John Fischetti
Dados Biográficos
| ID | 2473312 |
|---|---|
| NOME | John Fischetti |
| PRENOMES | John |
| SOBRENOME | Fischetti |
| ASSINATURA | FISCHETTI J |
| AFILIAÇÕES | University of Newcastle Australia |
| ORCID | 0000-0003-4797-5254 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 8 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1987 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Building Future-focused Skills from International Mobility Experience
Future-focused skills (FFSs) is an umbrella term identified by multiple international organizations to describe the kinds of attributes that individuals need to be successful in the interconnected world of the 2020s and beyond. International mobility experience has been supported in the literature to enhance participants’ knowledge, skills, and dispositions beyond the domains of their degrees. However, limited empirical research has explored the …
Using the future to transform the design logic of schooling
We propose a framework of 29 Future School Elements that can be used to consider future models of schooling which we have organised across three pillars of pedagogy, policy and structure. We seek to position the framework within a futures approach to policy making that allows for greater diversity by providing a design logic that can be contextualised, is more pluralistic and can be shaped by a greater number of voices. The findings from our modi…
The future of compulsory schooling
In this paper we present five scenarios that describe preferred futures for the design of compulsory schooling. The work addresses the counterfactual research question: What if compulsory schooling was a 21 st century invention? and is informed by the research in anticipatory systems thinking. The expert advice evolved over multiple rounds of input using a modified Delphi approach. The scenario development round followed a consensus and dissensus…
Micro-teaching 2.0
Currently pre-service teachers (PSTs) practise teaching by interacting in real-life situations naturally occurring within variable school-based practicums. These are not ideal contexts for beginning teachers because they put novices in situations with real students before demonstrating capability, feedback is often not at point of need and they do not provide all students with similar experiences. Simulation and micro-teaching combine to provide …
Reframing Teacher Education for Learning Equity
The current models of teacher education in the Western world are still largely based upon the building of students' knowledge and skills using approaches similar to those designed for the assembly lines of the past. The prevailing model of schooling is still centered around the notion that schools are places young people go to watch their teacher work. In the advent of the innovation age, teacher education requires reinvention around the emerging…
Rethinking the Frameworks that Guide Teacher Education
Educational leadership
Educational leadership: building bridges among ideas, schools and nations." Journal of Educational Administration and History, 48(1), pp. 121–122
Introduction to the Special Issue on Transforming the American High School
This Just Makes Sense
(1999). This Just Makes Sense: Yearlong Experiences in a High School Professional Development School. Peabody Journal of Education: Vol. 74, No. 3-4, pp. 310-318
The Purpose of a Professional Development School Is to Make a Difference
This Just Makes Sense
The Purpose of a Professional Development School Is to Make a Difference
(1999). The Purpose of a Professional Development School Is to Make a Difference: 10 Years of a High School–University Partnership. Peabody Journal of Education: Vol. 74, No. 3-4, pp. 254-262
Professional Development Schools
Le mouvement de reforme appele professional development schools (PDS) est un mouvement pedagogique cree en 1990 aux Etas-Unis qui relie la theorie a la pratique a travers un partenariat entre les enseignants et leurs formateurs. Dans cet article, les AA. discutent du role de la collaboration dans les PDS et du changement qu'apporte ce mouvement aux relations entre formateurs et formes
Candidate Selection in a Fifth Year Teacher Education Recruitment Model
Clark and Fischetti describe a model for use in recruiting prospective teacher candidates to teach mathematics, science, and English in secondary schools. The article is a detailed descrip tion of MESTEP, a 15 month master's level program, with particular attention to selection processes and interview procedures. The implications for the teacher education community are dis cussed
Professional Development Schools
Le mouvement de reforme appele professional development schools (PDS) est un mouvement pedagogique cree en 1990 aux Etas-Unis qui relie la theorie a la pratique a travers un partenariat entre les enseignants et leurs formateurs. Dans cet article, les AA. discutent du role de la collaboration dans les PDS et du changement qu'apporte ce mouvement aux relations entre formateurs et formes
Candidate Selection in a Fifth Year Teacher Education Recruitment Model
Clark and Fischetti describe a model for use in recruiting prospective teacher candidates to teach mathematics, science, and English in secondary schools. The article is a detailed descrip tion of MESTEP, a 15 month master's level program, with particular attention to selection processes and interview procedures. The implications for the teacher education community are dis cussed
