sally Blake | Northern Illinois University (original) (raw)
Papers by sally Blake
Journal of Technology and Teacher Education archive, May 1, 1998
Science and Children, 1993
Advances in educational marketing, administration, and leadership book series, May 21, 2010
This study investigates the relationship between middle school students’ academic self-efficacy a... more This study investigates the relationship between middle school students’ academic self-efficacy and performance on the TAKS highstakes mathematics test. The baseline sample was (n=2,508) middle school students. Self-efficacy scores did not have a significant interaction with gender, but were found to decrease significantly (as do TAKS passing rates) as the grade level increased – a sobering trend. This study has major implications for pedagogy and curricular approaches and interventions.
IGI Global eBooks, May 24, 2011
Taiwan has become a global high-tech center. The success of becoming the leading country of high-... more Taiwan has become a global high-tech center. The success of becoming the leading country of high-tech and information technology is accredited to the efforts of the government and of all citizens. In addition, Chinese highly value in academic success, and this has contributed to the success of Taiwan. Parents believe the success of life is rooted in a good education, especially in the early years. This chapter presents an overview of early childhood education in Taiwan and explores how Chinese culture had influenced the value of parents’ expectation in education, as well as how children learn through the use of technology. The last part of the chapter discusses the discrepancy between current early childhood education situations and teachers’ professional development.
IGI Global eBooks, Nov 17, 2011
This chapter will provide research about the intuitive and developing inquiry reasoning in young ... more This chapter will provide research about the intuitive and developing inquiry reasoning in young children, how their teachers perceive science, and ways technology can play a major role in supporting inquiry investigations. Activities will include intentional applications to support inquiry thinking, development and indicators of children’s development of inquiry reasoning to help teachers scaffold thinking, and shared experiences of teachers.
International journal of evidence based coaching and mentoring, 2016
Mathematics and Computer Education, Oct 18, 2001
Educational research quarterly, Sep 1, 2004
Аннотация Examines the perceptions of teachers and administrators on democratic ideals and its im... more Аннотация Examines the perceptions of teachers and administrators on democratic ideals and its implications for the enculturation of the young into a social and political democracy. Challenge in creating learning environments in which students learn and model ...
This paper presents an educational outreach activity that utilizes a design competition to inspir... more This paper presents an educational outreach activity that utilizes a design competition to inspire pre-college students to continue their education at the university-level and enter into degree programs relating to science, engineering or mathematics (STEM). The competition was one of many activities included in TexPREP (Texas Prefreshmen Engineering Program), which involves high-achieving middle and high school students from the El
ABSTRACT First Page of the Article
Phi Delta Kappan, Apr 1, 2008
ONCE upon a time, there lived six blind men in a faraway country. They were revered as leaders, a... more ONCE upon a time, there lived six blind men in a faraway country. They were revered as leaders, and one day the villagers said to them, "We need education reform in this land." The six men, having no idea what this "education reform" was, decided to set about finding out. All of them went to where the reform lived, grabbed hold of a portion, and described what seemed most salient about it. "Lo, education reform is a way to catch the public's attention and help us get elected," said the man who wanted to further his political agenda. "No! Education reform means educating citizens to support democratic values," said the man who lived on a $3-million houseboat. "Oh, no! It means all students must learn basic skills and how to follow directions," said the man who owned the factories. "Not at all," said the fourth man, a strong believer in testing. "It is a chance to test children at least twice a year, and the more tests the better. We can finally hold teachers accountable." "No! It is an opportunity to garner some state revenue by selling tests for teachers and students," said the fifth man, who was a test-maker. "You're all wrong! It is a way to make sure all children learn what they need to know. It will create academic equality," said the sixth man, who was an academician. Then they began to argue about education reform, and every one of them insisted that he was right. They were growing agitated, when a wise man was passing by and heard the commotion. When he had learned the cause of their troubles, the wise man calmly explained, "All of you are right, and all of you are wrong." THE PARADOXES IN EDUCATION Like the six blind men, every part of the land of education reacted differently to A Nation at Risk. And during the rest of the 1980s and 1990s, that report spawned an outpouring of other reports on various aspects of education. Some saw the problem as "bad teachers," which immediately raised the question of "bad schools of education" where they were trained. Today, a similar perception is at least partly responsible for the surge in alternative teacher certification programs that has been taking place over the past 25 years. Other observers--even some members of the panel that wrote A Nation at Risk--saw the problem as low standards. Their subsequent labors led to the development of what came to be known as the standards movement--a broad enough term to encompass the efforts of the individual disciplines to set out a body of knowledge and skills in each field along with the efforts of those who pushed for high school graduation exams, which are now facts of life in the majority of states. With regard to the disciplinary standards, Diane Ravitch said in a 2006 interview, "When they [the standards standards documents] are overwhelming in bulk, they can't be taken seriously. Then they are just a wish list." The jury is still out on the high school graduation tests, though concerned observers such as Anne Wheelock in Massachusetts have been collecting and analyzing data on school dropouts before ninth grade. (1) Nor was higher education exempt from criticism in A Nation at Risk, though, as an institution, it has proved less willing to go along with the various proposals that spun off from the original report than has K-12 education. …
