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Personal Beliefs About Teaching
Words: 3270 Length: 11 Pages Document Type: Essay Paper #: 79322911
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While there is only so much a teacher and a school system can do for a student, the school systems and employees within the same should do all that they can to inform and prepare students for adult life, the workplace and their place in society. There is so much to see in the news and other media that is very discouraging and disheartening. While at least some of that is emblematic of the “if it bleeds, it leads” mentality, there are some practices and ideologies that need to change and evolve. To at least help put education on a better path, the author of this philosophy and plan will focus on several important aspects and ideas. These would include that everyone is worthy of dignity and respect, that our differences are a source of strength and inspiration, that bullying behavior is never acceptable, that all of us need…

Al Khaiyali, A. S. (2014). ESL Elementary Teachers\\' Use of Children\\'s Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies. English Language Teaching, 7(2), 90-102.
Brown, E. L., Vesely, C. K., & Dallman, L. (2016). Unpacking Biases: Developing Cultural Humility in Early Childhood and Elementary Teacher Candidates. Teacher Educators\\' Journal, 975-96.
Guala, E. G., & Boero, P. B. (2017). Cultural analysis of mathematical content in teacher education: the case of Elementary Arithmetic Theorems. Educational Studies In Mathematics, 96(2), 207-227.
Hernández-Bravo, J. A., Cardona-Moltó, M. C., & Hernández-Bravo, J. R. (2017). Developing elementary school students\\' intercultural competence through teacher-led tutoring action plans on intercultural education. Intercultural Education, 28(1), 20-38.
James, P. C., & Benson, D. (2014). School chaplaincy, secularism and church - state separation in a liberal democracy. University Of Queensland Law Journal, The, (1), 131.
Lotherington, H. (2017). Elementary School Language and Literacy Education for Civic Engagement: An Evolving Playbook for Postmodern Times. Language & Literacy: A Canadian Educational E-Journal, 19(3), 4-20.
Ray, D. C., Huffman, D. D., Christian, D. D., & Wilson, B. J. (2016). Experiences of male counselor educators: a study of relationship boundaries. The Professional Counselor, (2), 107. doi:10.15241/dr.6.2.107
Teasley, M. L., & Nevarez, L. (2016). Awareness, Prevention, and Intervention for Elementary School Bullying: The Need for Social Responsibility. Children & Schools, 38(2), 67-69. doi:10.1093/cs/cdw011

The Character Education Approach to Teaching
Words: 2615 Length: 8 Pages Document Type: Essay Paper #: 53175205
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Case Study: Professional Interview Analysis
The individual interviewed for this case study is a 7th grade teacher of history and literature in a public school. He is named Terry X for the purposes of anonymity. He has been a teacher for 5 years.
The background of the analysis conducted for this case study is composed of parts: much of it has come from Koonce (2016), Knight (2008), Kristjansson (2014), and others who have focused on teaching approaches, issues in education, and the concept of character education, which is particularly important to Terry, as this case study analysis will reveal. The purpose of this analysis was to identify and understand Terry’s approach to education and to locate its place in the wider discussion of the how educational approaches can be used to meet the goals of all stakeholders. The conclusion that this analysis yields is that not all stakeholders have a…

Knight, G. (2008). Issues and alternatives in educational philosophy (4th ed.). Berrien
Springs, MI: Andrews University Press.
Koonce, G. (2016) (Ed.), Taking sides: Clashing views on educational issues expanded
(18 Ed.). McGraw Hill Publishers.
Kristjansson, K. (2014). There is something about Aristotle: the pros and cons of
Aristotelianism in contemporary moral education. Journal of Philosophy of Education, 48(1): 48-68.
Lickona, T. (1993). The return of character education. Educational Leadership, 51(3),

How Do Rubrics Help
Words: 684 Length: 2 Pages Document Type: Essay Paper #: 96022501
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Using rubrics can help one better assess a student’s learning because it gives a clear set of measures or criteria that can be used to evaluate the performance of the learner to see whether the student’s achievement is in alignment with the objectives of the class. The rubric acts as a scoring tool that tells the teacher what to look for in the student’s work. It can also be used by the student as a guide to tell the student what the teacher will be looking for in the work and how it will be graded. For example, a simple rubric for an essay might give each letter grade off to the side and then beside that letter grade a description of the type of paper that will earn such a grade. So an F paper might have for its description “incomplete sentences, no topic, only half a page”…

