No abstract

Although classroom video is well recognized as a valuable reflective resource for student teachers, we know very little about how university supervisors' pedagogical practices are shaped by creating and using videos with their student teachers. This study explored how 12 supervisors developed greater stances of inquiry toward their practices as they experimented with video and shared their experiences with peers. Patterns in project meeting and interview transcripts revealed how these experiences not only enhanced their existing personal approaches toward supervision and helped them "anchor messages" they wanted to communicate to their student teachers about teaching methods, but also challenged their roles as observers and prompted them to build messages about teaching dispositions directly from video. The findings show how a community of practice encourages supervisors to take considerable responsibility for their own growth as teacher educators and provides a coherent framework others can use to pursue similar professional development initiatives.

No abstract

No abstract

This pilot study aimed to address persistent gaps in the research regarding effective professional development models associated with reading comprehension pedagogy in content area classrooms (science). An appropriate instructional model was developed, (Do-Read-Do) which attempts to embed the explicit teaching of reading comprehension strategies within a science investigation. This model was then explored in workshops, discussion groups and in reciprocal in-class coaching situations over the course of a semester in a case study school. Findings highlighted many positive aspects of the professional development program such as the use of the gradual release of responsibility model that included modeling, practical application of the new methodology (both within the workshop and in the actual classroom) and ample opportunities for discussion and reflection. Despite some initial difficulties with the instructional model, it proved to be an effective method of embedding explicit reading comprehension instruction within a science investigation.

Not all neonates exposed to heavy prenatal alcohol in utero will exhibit FASD; based on current estimates of predictive value for disease by exposure, our findings suggest that 1.3% of neonates born in PEI during this 1-year period will have FASD. In its application to an entire provincial birth cohort, this study successfully implemented a public health-centred approach for evaluating population-based risk of FASD, with implications for practice across Canada.

Individualized meaningcentered approach to braille literacy education (I-M-ABLE) case study: Ajay's story.

In this paper, we focus on topological approaches to space and we argue that experiences with topology allow middle school students to develop a more robust understanding of orientation and dimension. We frame our argument in terms of the phenomenological literature on perception and corporeal space. We discuss findings from a quasi-experimental study engaging 9 grades 5-8 students (10-13 years old) in a 6-week series of school-based workshops focused on knot theory. We discuss video data that shows how students engage with the intrinsic disorientation of mathematical knots through the use of gesture and movement.(Des)orientación y sentido espacial: pensamiento topológico en los grados intermediosEn este trabajo, nos centramos en enfoques topológicos del espacio y sostenemos que las experiencias con topología permiten a los estudiantes de secundaria desarrollar una comprensión más sólida de la orientación y de la dimensión. Enmarcamos nuestro argumento en términos de la literatura fenomenológica de la percepción y el espacio corpóreo. Discutimos los hallazgos de un estudio cuasi-experimental con 9 estudiantes de quinto a octavo curso (10 a 13 años) que participaron en talleres sobre la teoría de nudos durante 6 semanas. Discutimos los datos de vídeo que muestran cómo los estudiantes se involucran con la desorientación intrínseca de los nudos matemáticos mediante el uso del gesto y movimiento.Handle: http://hdl.handle.net/10481/33232