Desiree Pointer Mace | Alverno College (original) (raw)
Books by Desiree Pointer Mace
Teachers know how complicated their work is. They constantly balance considerations for individu... more Teachers know how complicated their work is. They constantly balance considerations for individual students with those of the group; they think about how past events affect today’s lessons, and adapt and revise for future lessons. But few people ever get to see teachers’ work in this way. The most energizing, relational, complicated, inspiring, disheartening parts of teaching remain largely invisible. The classroom doors stay closed.
Over nearly a decade at the Carnegie Foundation for the Advancement of Teaching, Desiree Pointer Mace worked with dozens of practicing teachers across the country to “open their doors” by creating multimedia, online representations of teaching practice. This book describes how such multimedia representations are envisioned, documented, created and shared, and how others might engage in this process. When teachers share their practice in this way, entirely new conversations about teaching are made possible.
The cases of teaching described in this book represent diverse grades, cultures, and contexts, illustrative of the different ways in which others might approach the documentation and exchange of their own teaching practices. This book serves as an invitation to educators to create a world in which classroom doors are open and teaching is truly shared.
This seminal collection brings together rich examples of classroom inquiry to address key problem... more This seminal collection brings together rich examples of classroom inquiry to address key problems of practice. Responding to the growing importance of displaying the powerful work of teachers who study their practice, this unique ensemble combines a variety of classic and new pieces.
The teacher reflections are organized according to the following sections: The Culture of Schools and Classrooms; The Content of the Curriculum; Issues of Equity, Race, and Culture; Negotiating the Dilemmas of Teaching.
Features:
* Classroom teachers thinking about and addressing some of the most important and compelling issues of the day.
* Selections that include journal articles, book chapters, opinion pieces, narratives, excerpts from multimedia works, and links to websites—providing a sense of the ever-expanding ways teachers are making their work public and accessible to others.
* Insights from teachers who come from a variety of reform communities, such as the National Writing Project (NWP) and The Carnegie Academy for Scholarship of Teaching and Learning (CASTL).
Talks by Desiree Pointer Mace
Part of the Journal-Sentinel's feature series "Building a Better Teacher," this video interview o... more Part of the Journal-Sentinel's feature series "Building a Better Teacher," this video interview of me and my student Ivelisse Cruz focuses on Alverno's use of video for self assessment in teacher preparation.
Part of the Journal-Sentinel's feature series "Building a Better Teacher," this video interview o... more Part of the Journal-Sentinel's feature series "Building a Better Teacher," this video interview of me and my student Ivelisse Cruz focuses on Alverno's use of video for self assessment in teacher preparation.
Part of the Journal-Sentinel's feature series "Building a Better Teacher," this video interview o... more Part of the Journal-Sentinel's feature series "Building a Better Teacher," this video interview of me and my student Ivelisse Cruz focuses on Alverno's use of video for self assessment in teacher preparation.
As a faculty and as an institution, we put students’ learning at the center of our work. We also... more As a faculty and as an institution, we put students’ learning at the center of our work. We also focus on making both our own work as faculty members and our students learning experiences collaborative and experiential. The Valuing in Decision-Making ability evidences the student-centered collaborative and experiential teaching and learning model through our extensive and consistent use of technology and through our external assessments.
Technology facilitates our ability to share our teaching practice and our students’ learning efficiently and effectively. We do this regularly across disciplines and ability-departments during Friday afternoon workshops, through the use of the Digital Diagnostic Portfolio (DDP), and The Launchpad. Our goal is to make our teaching practice public by sharing our assessments, student work, and views into our classrooms frequently and easily. One example of this occurred in a recent Friday afternoon session where Desiree Pointer-Mace, assistant professor of education. presented a case of simulations she runs in her ED201 course around serving linguistically diverse learners. In April 2009, she presented an interactive multimedia presentation on behalf of the Valuing Department to faculty interested in refining their practices in assessing for Valuing Levels 1 and 2.
