Fitchburg, Massachusetts 15 Minute Digital Raster Graphic

This layer is a digital raster graphic of the historic 15-minute USGS topographic map of the Fitchburg, Massachusetts quadrangle. The survey date (ground condition) of this map is 1887, the edition date is October, 1893 and the map was reprinted in January, 1898. A digital raster graphic (DRG) is a scanned image of a U.S. Geological Survey (USGS) standard series topographic map, including all map collar information. The image inside the map neatline is geo-referenced to the surface of the earth and fit to the Universal Transverse Mercator projection. The horizontal positional accuracy and datum of the DRG matches the accuracy and datum of the source map. The names of quadrangles which border this one appear on the map collar in their respective positions (N,S,E,W) in relation to this map.

Collaborative Teacher Educator Professional Development in Europe: Different Voices, One Goal

In this paper we present an embedded case study focussed on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. The aim of this research was to get more insights into the complicated processes of professional learning across national borders. Data included personal narratives about learning and documentary analysis of written accounts of the forums’ activities. Following a collaborative self-study approach we utilised an interactive exploration of the data, using coding techniques derived from grounded theory. We conclude that our professional learning can be seen through two inter-related perspectives. The first perspective is the interplay between our own learning and the ways in which we want to support colleagues in their professional development. The second perspective is the reciprocal effect of working in national as well as in transnational contexts. By studying our professional learning processes we developed insights in how a shared communal international forum can be established without losing individual voices and national perspectives. Moreover, by our involvement in an international forum we also continue to develop our own self-understanding as ‘educators of teacher educators’.