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1.
Abstract. Do sustained induction programs increase participants' teaching efficacy? Data from a qualitative case study of new college faculty involved in a learning community at a small liberal arts college were compared with data from a college-sponsored mentoring project involving first-year teachers from five suburban school districts. Regardless of whether participants taught K-12 or in collegiate classrooms, two dominant themes emerged from first-year narratives: students were likely to overtly challenge the authority of new teachers, and there was a profound difference between novices' own experiences as students and those of the students now in their classrooms.  相似文献   

2.
College teachers in the sciences and professional studies have endorsed collaborative learning group strategies for teaching undergraduate statistics courses, but few researchers provide empirical evidence that students’ quantitative skills actually increase as a result of the collaborative experience. Assessment of the efficacy of collaborative learning group techniques is frequently subjectively based, and often relies on casual comments from students or faculty. Despite this shortcoming, instructors searching for new and effective ways of teaching quantitative courses continue to experiment with collaborative pedagogy. Consequently, an exploration of the effectiveness of collaborative teaching modalities on students’ statistical knowledge seems warranted. This study examined the relationship between performance on collaborative learning group assignments and students’ examination scores in statistics. Data were derived from 270 students enrolled in nine sections of a social statistics course, taught between 1996 and 2004. The results both challenge and support the efficacy of collaborative learning groups, and suggest that faculty modify such techniques when evidence of student learning cannot be empirically linked to the collaborative experience.  相似文献   

3.
In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the program by secondary teacher education faculty and special education faculty. The instructional design emphasized a co-teaching model where principles of Universal Design for Learning and instructional adaptation were integrated and assessed in multiple courses by collaborating university faculty. Data from the initial evaluation included student teaching portfolios, formal teacher observations, and 6th- through 12th-grade student assessments. The data suggest that preservice teachers appropriately used strategies for adapting their instruction to meet the needs of students with exceptionalities.  相似文献   

4.
This study presents three case studies of teacher candidates in a Masters in Teaching (MIT) Program who interned in a well‐established middle school Professional Development School (PDS) in Washington State. Each of the three portraits reveals how student teachers can positively influence the learning outcomes of middle school students by bringing intellectual excitement and teaching renewal into the literacy classrooms of mentor teachers. Teacher interviews, teacher candidate reflections, and observations document the strengths brought to the classroom by teacher candidates, as well as the challenges they and their mentor teachers faced. The researchers conclude that flexibility and openness to learning on the part of mentor teachers are conditions that provide optimal support to teacher candidates and increase the opportunities for learning to occur for both mentor and mentee. This study also investigates outcomes for mentor teachers involved in collaborative inquiry with student teachers during an internship within the larger context of a partnership with education faculty at a university. The intention was to extend preliminary research by exploring more deeply the potential benefits of collaborative inquiry for the mentor teachers involved in partnership with a university.  相似文献   

5.
While universities hold expectations that new colleagues demonstrate high levels of expertise, many recently graduated PhDs are under-prepared for their teaching roles. This case study assessed the impact of an institutionally sponsored, collaborative course design initiative on the professional learning of early-career academics in a research-intensive university in Canada. The initiative was framed as educational development: the integration of faculty, instructional, curriculum, and organizational development in a holistic approach to professional learning. The case documents the impact of a 5-day workshop on course design and teaching complemented with three cycles of classroom observation and feedback, and a monthly discussion group on teaching. Across 10 participants, three strong patterns of results emerged with respect to teaching beliefs, practices and confidence about teaching.  相似文献   

6.
Action learning has emerged as one of the most effective and powerful teaching and learning approaches used in graduate studies in human resource development at George Washington University (GWU). In this article, both faculty and student perspectives are presented to describe action learning teaching, research, and organizational interventions. First-hand experiences of doctoral students with action learning sets are presented in their own words. Students benefit from action learning experiences by building strong networks of personal and professional support. Improved group processes and greater interaction between executive level students and faculty have resulted in a strong doctoral cohort experience for Executive Leadership Program students at GWU. The initial energy to generate action learning programs in students' organizations requires active faculty involvement and follow-up to ensure that organizations accept and benefit from action learning programs. HRD (human resource development) faculty can profit from additional orientation and understanding of action learning to incorporate this methodology into their courses and problem-solving activities.  相似文献   

