Pedagogy | Z

Zaid, Mohammed A. (1999).  Cultural Confrontation and Cultural Acquisition in the EFL Classroom.  IRAL, 37, 2. 

Examines how the principles about teaching culture in English-as-a-Foreign-Language have promoted cultural confrontation in the guise of cultural acquisition. Discusses the impact of the culture-oriented classroom on three areas of language pedagogy: (1) approach; (2) design, and (3) procedure.

Zaragoza, Nina (1997).  Rethinking Language Arts: Passion and Practice. Critical Education Practice Series Volume 9. 

Based on experience with non-native English speaking students, this book connects classroom practice to critical theory and provides a clear vision of alternative classroom environments in action. In the form of letters from a teacher-educator to her students, the book urges teachers to review and reevaluate their classroom practices to create an accommodating and positive environment for all children. The book explores and explains such teacher roles as decision maker, reflective thinker, political being, and social change agent. It stresses the importance of understanding educational philosophy and theory--the underpinnings that enable teachers to create classrooms, curricula, and schools that meet students' needs. "Letters" in the book are: (1) Introduction; (2) The Reflective Educator: Rethinking the Teacher as Practitioner; (3) Teaching within Community: Rethinking Blocked Schedules; (4) Broadening Our Definitions: Rethinking What We Say about Our Children and Their Learning; (5) Children as Authors in a Writer's Workshop: Rethinking "My Summer Vacation"; (6) Teaching as Human Community: Rethinking the Bluebirds, Robins, and Buzzards; (7) Allowing Students to Think: Rethinking "Teaching Students What to Think"; (8) Playwrights in Action: Rethinking Poetry and Drama in the Classroom; (9) Authentic Evaluation: Rethinking the Friday Spelling Tests; (10) The Nature of Instruction: Rethinking Objectives, Procedures, and Evaluation; (11) Classroom Interactions: Rethinking Classroom Management; (12) But Where's Your Desk? Rethinking Classroom Design; (13) For Now, Farewell: Rethinking Getting the Children Ready for Next Year; and (14) P.S.: Some Last Thoughts. Contains 20 references.

Zaslavsky, Orit, Ed. (1999).  Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (23rd, Haifa, Israel, July 25-30, 1999). Volumes 1-4. 

This conference proceedings contains 135 research reports, 73 short oral reports, 30 poster session reports, 4 plenary addresses, 3 research forums, 6 project groups, and 5 discussion group reports. Only the research reports, research forums, and plenary addresses are full reports; the others are generally one-page abstracts. The first volume includes: (1) "Where in shared knowledge is the individual knowledge hidden?" (R. Hershkowitz); (2) "Professional development, classroom practices, and students' mathematics learning. A cultural perspective" (G. B. Saxe); (3) "One theoretical perspective in undergraduate mathematics education research" (B. Czarnocha, E. Dubinsky, V. Prabhu, and D. Vidakovic); (4) "Cultural aspects in the learning of mathematics" (N. Presmeg and P. Clarckson); (5) "Developing skills of advanced mathematical thinking" (P. E. Kahn). The second volume includes: (1) "Teacher profile in the geometry curriculum based on the Van Hiele theory" (M. D. Afonso, M. Camacho, and M. M. Socas); (2) "Pupils' images of teachers' representations" (C. Bills and E. Gray); (3) "What kind of mathematical knowledge supports teaching for 'conceptual understanding'? Preservice teachers and the solving of equations" (D. Chazan, C. Larriva, and D. Sandow); (4) "Argumentative aspects of proving: Analysis of some undergraduate mathematics students' performances" (N. Douek); (5) "A numeracy assessment framework for the international life skills survey" (I. Gal). The third volume includes: (1) "'What Can We All Say?' Dynamic geometry in a whole-class zone of proximal development" (J. Gardiner, B. Hudson, and H. Povey); (2) "Pedagogy and the role of context in the development of an instrumental disposition towards mathematics (S. Goodchild); (3) "Alternative assessment for student teachers in a geometry and teaching of geometry course" (B-S. Ilany and N. Shmueli); (4) "Learning pre-calculus with complex calculators: Mediation and instrumental genesis" (J. B. Lagrange); (5) "This patient should be dead! Or: How can the study of mathematics in work advance our understanding of mathematical meaning-making in general?" (R. Noss, C. Hoyles, and S. Pozzi). The fourth volume includes: (1) "The research of ideas of probability in the elementary level of education" (A.-M. Ojeda); (2) "Monitoring of dynamics of students' intellectual growth in MPI-Project" (S. Rososhek); (3) "Conceptual understanding of conventional signs: A study without manipulatives" (C. Silveira); (4) "Does the understanding of variable evolve through schooling?" (M. Trigueros and S. Ursini); (5) "Boys, mathematics and classroom interactions: The construction of masculinity in working-class mathematics classrooms" (R. Zevenbergen). | [FULL TEXT]

Zawacki, Terry Myers (1998).  Telling Stories: The Subject Is Never Just Me. 

