Marilyn Johnston
Dados Biográficos
| ID | 3828516 |
|---|---|
| NOME | Marilyn Johnston |
| PRENOMES | Marilyn |
| SOBRENOME | Johnston |
| ASSINATURA | JOHNSTON M |
| AFILIAÇÕES | The Ohio State University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 47 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1983 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2021 |
| ÍNDICE H | 4 |
Presenting or Spinning Facts? Deconstructing the U.S. Centers for Disease Control Statement on the Importance of Reopening Schools Under Covid-19
Credible, reliable and consistent information to the public, as well as health professionals and decision makers, is crucial to help navigate uncertainty and risk in times of crisis and concern. Traditionally, information and health communications issued by respected and established government agencies have been regarded as factual, unbiased and credible. The U.S. Centers for Disease Control and Prevention (CDC) is such an agency that addresses a…
The rocky road of teachers becoming action researchers
Teacher to teacher
Understanding as Action
Collaborative Teaching of a Social Studies Methods Course
In this article, we describe our initial apprehensions, difficulties of working across our differences, and changes in our understandings and teaching practice as we collaboratively taught a social studies methods course. We began with stereotypes of each other implied by our university/school and professor/graduate student/classroom teacher roles. After 4 years of working together, we have come to understand our positions, knowledge, and experti…
Positioning Ourselves
In this article, the authors analyze the difficulties they encountered in trying to establish parity and mutuality in a school-university collaborative project. School-university collaboration is supported rhetorically in both political and educational arenas. Yet the institutional contexts within which teachers and professors work are laden with counterproductive norms and expectations. Collaborative relations push the boundaries of acceptable p…
This issue
Collaboration in support of change
FTER 5 YEARS of collaborative involvement in a professional development school (PDS) project,' those of us who write this article have learned that collaboration is not what we thought it was. It involves much more than just talking and working together, and it is more complicated than simply bridging the differences that separate schools and universities. We now believe that collaboration is about altering relationships, not just among ourselves…
Contrasts and Similarities in Case Studies of Teacher Reflection and Change
This study followed three elementary classroom teachers through a two-year master's degree program and for two years following. All three teachers became more reflective and yet there were significant differences in how this occurred as well as how reflective thinking was interactive with changes in their beliefs and teaching practices. The teachers all became more complex in their thinking, but they differed in how much they valued this. There w…
A collaborative case study of teacher change
Teacher education for global perspectives
strengthen teacher education for global perspectives. Research on global perspectives in teacher education might well benefit from a research agenda that builds on established lines of research in teacher education. Research on teacher education writ large prompts useful questions for teacher education for global perspectives. We consider four selected areas of research in teacher education as a framework for
Teacher Under Construction
This article describes a 4-year longitudinal case study of changes in the teaching of reading and writing that were made by an elementary school teacher. The case study documents changes in her teaching beliefs and practices, and the influence of reflective thinking and collaboration promoted by a master’s program and research project. Atypical forms of writing are used in order to reflect the perspectives of both the teacher and the researcher a…
Experience and reflections on collaborative research
In this paper a researcher reflects on a collaborative educational program and research project. Eight of the teachers in the educational program were involved in the research project. The research project investigated the changes in the teachers' educational beliefs and teaching practices that occurred as a result of the education program. The paper records the researcher's emergent understandings and discusses the complexities and ambiguities i…
Teachers' Backgrounds and Beliefs
This paper reports an interpretive case study of two certification students involved in a one-year, elementary school post-baccalaureate teacher education program. It describes how students' background knowledge, beliefs, experience, and personalities influenced what they learned in a social studies methods course and their consequent learning to teach. The paper describes the partial and differential ways in which the methods course and certific…
Graduate education and teachers' understandings
Perspective Taking and Teacher Effectiveness
Studies on teacher effectiveness and teacher thinking abound. Research on teacher development has received far less attention. Yet such studies offer a way to explain the behavioral differ ences captured by descriptive studies. O'Keefe and Johnston combine three as yet unrelated developmental literatures and suggest a theoretical explanation for differences in one measure of effec tiveness - teacher responsiveness to students. Their review has im…
The Aesthetic Imperative, Relevance and Responsibility in Arts Education, Curriculum Issues in Art Education, Vol. 2
The Teaching Process and Arts and Aesthetics
Teachers' Backgrounds and Beliefs
This paper reports an interpretive case study of two certification students involved in a one-year, elementary school post-baccalaureate teacher education program. It describes how students' background knowledge, beliefs, experience, and personalities influenced what they learned in a social studies methods course and their consequent learning to teach. The paper describes the partial and differential ways in which the methods course and certific…
Experience and reflections on collaborative research
In this paper a researcher reflects on a collaborative educational program and research project. Eight of the teachers in the educational program were involved in the research project. The research project investigated the changes in the teachers' educational beliefs and teaching practices that occurred as a result of the education program. The paper records the researcher's emergent understandings and discusses the complexities and ambiguities i…
Positioning Ourselves
In this article, the authors analyze the difficulties they encountered in trying to establish parity and mutuality in a school-university collaborative project. School-university collaboration is supported rhetorically in both political and educational arenas. Yet the institutional contexts within which teachers and professors work are laden with counterproductive norms and expectations. Collaborative relations push the boundaries of acceptable p…
The rocky road of teachers becoming action researchers
Collaboration in support of change
FTER 5 YEARS of collaborative involvement in a professional development school (PDS) project,' those of us who write this article have learned that collaboration is not what we thought it was. It involves much more than just talking and working together, and it is more complicated than simply bridging the differences that separate schools and universities. We now believe that collaboration is about altering relationships, not just among ourselves…
Teacher to teacher
