DOCSLIB.ORG

Studies in Teacher Education: Psychopedagogy © Copyright by Mariusz Misztal & Mariusz Trawiński, Kraków 2005

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Studies in Teacher Education: Psychopedagogy © Copyright by Mariusz Misztal & Mariusz Trawiński, Kraków 2005 Studies in Teacher Education: Psychopedagogy © Copyright by Mariusz Misztal & Mariusz Trawiński, Kraków 2005 ISBN 83–7271–355–3 Redakcja/Dział Promocji Wydawnictwo Naukowe AP 30-084 Kraków, ul. Podchorążych 2 tel./fax (012) 662–63–83 tel. (012) 662–67–56 e-mail: [email protected] Zapraszamy na stronę internetową: http://www.wydawnictwoap.pl Druk i oprawa Wydawnictwo Naukowe AP, zam. 57/05 Studies in Teacher Education: Psychopedagogy Edited by Mariusz Misztal Mariusz Trawiński Wydawnictwo Naukowe Akademii Pedagogicznej, Kraków 2005 Introduction The papers presented in the current volume discuss different psychopedagogical aspects of teacher education. The first are the papers which present a person of the teacher from different perspectives: his/her competence, the quality of his/her work, the teacher in the view of his/her students, and the possible solutions for a more successful teacher training. Further texts are devoted to the analysis of different systems of teacher education prevailing in different EU countries and the impact of the integration on the national systems of education. The final part of the volume is devoted to the pedagogical solutions designed for the specific groups of students requiring special attention of the teacher and also the pedagogical solutions designed for teaching highly specialised aspects of knowledge. Mariusz Misztal Mariusz Trawiński PART ONE Teacher Education Orison Carlile Waterford Institute of Technology The Weakest Links: Defining and Describing Teacher Incompetence Introduction This paper begins with a brief survey of the attempts to defineteacherincompetence and comes to a decision to use one based on chronic failure in five areas – personal, ethical, administrative, technical and productive. Secondary school principals were asked to use this definition to estimate the number of incompetent teachers in their schools and to complete a sort of ‘census form’ describing each incompetent teacher. The survey dealt with many other issues such as the response of the teacher and the management strategies used by the principal and their effectiveness. The results of the parts of the survey relating to the definition are then discussed and the definition is then evaluated in the light of these results. The paper concludes by proposing a mechanism describing the way teaching incompetence manifests itself. Attempts to define incompetence Teaching incompetence is very difficult to define. There are varying degrees and varying emphases. Some authors don’t define it at all. Others rely on the idea that incompetence can be taken to mean whatever administrators judge to be the case. Lavely et al (1992) performed an empirical assessment of the extent of the problem by examining previous research papers (Neil and Custis (1978), Elam 1979), Scholl 1988), Buellesfield (1915), Good & Grouws (1977), Gudridge (1980), Johnston (1984), Bridges (1986), Haney, Madaus and Kreitzer (1987) and found that these researchers used differing definitions or none. Several approaches to defining teaching incompetence have been tried. The legal route is one possibility. For example, ‘incompetence’ is specifically listed in the tenure/ dismissal statutes of 25 American States, while ‘inefficiency’ is listed in 10 (Munnelly, R.J. 1979, p. 223). However these legal statutes don’t actually define incompetence. They merely list incompetence as one of several reasons for dismissal. Another legal approach is to consider the actual results and judgements of court cases. Such case law arises where school boards have dismissed a teacher and the teacher then takes legal action and appeals the decision. Bridges (1985) makes the point that Judges generally accept the definition of incompetence presented by administrators. The 10 ORISON CARLILE courts generally accept the judgement of school administrators but the cases generally stand or fall on the issue of due process and fairness. So that leaves matters to the professional judgement of school administrators. However, as Ted Wragg of Exeter University put it, ‘One person’s “lazy incompetent” is another person’s “unsupported victim” […]’ (Smithers, 1999), so this does not seem to help the quest for a definition of teaching incompetence. In 1998 the General Secretary of the National Association of Head teachers in England was quoted as saying that “Most people would define incompetence as being incapable of standing in front of the class and beyond redemption, […]” (Carvel, 1998, The Guardian [online] p. 2). This is a somewhat circular definition since, if someone is incapable of standing in front of a class then he or she is incompetent, and if someone is incompetent then he or she is incapable of standing in front of a class. It doesn’t progress the search for a definition very far since it doesn’t say how one would know that someone was