The lures and the risks of using personal stories in research and pedagogy are considerable. One danger of using experience as evidence is that "an experience" becomes the foundation for the construction of an essentialized identity: for example, a woman's experience becomes woman's experience. Despite the risks, however, telling stories allows teachers and students to identify and critique the ideologies which produce them as subjects. Some of the early stories respondents told in an ethnographic study of gender, writing, and teaching (for which 10 women who teach composition courses were interviewed) demonstrate how an examination of the role of the mother in their stories can lead to larger questions about their desire (at this time and in this location) to reproduce certain constructions of the mother, and not others. After writing about a particular event that was a "turning point" in their education, certain classroom exercises help students read their own narratives critically and reflexively, learning to recognize, analyze and critique the biases in their own stories. What similar plots and contradictions are found in these stories, how have they come to be telling the same story, and how did the plot come to be that way in the first place? Why do they desire to represent themselves this way and not another, to position themselves within or outside of particular identity categories? Personal narratives are never just about "me"; rather they are about a "me" constituted by gender, class, race, ethnicity, historical moments, and particular locales. When composition instructors are reflexive about the stories they tell and how those stories tell on them as well, they can begin to construct different stories which have the potential to interrupt entrenched discourses around gender, race, class, ethnicity, and education. | [FULL TEXT]

Zay, Danielle (1999).  Thinking the Interactive Interplay between Reflection/Practice/Partnership: Questions and Points of Tension.  Pedagogy. 

Discusses reflective practice based on the research orientation of a European network, highlighting the interaction between reflection and partnership which generates reflective practice and discussing: kinds of reflection, theorization, and research devices suitable for reflective practice processes; kinds of teacher-researcher partnerships that enable reflective practice; competencies for reflective practice in partnership; and institutional conditions supporting collaborative research for training.

Zbikowski, John; Collins, Jerre (1994).  Literature as the Laboratory of the Moral Life: Building Moral Communities through Literature Study. 

This paper discusses the concept of literature as a moral laboratory in which author and readers run complex thought experiments about human actions and their consequences. The paper warns that discussion of the role of literature in building moral character and moral communities needs to be based on a better understanding of what literature is and how it works. The paper states that reading literature can develop a sense of all that must be taken into account in forming complex moral judgments--with proper pedagogy, literary study helps readers develop this sense more consciously and deliberately, and situates this process within a larger dialogue about values. The paper points out that literature is potentially powerful in moral development because it mobilizes an affective response as well as a cognitive one. The paper suggests that teachers must emphasize both individual reader responses and group processes that model and foster community and offers techniques for helping readers focus attention on their own experiences in relation to their reading of particular texts. Some effective classroom techniques listed in the paper are: (1) using reading logs or response journals; (2) creating semantic maps; (3) dramatizing works; and (4) having students write narratives of their own experiences. The paper also suggests several generic prompts for teachers to use to encourage students in multilevel thinking and ideas for modeling how moral discourse takes place within a community of readers. Contains 56 references and 9 notes. | [FULL TEXT]

Zeon, So-young; Lundeberg, Mary A.; Costello, Sean M.; Gajdostik, Laura J.; Harmes, Nina R.; Roschen, Nikki A. (1999).  Restructuring at the Classroom Level: Effects with Technology. 