Interview Insights Parent Relations Communications
Words: 697 Length: 2 Pages Document Type: Interview Paper #: 25539133
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Parent Relations/Communications
Background Information
Mrs. X has taught for a total of 23 years. She has a bachelor’s degree in elementary education. During her teaching career, Mrs. X has taught grades 5 and 6. It is important to note that the said grades cater for the education requirements of children around the ages of 10 and 11 years.
Summary of Insights Learned from the Interview
Mrs. X points out that the relevance of keeping parents up-to-date on the goings on in the classroom cannot be overstated. She identified three ways through which she accomplished this objective, i.e. via email, telephone calls, parent-teacher conferences, and weekly progress reports. Of the four, I found weekly progress reports most viable on this front as they provided an inbuilt follow-up mechanism. Mrs. X also restated the need to ensure that parents were involved in the learning process – and thus were not mere spectators.…

Loughran, S.B. (2008). The Importance of Teacher/Parent Partnerships: Preparing Pre-Service and In-Service Teachers. Journal of College Teaching & Learning, 5(8), 35-38.
Menheere, A. & Hooge, E.H. (2010). Parental Involvement in Children’s Education: A Review Study about the Effect of Parental Involvement on Children’s School Education with a Focus on the Position of Illiterate Parents. Journal of European Teacher Education Network, 6, 144- 157.

How Dissertations are Written
Words: 3703 Length: 12 Pages Document Type: Essay Paper #: 40225342
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Dissertation Reviews
This phenomenological study by Emmart (2015) examined the how teachers deal with working with traumatized students. Six female elementary school teachers were interviewed in a small urban school district. The teachers recalled experiences working with several students who had suffered from some trauma, whether it was sexual abuse of being abandoned by a parent. The interviews were transcribed and then analyzed using the Moustakas model, which is helpful for obtaining a sense of the “wholeness of experience,” according to Simon (2011). Emmart’s (2015) qualitative study applied this model by using the interview method to see through the eyes of the participants what it is like to teach a traumatized student. By placing himself in the participants’ shoes, Emmart (2015) was able to better and more deeply understand the experience and interpret the data through a close analysis of the transcribed interviews. The most striking feature of the…

Ajzen, I. (2002). Perceived behavioral control, self-efficacy, locus of control, and the theory of planned behavior. Journal of Applied Psychology, 32(4), 665-683
Emmart, M. A. (2015). Teaching students struggling with trauma: A qualitative investigation of impact upon curricular goals. Liberty University [Doctoral Dissertation].
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597–606.
Ledford, C. G. (2017). Trudy\\'s triumph: A narrative life history of an adolescent survivor of abusive head trauma. Liberty University [Doctoral Dissertation].
Lickona, T. (1993). The return of character education. Educational Leadership, 51(3):6-11.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370.
Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Simon, M. (2011). Dissertation and Scholarly Research: Recipes for Success. Seattle: Dissertation and Success LLC.

educational assessments fairness constructs and ethics
Words: 323 Length: 1 Pages Document Type: Essay Paper #: 26368681
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Fairness is a term commonly used but rarely understood, critiqued, or analyzed. When used in relation to educational testing, the concept of fairness is also cluttered by the conflicting evidence supporting the construct validity of assessments or the reliability of those assessments for a diverse population. When consequential validity is also called into question, then educational testing itself becomes a quagmire. Yet teachers do need assessments to gauge student learning, or to provide students with the educational resources they need to thrive. Consequential validity refers to the ways educators use assessments, standardized or not (Denner, Norman & Lin, 2009). Teachers unfamiliar with the concept of consequential validity may be acting unfairly without knowing, causing harm to students inadvertently. The harms coming from consequential validity can be ameliorated by using a Biblical worldview and corresponding ethical approach to education.
The Bible emphasizes fairness and equity, “for God shows no partiality,” (Romans…

Teaching What Are Three Rewards and Three
Words: 899 Length: 3 Pages Document Type: Essay Paper #: 29624581
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What are three rewards and three challenges that you will face as a teacher?

As a rabid student of popular culture, I have been interested in the so-called "achievement gap" in education, popularized in the media, the political spectrum, and even within contemporary business culture. There is clearly a demonstrable gap in educational relevancy; second, there are basic skills that are absolutely vital in order to participate in the modern global village that are not universal with the U.. educational environment. cholarship also points out that the earlier the attention to this "gap," the earlier the attention to potential reading disabilities, and the earlier the intervention towards socialization issues, the higher rate of success and inclusion. This, too, engenders challenges within the profession. For instance, today's classrooms are more diverse than ever, they are multi-dimensional as well. To help fill the gap, teachers need to be able to jump…


Kauchak, D. And Eggen, P. (2011). Introduction to Teaching, Becoming a Professional,

4th Edition. Upper Saddle River, NJ: Pearson Education, Inc.

Teaching to Student Strengths the
Words: 761 Length: 2 Pages Document Type: Essay Paper #: 66096017
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Instructors should fully explain the "purpose" behind the assignment, and should ask themselves before assigning it: a) am I offering "any autonomy over how and when to do this work?"; b) does doing this assignment promote mastery by being "an engaging task?" And c) is the purpose of this assignment clear to the students?