Media and Interviews by Desiree Pointer Mace
Nace una nueva lógica y ética docente en donde los maestros son responsables de que todos sus alu... more Nace una nueva lógica y ética docente en donde los maestros son responsables de que todos sus alumnos, cualquiera sea su condición, aprendan bien. Infobae entrevistó a Desirée Pointer Mace, experta en formación docente de la Universidad de Alverno, Milwaukee, Estados Unidos). El docente como pieza clave de la educación que se viene. Escrito por Daniela Blanco
Entrevista publicada en Clarin.com, escrito por Gabriela Samela
Entrevista - Universidad Católica Argentina
Papers by Desiree Pointer Mace
Change: The Magazine of Higher Learning, Sep 1, 2004
oberto Corrada’s labor law course at the University of Denver embodies both growing interest in n... more oberto Corrada’s labor law course at the University of Denver embodies both growing interest in new approaches to teaching and learning and R some of the latest uses of educational technology in the scholarship of teaching. In that course, Corrada engages his law school students, many of whom have had little experience in union work settings, in a simulation in which they have a chance to form their own union and to negotiate with him as their “employer.” I n the process, he extends classroom conversationr in online discussion
Teachers College Record: The Voice of Scholarship in Education
"This seminal collection brings together rich examples of classroom inquiry to address key p... more "This seminal collection brings together rich examples of classroom inquiry to address key problems of practice. Responding to the growing importance of displaying the powerful work of teachers who study their practice, this unique ensemble combines a variety of classic and new pieces. The teacher reflections are organized according to the following sections: The Culture of Schools and Classrooms; The Content of the Curriculum; Issues of Equity, Race, and Culture; Negotiating the Dilemmas of Teaching. Features: * Classroom teachers thinking about and addressing some of the most important and compelling issues of the day. * Selections that include journal articles, book chapters, opinion pieces, narratives, excerpts from multimedia works, and links to websites—providing a sense of the ever-expanding ways teachers are making their work public and accessible to others. * Insights from teachers who come from a variety of reform communities, such as the National Writing Project (NWP) and The Carnegie Academy for Scholarship of Teaching and Learning (CASTL)."
Aprendizajes y calidad en la Educación Superior: Ponencias y conversatorios, 2019, ISBN 978-612-47238-7-2, págs. 49-74, 2019
Aprendizajes y calidad en la Educación Superior: Ponencias y conversatorios, 2019, ISBN 978-612-47238-7-2, págs. 119-136, 2019
Teachers College Press, Jan 22, 2021
Teachers know how complicated their work is. They constantly balance considerations for individu... more Teachers know how complicated their work is. They constantly balance considerations for individual students with those of the group; they think about how past events affect today’s lessons, and adapt and revise for future lessons. But few people ever get to see teachers’ work in this way. The most energizing, relational, complicated, inspiring, disheartening parts of teaching remain largely invisible. The classroom doors stay closed.
Over nearly a decade at the Carnegie Foundation for the Advancement of Teaching, Desiree Pointer Mace worked with dozens of practicing teachers across the country to “open their doors” by creating multimedia, online representations of teaching practice. This book describes how such multimedia representations are envisioned, documented, created and shared, and how others might engage in this process. When teachers share their practice in this way, entirely new conversations about teaching are made possible.
The cases of teaching described in this book represent diverse grades, cultures, and contexts, illustrative of the different ways in which others might approach the documentation and exchange of their own teaching practices. This book serves as an invitation to educators to create a world in which classroom doors are open and teaching is truly shared.
This seminal collection brings together rich examples of classroom inquiry to address key problem... more This seminal collection brings together rich examples of classroom inquiry to address key problems of practice. Responding to the growing importance of displaying the powerful work of teachers who study their practice, this unique ensemble combines a variety of classic and new pieces.
The teacher reflections are organized according to the following sections: The Culture of Schools and Classrooms; The Content of the Curriculum; Issues of Equity, Race, and Culture; Negotiating the Dilemmas of Teaching.
Features:
* Classroom teachers thinking about and addressing some of the most important and compelling issues of the day.
* Selections that include journal articles, book chapters, opinion pieces, narratives, excerpts from multimedia works, and links to websites—providing a sense of the ever-expanding ways teachers are making their work public and accessible to others.
* Insights from teachers who come from a variety of reform communities, such as the National Writing Project (NWP) and The Carnegie Academy for Scholarship of Teaching and Learning (CASTL).
Part of the Journal-Sentinel's feature series "Building a Better Teacher," this video interview o... more Part of the Journal-Sentinel's feature series "Building a Better Teacher," this video interview of me and my student Ivelisse Cruz focuses on Alverno's use of video for self assessment in teacher preparation.
Part of the Journal-Sentinel's feature series "Building a Better Teacher," this video interview o... more Part of the Journal-Sentinel's feature series "Building a Better Teacher," this video interview of me and my student Ivelisse Cruz focuses on Alverno's use of video for self assessment in teacher preparation.
Part of the Journal-Sentinel's feature series "Building a Better Teacher," this video interview o... more Part of the Journal-Sentinel's feature series "Building a Better Teacher," this video interview of me and my student Ivelisse Cruz focuses on Alverno's use of video for self assessment in teacher preparation.
As a faculty and as an institution, we put students’ learning at the center of our work. We also... more As a faculty and as an institution, we put students’ learning at the center of our work. We also focus on making both our own work as faculty members and our students learning experiences collaborative and experiential. The Valuing in Decision-Making ability evidences the student-centered collaborative and experiential teaching and learning model through our extensive and consistent use of technology and through our external assessments.