incapable of standing in front of a class. The idea of being ‘beyond redemption’ is interesting however. It suggests that incompetence is not simply a temporary condition such as might be precipitated by illness or personal problems such as marital disharmony. It suggests that incompetence is a condition arising out of some intractable series of problems or personality factors. This is an important point that will be developed later in the paper. If the legal route and the personal opinion of administrators are both unsatisfactory is there another approach? Yes, the idea of chronic failure has merit. Bridges’s (1990) approach is similar to that of Neil and Custis (1978) but he organises it differently. Bridges considers incompetence as involving different types of persistent failure for which tenured teachers had been dismissed. “Dismissal rarely stems from a single unforgivable, egregious error; rather, termination is based upon a pattern of mistakes and failure that persists over periods ranging from several months to several years.” (Bridges 1990, p. 7). He specifies technical failure, bureaucratic failure, ethical failure, productive failure and personal failure. This approach was the one eventually chosen for this research. Some slight changes in terminology were made and the idea of a ‘critical mass’ of these symptoms was included. The definition was as follows. Definition of incompetent teacher used in this research An incompetent teacher displays persistent failure in some or all of the following areas: Technical: the teacher is deficient in discipline, teaching method, subject-knowledge, organisation, and planning. Administrative: the teacher fails to comply with school rules and procedures (e.g. chronic absenteeism and tardiness) and possibly does not follow the curriculum in a sound manner. Ethical: the teacher violates standards expected of the teaching profession – e.g. having a negative attitude to students, which could range from indifference all the way to physical abuse. Productive: the teacher fails to produce desirable results in the classroom – e.g. there is little academic progress, students are not interested, they lack respect, and there is a poor climate in the classroom. Personal: the teacher is deficient in judgement, emotional stability, self-control and strength of character; the teacher is ‘difficult’ and uncooperative with management and colleagues. Clearly, most of us could be guilty of some of these failures at some point. I am interested in the cases where there is a sufficient and chronic amount of failure – a critical mass such that there is a persistent pattern of mistakes and failure. Carlile (2000) based on Bridges (1990) THE WEAKEST LINKS: DEFINING AND DESCRIBING TEACHER INCOMPETENCE 11 Having arrived at a working definition, a postal questionnaire was administered to every voluntary secondary school principal in the Republic of Ireland. The response of 325 represents a return rate of 75%. Principals were asked to accept the above strict definition of an incompetent teacher and then to estimate how many of their teaching staff fitted that description. Then they filled in a type of ‘census form’ describing the characteristics of each incompetent teacher, noting their effects and examining the attitudes and reactions of management and detailing the outcomes of interventions. The data were analysed using simple frequencies, descriptive statistics, cross-tabulations, chi-squares, ANOVA and T-tests. Numbers Approximately 78% of schools (242) had at least one incompetent teacher. (N=319) Incompetent Number Percentage Cumulative Teachers of Schools of Schools Percent 0 71 22.3 22.3 1 69 21.6 43.9 2 87 27.3 71.2 3 38 11.9 83.1 4 24 7.5 90.6 Mean = 2.04 5 16 5.0 95.6 S.D. = 2.06 Mode = 2 6 4 1.3 96.9 Median = 2 7 1 0.3 97.2 8 5 1.6 98.7 9 2 0.6 99.4 12 1 0.3 99.7 18 1 0.3 100 Total 319 100 (Missing = 6) The total number of teachers in the schools of the responding principals was 10666. Of these, 652 were considered incompetent by their principals. Thus the overall percentage of incompetent teachers was 6.1%. This result is similar to the results for other professions and so would indicate that the definition of incompetent teacher was a reasonable one. 12 ORISON CARLILE Gender Although the gender of the general body of teachers in the survey breaks down at 62% female and 38% male, this order is reversed for incompetent teachers – 54% male and 46% female. Women Men Teachers in general 62% 38% Incompetent teachers 46% 54% This is a significant difference and there are several factors at play, but space does not permit discussion. Although it is not that simple, one is tempted to conclude that women are just naturally better teachers than men. Age Breakdown The ages of incompetent teachers are approximately the same as the ages of teachers in general. Cumulative Age Number Percentage Percentage 25–35 40 10.0 10.0 36–45 101 25.2 35.2 46–55 187 46.6 81.8 56–65 73 18.2 100 Total 401 100 This would suggest that it is not simply a matter of being young and inexperienced at the beginning of a career or being old and tired toward its end.