7.
ABSTRACT

In today’s classrooms, learning does not have to be bounded by physical space. By having access to a range of digital communication technologies, students and teachers can synchronously and asynchronously engage in authentic learning opportunities extending beyond the local community. They can be learning and interacting with others from around the world. This occurred with Grade 3 students from a school in Alberta, Canada, and Lima, Peru who investigated how their physical environments influence their quality of life. Over a seven-week period, the two groups engaged in synchronous and asynchronous activities in addressing this topic. A case study approach was used to research the project. Four key findings emerged from the data to inform teaching practice for designing and facilitating online international collaborative learning.  相似文献   

8.
In many countries, governments are keen to persuade teachers at all levels to seek to enhance the learning of their students by incorporating information and communication technologies within their classrooms. This paper reports on the development of collaborative approaches to supporting use of the Internet by Post Graduate Certificate of Education (PGCE) science students on initial teacher education (ITE) courses in England, drawing on data from five higher education institution (HEI)–school partnerships across four years. A mixed-method approach was used, involving questionnaires, structured interviews, lesson observations and case studies. The outcomes of the first three years identified barriers to practice and suggested the need to develop more collaborative approaches to development. The focus of this paper is on examining ways in which university faculty tutors and mentors or cooperating teachers can work together with students on PGCE courses in developing practice. The lessons from this focus on the Internet, no longer a new technology, have enabled us to identify implications for HEI partnerships in ITE and suggest a need for further collaborative structures in order to support and develop practices, including those involving the innovative use of new technologies in the post-industrial society.  相似文献   

9.
Traditional structures in higher education support a separation between faculty members’ and students’ perspectives on classroom practice. This is in part because student-faculty interactions are typically defined by a focus on content coverage and by a clear delineation between faculty and student roles in engaging that content. This paper focuses on key findings from an ongoing action research study that aims to address these basic questions: (1) What happens when faculty and students engage in structured dialogue with one another about teaching and learning outside of the regular spaces within which they interact? and (2) How can such dialogic engagement become a part of both students’ and teachers’ practice? The study takes place within the context of a program that supports undergraduate students and college faculty members in semester-long partnerships through which they explore teaching and learning. The goal of these explorations is to examine, affirm, and, where appropriate, revise pedagogical practice. Constant comparison/grounded theory was used to analyze discussions among and feedback from participants. It was found that partnership facilitates both faculty and students multiplying their perspectives in ways that have the potential to improve teaching and learning. Participants consistently describe gaining new insights produced at and by the intersections of their experiences and angles of vision. Furthermore, they discuss how these insights deepen their own self-awareness and their understanding of others’ experiences and perspectives. Finally, they indicate that, as a result of gaining these insights and deepening their awareness, they are inclined to embrace more engaged and collaborative approaches to teaching and learning.  相似文献   

10.
An increasing number of educators have called for active learning strategies to educate college students. At the same time, college instructors are being called upon to publish at increased rates while maintaining high teaching loads. One way to merge the ideals of active learning with publishing is to engage students, particularly undergraduate students, in collaborative projects. Writing, re‐searching, and publishing with undergraduate students is not an easy task, however. In this paper, we address obstacles that likely keep faculty from working with undergraduate students in this manner. We conclude by suggesting strategies to facilitate student/faculty projects.  相似文献   

