In this paper, the author seeks to initiate a conversation about the discomfort that can emerge and the violence that might possibly take place in the "critical", dialogic, and justice-oriented Foundations of Education classroom between students and instructors when all are invited to negotiate "the necessary conditions" for learning. Believing…

This paper focus on the reflection of my teaching practices using students' Math Moments. I began to invest time in the past mathematical experiences of my students to better help me understand my own teaching practices. Throughout this paper I will reflect on my own teaching practice, delve into relevant literature and will use poignant math…

The major premise of this article is inspired by Viktor Frankl's words: "The truth is that as the struggle for survival has subsided, the question has emerged--survival for what? Ever more people today have the "means" to live, but no "meaning" to live for." Thousands of students who have come through the author's college courses during the last…

Standards-based education, including over-packed curricula and high-stakes assessments, is here to stay--at least for the next decade or so. If this approach to teaching and learning is a reality that everyone must deal with, how can everyone leverage what is positive and reduce some of the negative aspects? In this article, the author discusses…

Presents correspondences between the two authors discussing the role of love in the writing classroom. Concludes that "Love" plays a very important role in many aspects of writing and instruction. (SG)

Describes the experience of a returning, nontraditional, first-generation college student as seen through the eyes of an English instructor who is substantially younger. Discusses the author's anxiety about teaching and relates it to her students' learning processes. (SG)

As a beginning teacher, the author did not recognize that knowing her students was as important as knowing her subject. Teachers should personalize assignments and ask students to write a letter about themselves, write notes explaining tardiness or late homework, create learning logs, and help solve classroom problems. (MLH)

This article likens education to playing a game. Whereas students think of education as a finite game--as something to beat--educators see the educational process as an infinite game, and hope to instill in students a desire to pursue knowledge for its own sake, to value their time in the process, and to be prepared for life's surprises. In David…

This paper describes the idea of connecting a reflective practitioner theme in a teacher education program to developing students' educational philosophy, presenting an inventory to assess preservice teachers' educational philosophy, and offering a rationale, for how it can guide field experience. (SM)

Addresses one of three major challenges facing distance education--its claimed overreliance on behaviorist approaches to teaching and learning. Maintains that distance learning encourages students to review their own learning approaches and to be more proactive about their study methods. (CFR)

Presents the story of one beginning teacher educator's struggles with grading. She used participant observation and action research to better understand grades and improve her grading practices. The paper examines political, cultural, and ethical contexts of her grading decisions; describes manifestations of grade orientation; and discusses…

The underlying premise of infusion is that information about individuals with disabilities must be more systematically integrated throughout an entire curriculum. This article describes the infusion approach to teacher development, explaining three central premises, providing sample program applications for each premise, and discussing brain…

Reflection and professional development are two key practices that characterize an effective teacher and that are frequently overlooked in preservice training (Bowles, 2003; Halen-Faber, 1997; Patrick & Reinhartz, 1999). Reflection can be defined as the type of thinking that serves to challenge notions of prior learning (Halen-Faber, 1997), and…