Load more

Recommended publications
  • The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles
    Arab World English Journal (AWEJ) Volume 10. Number 1. March 2019 Pp.271-282 DOI: https://dx.doi.org/10.24093/awej/vol10no1.23 The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles Meriem Baghoussi Department of English, Faculty of Foreign Languages University of Abdelhamid Ibn Badis, Mostaganem, Algeria Ilhem Zoubida El Ouchdi Department of English, Faculty of Letters and Languages University of Abou Bakr Belkaid, Tlemcen, Algeria Abstract To help learners acquire and develop the necessary skills for the 21st century, Algeria has adopted the Competency-Based Approach (CBA) along with the Project-based Learning (PBL) approach within its educational system. Theoretically speaking, the goal behind such reform is to shift from a content-based to a process-based learning/teaching and thus to make learning more relevant and realistic for students. However, in practice, teachers find difficulties in putting into practice the two approaches. The aim of the present paper is to explore those obstacles that hinder the execution of the PBL approach in the third-year secondary education English classes and to identify to what extent English language teachers master and use PBL methodology in their classes. To reach the aim of the study, the following hypothesis is put forward: teachers lack both training and background knowledge on the approaches that help to implement PBL in classrooms. For the sake of collecting information about the issue tackled in this study, twenty EFL teachers from some secondary schools in Mostaganem city received a questionnaire. The research findings confirm the hypothesis mentioned above.
    [Show full text]
  • The Role of Educational Psychology in the Teaching Process Within an EFL Classroom
    People’s Democratic Republic of Algeria Ministry of Higher Education and Scientific Research University of Mohamed Khieder-Biskra Faculty of Letters and Languages Department of Foreign Languages Division of English The Role of Educational Psychology in the Teaching Process within an EFL Classroom: Case study of Third Year LMD students-University of Biskra Dissertation submitted in partial fulfillment of the requirement for the Master Degree in English Option: Science of Languages. Submitted by: Supervised by: Moufida BOUAFFAR Mrs. Iman GUETTEL Members of the Jury: Houadjly Ahmed Chaouki Bencherf Sakina June 2012 BOUAFFAR 1 INTRODUCTION Educational psychology is the branch of psychology focused on the development of effective teaching techniques and the assessment of learners’ aptitudes and progress. In another words, educational psychology is the study of the behavior, social, ethical, and cognitive development of students during their growth from children to adult learners. Educational psychologists develop and apply theories of teaching, learning, and human development to determine the most effective ways for educators to teach students. The present research is an investigation on the role of educational psychology in the teaching process (EFL). The intention of this work is to carry out the strategies, techniques, and methods that are improving and developing the strategies of teaching. The aim of this study is to investigate to what extent educational psychology helps teachers for achieving the objectives of teaching and increasing their efficiency. 1. The statement of the problem: Nowadays, we observe a huge distance between teachers and students. The cause of this distance is the lack of teachers’ knowledge about the educational psychology and its values in teaching.