TIPS (Technologies in Pedagogical Strategies) is a collaborative partnership among the College of Education and Graduate Studies at the University of Wisconsin-River Falls, local school districts, and their respective communities. A key component of the partnership involves meaningful curricular integration of technology, so teachers and students may use this tool to foster higher-level thinking. This study focuses on one segment of the TIPS: teachers' curriculum integration projects. Goals were to document the kinds of technology being used to restructure schools at the classroom level; identify some of the best practices and highlight specific projects that have been designed and implemented by teachers; analyze the growth of respective teachers' experiences with technology integration; and identify challenges teachers face when infusing technology. A preliminary analysis was conducted from interview data with 17 teachers who wrote competitive project grants. Four teachers were selected to study in depth using interviews and observations to analyze how teachers used technology projects to restructure schools at the classroom level. Themes that emerged in all of the interviews included how curriculum, pedagogy, student learning, and assessment changed in the restructured environment, as well as challenges teachers faced with technology infusion. | [FULL TEXT]

Zlotkowski, Edward (1996).  Linking Service-Learning and the Academy: A New Voice at the Table?  Change, 28, 1. 

This article argues that the trend in college student public service cannot be sustained unless it is linked to the faculty's teaching mission, both disciplinary and interdisciplinary. This includes institutionalization of service learning in the field of pedagogy and within specific disciplines, and the linking of service learning to other higher education reform efforts, particularly faculty employment policy.

Zlotkowski, Edward (1998).  A Service Learning Approach to Faculty Development.  New Directions for Teaching and Learning. 

Suggests that service learning, as an innovative practice in college teaching, challenges faculty in complex ways and proposes a matrix to help conceptualize different focus areas in service learning (student, expertise, sponsor, or common good) and instructional concerns (values development, pedagogical strategies, academic culture, and community partners).

Zollman, Alan; Smith, C. Leland (1993).  Fostering Professional Growth: A Criterion-Referenced Format for Student Teachers in Mathematics.  School Science and Mathematics, 93, 3. 

Describes a criterion-referenced format to nurture and assess secondary mathematics student teachers. The format intertwines areas of knowledge (mathematics, school mathematics, and teaching pedagogy) with the participants in the teacher education process (student teachers, supervising teachers, and university coordinators). Provides examples of referenced criteria for the three knowledge areas.

Zoreda, Margaret Lee (1998).  Hacia una pedagogia Co-emergente, Transaccional y Transcultural: El Cuento Ultracorto de Cienca Ficcion en Ingles (Towards a Co-emerging Transactional and Transcultural Pedagogy: The Science Fiction Short Short Story in English). 

An outline of a "co-emergent" pedagogical perspective describes the conceptual framework for an advanced university-level English-as-a-Foreign-Language (EFL) course. The course framework, which involves choosing and studying a brief science fiction story, allows for transcultural encounters via a transactional literary approach in which the various components of curriculum action exist in a dynamic and mutually specifying relationship. This paper describes the theoretical-methodological framework of the course, its objectives, the choice of the short short story, the syllabus, class management, and evaluation policy. | [FULL TEXT]

Zorrilla A., Juan Fidel (1992).  The Function of Qualitative Analysis: Perspective from a Escuela Normal in Mexico. 

The function of qualitative research in education is examined, taking into account the curriculum development of one institution, the Escuela Normal Veracruzana, Jalapa (Mexico), which is one of the oldest teacher training colleges (dating from 1886) still functioning in Mexico. Although this academic institution never traditionally promoted the sort of research activities associated with the detailed analysis of data collected in fieldwork, educational ethnography and qualitative research are now having a considerable impact in this and other academic establishments concerned with education and pedagogy. Curriculum development is traced over the years as it responded to educational trends and political change. From about 1981, the school began to be conceptualized as a producer of pedagogical knowledge, rather than just a consumer. This has called for a new emphasis on educational ethnography and qualitative research. Both are expected to be prime sources of future pedagogical thought. Thirteen Mexican Spanish-language references are listed. | [FULL TEXT]

Zou, Yali, Ed.; Trueba, Enrique T., Ed. (1998).  Ethnic Identity and Power: Cultural Contexts of Political Action in School and Society. SUNY Series, Power, Social Identity, and Education. 

