A Collaborative Effort: Peer Review and the History of Teacher Evaluations in Montgomery County, Maryland

2012 ◽  
Vol 82 (1) ◽  
pp. 142-152 ◽  
Author(s):  
Jeremy Sullivan
Keyword(s):  
Public Schools ◽  
School System ◽  
Teaching And Learning ◽  
Teacher Evaluations ◽  
Montgomery County ◽  
Collaborative Approach ◽  
Educational Organizations ◽  
Education Association ◽  
History Of ◽  
Improving Teaching And Learning

In this article, Jeremy Sullivan explores the history of teacher evaluations in Montgomery County, Maryland. He describes how, over the course of three decades, the Montgomery County Education Association (MCEA) established itself as a strong and powerful professional association and leveraged its power to institutionalize a more collaborative approach to teacher evaluations in the county. Drawing largely on archival data from educational organizations in Montgomery County, Sullivan shows how the MCEA and its member teachers objected to evaluation mechanisms they considered unfair and ineffective. He then outlines the process through which the MCEA worked together with administrators to develop the Peer Assisted Review program. Today this program, jointly run by MCEA and the school system, enjoys widespread support in the county and serves as an example of how teachers and their unions can partner with administrators to work together toward the goal of improving teaching and learning in public schools.

scholarly journals Las reformas históricas de la enseñanza secundaria en España

2008 ◽  
Vol 7 ◽  
Author(s):  
Julio Ruiz Berrio
Keyword(s):  
Secondary Education ◽  
Young People ◽  
School System ◽  
Teaching And Learning ◽  
European Countries ◽  
History Of ◽  
Contemporary Spain

The history of secondary education in Spain has many points in common with developments in other European countries, although with differences in time and rhythms. The author highlights the most important reforms of secondary education in contemporary Spain and argues that the understanding of reform does not necesssarily imply innovation or an improvement of teaching and learning. The author makes the case that the proposed changes in secondary education were not effective because they were framed by the Napoleonic model that characterized the entire school system. Furthermore, in most cases the new plans give priority to instruction over education which resulted in a poor formation of young people.

Technical Ceremonies: Rationalization, Opacity, and the Restructuring of Educational Organizations

2020 ◽  
Vol 90 (3) ◽  
pp. 446-473
Author(s):  
MAXWELL M. YURKOFSKY
Keyword(s):  
Teaching And Learning ◽  
School Level ◽  
School Systems ◽  
Educational Organizations ◽  
Surface Level ◽  
External Stakeholders ◽  
Education School ◽  
School Organizations ◽  
Improving Teaching And Learning ◽  
Emerging Pattern

After decades of accountability and market-based reforms in education, school systems are now organizing more around improving teaching and learning. Yet these efforts frequently yield unintended, superficial, or even counterproductive changes at the school level. In this article, Maxwell Yurkofsky develops the concept of technical ceremonies as a way of theorizing this emerging pattern of school organizations. Technical ceremonies involve educators changing their practice to align with new reforms in a way that privileges what is visible and measurable as a way of appeasing external stakeholders over more substantive improvements to practice. He argues that technical ceremonies arise as principals navigate a multitude of surface-level demands from the environment and the uncertainties that pervade efforts to transform teaching and learning.

scholarly journals Engaging Equity Pedagogies in Computer Science Learning Environments

2020 ◽  
pp. 1-27
Author(s):  
Tia C. Madkins ◽  
Nicol R. Howard ◽  
Natalie Freed
Keyword(s):  
Public Schools ◽  
Computer Science ◽  
Learning Environments ◽  
Culturally Relevant Pedagogy ◽  
Teaching And Learning ◽  
The United States ◽  
Theoretical Frameworks ◽  
History Of ◽  
Definition Of ◽  
Relevant Pedagogy

In this position paper, we advocate for the use of equity-focused teaching and learning as an essential practice within computer science classrooms. We provide an overview of the theoretical underpinnings of various equity pedagogies (Banks & Banks, 1995), such as culturally relevant pedagogy (Ladson-Billings, 1995, 2006) and share how they have been utilized in CS classrooms. First, we provide a brief history of CS education and issues of equity within public schools in the United States. In sharing our definition of equity, along with our rationale for how and why these strategies can be taken up in computer science (CS) learning environments, we demonstrate how researchers and educators can shift the focus from access and achievement to social justice. After explaining the differences between the relevant theoretical frameworks, we provide practical examples from research of how both practitioners and researchers might use and/or examine equity-focused teaching practices. Resources for further learning are also included.