    [Show full text]
  • Sebuah Kajian Pustaka
    International Research Journal of Engineering, IT & Scientific Research Available online at https://sloap.org/journals/index.php/irjeis/ Vol. 6 No. 5, September 2020, pages: 13-20 ISSN: 2454-2261 https://doi.org/10.21744/irjeis.v6n5.1007 Educational Psychology in Education David Alejandro Navarrete Solórzano a Geomara Karinel Patiño Briones b Erwin Alejandro Villamil Moreira c Nubia Stefanía Quijije Troya d María Yessenia Mantilla Cedeño e Article history: Abstract The study of teaching and learning is a relatively new field, carried out by a Submitted: 9 March 2020 young science from the social areas of the branch of psychology, which relies Revised: 18 July 2020 on psychological and didactic methods to support the academic development Accepted: 27 August 2020 of students. Based on this premise, the objective of analyzing the contributions of psych pedagogy in education was established. Bibliographical research from reliable and current sources was applied, from a qualitative approach to give value to the information consulted and a Keywords: deductive and inductive style in the text structure for its understanding. The contributions; results obtained allowed for a better understanding of study science and its education; contributions in the educational sector. It was concluded with a positive, importance; realistic and enthusiastic approach to the research topic. psychopedagogy; teaching learning process; International research journal of engineering, IT & scientific research © 2020. This is an open access article under the CC BY-NC-ND
    [Show full text]
  • Clinical Psychologist (Celeste.Duque @ Gmail.Com). This Text Is a Reflection
    IMPORTANCE OF PSYCHOPEDAGOGUE © Celeste Duque Clinical Psychologist (celeste.duque @ gmail.com). This text is a reflection on the importance of Educational Psychology for the subject indi vidual and social, based on experience of daytoday. Authors are not cited here , nor theoretical perspectives (will be studied in later articles). Psychopedago gy is defined in the Dictionary Portuguese Speaking as the principles of psychol ogy to pedagogy (2001, p. 1232), which does not serve as a great explanation. Bu t knowing that pedagogy comes from Latin and Greek Paedagogos paidagogÃa, and r efers to the theory that studies education, regarded by many as "the art of educ ating and teaching," which aims to study the ideals of education in accordance w ith conceptions specific life, adapting them to the processes in a manner deemed most effective for achieving the ideals, then the definition makes sense (ibid. , p. 1148). In fact psychology is devoted to the study of human behavior and all that underlies it, ie, all processes involved in the action / reaction but also the perception, evaluation, reasoning, thinking, acting, personality, in which the subject is inseparable from its multiple dimensions (biological, psychologic al, social, cultural, economic, ecological, spiritual, etc.).. Psychopedagogy is thus an area of knowledge that deals with studying the best strategies to bring the subject to buy / integrate knowledge ... It is best to teach but also learn ... Contrary to what one might think Psychopedagogy is not for exclusive use of Psychologists, is an important tool for all who are dedicated to education! All professionals who fall within the school whether primary, secondary, college or university must master and apply in practice knowledge of this particular area because this helps them better deal with the individual and the group class, but better teach skills that may seem at the outset no applicability to practice on ce considered uninteresting, useless, redundant, and many other adjectives so ne gative that lead students to underinvest in their learning.
    [Show full text]
  • Historical Links Between Latin American Psychology and Pedagogy in Experimentation
    Propósitos y Representaciones Ene. -Jun. 2014, Vol. 2, N° 1: pp.215-253. ISSN 2307-7999 http://dx.doi.org/10.20511/pyr2014.v2n1.57 e-ISSN 2310-4635 ARTÍCULOS DE REVISIÓN Historical links between Latin American psychology and pedagogy in experimentation Nexos históricos entre la psicología y la pedagogía latinoamericana en la experimentación Walter L. Arias1a Universidad Católica San Pablo, Arequipa, Perú. aPsychologist graduated from Universidad Nacional de San Agustín. Master in Educational Sciences with major in Cognitive Psycho-pedagogy of Universidad Nacional Pedro Ruíz Gallo. He has a second major in Children and Adolescents Guidance and Counseling and Family Psycho-therapy. Professor in the Psycho- logy Professional Program and Professor – Researcher of Universidad Católica San Pablo. Member of the Sociedad de Investigación Educativa Peruana and Editor of Revista de Psicología de Arequipa. Received: 24-06-14 Approved: 26-11-14 Correspondencia Citar Como: Email: [email protected] Arias, W. (2014). Historical links between Latin Ameri- can psychology and pedagogy in experimentati- on. Propósitos y Representaciones, 2(1), 215-253. doi: http://dx.doi.org/10.20511/pyr2014.v2n1.57 © Universidad San Ignacio de Loyola, Vicerrectorado de Investigación y Desarrollo, 2014. Este artículo se distribuye bajo licencia CC BY-NC-ND 4.0 Internacional (http://creativecommons.org/licenses/by-nc-nd/4.0/). HISTORICAL LINKS BETWEEN LATIN AMERICAN PSYCHOLOGY AND PEDAGOGY IN EXPERIMENTATION Summary This work sets out historical information about the development of Latin American psychology over the base of education. It reviews the contribution from education to Latin American psychology, and especially, the creation of experimental psychology laboratories in schools and educational and psycho- pedagogical institutions, where experimental pedagogy laboratories operate, which were a relevant antecedent for psychology’s institutionalization through the creation of Programs and Professional Schools.
