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1.
In this article, we concentrate upon the lifeworld resources that comprise the funds of knowledge for children living in a
rural community in the southeastern United States. Through interview conversations with a group of third grade children, we
identified three lifeworld resources—interdependence, garbage dumping, and feral dogs—that rural teachers might draw on to
generate curriculum that is connected to the community in which they teach. Through such connections rural teachers may increase
the likelihood that they will remain teaching in rural schools.
相似文献
| Amy Suzanne JohnsonEmail: |
2.
This study investigates pre-service teachers’ perceptions of urban schools. We asked 41 pre-service teachers, mostly white
and female, to report their perceptions of four aspects of urban schools (appearance and atmosphere, resources, students,
and teachers) and identify the sources of their perceptions. We analyze the data qualitatively to understand how they perceive
urban schools and quantitatively to determine group trends in their perceptions. Findings reveal that their perceptions of
urban schools are complex, with negative and positive impressions of selected aspects of urban schools. Implications of these
findings for teacher education, in particular, urban field placements and curriculum, are explored.
相似文献
| Jean Ann (Corresponding author)Email: |
3.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
相似文献
| Peter WoodEmail: |
4.
Racializing educational change: Melting pot and mosaic influences on educational policy and practice
Allison Skerrett 《Journal of Educational Change》2008,9(3):261-280
This article racializes educational change by examining literature on the history of educational approaches to diversity in
the United States and Ontario, Canada to demonstrate how their respective national myths for engaging with diversity—the melting
pot and mosaic—have impacted their educational policies and practices over three definable eras of educational change. The
educational policies and practices of the two countries are evaluated in relation to four significant and—within the existing
literature—widely used political and educational strategies for responding to racial and ethnocultural diversity in schools.
The paper cautions that the current era of curriculum standardization and high stakes assessments that reflects a melting
pot approach to education reinstitutes and reinforces an inequitable vertical mosaic structure of schooling experiences and
outcomes for diverse student populations. It urges policy makers to consider how the current movement toward post-standardization,
which reflects a mosaic approach, is presently influencing educational policy and practice in international contexts and achieving
more just and effective learning outcomes for diverse student groups.
相似文献
| Allison SkerrettEmail: |
5.
Khe Foon Hew Noriko Hara 《Educational technology research and development : ETR & D》2007,55(6):573-595
The focus of this study was to understand knowledge flows among teachers by examining what types of knowledge was shared by
teachers, as well as what motivates or hinders teachers to share knowledge online. We examined an electronic mailing list
(listserv) supporting a community of practice of literacy teachers. Data were gathered on the teachers in the listserv through
online observations. Additional data were collected through semi-structured telephone interviews with 20 teachers. Findings
suggest that two motives of community involvement––collectivism, and principlism appear to be the main motivators for knowledge
sharers to share knowledge, while lack of knowledge and competing priority appear to be the main barriers. Practical implications
for knowledge sharing and suggestions for future research are discussed. The findings of this study inform teachers, listserv
moderators, teacher associations, as well as researchers of educational technology who are interested in knowledge sharing
among teachers within communities of practice mediated by computer networks.
相似文献
| Noriko HaraEmail: |
6.
Christopher Day 《Journal of Educational Change》2008,9(3):243-260
This paper is based upon a unique mixed methods 4-year research project which focused upon the variations in teachers’ work,
lives, and effectiveness of 300 elementary and secondary school teachers in a range of 100 schools across seven regions of
England. Its findings challenge linear conceptions of teacher development and expertise and provide new understandings of
the effects of personal, school and broader policy contexts upon professional life phase trajectories and teachers’ emotional
identities. It finds connections between these and teachers’ commitment, resilience, and effectiveness. This paper discusses
these in relation to the school standards and teacher retention agendas.
相似文献
| Christopher DayEmail: |
7.
The main goal of the study reported in our paper is to characterize teachers’ choice of examples in and for the mathematics
classroom. Our data is based on 54 lesson observations of five different teachers. Altogether 15 groups of students were observed,
three seventh grade, six eighth grade, and six ninth grade classes. The classes varied according to their level—seven classes
of top level students and six classes of mixed—average and low level students. In addition, pre and post lesson interviews
with the teachers were conducted, and their lesson plans were examined. Data analysis was done in an iterative way, and the
categories we explored emerged accordingly. We distinguish between pre-planned and spontaneous examples, and examine their
manifestations, as well as the different kinds of underlying considerations teachers employ in making their choices, and the
kinds of knowledge they need to draw on. We conclude with a dynamic framework accounting for teachers’ choices and generation
of examples in the course of teaching mathematics.