Teachers, students and others in the classroom community are inspired when there is a larger cause for everyone to focus on. For example, by teaching to students' strengths (their interest in wildlife), have the students write and illustrate reports on the loss of wildlife habitat in their county -- by going out into the natural world with a biologist who can point out the ways urban sprawl, pollution, and over-grazing has done damage to the ecosystems and hence taken away habitat for birds, coyotes, deer and rabbits. Students use the concepts of autonomy, mastery, and purpose…

Works Cited

Life Long Learners. (2003). Dan Pink Recommends a 'FedEx day' for Students and Teachers.

Retrieved June 12, 2012, from .

Pink, Dan. (2009). Drive: The Surprising Truth About What Motivates Us. New York:

Riverhead Books.

Teaching Disadvantaged Adults There Are
Words: 1337 Length: 4 Pages Document Type: Essay Paper #: 5331319
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As a result they are often excluded from the mainstream and from being productive members of society.

I feel that it is not only ethically and morally important to help these individuals but that it also makes economic and social sense to assist those who are disadvantaged to receive a better education and advance their potential in life.

I also believe that we should be careful to consider the fact that adult education is an area that requires a very different approach and involves different modes of understanding, as well as the use of appropriate techniques, when dealing with the various categories of disadvantaged adult. For example, in terms of those adults who are disadvantaged with regard to education backlogs, one has to realize that they often face a number of unique and specific problems; such as the fact that many will have families, children and work commitments, which make…


Moore, M.G., & Kearsley, G. (1996). Distance Education: A System's View.

Belmont, CA: Wadsworth.

Motivating Disadvantaged Adult Learners. Retrieved July 5, 2009 from

Incidental teaching. Retrieved July 5, 2009 from Incidental Teaching.

Teaching as a Profession the
Words: 1319 Length: 5 Pages Document Type: Term Paper Paper #: 61373408
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As I began to realize that I was expecting less than they were capable of I realized that some of my preconceived notions about the teaching profession were coloring my viewpoint.

One example was the day a preschool student from the regular education class came to me and handed me a book that she wanted to read to me. I was surprised but let her open the book and begin reading. It reminded me not to assume the level of ability of any student as each student is an individual and develops at individual rates.

In observing the classrooms I found that problems can be dealt with by remaining flexible and keeping an open mind (Safer, 2003).

An example of this philosophy occurred when an autistic preschool student was included in the inclusion setting. "Tommy" did not respond to verbal cues nor was he a verbal child. The teacher made…






Teaching Theory
Words: 1971 Length: 6 Pages Document Type: Essay Paper #: 34779895
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Teaching Philosophy

Teaching is one of the most important, although also the most underrated, professions in the world. Teachers today prepare young people not only for their next level of schooling, but also for tertiary education and ultimately to become gainfully employed and contributing citizens themselves. The problem is that there are so many varying levels of education today, ranging from the extremely poor to the extremely excellent. One factor that plays a major role in how well teachers are able to present materials in the classroom is the education they receive themselves. Although the quality of teacher education depends on several factors, one major argument revolves around whether they should be exposed to unproven theory or not. On the one hand, the argument may be that exposing them to unproven theory may only detract from the central purpose of their education, which is to provide them with the tools…


Chye, T.E. (2008, Jul.) Learning to Teach, Teaching to Learn: A handbook for NUS teachers. Retrieved from: 

The Critical Thinking Community (2013). The Role of Questions in Teaching, Thinking and Learning. Retrieved from: 

National Assessment and Accreditation Council (NAAC) (2007, Jul.) Quality Indicators for Teacher Education. Retrieved from: 

Porter-Magee, K. (2013, Feb. 8). Common Core v. The false promise of leveled literacy programs. Common Core Watch. Retrieved from:

Teaching ESL the Cultural Shortcomings
Words: 3406 Length: 12 Pages Document Type: Research Paper Paper #: 45842389
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ardhaugh indicates that there is a problematic need in the field to reverse expectations about the capacity of this approach to instruct in practicable and usable linguistic ability. The author takes exception with traditionalist ideas the argue "the single paramount fact about language learning is that it concerns, not problem solving, but the formation and performance of habits." (ardhaugh, p. 21) The linguistic theorist rejects this principle as failing to acknowledge many of the more abstract contextual factors relating to the applicable usage of language. Particularly, the impact levied by culture, by regional dialect, by accent, by generational difference, by distinctions between formal, informal or slang usage and by a host of other even less tangible effectors cannot be introduced simply through the use of habit-forming drills or other techniques which rely singularly on rote practice.

Kanno & Varghese (2010) contribute research that does endorse this more integrative approach, which…

Works Cited:

Booth, N.B. (2009). English as a Second Language (ESL) learning communities: An approach to retaining ESL students in a community college. Rutgers the State University of New Jersey.