The essays in this collection provide insights into the dilemmas faced by immigrants and ethnic minorities and by school personnel and policy makers. The first part of the book consists of comparative studies of ethnic identity, and the second part focuses on some lessons learned from studies of ethnic identification and equity, with implications for teaching. The following essays are included: (1) "Cultural Politics of the White Ethniclass in the Mid-Nineties" (George and Louise Spindler); (2) "Leadership, Education, and Political Action: The Emergence of New Latino Ethnic Identities" (Cirenio Rodriguez and Enrique (Henry) T. Trueba); (3) "Power and Learning in a Multi-Ethnic High School: Dilemmas of Policy and Practice" (Jon Wagner); (4) "Teaching against the Grain in Bilingual Education: Resistance in the Classroom Underlife" (Rebecca Constantino and Christian Faltis); (5) "Affirmative Action in Engineering Education: A Case Study" (James F. Shackelford, Penelope L. Shackelford, and Enrique (Henry) T. Trueba); (6) "The Policy of Modernization of Education: A Challenge to Democracy in Mexico" (Beatriz Calvo); (7) "Indigenous Images and Identity in Pluricultural Mexico: Media as Official Apologist and Catalyst for Democratic Action" (Robert DeVillar); (8) "The Role of Media in Armed and Peaceful Struggles for Identity: Indigenous Self-Expression in Mexico" (Robert DeVillar and Victor Franco); (9) "Mixed Messages: Moroccan Children in the Netherlands Living in Two Worlds" (Lotty Eldering); (10) "State Terrors: Immigrants and Refugees in the Post-National Space" (Marcelo M. Suarez-Orozco); (11) "Identity, Cultural Diversity, and Education: Notes toward a Pedagogy of the Excluded" (Elvira S. Lima and Marcelo G. Lima); (12) "Dancing with Bigotry: The Poisoning of Racial and Ethnic Identities" (Donaldo Macedo and Lilia I. Bartolome); (13) "Aspects of the Cultural Politics of Alaskan Education" (David M. Smith); (14) "Dilemmas Faced by Critical Ethnographers in China" (Yali Zou); and (15) "Afterword: !Ya Basta!" (Peter McLaren). Each chapter contains references.

Zuckerman, June Trop (1997).  Inservice Science Supervisors' Assessments of a Novice Science Teacher's Videotaped Lesson. 

The purpose of this paper is to inform novice science teachers and science teacher educators of the pedagogy that science teacher supervisors value. As expert practitioners, supervisors have a perspective quite different from that of both novice teachers and teacher educators. Nine inservice science teacher supervisors assessed a novice teacher's videotaped lesson on mitosis. Their teaching experience ranged from 5 to 30 years and their supervisory experience ranged from 4 to 16 years. Five supervisors were certified as school administrators while seven had taught high school biology. The supervisors were individually interviewed within one day of viewing the videotape. The supervisors addressed 19 different aspects of the lesson. All valued indirect, activity-centered instructional methods over direct, teacher-centered approaches; small groups as an efficient arrangement for managing activity-centered instruction; classroom routines as an efficient way to effect regular procedures and hold students accountable for meeting expectations; and teachers who could engender cooperation in their students. The supervisors still expected teachers to transmit, albeit indirectly, the body of knowledge specified by an external curricular authority and to evaluate students' attempts to copy that knowledge correctly. Implications for teacher educators are discussed. Contains 25 references. | [FULL TEXT]

Zukas, Miriam, Ed. (1996).  Diversity and Development: Futures in the Education of Adults. Proceedings of the Annual Conference (26th, Leeds, England, July 2-4, 1996). 

Fifty-three papers are included in this proceedings. They include: "Power, Peers and Professional Development" (Armstrong, Zukas); "Invent Your Future, Reinvent Your Past" (Armstrong); "Managing Learning Organisations" (Barron); "Adult Learning, Cultural Diversity and Ethnoknowledge" (Benn); "Culture of Computer Technology in Education and Research" (Blanchette); "Use of Problem-Based Learning in the Education of Adults in Part-Time Higher Education" (Bowden, Newton); "Open and Flexible Provision" (Calder, McCollum); "Open Learning Workshops" (Cashin); "Knowledge in an Age of Uncertainty" (Chappell); "Combining Arts and Adults" (Chapple); "Stories We Tell Them?" (Chase); "Email Conferencing" (Davis); "Performance, Quality and Community in Adult Community Education" (Emsley);"Changes in British University Adult Education" (Fang); "Historical Perspective on Future Developments and Diversity in British Adult Education" (Fieldhouse); "Diversity and the Quality Debate" (Gardiner); "From Backwater to Mainstream" (Hampton); "Function , Fascination and Facilitation of Reflective Practice in Continuing Professional Education" (Hunt); "Community Educators" (Jarvis, Notley); "European Involvement in the Future of Education of Adults in England and Wales" (Jarvis, Dubelaar); "Different Context: Same Praxis?" (Jones); "Case Study in Postmodern Pedagogy for Graduate Education" (Kasl, Elias); "Working Class Women in Further Education" (Kilminster); "Adults@Learning.net" (McConnell); "Networked Learning" (McConnell); "Recognising Diversity" (Macdonald); "Futures in the Education of Educators" (Malcolm); "Future for Professional Learning" (Millar, Smith); "Transformation, Multiculturalism, and Community" (Multicultural Inquiry Exchange [MIX]); "Getting to Grips with Barriers to Reflection" (Newton); "Is There a Future for Community in Continuing Education?" (O'Rourke); "Assessing Values" (Patel); "Guidance" (Payne); "Positions of Race and Gender in Adult Continuing Education" (Preece); "Searching for the 'Pluriverse'" (Rose); "Learning the Business of Business" (Schwenke, Schwenke); "Fitness for Purpose in Continuing Professional Education" (Smith); "Local Government Reorganisation" (Spackman, Paul); "Future of University Continuing Education" (Taylor); "Experience Never Ends" (Thomson); "Women in Further Education" (Wallis); "Professional Development and Mentoring for Under-Represented Minority Faculty" (Williams, Crandall); "Can Post-Modern Adults Be Educated? (Wiltsher); and "Should Higher Education for Adults Carry a Health Warning for Their Relationships?" (Wray). | [FULL TEXT]

