Rick Nomura

CIED
September 7, 2016
Google Scholar
1. Jason L. Endacott, Ginney P. Wright, Christian Z. Goering, Vicki S. Collet,
George S. Denny & Jennifer Jennings Davis. Robots Teaching Other Little
Robots: Neoliberalism, CCSS, and Teacher Professionalism.
http://www.tandfonline.com/doi/abs/10.1080/10714413.2015.1091258?
journalCode=gred20 13 Nov 2015.
2. Endacott, Jason L., Goering, Christian Z. Reclaiming the Conversation on
Education. http://search.proquest.com/docview/1523923458?pqorigsite=gscholar May 2014.
3. Nikki Holland, Iris Shepard, Christian Z. Goering, & David A. Jollife. We Were
the Teachers, not the Observers: Transforming Teacher Preparation through
Placements in a Creative, After-School Program.
http://trace.tennessee.edu/cgi/viewcontent.cgi?article=1209&context=jaepl
Winter 2011-2012.
Summary: We Were the Teachers, not the Observers: Transforming Teacher
Preparation through Placements in a Creative, After-School Program.
The united nation is at an educational risk. Teachers, students, and other
faculty have the pressure to perform at a higher level. Teachers are more
worried about trying to raise test score than actually teaching the kids. There
was a seminar that a lot of teachers have attended, that stated arts should be
implemented into the education of students. But these teachers knew that there

was not enough time to do that. Teachers learned from historical moments of
history through tableaux that the impossible is possible.
Middle school students performance in literacy assessments has been
dropping significantly and the CIED niners, will be there to help. In 2010
summer, the Razorback writers project was created to solve problems. Students
that were struggling in English were exposed to creative, meaningful, and
understandable literacy work, while allowing teachers to practice their creative
teaching skills. The Razorback writers project allowed students to participate in
thoughtful discussions, while putting their new known knowledge to work. Kids
have as well developed reading comprehensive skills and performed well on
reading and writing assessments.
Newmann, Marks and Gamoran explain three criteria of Authentic
Pedagogy, which are, construction of knowledge, disciplined inquiry, and value
beyond school. Newmann wanted teachers to teach and find creative learning
experiences instead of memorizing information from a textbook and expecting
kids to soak in that material. After the niners were able to figure out an idea of
how the creativity of learning helpd students, they were pushed to explore other
subjects. Teachers learned that the learning in class had to have value outside
of the classroom for it to be valuable to kids.