Issues That Matter in Education

Permanent URI for this collectionhttps://hdl.handle.net/1807/366

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Browsing Issues That Matter in Education by Author "Brown, Charmain"

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    Initial Teacher Education: Enriching and Extending Partnerships
    (Ontario Institute for Studies in Education of the University of Toronto (OISE), 2008) Rolheiser, Carol; Inwood, Hillary; Stewart-Rose, Leslie; Moss, Joan; Botelho, Maria José; Gibson-Gates, Cathi; Krpan, Cathy Marks; Walford, Krista; Brown, Charmain; Ien, Joel; Lordan, Meredith; Swartz, Larry; Giles, Jim; Broad, Kathryn; Strachan, Bev
    The current publication, Initial Teacher Education: Enriching and Extending Partnerships is fifth in a series of publications that report on the projects of this initiative. Foundational to this series is the belief that the combined wisdom of field practitioners and university educators can transform new teacher preparation. High quality teacher education programs depend on such partnerships because collective efforts are vital for educators to be able to continually examine and develop successful ways to reach the diverse learners in today’s classrooms. Through mutually enhancing the intersecting school-university communities, educators can better address complex challenges that are confronting schools—especially while they seek to deepen and improve student understanding and achievement.
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    Partnerships for Professional Learning: Literacy & Numeracy Initiatives
    (Ontario Institute for Studies in Education of the University of Toronto (OISE), 2009) Rolheiser, Carol ; Krpan, Kathy Marks ; Cummins, Jim ; Swartz, Larry ; Jang, Eunice ; Walford, Krista ; Brown, Charmain ; Peterson, Shelley Stagg ; McDougall, Douglas ; Broad, Kathy ; Strachan, Bev ; Chassels, Carrie ; Opini, Bathseba
    This publication, Partnerships for Professional Learning: Literacy and Numeracy Initiatives, is a special issue in OISE’s professional learning series and features recent collaborative projects. The articles in the issue describe partnerships between OISE faculty and school-based educators who are engaged in literacy and numeracy-focused professional development. As you read about each of the projects,you will see varied purposes for and approaches to teacher learning (e.g., coaching, mentoring, action research, think-alouds, technology tools, demonstration lessons, feedback strategies, lesson study,and launching a journal). The projects reflect the principles and elements of effective professional learning described in the literature. These diverse projects integrate theory and practice, and support collaborative learning among all stakeholders, as the participants engage in inquiry, application,and classroom-based research. Together, university and field educators are enhancing their skills and knowledge and de-privatizing their practice, while also developing shared beliefs and understanding aimed at improving student learning. The authors also reflect on their collaborations to determine the impact of their actions and to ascertain how their work together in communities of practice might guide future action that is focused on literacy and numeracy and other potential areas of instructional and program improvement.