Athabasca University - Collaborations And Partnerships By combining courses from AU and other institutions into collaborative programs, classroom Courses at Partner Sites. AU collaborates with partner http://www.athabascau.ca/collab/collab.php
Extractions: Search for Grouped Study Courses Athabasca University (AU) collaborates with hundreds of institutions and organizations in Alberta, across Canada, and around the world to make university education more accessible and flexible for students everywhere. Universities, colleges and other institutions partner with AU to offer collaborative programs. For example, the Campus Alberta Graduate Program in Counselling is delivered jointly by AU, the University of Calgary, and the University of Lethbridge. The
Dialogues Improving the Quality of Teaching Using Collaborative Professional Development The Teachers know that they have partners throughout the nation; http://www.nctm.org/dialogues/2001-05/20010507.htm
Extractions: Printer-friendly version of this essay Improving the Quality of Teaching Using Collaborative Professional Development: The Teachers Teaching with Technology (T ) Institutes by Denise Walston In the decade of mathematics reform precipitated by the collective NCTM Standards , the role of the teacher in improving students' achievement has become even more apparent. Studies suggest that teacher quality is a more powerful factor in students' learning than socioeconomic factors and that superior teaching can overcome the serious social disadvantages faced by some students (Darling-Hammond 2000; Reeves 2000).
EdBlogger Praxis: Education Partner Blog Find Examples of Educator Blogs online. Participate and comment. a collaborative effort between a mentor and an EYT to provide support, guidance and http://educational.blogs.com/edbloggerpraxis/education_partner_blog/
Extractions: in Educational Partnerships by Barbara A. Mathews and Marilyn McArthur Initiatives to improve American history teaching, such as the Teaching American History A key characteristic of a regional history museum such as Memorial Hall museum in Deerfield, Massachusetts, is its inherent "localness." It is nearby, and it is a place where teachers and students can feel they "belong." Public historians at a museum are interested in making their collections and their expertise available to schools; indeed, it is part of their mission. For professional development, teachers may find a museum more easily accessible, therefore, than the college or university campus, which can be perceived as far-removed, both literally and figuratively. Academic scholars also feel at home in the museum, and enjoy collegial relations with the public historians there. The regional museum, as a place where teachers and historians are equally comfortable, is thus a natural locus for the formation of a professional learning community. The perspectives a local history museum offers can be extremely appealing to history teachers. Some come to the museum because they are required to teach American history and need to increase their understanding of the subject. Teachers with a "hands-on" orientation especially gravitate toward the objects and documents there. Most agree that local history holds the promise of making history "more real" and "more interesting" for students (and for themselves, as well). Field trips and other education programs also provide valuable opportunities for museum educators to model history teaching using material culture and inquiry-based activities.
Teaching With Technology Today, Vol. 10 No. 5 Teaching Scholars Forum Women s Studies online An Oxymoron? The main issues that arise for feminist online classrooms using the PSI model is the lack http://www.uwsa.edu/ttt/articles/whitehouse.htm
Extractions: University of Massachusetts-Dartmouth Pamela Whitehouse This article was originally published in Women's Studies Quarterly I propose that the distributed learning course (taught both online and in the classroom) in particular offers multiple entry points to learning that are very effective in reaching the goals of feminist pedagogy and may offer some insight to quality learning experiences for all students in a distributed learning classroom. A substantial but not exhaustive review of the literature on women, online learning, and technology reveals a mixed bag of discussion from postmodern theoretical work about feminism and the cyborg to discussions of how to make cyberspace more hospitable to women. There is also a political/social discussion that purports single mothers may now enjoy easier access to higher education despite their multiple roles of mother, worker, and person. Other work takes a feminist pedagogical turn and explores women's experience in distance learning courses that were combinations of television, telephone, and email, and reveals that the women students understood their experience in pragmatic terms-they could not have taken the course in the traditional classroom and access through these means was better than nothing.
Special Education For Inclusive Classrooms Chapter 2 Legal Issues of Interest in Collaborative Teaching Chapter 3 Collaborative Teaching Chapter 4 Partnerships with Parents http://www.parrotpublishing.com/
ALA | Teaching With Electronic Technology In the best of classrooms, technology (electronic or otherwise) should support reflect the collaborative nature of teaching with electronic technology. http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/volume28/285Hal
Extractions: Michael Hall has used the development of his Web page to prompt his own learning on how to teach students. Teaching with Electronic Technology Michael L. Hall The Real Objective The Technology/Content Dilemma," (The Secretary's Conference on Educational Technology, U.S. Department of Education, July 1999) a recent paper by Shelley Goldman, Karen Cole, and Christina Syer, confronts one of the most frustrating problems of using new classroom technologies: keeping content from being subordinated to excitement over new technologies. The authors point out how easily teachers can be caught up in all the gadgetry that accompanies classroom computing. The good news is that content can and does re-emerge enriched by the new technology, but it takes hard work, careful planning, and collaboration between teachers and students. In a somewhat earlier but still important essay, " Computer Skills for Information Problem-Solving: Learning and Teaching Technology in Context,
