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"Pine, Gerald J"
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Teacher action research
“This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples.”—Kejing Liu, Shawnee State UniversityTeacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method.Key Features:Discusses how to build a school research culture through collaborative teacher research; Delineates the role of the professional development school as a venue for constructing a knowledge democracy; Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process; Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies
eBook
Arriving on a fast track: Perceptions of teachers from an alternative licensing program about their first four years in the classroom
In a 4-year study of new teachers who completed the MINT (Massachusetts Institute for New Teachers) alternative teacher-licensing program, we found that this particular fast-track model recruited a group of highly committed new teachers. However, these new teachers expressed dissatisfaction with the effectiveness of their teacher education program. Many of the teachers tended to use traditional teaching methods. Some regarded their professional development and mentoring experiences as insufficient. Some believed their potential for school leadership was not being fully realized. A similar set of perceptions were reported by a group of new teachers who had completed college-based teacher preparation programs, although the college program-prepared teachers tended to give higher ratings to their teacher preparation program and to use a wider variety of teaching strategies in the classroom.
Journal Article
Rx for racism: imperatives for America's schools
Pine and Hilliard state schools ought to be a civilizing influence in our society but often seem to be incubators of racial intolerance. Racism, prejucide, and discrimination are sabotaging our efforts to provide a high-quality education for all children. According to the authors: America is a multicultural society, but not a pluralistic society -- a place where all racial and cultural groups share equal access to opportunities for quality lives and power over their own lives. The article covers in detail what racism is, why it's so harmful and what can be done. Educators are encouraged to make the elimination of racism a moral imperative. The authors suggest when we learn how to tap the rich, vein of cultural, ethnic, and racial diversity education will be improved for all students. 4-H is required by law to be open to all, but 4-H agents need to gain a better understanding of what racism really is before they will be totally successful in eliminating it from their programs.
Journal Article
Quo Vadis, School Counseling?
The counseling community is responding to the challenge to prove it is an essential, not a frill - and in doing this may become a change agent in reshaping the school curriculum, program, and organization.
Journal Article