    [Show full text]
  • List of English and Native Language Names
    LIST OF ENGLISH AND NATIVE LANGUAGE NAMES ALBANIA ALGERIA (continued) Name in English Native language name Name in English Native language name University of Arts Universiteti i Arteve Abdelhamid Mehri University Université Abdelhamid Mehri University of New York at Universiteti i New York-ut në of Constantine 2 Constantine 2 Tirana Tiranë Abdellah Arbaoui National Ecole nationale supérieure Aldent University Universiteti Aldent School of Hydraulic d’Hydraulique Abdellah Arbaoui Aleksandër Moisiu University Universiteti Aleksandër Moisiu i Engineering of Durres Durrësit Abderahmane Mira University Université Abderrahmane Mira de Aleksandër Xhuvani University Universiteti i Elbasanit of Béjaïa Béjaïa of Elbasan Aleksandër Xhuvani Abou Elkacem Sa^adallah Université Abou Elkacem ^ ’ Agricultural University of Universiteti Bujqësor i Tiranës University of Algiers 2 Saadallah d Alger 2 Tirana Advanced School of Commerce Ecole supérieure de Commerce Epoka University Universiteti Epoka Ahmed Ben Bella University of Université Ahmed Ben Bella ’ European University in Tirana Universiteti Europian i Tiranës Oran 1 d Oran 1 “Luigj Gurakuqi” University of Universiteti i Shkodrës ‘Luigj Ahmed Ben Yahia El Centre Universitaire Ahmed Ben Shkodra Gurakuqi’ Wancharissi University Centre Yahia El Wancharissi de of Tissemsilt Tissemsilt Tirana University of Sport Universiteti i Sporteve të Tiranës Ahmed Draya University of Université Ahmed Draïa d’Adrar University of Tirana Universiteti i Tiranës Adrar University of Vlora ‘Ismail Universiteti i Vlorës ‘Ismail
    [Show full text]
  • University Microfilms International 300 North Zeeb Road Ann Arbor, Michigan 48106 USA St John’S Road
    INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the moat advanced technological meant to photograph and reproduce this document have bean used, the quality is heavily dependant upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Pags{s)". I f it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an imaga on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image o f the page in the adjacent frame. 3. Whan a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation.
    [Show full text]
  • Educational, Developer and Educative Duties in the Taxonomy of Training Objectives
    Propósitos y Representaciones ISSN 2307-7999 Set. – Dic. 2020, Vol. 8, N° 3 e-ISSN 2310-4635 http://dx.doi.org/10.20511/pyr2020.v8n3.465 ARTÍCULO DE INVESTIGACIÓN Educational, Developer and Educative Duties in the Taxonomy of Training Objectives Deberes educativos, de desarrollo y educativos en la taxonomía de los objetivos de formación Alizade Sabina Hikmat Azerbaijan State Pedagogical University, Azerbaijan ORCID: https://orcid.org/0000-0003-0302-6786 Recibido 30-12-19 Revisado 11-01-19 Aprobado 14-02-20 En línea 27-02-20 *Correspondencia Citar como: Email: [email protected] Sabina, A. (2020). Educational, Developer and Educative Duties in the Taxonomy of Training Objectives. Propósitos y Representaciones, 8(3). doi: http://dx.doi.org/10.20511/pyr2020.v8n3.465 © Universidad San Ignacio de Loyola, Vicerrectorado de Investigación, 2020. Este artículo se distribuye bajo licencia CC BY-NC- ND 4.0 Internacional (http://creativecommons.org/licenses/by-nc- nd/4.0/). Summary Every person has ability of creative thinking. However, not every person can be called a creative person. Creative people are those who are smart and possess the ability to grasp realities and reactions to these realities. At the same time, people who achieve extraordinary inventions or realize creative acts can also be referred to as creative people. The creative way of thinking is the type of thinking resulting from inventing new things or improving other actions. The creative way of thinking is used to generate a large number of ideas. The main characteristic of the creative way of thinking as an intellectual system is the ability to analyze any problem, establish systematic relations, reveal contrasts, find out ideal solutions for these contrasts, and forecast possible versions for the development.