11.
ABSTRACT

Faculty and students evaluate the curriculum design and delivery of a synchronous online PhD program in social work that prepares scholar-practitioners in social work research, education, and organizational practice. The designers envision a collaborative community of scholars and leaders nurtured by a cohort-based, sequenced curriculum, and intentional faculty mentoring. This teaching and learning platform provides an opportunity to engage with a globally diverse population of doctoral students while fostering both relationships and quality learning outcomes. Educational design and pedagogical features of the program are described and analyzed through the collaborative thinking and learning platform of the Community of Inquiry (CoI) model’s interdependent elements–teaching, cognitive, and social presence. Eighteen students and ten faculty evaluated the strengths and limitations of the online program across each dimension of the model through student course evaluations, focus-group reflections, and qualitative faculty survey data. Student and faculty respondents specified the benefits of synchronous presence across all three dimensions. They also identified significant barriers, particularly in the areas of teaching and social presence. Implications and recommendations are based on a review of findings that inform pedagogical decisions and design options for online PhD education in social work.  相似文献   

12.
The importance of student engagement in higher education is increasingly recognised. As a result, questions have arisen regarding how best to inspire and support students in taking greater interest in and more active responsibility for their learning. Student–faculty partnerships that position students as consultants in explorations of pedagogical practice inspire and support engagement and responsibility that carry over from those partnerships into students' classroom participation. However, such partnership constitutes for many students a ‘threshold concept’. Because partnering with faculty in analyses and revisions of teaching and learning both requires and inspires students to redefine their roles, responsibilities and sense of themselves, student–faculty partnership proves troublesome, transformative, discursive, irreversible and integrative. In a case study of one partnership programme at a liberal arts institution in the Northeastern USA, we discuss how crossing the threshold constituted by student–faculty partnership in pedagogical exploration fosters in students greater engagement in, and responsibility for, learning. Implications for higher education include the potential of reconceptualising our classrooms as more democratic spaces and the work of teaching and learning as more of a shared responsibility.  相似文献   

13.
The purpose of this cross-case analysis is to illustrate how and why literacy was incorporated into science teaching and learning in three secondary classrooms. Research questions guiding the analysis include: (a) How were literacy events shaped by the teachers' philosophies about teaching science content and teaching students? and (b) How was literacy (reading, writing, and oral language) structured by the teachers and manifested in science lessons? The methodology of ethnography and the theoretical framework of symbolic interactionism were employed in the three studies on which the cross-case analysis was based. The researchers assumed the role of participant observers, collecting data over the period of 1 year in each of the three classrooms. Data, in the form of fieldnotes, interviews, and artifacts, were collected. In each study, data were analyzed using the constant comparative method (Glaser & Strauss, 1967) to determine patterns in the teachers' beliefs about learning and how these influenced their choice of literacy activities. The cross-case analysis was conducted to determine patterns across the three teachers and their classrooms. The findings from this analysis are used to compare how the teachers' philosophies of teaching science and their beliefs about how students learn influenced their use of literacy practices during lessons. Specifically, each teacher's use of literacy activities varied based on his or her beliefs about teaching science concepts. Furthermore, reading, writing, and oral language were important vehicles to learning science concepts within daily classroom activities in the three classrooms.  相似文献   

14.
ABSTRACT

Theoretically, organisational culture, instructor training, and learning space design influence how faculty teach STEM courses. Previous studies have used classroom observation protocols to characterise the range of teaching practices in mostly teacher-centered, traditional STEM classrooms. In this study, we examined the classroom behaviour of 13 STEM faculty teaching biology courses in a reformed undergraduate STEM learning environment. Our findings indicate that instructors teaching in this reformed environment guided student learning (58.4?±?1.9%) almost three times more than they presented information (20.0?±?2.2%). Students worked individually or in groups and talked to the whole class (57.1?±?1.8%) 1.5 times more than they received information (35.5?±?1.9%). We found significant positive correlation between ‘instructor presenting’ and ‘students receiving’ information (r?=?0.743, p?=?1.4?×?10?4) and ‘instructor guiding’ and ‘student working and talking’ in class (r?=?0.605, p?=?7.2?×?10?5), suggesting that instructors can change their own classroom behaviours and expect concurrent change in their students’ behaviours. Finally, sequencing teaching practices in high active-engagement classrooms showed instructors move and guide student group work and lead whole class discussions before lecturing to students, which could lead to deeper learning of conceptual knowledge. We discuss insights from these findings that have implications for acculturating evidence-based teaching practices in STEM departments.  相似文献   