Technology facilitates our ability to share our teaching practice and our students’ learning efficiently and effectively. We do this regularly across disciplines and ability-departments during Friday afternoon workshops, through the use of the Digital Diagnostic Portfolio (DDP), and The Launchpad. Our goal is to make our teaching practice public by sharing our assessments, student work, and views into our classrooms frequently and easily. One example of this occurred in a recent Friday afternoon session where Desiree Pointer-Mace, assistant professor of education. presented a case of simulations she runs in her ED201 course around serving linguistically diverse learners. In April 2009, she presented an interactive multimedia presentation on behalf of the Valuing Department to faculty interested in refining their practices in assessing for Valuing Levels 1 and 2.
Change: The Magazine of Higher Learning, Sep 1, 2004
oberto Corrada’s labor law course at the University of Denver embodies both growing interest in n... more oberto Corrada’s labor law course at the University of Denver embodies both growing interest in new approaches to teaching and learning and R some of the latest uses of educational technology in the scholarship of teaching. In that course, Corrada engages his law school students, many of whom have had little experience in union work settings, in a simulation in which they have a chance to form their own union and to negotiate with him as their “employer.” I n the process, he extends classroom conversationr in online discussion
Teachers College Record: The Voice of Scholarship in Education
"This seminal collection brings together rich examples of classroom inquiry to address key p... more "This seminal collection brings together rich examples of classroom inquiry to address key problems of practice. Responding to the growing importance of displaying the powerful work of teachers who study their practice, this unique ensemble combines a variety of classic and new pieces. The teacher reflections are organized according to the following sections: The Culture of Schools and Classrooms; The Content of the Curriculum; Issues of Equity, Race, and Culture; Negotiating the Dilemmas of Teaching. Features: * Classroom teachers thinking about and addressing some of the most important and compelling issues of the day. * Selections that include journal articles, book chapters, opinion pieces, narratives, excerpts from multimedia works, and links to websites—providing a sense of the ever-expanding ways teachers are making their work public and accessible to others. * Insights from teachers who come from a variety of reform communities, such as the National Writing Project (NWP) and The Carnegie Academy for Scholarship of Teaching and Learning (CASTL)."
Aprendizajes y calidad en la Educación Superior: Ponencias y conversatorios, 2019, ISBN 978-612-47238-7-2, págs. 49-74, 2019
Aprendizajes y calidad en la Educación Superior: Ponencias y conversatorios, 2019, ISBN 978-612-47238-7-2, págs. 119-136, 2019
Teachers College Press, Jan 22, 2021
Journal of Teacher Education, 2009
We propose that the advent and ubiquity of new media tools and social networking resources provid... more We propose that the advent and ubiquity of new media tools and social networking resources provide a means for professional, networked learning to “scale up.” We preface our discussion with a review of research that has led us to argue for professional learning communities, document the policies and practices of professional development in high-achieving countries internationally that have transformed the way teachers learn, and discuss online social networking as it is being used for teacher learning. Our 10-year experience at the Carnegie Foundation for the Advancement of Teaching gave us an opportunity to learn to make multimedia representations of practice for use in both preservice and professional development. We believe that making practice public in this way can be transformative.
Change: The Magazine of Higher Learning, 2010
Many would say that while there are two ways to enter the teaching professiontraditional and alt... more Many would say that while there are two ways to enter the teaching professiontraditional and alternativethere seems to be a common way to leave it: quickly. Across the board, more than half of beginning teachers leave teaching before their fifth year, and that percentage is ...
Multimedia and the internet could provide a new medium for the production, examination and exchan... more Multimedia and the internet could provide a new medium for the production, examination and exchange of ideas about teaching (Hiebert, Gallimore, & Stigler, 2002; Brophy, 2004; Goldman-Segal et. al., in press), but those who seek to develop that medium face a two-fold problem. First, teaching is an enormously complex human endeavor. (Lampert, 1985, 2001; McDonald, 1992; Shulman, 1983) The sources of that complexity include the fact that teaching is highly situated, requiring considerable contextual knowledge and access to the perceptions of a variety of participants in order to unpack and understand it. Teaching is also highly ambiguous with both the actions and the outcomes undetermined and open to interpretation (Eisner, 1998; Lampert & Ball, 1998). The incomplete and evolving nature of subject-matter knowledge, the multiple and shifting demands teachers face, and the ever-present need to respond to a wide range of students all contribute to the challenges of isolating and identify...
Teachers and Teaching Theory and Practice, Aug 6, 2009
Assessing Competence in Professional Performance across Disciplines and Professions, 2016
Teachers College Press, Apr 1, 2009
Teachers and Teaching, 2009
Teachers and Teaching, 2009
Journal of Teacher Education, 2008
Journal of Teacher Education, 2010
... Having been elementary school teachers ourselves, we know too well that the daily practices o... more ... Having been elementary school teachers ourselves, we know too well that the daily practices of ... four different languages natively and a classroom designed to support the learning needs of multiple ... the K-12 Web sites to prepare novice teachers in their teacher education classes ...
Journal of Teacher Education, 2008
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