The future of compulsory schooling
In this paper we present five scenarios that describe preferred futures for the design of compulsory schooling. The work addresses the counterfactual research question: What if compulsory schooling was a 21 st century invention? and is informed by the research in anticipatory systems thinking. The expert advice evolved over multiple rounds of input using a modified Delphi approach. The scenario development round followed a consensus and dissensus…
Educational leadership
Educational leadership: building bridges among ideas, schools and nations." Journal of Educational Administration and History, 48(1), pp. 121–122
Candidate Selection in a Fifth Year Teacher Education Recruitment Model
Clark and Fischetti describe a model for use in recruiting prospective teacher candidates to teach mathematics, science, and English in secondary schools. The article is a detailed descrip tion of MESTEP, a 15 month master's level program, with particular attention to selection processes and interview procedures. The implications for the teacher education community are dis cussed
Professional Development Schools
Le mouvement de reforme appele professional development schools (PDS) est un mouvement pedagogique cree en 1990 aux Etas-Unis qui relie la theorie a la pratique a travers un partenariat entre les enseignants et leurs formateurs. Dans cet article, les AA. discutent du role de la collaboration dans les PDS et du changement qu'apporte ce mouvement aux relations entre formateurs et formes
This Just Makes Sense
(1999). This Just Makes Sense: Yearlong Experiences in a High School Professional Development School. Peabody Journal of Education: Vol. 74, No. 3-4, pp. 310-318
The Purpose of a Professional Development School Is to Make a Difference
This Just Makes Sense
The Purpose of a Professional Development School Is to Make a Difference
(1999). The Purpose of a Professional Development School Is to Make a Difference: 10 Years of a High School–University Partnership. Peabody Journal of Education: Vol. 74, No. 3-4, pp. 254-262
Introduction to the Special Issue on Transforming the American High School
Educational leadership
Educational leadership: building bridges among ideas, schools and nations." Journal of Educational Administration and History, 48(1), pp. 121–122
Reframing Teacher Education for Learning Equity
The current models of teacher education in the Western world are still largely based upon the building of students' knowledge and skills using approaches similar to those designed for the assembly lines of the past. The prevailing model of schooling is still centered around the notion that schools are places young people go to watch their teacher work. In the advent of the innovation age, teacher education requires reinvention around the emerging…
Rethinking the Frameworks that Guide Teacher Education
Micro-teaching 2.0
Currently pre-service teachers (PSTs) practise teaching by interacting in real-life situations naturally occurring within variable school-based practicums. These are not ideal contexts for beginning teachers because they put novices in situations with real students before demonstrating capability, feedback is often not at point of need and they do not provide all students with similar experiences. Simulation and micro-teaching combine to provide …
Using the future to transform the design logic of schooling
We propose a framework of 29 Future School Elements that can be used to consider future models of schooling which we have organised across three pillars of pedagogy, policy and structure. We seek to position the framework within a futures approach to policy making that allows for greater diversity by providing a design logic that can be contextualised, is more pluralistic and can be shaped by a greater number of voices. The findings from our modi…
The future of compulsory schooling
In this paper we present five scenarios that describe preferred futures for the design of compulsory schooling. The work addresses the counterfactual research question: What if compulsory schooling was a 21 st century invention? and is informed by the research in anticipatory systems thinking. The expert advice evolved over multiple rounds of input using a modified Delphi approach. The scenario development round followed a consensus and dissensus…
Building Future-focused Skills from International Mobility Experience
Future-focused skills (FFSs) is an umbrella term identified by multiple international organizations to describe the kinds of attributes that individuals need to be successful in the interconnected world of the 2020s and beyond. International mobility experience has been supported in the literature to enhance participants’ knowledge, skills, and dispositions beyond the domains of their degrees. However, limited empirical research has explored the …
Sociology (13 obras) · Psychology (12 obras) · Pedagogy (11 obras) · Mathematics education (9 obras) · Political science (9 obras) · Teacher Education and Leadership Studies (6 obras) · Public relations (5 obras) · Computer Science (4 obras) · Medicine (4 obras) · Professional development (4 obras)