15.
Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007  相似文献   

16.
Despite emphasis and progress in developing collaborative inquiry in computer-supported collaborative learning research, little attention has been given to examining how collective learning can be assessed in computer-supported collaborative learning classrooms, and how students can have agency in assessing their own collaborative process. We propose that assessments should capture both individual and collective aspects of learning and be designed in ways that foster collaboration. We describe the design of student-directed electronic portfolio assessments to characterize and “scaffold” collaborative inquiry using Knowledge Forum?. Our design involved asking students to identify exemplary notes in the computer discourse depicting knowledge building episodes using four knowledge building principles as criteria. We report three studies that examined the designs and roles of knowledge building portfolios with graduate and Grade 12 students in Hong Kong and Canada. The findings suggest that knowledge building portfolios help to characterize collective knowledge advances and foster domain understanding. We discuss lessons learned regarding how knowledge building may be fostered and provide principles for designing assessments that can be used to evaluate and foster deep inquiry in asynchronous online discussion environments.  相似文献   

17.
This study investigated the effectiveness of integrating collaborative learning in Turkish elementary (primary) classrooms where English is acquired as a foreign language. Specifically, it aimed at shedding light on how the participating students and teachers perceive such language classes, what are the effects of integrating this particular method in the classroom and how does working collaboratively influence students’ level of proficiency. A sample of 23 Turkish students (Grade 5, age 10–12) and 2 English teachers participated in the case study. Data were collected through a triangulated approach, in which pre- and post-tests, diaries and observations were administered to the two groups of participants. The findings revealed that collaborative learning has positive influence both on teaching and learning English in fifth-grade classrooms.  相似文献   

18.
《College Teaching》2013,61(2):244-248
Abstract. Assessment of the efficacy of collaborative learning group techniques is frequently subjectively based and often relies on casual comments from students or faculty. Despite this shortcoming, instructors searching for new and effective ways of teaching quantitative courses continue to experiment with collaborative pedagogy. This study examined the relationship between student performance on collaborative learning group assignments and students' examination scores in statistics. The results both challenge and support the efficacy of collaborative learning groups and suggest that faculty modify such techniques when evidence of student achievement cannot be empirically linked to the collaborative experience.  相似文献   

19.
Using a mixed methods, multilevel research design, this pilot inquiry explored the relationship between college faculty professional development and the academic achievement of diverse students by coupling two separate links: (a) the effects that professional development activities have on improving teaching strategies, and (b) the effects these teaching strategies have on student learning. Data were collected from administrators, faculty, and students to discover what teaching strategies are being used and, in their view, how these strategies affect learning outcomes. Data sources included a survey, documents, interviews, and observations. The case study institution is a New Mexico community college, and the research focuses on two academic programs with 145 students enrolled. Data analyses revealed three main themes: (a) faculty development and its link to teacher effectiveness and student learning outcomes are embedded in the mission, goals, and policies of the institution; (b) faculty development is considered vital, funding is always available, and faculty participate in on- and off-campus development activities to enhance their teaching effectiveness and student learning outcomes; and (c) the institution focused on collecting and analyzing student learning outcomes data, but no data-driven means for assessing the effectiveness of faculty development activities existed.  相似文献   

20.
This case study reports on patterns of participation in a virtual collaboratory organised around goals associated with the involvement of graduate students in research and writing projects. Traditionally, distance learning classrooms have been devoted to teaching content matter (in a virtual context) yet this case study reports on the use of synchronous learning contexts to support research and professionalisation on the part of graduate students in library and information science. Focus is placed on discussing virtual collaboratories as a form of learning design that modifies the use of existing (synchronous) distance learning classrooms.  相似文献   

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