    [Show full text]
  • MLS PSYCHOLOGY RESEARCH Journal
    MLS PSYCHOLOGY RESEARCH https://www.mlsjournals.com/Psychology-Research- Journal ISSN: 2605-5295 How to cite this article: Constantino, M. H. (2020). Knowledge and Learning Management: Cognitive and Emotional Processes in Learning - Proposed Solutions for Difficulty in Learning. MLS Psychology Research 3 (1), 7-20. doi: 10.33000/mlspr.v3i1.228 KNOWLEDGE AND LEARNING MANAGEMENT: COGNITIVE AND EMOTIONAL PROCESSES IN LEARNING - PROPOSED SOLUTIONS FOR DIFFICULTY IN LEARNING Magno Henrique Constantino European University of the Atlantic (Spain) [email protected] Abstract. This part of the assumption that manager have difficulties on the cognitive process that are strictly related to the emotional aspect and affective, and that to remedy these difficulties promoting actions to support and raise the self-esteem of staff through motivation. The negative factors identified involving the difficulties of learning for staff and are brought from others organization. In There are employees in companies from socioeconomic classes, different stories and experiences that must be respected in their individuality. In psychological theories proposals such as Piaget and Vygotsky the concepts relevant to the development of skills indicate the need to work the emotional and cognitive processes affective as collateral for the formation of a human being as to be totally chances of success in their cooperative performance. In this context, this work is in attempt to shape the process in a cognitive-emotional located, recognizing in it the dynamics of interactions between body and environment, adding concepts of emotions and biological assessments of these events according to an emotional and psychological perspective psychopedagogic. Presenting reflections about the teaching and learning process, we also highlight discussions about the learning difficulty that leads to social and professional failure.
    [Show full text]
  • Volume 4, Issue 1
    Journal of the World Federation of Associations of Teacher Education Vol. 4 Issue 1 JOURNAL OF THE WORLD FEDERATION OF ASSOCIATIONS FOR TEACHER EDUCATION Mission: to build a global community of teacher educators and to promote trans- national collaboration, support, and research and development in teacher education Learning, Teaching and Teacher Education in a Global Pandemic March 2021 ISSN Volume 4, Issue 1 TABLE OF CONTENTS EDITOR’S COLUMN………….………………….…………………………….……….…........2 Guest Editor: Dr. Jenene Burke………………………………………………………………….4 SIXTH BIENNIAL CONFERENCE……………………………………………………………..6 Paul Paese, WFATE President; Elizabeth Ward, co-chair; Debby Shulsky, co-chair LEARNING, TEACHING AND TEACHER EDUCATION IN A PANDEMIC……………………………………………………………………………………..10 Jenene Burke PRE-SERVICE TEACHERS’ EXPERIENCES DURING A PANDEMIC……………….……19 Shelley Kokorudz SHARING FEELINGS, SOLUTIONS, AND MOVING FORWARD DURING COVID-19….31 Lois Paretti, Linda F. Quinn, Anna Maria Behuniak, Jane McCarthy TEACHING AND LEARNING UNDER COVID-19 IN THE EDUCATIONAL AND HIGHER EDUCATION SYSTEMS OF CATALONIA AND SPAIN…………………………43 Josep Gallifa. Carme Amorós.Mireia Montané LEARING IN A GLOBAL PANDEMIC: CHILDREN’S ART AND CREATIVITY WITH FAMILY AND FRIENDS………………………………………………56 Maxine Cooper #CIENCIA_CONFINADA: MAKING SCIENCE IN LOCKDOWN……………………………66 Elena Gayán, Fina Guitart, Núria López and Julio Pérez. PREPARING THE NEXT GENERATION OF STEM TEACHERS: ONE HBCUs APPROACH TO THE RECRUITMENT, RETENTION, AND TRAINING OF SCIENCE AND MATHEMATICS TEACHER CANDIDATES DURING COVID-19..………………….73 Samantha L. Strachan, Salam Khan SHARED LEADERSHIP: A ROAD MAP TO STUDENT SUCCESS FOR SCHOOL AND DISTRICT LEADERS…………………………………………………………82 Rodney T. Harrelson, Gregory R. VanHorn, Pamela M VanHorn, PEDAGOGY AND 21st CENTURY DIGITAL TECHNOLOGY: TEACHING DURING A PANDEMIC AND IMPROVING AN OUTDATED MODEL……………………89 Martí Teixidó “WHEN WE THOUGHT WE HAD ALL THE ANSWERS...”: The Binomi.