Burdett, B.E., & National Association of Independent Schools, B.A. (1967). Foreign language teaching- A Review of current problems. Retrieved from EBSCOhost.

Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language. Boston, MA: Heinle & Heinle.

Flood, J. (2003). Handbook of Research on Teaching the English Language Arts. Psychology Press.

Teaching Diversity in the Classroom in Recent
Words: 710 Length: 2 Pages Document Type: Research Paper Paper #: 45141781
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Teaching Diversity in the Classroom

In recent decades it has become increasingly important that educators understand the importance of multicultural education. Given that society has become more pluralistic and diverse, there is a need for a curriculum that focuses on diversity. This research proposal recognizes that diversity can and should be taught, and proposes a methodology for doing so.

This project reviews the literature on teaching diversity. Achieving diversity in higher education involves a wide range of approaches. Teaching diversity includes the need to recruit and maintain a diverse student body, as well as faculty, and to provide instruction to a diverse group of students, provide an inclusive curriculum that reflects the contributions of non-Western and minority groups, and to teach so as to critically examine the humanities and the professions from perspectives of groups that have been marginalized.

The Center for Instructional Diversity in Research divides strategies for diversity…


Banks, J.A., Cookson, P., Gay, G., Hawley, W.D., Irvine, J.J., Nieto, S…Stephan, W.G. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. The Phi Delta Kappan, 83(3), 196-198, 200-203. Retrieved from:

Center for Instructional Diversity in Research. (2008). Inclusive teaching. University of Washington. Retrieved November 9, 2011 from:

Center for Teaching. (2011). Diversity & inclusive teaching. Vanderbilt University. Retrieved November 9, 2011 from: 

Davis, B.G. (1993). Tools for teaching. San Francisco: Jossey-Bass

Teaching Adults Using Technology How
Words: 2272 Length: 7 Pages Document Type: Thesis Paper #: 19724174
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While commenting on the works of Baldwin & Ford, Detterman (Detterman & Sternberg, 1993) observed that the American enterprises were more likely to lose in case of teaching employers as they diverted lump sum of $100 billion annually to tutor employees. The loss is experienced because whatever is learned in an adult learning session is not practiced at the workplaces.

This problem is indicative of the dire need for combining knowledge with current practical work. The internships of doctors and people doing Ph. D serve as examples to show the link between learning and practical work (Lave & Wenger, 1991). The variations in practical applications and formal learning make it necessary that lifetime learners find out fresh strategies to tackle these variations. These variations comprise of the high work requirements that make the job training mandatory, unavoidable variation in an occupation, tech-literacy and the disparity created between the skilled and…


Detterman, D.K., & Sternberg, R.J. (1993). Transfer on trial: Intelligence, cognition, and instruction. Norwood, NJ: Ablex Publishing,.

Fischer, G. (1991). Supporting learning on demand with design environments. International Conference on the Learning Sciences, pp. 165-172.

Fischer, G. (1998c). Making learning a part of life-beyond the 'gift-wrapping' approach of technology. In P. Alheit & E. Kammler (Eds.), Lifelong learning and its impact on social and regional development. Donat Verlag, Bremen, pp. 435-462.

Gardner, H. (1991). The unschooled mind, New York: Basic Books.

Teaching Philosophy My Teaching Philosophy
Words: 634 Length: 2 Pages Document Type: Term Paper Paper #: 53546035
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The teacher must use effective discipline to ensure students do not interrupt one another, know to raise their hands, not get out of their seats during class, or engage in disturbing activities. This is disrespectful to the learning of others as well as simply against the rules. Drawing up a list of rules to obey for the students is one way to help students understand how the U.S. Constitution, for example, was negotiated and formulated.

Student assignments will include everything from pretending to be various historical characters in costume, to doing Internet research to understand what are reliable and unreliable sources, as well as more standardized essays and tests to prepare them to meet nationalized testing standards. Field trips will reinforce many of class lessons. To encourage student confidence without relaxing curriculum standards, teachers should assign a variety of projects in a variety of media. Some students are natural talkers…

Teaching Theory Adult Teaching Theory
Words: 607 Length: 2 Pages Document Type: Term Paper Paper #: 12282376
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This is the essence of Knowles' self-directed learning.


The last sentence of Stephen Brookfield's Chapter on "Adult Learning: An Overview" states "To understand adult learning we need to know it's connections of learning in childhood and adolescence and to the formation during these periods of interpretive filters, cognitive frames and cultural values."

Brookfield's assertion is somewhat at odds with Knowles concept of the difference between child and adult learning, although it is developmental in nature. One possible way of reconciling the difference between Brookfield and Knowles is to propose a stage theory of learning that shows progression from childhood to adolescence to adulthood, incorporating different theorist's ideas about the relationship between learner and teacher at different developmental, emotional, and experiential stages.

