Understanding How Schools of Education Have Redesigned the Doctorate of Education

2015 ◽  
Vol 36 (1) ◽  
pp. 58-85 ◽  
Author(s):  
Jill Alexa Perry ◽  
Debby Zambo ◽  
Susan Wunder
Keyword(s):  
Schools Of Education ◽  
Doctorate Of Education

The Process Of Adopting Electronic Portfolios In Schools Of Education

2008 ◽  
Vol 4 (4) ◽  
pp. 62-74
Author(s):  
Linda Mensing Triplett ◽  
◽  
Diane Judd ◽  
Davina Pruitt-mentle ◽  
Arlene Bothwick ◽  
...  
Keyword(s):  
Electronic Portfolios ◽  
Schools Of Education

Dealing with hate to boost multiculturalism in colleges/schools of education

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Festus E. Obiakor
Keyword(s):  
White Supremacy ◽  
Linguistically Diverse ◽  
Colleges And Universities ◽  
Culturally And Linguistically Diverse ◽  
Schools Of Education ◽  
Educational Environments ◽  
Personality Difference

AbstractHate has always been a part of our lives and world. We have rationalized about it and pretended that it is a personality difference that is not very harmful and hurtful. However, hate continues to be devastating and visible in the forms of discrimination, racism, xenophobia, linguistic superiority, religious bigotry, Messiah Complex, White supremacy, and prejudice, to mention a few. At Colleges/Schools of Education (C/SOE) and their respective colleges and universities, hate and its related problems continue to manifest themselves in these institutions in divergent ways, thereby making them unsafe, unhealthy, and uncomfortable environments to culturally and linguistically diverse (CLD) and vulnerable individuals who have been traditionally devalued, disenfranchized, disadvantaged, and disillusioned. In this article, I discuss the dangers of hate in C/SOE and recommend what we can do to boost multiculturalism in these educational environments.

How Prepared are Our Teachers for Mainstreamed Classroom Settings? A Survey of Postsecondary Schools of Education in New York State

1992 ◽  
Vol 59 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Christopher A. Kearney ◽  
V. Mark Durand
Keyword(s):  
New York ◽  
Teacher Education ◽  
Regular Education ◽  
New York State ◽  
Collaborative Teaching ◽  
National Council ◽  
Schools Of Education ◽  
Education Students ◽  
York State ◽  
Integrated Or

This study examined the hypothesis that postsecondary schools of education are sufficiently preparing regular education students to work in integrated or mainstreamed classroom settings. Chairpersons of 58 such programs in New York State were queried about their programs' accreditation, coursework, and field experience requirements relevant to mainstreaming practices. Results indicated that only a minority of these programs were accredited by the National Council for Accreditation of Teacher Education, offered dual certification in regular and special education, or required training in collaborative teaching and education.

Who Teach in Departments and Schools of Education?

1959 ◽  
Vol 10 (4) ◽  
pp. 497-502
Author(s):  
David G. Ryans ◽  
Ruth E. Eckert
Keyword(s):  
Schools Of Education

Development and Application of a Concept Test on the Subject of Stars

2020 ◽  
Author(s):  
Ebru EZBERCI-CEVIK ◽  
Mehmet Altan KURNAZ
Keyword(s):  
Quantitative Research ◽  
Quantitative Methods ◽  
Model Analysis ◽  
Validity And Reliability ◽  
Multiple Choice Questions ◽  
Schools Of Education ◽  
Test Items ◽  
Alpha Reliability ◽  
The Subject ◽  
The Mean

The aim of this study is to develop a concept test on the subject of stars that is suitable for model analysis and to evaluate the conformity of this model. The study was performed using a screening model, which is a type of quantitative research method. The study also tried to fill the gap in the existing literature regarding the use of quantitative methods. To develop the test, existing studies on stars were first examined; interviews with candidates who were teachers were conducted; and finally, necessary amendments to test items were made after referring to experts’ opinions. To assure its validity and reliability, the test was applied to a total of 175 candidates who were studying at schools of education in the departments of science teaching of three different universities to become teachers; all candidates took astronomy courses and were educated on the subject matter. The final form of the test comprised of 26 multiple-choice questions, each with 5 possible answers. The Cronbach’s alpha reliability coefficient of the test was calculated to be 0.735. In addition, the mean strength of the test was found to be 0.370 and the distinctiveness was found to be 0.390. Statistical analyses revealed that the concept test developed in this study is a valid and reliable test that conforms to the model analysis.

scholarly journals The most prominent educational problems faced by teachers of Arabic language in the schools of education for middle-aged government in Riyadh: أبرز المشكلات التدريسية التي تواجه معلمي اللغة العربية في مدارس تعليم الكبار المتوسطة الحكومية بمدينة الرياض

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Abdul Aziz bin Othman Al Humeida
Keyword(s):  
Writing Skills ◽  
Arabic Language ◽  
Literacy Skills ◽  
Male Students ◽  
Educational Resource ◽  
Schools Of Education ◽  
Resource Center ◽  
The Family ◽  
Descriptive Method ◽  
Selection Of

The study aimed to identify the most prominent problems faced by teachers of Arabic language, and ways to address them. The researcher used the descriptive descriptive method. The study tool consisted of a questionnaire distributed to a sample of (55) all male students in the middle school for boys in Riyadh in the second semester of 1433-1434H. The teaching of the students is: The weakness of the student in the literacy skills, the obligations of the family learner do not help him to study. The most important problems related to the curricula are: the lack of curricula dedicated to the large student, the lack of participation in the selection of curricula, the lack of development and change constantly, not appropriate time to complete. The most important problems related to the environment are: There is no suitable library for adults, there is no suitable educational means, no furniture suitable for the age of the students, no educational resource center and a building of its own. There were no statistically significant differences at (α0.05) between the responses of the study members according to the following variables: qualification, experience. In the light of the results, the researcher made a number of recommendations: To promote the learner's knowledge of reading and writing skills, to take care of homework assignments, to develop special curricula for the great student and to involve the teacher in her selection; to create an appropriate library for adults;

Educational Reawakening and Schools of Education

1984 ◽  
Vol 10 (3) ◽  
pp. 199-202
Author(s):  
Naftaly S. Glasman
Keyword(s):  
Schools Of Education
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