Young Children, Nov 1, 2009
This paper describes the Partnership for Excellence in Teacher Education (PETE), which promotes r... more This paper describes the Partnership for Excellence in Teacher Education (PETE), which promotes reform in mathematics and science teaching and learning in regard to preparing mathematics and science teachers. One of PETE's goals is to redesign teacher education curricula for selected courses. The PETE collaborative formed a Professional Development School (PDS) learning community among colleges, schools, and students. Teams of mathematics, physics, and education faculty integrate activities and curriculum into PDSs. University classes are taught in public schools, with preservice educators teaching content and practicing pedagogy in the classroom. College faculty observe student teachers' performance and provide feedback. Student teachers keep reflective analysis logs. The integrated team-taught field model assumes that the program will increase students' mathematics and science content knowledge, pedagogical skills, and level of teaching performance and will change their negative perceptions toward mathematics and science learning and teaching. Overall, preservice teachers felt the pilot programs provided a good setting for learning to teach mathematics and science. They preferred meeting in schools and felt the relationship with university professors provided more mentoring than did traditional university teaching. Preservice science teachers had more positive attitudes about their ability to teach than did preservice mathematics teachers. (Contains 36 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Uo (4_ Students' Perceptions of Cross-Disciplinary Team Teaching On Site at a PDS1
There is a common misconception that only certain individuals “have what it takes” to be creative... more There is a common misconception that only certain individuals “have what it takes” to be creative and the rest of us are destined to lack creativity. However, a review of the relevant neurological and cognitive literatures suggests otherwise- that creative thinking is rooted in everyday cognitive mechanisms and processes. This chapter provides an overview of the neurological and cognitive bases of creativity, with a focus on the role of the pre-frontal cortex and inhibitory control in the creative process. The implication of the findings discussed in this chapter is that, although some people engage in more creative processes than others, we are all equipped with a brain that is complex enough for us to think creatively.
Dimensions of Early Childhood, 1997
IGI Global eBooks, Nov 17, 2011
This chapter explores perceptions about technology and young children and includes results of a s... more This chapter explores perceptions about technology and young children and includes results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals in relation to age appropriate technology for young children. Integration of technology into early childhood programs has two major obstacles: (a) teachers' attitudes towards and beliefs about technology and (b) perceptions of what is developmentally appropriate practice (DAP) in their classrooms. The issue of what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms is one that may influence technology use in educational environments. The framework for this chapter explores perceptions of early childhood and instructional technology practitioners and their views of what is and is not appropriate technology for young children.
Journal of Early Childhood Teacher Education, Apr 1, 1990
Journal of Technology and Teacher Education archive, May 1, 1998
Science and Children, 1993
Advances in educational marketing, administration, and leadership book series, May 21, 2010
This study investigates the relationship between middle school students’ academic self-efficacy a... more This study investigates the relationship between middle school students’ academic self-efficacy and performance on the TAKS highstakes mathematics test. The baseline sample was (n=2,508) middle school students. Self-efficacy scores did not have a significant interaction with gender, but were found to decrease significantly (as do TAKS passing rates) as the grade level increased – a sobering trend. This study has major implications for pedagogy and curricular approaches and interventions.
IGI Global eBooks, May 24, 2011
Taiwan has become a global high-tech center. The success of becoming the leading country of high-... more Taiwan has become a global high-tech center. The success of becoming the leading country of high-tech and information technology is accredited to the efforts of the government and of all citizens. In addition, Chinese highly value in academic success, and this has contributed to the success of Taiwan. Parents believe the success of life is rooted in a good education, especially in the early years. This chapter presents an overview of early childhood education in Taiwan and explores how Chinese culture had influenced the value of parents’ expectation in education, as well as how children learn through the use of technology. The last part of the chapter discusses the discrepancy between current early childhood education situations and teachers’ professional development.
IGI Global eBooks, Nov 17, 2011
This chapter will provide research about the intuitive and developing inquiry reasoning in young ... more This chapter will provide research about the intuitive and developing inquiry reasoning in young children, how their teachers perceive science, and ways technology can play a major role in supporting inquiry investigations. Activities will include intentional applications to support inquiry thinking, development and indicators of children’s development of inquiry reasoning to help teachers scaffold thinking, and shared experiences of teachers.
International journal of evidence based coaching and mentoring, 2016
Mathematics and Computer Education, Oct 18, 2001
Educational research quarterly, Sep 1, 2004
Аннотация Examines the perceptions of teachers and administrators on democratic ideals and its im... more Аннотация Examines the perceptions of teachers and administrators on democratic ideals and its implications for the enculturation of the young into a social and political democracy. Challenge in creating learning environments in which students learn and model ...