相似文献
| Orit ZaslavskyEmail: |
8.
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(5):773-794
This study describes how teachers use their personal knowledge of a school district and their students to cope with teaching
under stressful situations associated with economic, social, and institutional factors. The 3 teachers dealt with these issues
in unique ways, focusing on helping students to overcome negative perceptions, value the importance of an education, and build
strong relationships. A model of multicultural science professional development is proposed that complements the strengths
that these teachers have. A task for science educators working with teachers and administration in schools and districts that
are “critically low performing” is to support everyone in implementing pedagogical methods aimed at empowerment, social justice,
and high achievement for all students.
相似文献
| Felicia M. MooreEmail: |
9.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning
(ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central
Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’
special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results
suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers
perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications
for science teacher preservice and inservice education in regard to working with language minority students.
相似文献
| Jacqueline T. McDonnoughEmail: |
10.
This paper describes the rationale, conceptualization and design of the Second International Information Technology in Education
Study (SITES). SITES is a survey of schools and teachers of their pedagogical practices, their use of ICT and their readiness
for changing their teaching–learning towards the demands of the 21st century. The study will take place under the auspices
of the International Association for the Evaluation of Educational Achievement (IEA) and the data collection is planned for
2006; therefore the project is called ‘SITES2006’.
相似文献
| T. PlompEmail: |
11.
Rune Johan Krumsvik 《Education and Information Technologies》2008,13(4):279-290
Computer literacy, media literacy, digital literacy and digital competence are all concepts that highlight the need to handle
technology in our digital age. However, when it comes to teachers’ digital literacy there is a need to develop a more pedagogic-didactic
content for digital literacy in order to deal with the way in which new digital trends influence the underlying conditions
for schools, pedagogy and subjects. This theoretical article will therefore examine whether a broader view of knowledge (situated
learning) can be a relevant theoretical underpinning for a new digital competence model for teachers and the Scandinavian
English perception of the term competence. The article is particularly angled towards how the complexity of teachers’ digital
literacy makes it necessary to expand our traditional perception of this concept. The implications of the article indicate
that five vital structures are found to be essential to perceptions amongst teachers of the importance of Information- and
Communication Technology (ICT) and achievement of digital competence.
相似文献
| Rune Johan KrumsvikEmail: |
12.
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional
development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs
in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional
teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors
provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge
to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance
by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns
regarding student learning and the supporting professional development.
相似文献
| Charles J. EickEmail: |
13.
Mathematical concepts and conceptions have been theorized as abstractions from—and therefore transcending—bodily and embodied
experience. In this contribution, we re-theorize mathematical conceptions by building on recent philosophical work in dialectical
phenomenology. Accordingly, a conception exists only in, through, and as of the experiences that the individual realizes it.
To exemplify our reconceptualization of mathematical conceptions, we draw on an episode from a study in a second-grade classroom
where the students learned about three-dimensional geometrical objects.
相似文献
| Wolff-Michael RothEmail: |
14.
Lisa S. Goldstein 《Early Childhood Education Journal》2008,36(3):253-260
Many early childhood practitioners in the U.S. are experiencing tension between their desire to offer students developmentally
appropriate learning experiences and their obligation to teach the academic knowledge and skills mandated by their states.
However, careful examination of the DAP guidelines’ definition of culturally appropriate practice reveals a significant sociopolitical
dimension that has been obscured by the field’s tight focus on the sociocultural dimension. Because standards-based education
is an explicit feature of the sociopolitical landscape of U. S. public education, teaching the standards is developmentally
appropriate practice. Implementation of this broadened understanding of DAP adds new complexity to early childhood teachers’
work. This article offers ideas drawn from Bronfenbrenner, Vygotsky, and Dewey as sources of theoretical support and provides
examples of strategic decision making—illustrated with examples drawn from Texas kindergartens—that can assist teachers in
managing the curricular and instructional complexities that accompany the broadened understanding of DAP.
相似文献
| Lisa S. GoldsteinEmail: Email: |
15.