Stage 1: Childhood. Child is eager to learn but not certain of how to go about it. Learns to please self 'in the moment' of experience, but without…

Works Cited

Smith, M.K. (2002) 'Malcolm Knowles, informal adult education, self-direction and anadragogy.' The encyclopedia of informal education,

Teaching I Am a Recent
Words: 332 Length: 1 Pages Document Type: Term Paper Paper #: 3095328
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I am currently taking a teaching preparatory course that enables me to go to a local elementary school (K-1 center) three days a week where I work in a classroom with the teacher and her students. I am enjoying this experience a great deal. I believe that these small children are our nation's future. There's nothing that gives me greater joy than helping them build a solid foundation to succeed in the future. By teaching them the basics in reading, writing and math, I truly believe that I am making a difference in their lives.

Now, I am ready to take the necessary steps I need to follow to become certified to teach. I value your consideration of my application to your university. I assure you that my performance will exceed your expectations given my high desire to become a teacher and work with children.

Teaching Techniques There Is a Quote I
Words: 579 Length: 2 Pages Document Type: Essay Paper #: 99541674
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Teaching Techniques

There is a quote I remember that I don't know exactly where I heard that goes "The mediocre teacher tells, the good teacher explains, the superior teacher demonstrates, the great teacher inspires." I have been fortunate to have had a number of superior teachers throughout my academic career. Each encouraged me to succeed. However, there are two that hold a special place in my memory, one from elementary school and one from high school.

I was in a self-contained sixth grade classroom and my teacher was Mr. Burke. The one most important thing he did for me was to construct an atmosphere in the classroom where learning was fun. His style of teaching facilitated learning in a positive and supportive environment. He was an excellent communicator with a ready laugh and a good sense of humor. His teaching style put everyone at ease. He had high expectations and…

Teaching Style of Lecturing
Words: 1518 Length: 5 Pages Document Type: Research Paper Paper #: 85046647
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Teaching Style of Lecturing

From the ancient Grecian sophists delivering rhetorical oratories to adoring throngs, to the staid scientists presenting analytical treatises to graduate students, vocalizing an organized lecture to a group of students has long been among the hallmarks of traditional educational delivery. The process of arranging complex subject matter within the relatively accessible framework of lecturing affords educators a number of distinct benefits, including the standardization of student exposure to learning material, the ability to customize lessons in accordance with the collective needs of a class, and the opportunity to inject creativity into dense and demanding instruction. Despite the historical reliance on lecturing to impart knowledge and skills to a wide audience, however, the modernization of educational communication which has occurred in conjunction with the digital age has exposed many of disadvantages inherent to the typical teacher-delivered lecture. The availability of online lecture series delivered directly from experts…


Coughlin, S. (2013, May 01). Jimmy wales: Boring university lectures 'are doomed'. BBC News. Retrieved from 

Exley, K., & Dennick, R. (2009). Giving a lecture: from presenting to teaching. (Vol. 10). Newy York, NY: Taylor & Francis.

Knight, J.K., & Wood, W.B. (2005). Teaching more by lecturing less. Cell Biology Education, 4(4), 298-310. Retrieved from 

Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2011). Designing effective instruction. (6th ed). Hoboken, NJ: John Wiley & Sons, Inc.

Teaching in America
Words: 1619 Length: 5 Pages Document Type: Term Paper Paper #: 6928105
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Teaching in America

Grant and Murray's Teaching in America: The Slow Revolution is a book with two faces. On one hand it is a book of history, covering the developments in education in general over the past century; here it is at times fascinating, at times tedious, but always informative. On the other hand, the book points to one overruling "Slow Revolution" which the authors describe as the solution to our nation's (and the world's) educational problems. While the former topic is simply a recounting of established history, the latter requires evidence and argument in support of the authors' claim; this evidence comes primarily from interviews with teachers. Hence, this book spans two realms of academia: as the researchers themselves state, "Our research is both sociological and historical" (8). This paper will investigate the credibility of the authors' latter claim, which is based on a rather isolated set of evidence,…


Grant, G., and Murray, C.E. Teaching in America: The Slow Revolution. Cambridge: Harvard

UP, 1999.

Customer Reviews. 2003. 16 December 2003.,_Gerald/ 

Harvard University Press/Teaching in America/Reviews. 2000. Harvard UP. 16 December 2003.