This paper presents an educational outreach activity that utilizes a design competition to inspir... more This paper presents an educational outreach activity that utilizes a design competition to inspire pre-college students to continue their education at the university-level and enter into degree programs relating to science, engineering or mathematics (STEM). The competition was one of many activities included in TexPREP (Texas Prefreshmen Engineering Program), which involves high-achieving middle and high school students from the El
ABSTRACT First Page of the Article
Phi Delta Kappan, Apr 1, 2008
ONCE upon a time, there lived six blind men in a faraway country. They were revered as leaders, a... more ONCE upon a time, there lived six blind men in a faraway country. They were revered as leaders, and one day the villagers said to them, "We need education reform in this land." The six men, having no idea what this "education reform" was, decided to set about finding out. All of them went to where the reform lived, grabbed hold of a portion, and described what seemed most salient about it. "Lo, education reform is a way to catch the public's attention and help us get elected," said the man who wanted to further his political agenda. "No! Education reform means educating citizens to support democratic values," said the man who lived on a $3-million houseboat. "Oh, no! It means all students must learn basic skills and how to follow directions," said the man who owned the factories. "Not at all," said the fourth man, a strong believer in testing. "It is a chance to test children at least twice a year, and the more tests the better. We can finally hold teachers accountable." "No! It is an opportunity to garner some state revenue by selling tests for teachers and students," said the fifth man, who was a test-maker. "You're all wrong! It is a way to make sure all children learn what they need to know. It will create academic equality," said the sixth man, who was an academician. Then they began to argue about education reform, and every one of them insisted that he was right. They were growing agitated, when a wise man was passing by and heard the commotion. When he had learned the cause of their troubles, the wise man calmly explained, "All of you are right, and all of you are wrong." THE PARADOXES IN EDUCATION Like the six blind men, every part of the land of education reacted differently to A Nation at Risk. And during the rest of the 1980s and 1990s, that report spawned an outpouring of other reports on various aspects of education. Some saw the problem as "bad teachers," which immediately raised the question of "bad schools of education" where they were trained. Today, a similar perception is at least partly responsible for the surge in alternative teacher certification programs that has been taking place over the past 25 years. Other observers--even some members of the panel that wrote A Nation at Risk--saw the problem as low standards. Their subsequent labors led to the development of what came to be known as the standards movement--a broad enough term to encompass the efforts of the individual disciplines to set out a body of knowledge and skills in each field along with the efforts of those who pushed for high school graduation exams, which are now facts of life in the majority of states. With regard to the disciplinary standards, Diane Ravitch said in a 2006 interview, "When they [the standards standards documents] are overwhelming in bulk, they can't be taken seriously. Then they are just a wish list." The jury is still out on the high school graduation tests, though concerned observers such as Anne Wheelock in Massachusetts have been collecting and analyzing data on school dropouts before ninth grade. (1) Nor was higher education exempt from criticism in A Nation at Risk, though, as an institution, it has proved less willing to go along with the various proposals that spun off from the original report than has K-12 education. …
Young Children, Nov 1, 2009
This paper describes the Partnership for Excellence in Teacher Education (PETE), which promotes r... more This paper describes the Partnership for Excellence in Teacher Education (PETE), which promotes reform in mathematics and science teaching and learning in regard to preparing mathematics and science teachers. One of PETE's goals is to redesign teacher education curricula for selected courses. The PETE collaborative formed a Professional Development School (PDS) learning community among colleges, schools, and students. Teams of mathematics, physics, and education faculty integrate activities and curriculum into PDSs. University classes are taught in public schools, with preservice educators teaching content and practicing pedagogy in the classroom. College faculty observe student teachers' performance and provide feedback. Student teachers keep reflective analysis logs. The integrated team-taught field model assumes that the program will increase students' mathematics and science content knowledge, pedagogical skills, and level of teaching performance and will change their negative perceptions toward mathematics and science learning and teaching. Overall, preservice teachers felt the pilot programs provided a good setting for learning to teach mathematics and science. They preferred meeting in schools and felt the relationship with university professors provided more mentoring than did traditional university teaching. Preservice science teachers had more positive attitudes about their ability to teach than did preservice mathematics teachers. (Contains 36 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Uo (4_ Students' Perceptions of Cross-Disciplinary Team Teaching On Site at a PDS1
There is a common misconception that only certain individuals “have what it takes” to be creative... more There is a common misconception that only certain individuals “have what it takes” to be creative and the rest of us are destined to lack creativity. However, a review of the relevant neurological and cognitive literatures suggests otherwise- that creative thinking is rooted in everyday cognitive mechanisms and processes. This chapter provides an overview of the neurological and cognitive bases of creativity, with a focus on the role of the pre-frontal cortex and inhibitory control in the creative process. The implication of the findings discussed in this chapter is that, although some people engage in more creative processes than others, we are all equipped with a brain that is complex enough for us to think creatively.
Dimensions of Early Childhood, 1997
IGI Global eBooks, Nov 17, 2011
This chapter explores perceptions about technology and young children and includes results of a s... more This chapter explores perceptions about technology and young children and includes results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals in relation to age appropriate technology for young children. Integration of technology into early childhood programs has two major obstacles: (a) teachers' attitudes towards and beliefs about technology and (b) perceptions of what is developmentally appropriate practice (DAP) in their classrooms. The issue of what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms is one that may influence technology use in educational environments. The framework for this chapter explores perceptions of early childhood and instructional technology practitioners and their views of what is and is not appropriate technology for young children.
Journal of Early Childhood Teacher Education, Apr 1, 1990