Zutell, Jerry, Ed.; McCormick, Sandra, Ed. (1991).  Learner Factors/Teacher Factors: Issues in Literacy Research and Instruction. Fortieth Yearbook of the National Reading Conference. Proceedings of the Annual Meeting of the National Reading Conference (40th, Miami, Florida, November 27-December 1, 1990). 

Focusing on literacy learning and instruction, the 44 papers in this yearbook highlight the increasing sense of responsibility of literacy teachers as learners themselves and to understand the nature and impact of teacher change on student learning. Papers in the yearbook include: "What Counts in Teacher Education? Dilemmas in Educating Empowered Teachers" (G. G. Duffy); "Critical Pedagogy, Postcolonial Politics and Redemptive Remembrance" (P. McLaren); "The Intertextual Links of Readers Using Multiple Passages: A Postmodern/Semiotic/Cognitive View of Meaning Making" (D. K. Hartman); "Academic Libraries and Research in the Teaching of English" (M. L. Kamil and T. Shanahan); "Now That Literacy Happens in Contexts, How Do We Know if the Contexts Are Authentic?" (J. Myers);"Alternative Assessments of Literacy: Teachers' Actions and Parents' Reactions" (E. H. Hiebert and others); "The Computer as a Social/Physical Environment in Emergent Literacy" (K. Olson and E. Sulzby); "Relationships among Physical Design of Play Centers, Teachers' Emphasis on Literacy in Play, and Children's Literacy Behaviors during Play" (L. M. Morrow); "The Effects of 'Storybook Partnerships' on Young Children's Conceptions of Stories" (S. B. Neuman and C. Soundy); "A Longitudinal Study of the Growth of Spelling Abilities within the Context of the Development of Literacy" (M. Hughes and D. Searle); "The Relationship between Rapid Automatized Naming and Orthographic Knowledge" D. R. Bear and D. Barone); "The Effects of the CVS Strategy on Children's Learning" (E. Carr and others);"The Relationship between Reading Practices Literature and Teachers' Talk about Practices" (P. L. Anders); "Prediction Training and the Comprehension and Composing Performance of Fourth-Grade Students" (M. W. Spears and L. B. Gambrell); "Elementary Students' Use of Imagery in Developing Meaning in Literary Text" (B. C. Konopak and others); "Bridging across Instances of a Concept in Science Instruction" (C. S. White and others); "An Analysis of the Array of Literary Works in District Core Reading Lists, Grades K-6" (J. Flood and others); "Bart: A Case Study of Discourse about Text" (S. I. McMahon and others); "A Community of Learners Selecting and Developing Writing Topics" (E. A. Connell and P. P. DiStefano); "Implementing Whole-Language Learning: Adult Literacy Teachers' Problems and Concerns" (N. D. Padak and others); "Thriving and Growing with Change" (L. R. Roehler and others); "Basals, Teacher Power, and Empowerment: A Conceptual Framework" (K. F. Thomas and others); "Preservice Teachers' Conceptions of Content Area Literacy" (C. J. Gordon and M. Hunsberger); and "Comprehension Instruction in Literature-Based Reading-Language Arts Classroom" (D. W. Emery).