Teaching Disadvantaged Adults
Words: 1047 Length: 3 Pages Document Type: Research Paper Paper #: 95234506
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Teaching disadvantaged adults could be one of the biggest challenges that an educator could face. Adults are already set in their ways. Their brains have already developed to the point where very little will be reshaped and habits are already set in. Not only can this pose difficulty when trying to teach something new to adults, it becomes an even harder task when trying to teach something novel to disadvantaged adults. Situational factors such as poverty, lack of complete grasp of the English language, and cultural factors could come into play and both negatively and positively affect their ability to learn and be taught (Kerka, 2002). A key concept in teaching disadvantaged adults is in the methods and materials chosen to appropriately affect their learning. An educator needs to make sure that these things are appropriate to an adult given their disadvantaged situation and that whatever method is chosen will…


Kerka, S. (2002). Teaching adults: Is it different? Educational Resources Information Center. 21(3): 32-33.

Kozma R. & Wagner. D. (2006). Reaching the most disadvatanged with ICT: What works? Education and Training Policy ICT and Learning. Organisation for Economic Co-operation and Development. Chapter 5: 97.

Lyn, T. & Ducklin, A. (1995). Further education colleges and educationally disadvantaged adults. Scottish Educational Review. 27(2): 154-164.

Teaching Disaster and Emergency Management
Words: 634 Length: 2 Pages Document Type: Research Paper Paper #: 26683171
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Teaching Disaster and Emergency Management

The whole world has turned into a place where people encounter experiences with diverse forms of disaster. Most of the disasters are usually extremely complicated and strike unexpectedly in any region causing massive damages and loss of lives. The complexities accompanying the catastrophes require the existence of well-trained personnel oftentimes ready to deal with disasters as they occur before causing irreparable harm to people and property. In some regions, many people have lost lives and properties destroyed because of the slow response by the people dependable for handling the emergencies. This calls for the training of new and many people who provide quick and efficient response to the disasters whilst saving lives. Various regions and countries have taken up the initiative of training people expected to play a critical role in the management of disasters. There has been an argument whether teachers handling disaster management…


Alexander, D. (2000) "Scenario Methodology for Teaching Principles of Emergency

Management," Disaster Prevention and Management, vol. 9(2): 89 -- 97

Neal, D.M. (2000). Developing Degree Programs in Disaster Management: Some Reflections

and Observations. International Journal of Mass Emergencies and Disasters 18(3): 417-

Teaching Special Education Students in the Classroom
Words: 1246 Length: 5 Pages Document Type: Term Paper Paper #: 12819085
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Teaching Special Education Students

In the classroom, teachers are primarily responsible for ensuring that special education students are provided with equal opportunities for education. While instructors should not lower academic standards in the classroom, they should make every effort to make reasonable accommodations for students with disabilities. y making simple adjustments, such as allowing students to record lectures or changing the format of a test, teachers can make sure that special education students do not have academic or social disadvantages.

Setting up the Classroom

In the classroom, simple changes can make a great difference for special education students. For example, by arranging desks in a manner where each student has his own personal space, as opposed to sitting in groups, special education students have less chances of being distracted.

There should be various centers in the class that provide a space for students to go when they are finished with…


Klinger, J., & Vaughn, S. (1999). Students' perceptions of instruction in inclusion classrooms: Implications for students with learning disabilities. Exceptional Children.

Polloway, E., Bursuck, W., Jayanthi, M., Epstein, M., & Nelson, J. (1996). Treatment acceptability: Determining appropriate interventions within inclusive classrooms. Intervention In School and Clinic.

Brattlan, Lee. (2002) Brief Reference of Student Disabilities:...with Strategies for the Classroom.

Teaching and Learning Review of
Words: 630 Length: 2 Pages Document Type: Research Proposal Paper #: 95626155
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Learning strategies do this inherently by focusing on the student and his or her capacity to learn rather than by what methods the teacher chooses to teach. Because this study was done during the dawn of learning strategies, the paper takes the form of a literature review rather than primary research. As such, the data is presented in the form of findings. The authors provide a definitive definition of learning strategies as well as giving a list of types of learning strategies that students have been known to employ and that the research to this date finds credible. Based on this, the authors conclude that teachers need to assist students with how to learn in addition to what to learn. They similarly conclude that as research into the strategies continues, they will be likely to affect and grow the implications of learning strategies.

Although the authors are correct that the…


Weinstein, C.E. & Mayer, R.E. (1983). The Teaching of Learning Strategies. Innovative Abstracts. 5.32, pp. 1-4.

Teaching Strategy for Special Ed Special Education
Words: 589 Length: 2 Pages Document Type: Essay Paper #: 32469928
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Teaching Strategy for Special Ed

Special Education Standard

Direct instruction is the most widely-used teaching strategy, although it has become controversial in recent years. Critics argue that it limits the creativity of good teachers and provides a crutch for poor ones (What is direct instruction? 2011). It is a teacher-centered approach that relies on structured lesson plans, offering little or no variation and no opportunity for discussion or active participation. The effectiveness of direct instruction has been demonstrated widely but it can be a poor choice for students with disabilities who would benefit from another approach.