Contrasts and Similarities in Case Studies of Teacher Reflection and Change
This study followed three elementary classroom teachers through a two-year master's degree program and for two years following. All three teachers became more reflective and yet there were significant differences in how this occurred as well as how reflective thinking was interactive with changes in their beliefs and teaching practices. The teachers all became more complex in their thinking, but they differed in how much they valued this. There w…
A collaborative case study of teacher change
Teacher education for global perspectives
strengthen teacher education for global perspectives. Research on global perspectives in teacher education might well benefit from a research agenda that builds on established lines of research in teacher education. Research on teacher education writ large prompts useful questions for teacher education for global perspectives. We consider four selected areas of research in teacher education as a framework for
Collaborative Teaching of a Social Studies Methods Course
In this article, we describe our initial apprehensions, difficulties of working across our differences, and changes in our understandings and teaching practice as we collaboratively taught a social studies methods course. We began with stereotypes of each other implied by our university/school and professor/graduate student/classroom teacher roles. After 4 years of working together, we have come to understand our positions, knowledge, and experti…
This issue
Teacher Under Construction
This article describes a 4-year longitudinal case study of changes in the teaching of reading and writing that were made by an elementary school teacher. The case study documents changes in her teaching beliefs and practices, and the influence of reflective thinking and collaboration promoted by a master’s program and research project. Atypical forms of writing are used in order to reflect the perspectives of both the teacher and the researcher a…
Graduate education and teachers' understandings
The Teaching Process and Arts and Aesthetics
The Aesthetic Imperative, Relevance and Responsibility in Arts Education, Curriculum Issues in Art Education, Vol. 2
Graduate education and teachers' understandings
Perspective Taking and Teacher Effectiveness
Studies on teacher effectiveness and teacher thinking abound. Research on teacher development has received far less attention. Yet such studies offer a way to explain the behavioral differ ences captured by descriptive studies. O'Keefe and Johnston combine three as yet unrelated developmental literatures and suggest a theoretical explanation for differences in one measure of effec tiveness - teacher responsiveness to students. Their review has im…
Experience and reflections on collaborative research
In this paper a researcher reflects on a collaborative educational program and research project. Eight of the teachers in the educational program were involved in the research project. The research project investigated the changes in the teachers' educational beliefs and teaching practices that occurred as a result of the education program. The paper records the researcher's emergent understandings and discusses the complexities and ambiguities i…
Teachers' Backgrounds and Beliefs
This paper reports an interpretive case study of two certification students involved in a one-year, elementary school post-baccalaureate teacher education program. It describes how students' background knowledge, beliefs, experience, and personalities influenced what they learned in a social studies methods course and their consequent learning to teach. The paper describes the partial and differential ways in which the methods course and certific…
Teacher Under Construction
This article describes a 4-year longitudinal case study of changes in the teaching of reading and writing that were made by an elementary school teacher. The case study documents changes in her teaching beliefs and practices, and the influence of reflective thinking and collaboration promoted by a master’s program and research project. Atypical forms of writing are used in order to reflect the perspectives of both the teacher and the researcher a…
A collaborative case study of teacher change
Teacher education for global perspectives
strengthen teacher education for global perspectives. Research on global perspectives in teacher education might well benefit from a research agenda that builds on established lines of research in teacher education. Research on teacher education writ large prompts useful questions for teacher education for global perspectives. We consider four selected areas of research in teacher education as a framework for
Contrasts and Similarities in Case Studies of Teacher Reflection and Change
This study followed three elementary classroom teachers through a two-year master's degree program and for two years following. All three teachers became more reflective and yet there were significant differences in how this occurred as well as how reflective thinking was interactive with changes in their beliefs and teaching practices. The teachers all became more complex in their thinking, but they differed in how much they valued this. There w…
Positioning Ourselves
In this article, the authors analyze the difficulties they encountered in trying to establish parity and mutuality in a school-university collaborative project. School-university collaboration is supported rhetorically in both political and educational arenas. Yet the institutional contexts within which teachers and professors work are laden with counterproductive norms and expectations. Collaborative relations push the boundaries of acceptable p…
This issue
Collaboration in support of change
FTER 5 YEARS of collaborative involvement in a professional development school (PDS) project,' those of us who write this article have learned that collaboration is not what we thought it was. It involves much more than just talking and working together, and it is more complicated than simply bridging the differences that separate schools and universities. We now believe that collaboration is about altering relationships, not just among ourselves…
Collaborative Teaching of a Social Studies Methods Course
In this article, we describe our initial apprehensions, difficulties of working across our differences, and changes in our understandings and teaching practice as we collaboratively taught a social studies methods course. We began with stereotypes of each other implied by our university/school and professor/graduate student/classroom teacher roles. After 4 years of working together, we have come to understand our positions, knowledge, and experti…
Teacher to teacher
Understanding as Action
The rocky road of teachers becoming action researchers
Presenting or Spinning Facts? Deconstructing the U.S. Centers for Disease Control Statement on the Importance of Reopening Schools Under Covid-19
Credible, reliable and consistent information to the public, as well as health professionals and decision makers, is crucial to help navigate uncertainty and risk in times of crisis and concern. Traditionally, information and health communications issued by respected and established government agencies have been regarded as factual, unbiased and credible. The U.S. Centers for Disease Control and Prevention (CDC) is such an agency that addresses a…
Pedagogy (16 obras) · Psychology (14 obras) · Sociology (14 obras) · Mathematics education (13 obras) · Political science (9 obras) · Teacher Education and Leadership Studies (9 obras) · Reflective Practices in Education (7 obras) · Teacher education (7 obras) · Educator Training and Historical Pedagogy (6 obras) · Collaborative Teaching and Inclusion (3 obras)