Journal Articles by Ann Marie Ryan
The Councilor: A Journal of the Social Studies, 2023
During the fi rst half of the 20th century, Catholic educators in the United States used theologi... more During the fi rst half of the 20th century, Catholic educators in the United States used theological arguments both to resist and embrace the progressive educa-tional reform effort of educational measurement. The signifi cant expansion of Catholic schooling and the increased number of students attending them, along with increased state oversight, led to a gradual, yet uneven, acceptance of ed-ucational measurement by Catholic educators. This partial and more critical acceptance can be attributed to the diversity of Catholic schooling and the in-congruity between the assumptions of educational measurement and Catholic educational beliefs. This historical case offers support for continued critique of reform movements and at the same time cautions against wholesale rejection of them. Each reform requires scrutiny with the goal of determining which will as-sist schools in helping students reach their fullest potential. Every major innovation in educational methods and procedures has enc...
Issues in Teacher Education, 2014
This study examines the impact of a new course that broadens a teacher education program in prepa... more This study examines the impact of a new course that broadens a teacher education program in preparing teachers to engage in urban schools and communities. Our examination focuses on the following question: To what extent and in what ways does this urban education course that includes a community organization field placement impact teacher candidates in terms of their understanding of: (a) social justice, (b) the relationship between their identity and their pedagogical practices, and (c) urban communities as educational resources? Findings suggest that the course is having an impact on teacher candidates and most reported insightful experiences with the resources in urban communities for use in their future teaching.
This chapter examines where teaching and learning take place for students and teachers. It descri... more This chapter examines where teaching and learning take place for students and teachers. It describes the more traditional notions that many have experienced over the twentieth century, but also addresses the types of places that more marginalized populations have faced. This part of the book also explores more informal aspects of education and how teaching and learning have happened outside of the school and how educators have tried to reinvent the school environment to make it less formal by creating more open spaces within schools. Early twentieth-century Open Air schools, the onset of field trips or excursions in the 1930s, and the popularity of schools without walls in the 1960 and 1970s are all explored in this chapter.
Journal of Education
In this article, we describe the initiative of one university's teacher education program to ... more In this article, we describe the initiative of one university's teacher education program to incorporate the International Baccalaureate Teacher Certificate. Responding to the growing number of public and private International Baccalaureate World Schools in urban and suburban settings in our region, the program aims to prepare teachers to meet the needs of diverse learners within a rigorous and global approach to curriculum and instruction. Writing for teacher educators considering the integration of this internationally minded teaching and learning framework, we explain the redesign of our teacher preparation program that was intended to target and integrate the principles and practices of the International Baccalaureate.
Studying Teacher Education, 2016
Journal of Teacher Education, 2015
Within the current federal, state, and local contexts of educational reform, teachers must be rec... more Within the current federal, state, and local contexts of educational reform, teachers must be recognized as central actors in policy work, but rarely do we explicitly consider preparing teachers to become policy actors. Understanding these implications for teacher education, we investigate teacher candidates’ learning of the complexity and dynamism of educational policy through a field-based teacher preparation program. Situated across four unique school contexts in the diverse neighborhoods of Chicago, Illinois, we qualitatively study the cases of eight teacher candidates as they explore policy in practice. We found that candidates developed enduring understandings about policy as complex, situated, and multilayered, as well as the central role of the teacher. This learning was mediated by multiple facets of the field-based module, including readings, panels, and observations. Implications center on the use of field-based teacher education to support policy-related learning and dev...
Review of Research in Education
One question posed continually over the past century of education research is to what extent scho... more One question posed continually over the past century of education research is to what extent school resources affect student outcomes. From the turn of the century to the present, a diverse set of actors, including politicians, physicians, and researchers from a number of disciplines, have studied whether and how money that is provided for schools translates into increased student achievement. The authors discuss the historical origins of the question of whether school resources relate to student achievement, and report the results of a meta-analysis of studies examining that relationship. They find that policymakers, researchers, and other stakeholders have addressed this question using diverse strategies. The way the question is asked, and the methods used to answer it, is shaped by history, as well by the scholarly, social, and political concerns of any given time. The diversity of methods has resulted in a body of literature too diverse and too inconsistent to yield reliable inf...
This article outlines how Loyola University Chicago’s School of Education has re-conceptualized t... more This article outlines how Loyola University Chicago’s School of Education has re-conceptualized the preparation of teachers to meet the sophisticated and changing needs and realities of urban schools and communities by focusing on student achievement. In contrast to often criticized university-based models of teacher preparation, the Teaching, Learning, and Leading with Schools and Communities program represents a shared responsibility between university, school, and community partners to impact and support student learning, achievement, and success. The four tenets around which this comprehensive teacher education program is organized are described: (a) partnerships with schools and communities, (b) teacher preparation for diverse classrooms, (c) a developmental trajectory of field-based experiences, and (d) stakeholders engaged in communities of practice.
The Curriculum Foundations Reader
Teachers College Record, 2008
School of Education Faculty Publications Other Works, 2013
Multicultural Education, 2006
Journal of the Illinois State Historical Society, Jul 1, 2009
Issues in Teacher Education, 2014
Catholic Education a Journal of Inquiry and Practice, Dec 1, 2007
American Educational History Journal, 2006
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Journal Articles by Ann Marie Ryan