    [Show full text]
  • Human Development Passages to Montessori Adulthood 2 AMI Journal 2020 Human Development –
    Human Development Passages to Montessori Adulthood 2 AMI Journal 2020 Human Development – Passages to Montessori Adulthood AMI Journal 2020 3 Editorial Team David Kahn, Executive Editor Joke Verheul, Managing Editor Aurora Bell, Editor Proofreaders: Carolina Montessori, Joke Verheul, Renee Ergazos Design: Toon van Lieshout, C03, Amsterdam Original material © 2020 by the Association Montessori Internationale (AMI). No content from this publication may be reproduced without permission from AMI. The AMI Journal is grateful to the Montessori-Pierson Publishing Company for permission to reproduce primary texts by Maria Montessori. We would like to express our gratitude to Baiba Krumins Grazzini for her generous sharing of essential knowledge and material from the legacy of Centro Internazionale Studi Montessoriani, also known as “Bergamo”. Thanks are also due to the North American Montessori Teachers’ Association (NAMTA) for access to its archival materials. Photographs and images in this issue: The Maria Montessori Archives, Amsterdam, Xavier Barrameda, Guadalupe Borbolla, Jennifer Brush, Cornerstone Montessori School, Judith Cunningham, Bill Detmer, Silvia C. Dubovoy, Forest Bluff Montessori School, Baiba Krumins Grazzini, Jenny Marie Höglund, Ruby Lau, Steve Lawrence, Gerard Leonard, Lesley Ann Patrick, Benjamin Staehli, The Sustainability & Indaba Institutes, Winnetka Public Schools, stock photography. ISSN: 1877-539X Acknowledgments This journal has an extraordinary range of contributions on an enriching range of topics, brought together in an adverse time. I would like to extend a special thank-you to Lynne Lawrence and Joke Verheul for being so receptive to this approach to the journal, which breaks away from the traditional discourse for an AMI Journal. Joke’s ability to find the right art and article resources and her editorial specificity for data is commendable.
    [Show full text]
  • Psychology of Education
    ROUTLEDGE LIBRARY EDITIONS: PSYCHOLOGY OF EDUCATION Volume 42 PSYCHOLOGY OF EDUCATION PSYCHOLOGY OF EDUCATION A pedagogical approach EDGAR STONES First published in 1979 under the title Psychopedagogy by Methuen & Co. Ltd Reissued with new title and prologue 1984 This edition first published in 2018 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 711 Third Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 1979 E. Stones; © 1983 E. Stones (Prologue) All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library ISBN: 978-1-138-24157-2 (Set) ISBN: 978-1-315-10703-5 (Set) (ebk) ISBN: 978-1-138-63366-7 (Volume 42) (hbk) ISBN: 978-1-315-20720-9 (Volume 42) (ebk) Publisher’s Note The publisher has gone to great lengths to ensure the quality of this reprint but points out that some imperfections in the original copies may be apparent. Disclaimer The publisher has made every effort to trace copyright holders and would welcome correspondence from those they have been unable to trace.
    [Show full text]