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Direct linkMorsink, Paul M.; Hagerman, Michelle Schira; Heintz, Anne; Boyer, D. Matthew; Harris, Robin; Kereluik, Kristen; Hartman, Douglas K.; Wood, Anne; White, Amber; Woodruff, Carmen; Anderson, Tracey; Goldstein, Shelly; Hamm, Beth; Lewis, Cindy; Lewis, Paul; Mitchell, Cindy; Murphy, Jill; Rogers, Lyn; Sherrieb, Anne; Siegler, Tammy; Withey, Kevin – Journal of Education, 2011
This study examined the initial learning trajectories of 13 upper elementary teachers as they developed technological, pedagogical, and content knowledge during a 7-month professional development program to integrate technology into classroom practice. The program was collaborative and non-prescriptive; teachers worked on self-chosen summer…
Descriptors: Elementary School Teachers, Technological Literacy, Teacher Competencies, Pedagogical Content Knowledge
Rinaldi, Claudia; Averill, Orla Higgins; Stuart, Shannon – Journal of Education, 2011
Over a three-year period educators at an urban elementary school were interviewed about a Response to Intervention model from development to implementation supported by professional development within a university-school partnership. While the model was initially viewed as an administrative directive, in Year 2 educators began to assume…
Descriptors: Response to Intervention, Elementary Schools, Urban Schools, Teacher Attitudes
Cottle, Thomas J. – Journal of Education, 2004
In this article, the author discusses how the matter of civil rights, and in particular the treatment of black people at the hands of white people, was conveyed to him most powerfully by three men of Harvard. The first was his high school headmaster, Herbert W. Smith, who introduced their class to the horrors of apartheid through the writings of…
Descriptors: Administrators, Males, Civil Rights, Racial Segregation