scholarly journals Liturgical literacy as hidden capital

2019 ◽  
Vol 13 (4) ◽  
pp. 15-25
Author(s):  
Jenny Berglund
Keyword(s):  
Public Schools ◽  
Cultural Capital ◽  
School System ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Student Experiences ◽  
Muslim Students ◽  
Supplementary Education ◽  
Swedish School

This article focuses on a form of supplementary Islamic education that centres on Qur’an studies and examines the reported experiences of Muslim students that regularly shift between this and their mainstream secular school. Its aim is to better comprehend the dialectical interplay between this type of supplementary education and mainstream secular schooling. Within this framework, the article explores how the traditional way of reading, reciting, and memorizing the Qur’an might relate to the type of teaching and learning that occurs within mainstream public schools. It also explores the possibility of a secular bias within the Swedish school system, the contribution of Qur’an studies to mainstream schooling (and vice versa), Qur’an-based vs. mainstream notions of “reading”, especially in relation to the idea of “understanding” and “meaning”, and how competency in Qur’an recitation becomes valuable secular “capital” when translated from language of “liturgical literacy” to the language of “skills”. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

Students' perceptions regarding the use of ICT in learning

2019 ◽  
Author(s):  
Ana Elisa Carreta de Sousa
Keyword(s):  
Labor Market ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Good Practices ◽  
Private And Public ◽  
Information And Communication ◽  
Vocational Courses

This study focuses on how students of vocational courses related to Information and Communication Technologies (ICT) perceive the use they make of technologies in their learning. A questionnaire survey was applied in classroom to 314 students from 4 private and public schools, with the aim of understanding if the students recognize benefits in the use of ICT in teaching and learning, by answering the 34 premises presented to them. Most students recognize benefits from the use of ICT in teaching considering it improves and facilitates learning. They recognize the need to improve the pedagogical use of ICT and that teachers from the scientific and sociocultural components still make little use of the technologies in the classroom. These students consider that the courses they take prepare them to integrate the labor market, indicating good practices in learning with and from technologies in the technical classes. The premises about the disadvantages and obstacles resulting from the use of ICT were the ones that gathered the lowest consensus among students. They consider that the use of ICT is essential in learning and preparing to work with ICT and in a broader sense to live in a society of information and knowledge.

LEADING FROM THE MIDDLE FOR IMPROVING TEACHING AND LEARNING OUTCOMES: PERSPECTIVES FROM TWO EDUCATION DISTRICTS IN SOUTH AFRICA

2020 ◽  
Vol 76 (12) ◽  
Author(s):  
Pinkie Euginia Mthembu ◽  
Thamsanqa bhengu ◽  
Vitallis Chikoko
Keyword(s):  
South Africa ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Improving Teaching And Learning

scholarly journals “A Superior Kind of Working Woman”: The Contested Meaning of Vocational Education for Girls in Progressive Era Chicago

2021 ◽  
Vol 20 (3) ◽  
pp. 392-410
Author(s):  
Ruby Oram
Keyword(s):  
Public Schools ◽  
Vocational Education ◽  
Progressive Era ◽  
Female Students ◽  
Male Students ◽  
School Officials ◽  
History Of Capitalism ◽  
New School ◽  
Club Women ◽  
History Of

AbstractProgressive Era school officials transformed public education in American cities by teaching male students trades like foundry, carpentry, and mechanics in classrooms outfitted like factories. Historians have demonstrated how this “vocational education movement” was championed by male administrators and business leaders anxious to train the next generation of expert tradesmen. But women also hoped vocational education could prepare female students for industrial careers. In the early twentieth century, members of the National Women’s Trade Union League demanded that public schools open trade programs to female students and teach future working women the history of capitalism and the philosophy of collective bargaining. Their ambitious goals were tempered by some middle-class reformers and club women who argued vocational programs should also prepare female students for homemaking and motherhood. This article uses Chicago as a case study to explore how Progressive Era women competed and collaborated to reform vocational education for girls, and how female students responded to new school programs designed to prepare them for work both in and outside the home.

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