What is Direct Instruction?

"Direct instruction is a theory of education which posits that the most effective way to teach is by explicit, guided instructions" (What is direct instruction? 2011). Although it is the oldest form of instruction, it gained attention in the 1980s when implemented in the schools of inner-city Baltimore. Instruction was…


Adams, G., and Carnine, D. (2003). Direct instruction. National Dissemination Center for Children with Disabilities. Retrieved from 

National Institute for Direct Instruction. (n.d.). Retrieved from 

What is direct instruction? (2011). Teach-nology. Retrieved from http://www.teach-

Teaching Style Child Development Center Louisa Bell
Words: 726 Length: 2 Pages Document Type: Term Paper Paper #: 67829682
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Teaching Style

Child Development Center

Louisa Bell, 27, in the Starry Night Child Development and Preschool, starts her day greeting the toddlers in the front pathway. Chris (2.5), a quite dynamic boy, comes with a huge bag with snacks and drinks inside, and so do Tamara (3), and Rachel (2). This week, Chris doesn't want to wear other apparel but his blue jeans overall with a horse and cart on the pocket.

After praying, Louisa asks them if they like watching TV. She asks them to sit on the cushion. Both Tamara and Chris want the red cushion, so Louisa has to calm them down and take another red cushion from the other room. Louisa says, she wants them to keep the cushion clean before she starts the film, then she helps the kids putting the cushions forward the TV.

She puts a Teletubbies tape on a VHS player and…

Teaching Students With Mental Retardation
Words: 546 Length: 2 Pages Document Type: Essay Paper #: 64023975
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Because of the lack of clarity and certainty regarding mental retardation or intellectual disability, the effect of having students with this issue in a classroom can be somewhat more chaotic than with other developmental disorders, where specific modes of instruction have been developed. It can be difficult to predict what a student with mental retardation might be stimulated by, and there are certain areas where individual students might simply have no interest. This can make it incredibly hard to involve them in classroom activities even when special accommodations and attempts are made. Students with mental retardation are not especially disruptive, and do not tend to make learning difficult for others, but this actually runs a greater risk of their going ignored as the classroom's education develops and progresses. For this reason, specific and repeated attempts to engage students with mental retardation in every aspect of the classroom and its activities…

Teaching Elementary Math Baker John
Words: 440 Length: 1 Pages Document Type: Term Paper Paper #: 2158272
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Additionally, teachers provide information on upcoming math topics so tutors can come more fully prepared" (Baker, Riet & Clendaniel, 2006: 1).

The program demonstrates how an elementary school's mathematics education can be enhanced by a good tutoring program. The program helped inject fun into the discipline of mathematics, provided personalized attention to struggling students, featured 'previewing' critical material to be covered the next day in class, had less structured break/snack time so students had time to 'digest' new material (no pun intended), and the tutors worked closely with the student's regular teachers. The tutors also said that they learned a great deal that would serve them well in their own classrooms while working with the teachers, and also from their students. Supervising university observers of the tutors noted they had fewer absences in their classes than non-participants. Finally, the program made effective use of community outreach, as it merged the…

I never used to like math but now it is my favorite subject since I have been going to math tutoring. Now I understand it" (Baker, Riet & Clendaniel, 2006: 1). Few words could more delightful to the ears of an elementary math school teacher. But what prompted this student's enthusiasm? The student became excited about math because of a program created by a rural school district that was seeking to raise its students' standardized test scores. The district took proactive action and created a partnership with the local university to formulate an after-school tutoring program, staffed by university volunteers from the elementary education program at the university.

Elementary children in grades 3-6 were chosen to participate who had math scores below the 30th percentile on the standardized test used by the state of Pennsylvania, the results of their Stanford 9 Achievement Tests, and classroom teachers' recommendations. The ratio of elementary students to university tutors was two students to each tutor. Sessions included individual meetings with tutors, snack time during which tutors 'previewed' upcoming math lessons, homework assistance, and games. "Each child has a folder that contains an information sheet for classroom teachers to guide tutoring with assigned homework and skill areas to be practiced. Additionally, teachers provide information on upcoming math topics so tutors can come more fully prepared" (Baker, Riet & Clendaniel, 2006: 1).

The program demonstrates how an elementary school's mathematics education can be enhanced by a good tutoring program. The program helped inject fun into the discipline of mathematics, provided personalized attention to struggling students, featured 'previewing' critical material to be covered the next day in class, had less structured break/snack time so students had time to 'digest' new material (no pun intended), and the tutors worked closely with the student's regular teachers. The tutors also said that they learned a great deal that would serve them well in their own classrooms while working with the teachers, and also from their students. Supervising university observers of the tutors noted they had fewer absences in their classes than non-participants. Finally, the program made effective use of community outreach, as it merged the resources of the local university and solicited the input of school and district administrators to create an effective program. Despite the occasional logistical and emotional problems created by the difficulties of using the same tutor for individual students from grade to grade, the program was deemed a success.