Diann L. Baecker 《Children‘s Literature in Education》2007,38(3):195-206
Scott O’Dell’s Island of the Blue Dolphins tells the archetypal story of the young, virgin, orphan girl who is vulnerable to either debauchery or rescue. That such
a girl must succumb to either one or the other is a necessary element of the archetype. In O’Dell’s work—one intended, after
all, for children—the heroine is rescued by a paternalistic figure and re-inscribed into the patriarchal world. Yet, in the
hands of young readers, Island—part fairytale, part rescue narrative, part feminist parable—becomes a story of independence and survival, despite the heroine’s
“rescue” at the end.
相似文献
| Diann L. BaeckerEmail: |
16.
Kenneth Leithwood 《Journal of Educational Change》2008,9(1):71-75
Policy makers and leadership developers now admonish both aspiring and practicing educational leaders to base what they do
on evidence of “best practice”. Some argue, however, that today’s best practices stand a reasonably good chance of being unsuitable
for schools in the future. Unfortunately, effective leadership in future schools is empirically unknowable. This paper unpacks
the arguments about “best” and “next” practices concluding that there is an empirically defensible foundation for current
and future leaders.
相似文献
| Kenneth LeithwoodEmail: |
17.
The doctoral advisor is said to be one of the most important persons—if not the single most critical person—with whom doctoral students will develop a relationship during their doctoral degree programs
(Baird 1995). However, we have limited knowledge regarding how doctoral advisors see their roles and responsibilities as advisors. Therefore,
through in-depth interviews, we explored the perceptions of 25 exemplary doctoral advisors, who have graduated a large number
of doctoral students, about their roles and responsibilities as advisors. We conclude this article with implications for doctoral
education.
相似文献
| Ann E. AustinEmail: |
18.
The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument
for measuring teacher interpersonal behaviour. The Questionnaire on Teacher Interaction (QTI) maps teacher behaviour in terms
of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from
24 classes (Grades 9–11) of experienced teachers in two Turkish secondary schools participated in the study. Development of
the instrument involved several steps: translation and back translation by teacher educators; piloting of different versions
while refining the items; interviews with students and teachers to establish the importance of teacher interpersonal behaviour
in the Turkish context; and a final administration of the questionnaire to the sample described. Interview data and statistical
analyses supported the reliability and validity of the instrument. Turkish teachers were perceived by their students as very
cooperative and moderately dominant.
相似文献
| Jale CakirogluEmail: |
19.
We examine teachers’ classroom activities with the spreadsheet, focusing especially on episodes marked by improvisation and
uncertainty. The framework is based on Saxe’s cultural approach to cognitive development. The study considers two teachers,
one positively disposed towards classroom use of technology, and the other not, both of them experienced and in a context
in which spreadsheet use was compulsory: a new curriculum in France for upper secondary non-scientific classes. The paper
presents and contrasts the two teachers in view of Saxe’s parameters, and analyzes their activity in two similar lessons.
Goals emerging in these lessons show how teachers deal with instrumented techniques and the milieu under the influence of
cultural representations. The conclusion examines the contribution that the approach and the findings can bring to understanding
technology integration in other contexts, especially teacher education.
相似文献
| Jean-Baptiste LagrangeEmail: |
20.
Jianwei Zhang Marlene Scardamalia Mary Lamon Richard Messina Richard Reeve 《Educational technology research and development : ETR & D》2007,55(2):117-145
This study examines four months of online discourse of 22 Grade 4 students engaged in efforts to advance their understanding
of optics. Their work is part of a school-wide knowledge building initiative, the essence of which is giving students collective
responsibility for idea improvement. This goal is supported by software—Knowledge Forum—designed to provide a public and collaborative
space for continual improvement of ideas. A new analytic tool—inquiry threads—was developed to analyze the discourse used
by these students as they worked in this environment. Data analyses focus on four knowledge building principles: idea improvement; real ideas, authentic problems (involving concrete/empirical and abstract/conceptual artifacts); community knowledge (knowledge constructed for the benefit of the community as a whole); and constructive use of authoritative sources. Results indicate that these young students generated theories and explanation-seeking questions, designed experiments to
produce real-world empirical data to support their theories, located and introduced expert resources, revised ideas, and responded
to problems and ideas that emerged as community knowledge evolved. Advances were reflected in progress in refining ideas and
evidence of growth of knowledge for the community as a whole. Design strategies and challenges for collective idea improvement
are discussed.
相似文献
| Jianwei ZhangEmail: |