for a sustainable future. The strengths and limitations of the KEAS were studied using different data collection methods, including interviews, observation, survey, focus groups and document analysis. The participants were teacher trainers from the Guinea-Bissau School of Education. It is concluded that the KEAS is a feasible and suitable teaching strategy appropriate to the context, having the potential to contribute to learning about the environment and sustainability. Further, it addresses real problems for which students should acquire knowledge and skills in order to be able to make informed choices.

Widening graduate employment opportunities for students on Education Studies degrees: a case study at a School of Education in one London university

2021 ◽  
Vol 23 (1) ◽  
pp. 178-190
Author(s):  
Iona Burnell ◽  
Jodi Roffey-Barentsen ◽  
Andrea McMahon
Keyword(s):  
Teacher Training ◽  
Teaching Profession ◽  
Small Scale ◽  
School Of Education ◽  
Graduate Courses ◽  
Employment Opportunities ◽  
Degree Programme ◽  
Graduate Employment ◽  
Training Courses

The purpose of this small-scale study was to explore the aspirations of a final year cohort of students on an Education Studies degree programme at one School of Education, within a London university, with the intention of widening graduate employment opportunities. The Education Studies degree attracts candidates who are almost always aspiring for a career in the teaching profession, and in particular, the primary sector. The responses collected via a survey revealed that thirty per cent of respondents were going to take up jobs in non-graduate employment, a job that they could have secured without a degree. The School of Education, in a bid to increase graduate employment opportunities, widened the choice of career routes into teaching by providing two additional teacher training courses for the post compulsory sector. This is the first phase of the research. The following phase, planned for next year, will track the students into their teaching roles in order to evaluate the popularity and success of these graduate courses.

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