Teaching Styles Achievement Teaching Styles and
Words: 1533 Length: 5 Pages Document Type: Research Paper Paper #: 46855853
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Students that have adapted, whethe it is fo cultual easons o because an anothe style was bette suited fo the subject, may continue to show highe achievement even in futue classooms that do not implement the teaching styles that have been found to be ideal fo achievement levels. Futue eseach should also look to see if teaching styles beyond the ecommendations of No Child Left Behind can acquie the impovement in achievement NCLB seeks.


Bouque J., Bouchamma, Y., & Laose, F. (2010). Aboiginal Students' Achievement in Science Education: The Effect of Teaching Methods. The Albeta Jounal of Educational Reseach, 56(1), 57-71.

Cabo, M. (2009). Match the Style of Instuction to the Style of Reading. Phi Delta Kappan, 90(5), 373-378.

Mogan, H. (2010). Impoving Schooling fo Cultual Minoities: The Right Teaching Styles Can Make a Big Diffeence. Educational Hoizons, 88(2), 114-120.

Payne-Tsoupos, C. (2010). No Child Left Behind: Disincentives to…

references for teaching styles matter in academic achievement: scientific and practical implications. Educational Psychology, 28(6), 615-625.

Teaching Philosophy as an ESL
Words: 962 Length: 3 Pages Document Type: Essay Paper #: 44304605
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I view education holistically. Students are developing their character and their values in addition to facts and figures. Language learning is a critical component of character development because language mastery enhances cross-cultural communication. A fellow teacher offers a powerful statement on the role of progressivism in the classroom: "In a progressivist classroom, teachers plan lessons to arouse curiosity and push the student to a higher level of knowledge. The students are encouraged to learn by doing and to interact with one another. This develops social virtues such as cooperation and tolerance for different points-of-view," (Wilt 2003). A progressive teaching philosophy acknowledges the persistence and potency of change. Optimism and creativity will motivate my students to achieve, inspiring their curiosity and ability to think critically.

The means by which I will achieve my teaching objectives include the use of proven classroom management techniques, the implantation of creative cooperative learning strategies, and…


Haugen, L. (1998). Writing a Teaching Philosophy Statement. Iowa State University. Retrieved online: 

Sofsian, D. (n.d.). Teacher education philosophies. Retrieved online: 

Wilt, B.L. (2003). A personal philosophy of education. Retrieved online:

Teaching Can at Risk Student
Words: 2866 Length: 10 Pages Document Type: Research Paper Paper #: 65369102
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Description of Learning:

Educational institutions are teaching subjects for a digital future but it is from a superficial manner however students need a deeper knowledge of it as a curriculum. When teaching students about math, it should be integrated in all subjects they are learning by being motivated by educators (Singhal, 1997). As shown in the examined scenario planning with an elementary school, it is apparent things became better for the students as far as the educational resources, and environment, which ultimately affects the learning process. Educational institutions must engage partnerships with other schools around the world. By providing student exchanges they will produce world class students, the internet is facilitating the process of globalization and providing virtual interaction with others. As it is shown in schools, technology is the key to change the educational environment and resources. The internet is encouraging students to engage in meaningful cross cultural dialogue…

Teaching Today An Introduction to
Words: 5989 Length: 15 Pages Document Type: Term Paper Paper #: 1189588
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There are some papers that are to be released and referred to by her in the above article. In the first of those papers, the belief is that the present result of the aptitude tests of the teachers today is the same as was the case a generation earlier, but the best among them are not likely to become teachers. In the second paper, the result shows that the women from the best colleges are not continuing to be teachers as the pay received by them as teachers is low, and not due to the attraction of higher pay in other occupations. On the level it can be assumed that if the salary of teachers were better, a lot of the best students would still be going into teaching.

According to the columnist, "Teachers aren't exactly getting worse. They're getting more consistently mediocre." She ends her own article by saying…


Ave, Melanie. Educators want more Mr.'s in their classrooms. St. Petersburg Times. 14 November, 2004. Retrieved at . Accessed on 27 May, 2005

Bhat, Sanjay. Schools struggle to reduce high teacher turnover. 3 January, 2005. The Seattle Times. Retrieved at . Accessed on 28 May, 2005

Direct Instruction: Is it the Most Effective Science Teaching Strategy? 15 December, 2004. NSTA Web News Digest. Retrieved at  on 28 May, 2005

Errickson, Tiffany. Mentoring teachers. September 21, 2004. Retrieved at,1249,595092712,00.html . Accessed on 27 May, 2005