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1.
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: |
2.
Alandeom W. Oliveira Huseyin Colak Valarie L. Akerson 《Cultural Studies of Science Education》2009,4(1):89-132
In this study we examine how elementary teachers in Brazil and Turkey approached the translation and subsequent classroom
implementation of an instructional activity that promotes environmental awareness through a combination of student role playing
and teacher oral delivery of an environmental story about river pollution. A discourse analysis showed that translation into
Portuguese was literal, an approach that fostered a classroom implementation that emphasized detached transmission of knowledge
(the teacher frequently interrupted her delivery to provide textual, contextual and recontextualizing information to students).
In contrast, translation into Turkish was free, that is, with many modifications that led to a decontextualized and detached
text. Implementation of this text was focused on the creation of student involvement, being dominated by oral strategies such
as religious analogies (heaven and hell), and parallel repetitions of statements of shared guilt. Based on these findings,
it was concluded that neither translation promoted an equivalent form of environmental instruction (i.e., involved transmission
of environmental knowledge). Furthermore, an argument is made that effective translation requires that original and translated
curricula foster analogous levels of involvement (or detachment) as well as equivalent forms of classroom relationships and
social roles (pragmatic equivalence).
相似文献
| Alandeom W. OliveiraEmail: |
3.
4.
Geoffrey Phelps 《Educational Assessment, Evaluation and Accountability》2009,21(2):137-154
Debates persist over the knowledge needed to teach elementary reading effectively. In one commonly held view verbal ability
is what matters most and the best approach to improving teacher quality is to recruit teachers who themselves are good readers.
Others argue that teachers need special forms of professional knowledge that differ substantially from common adult reading
and verbal ability. These different assumptions about what teachers need to know are directly relevant to whether teaching
reading demands specialized professional knowledge and they have lead to radically different policy recommendations for both
teacher preparation and induction. This study presents preliminary evidence that elementary reading teachers can hold a special
knowledge of language, text, and reading process that differs substantially from common reading and verbal ability. Implications
for the measurement and study of teacher quality and related implications for teacher evaluation and teacher development are
discussed.
相似文献
| Geoffrey PhelpsEmail: |
5.
Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers 总被引：1，自引：0，他引：1
Ken Appleton 《Journal of Science Teacher Education》2008,19(6):523-545
Elementary teachers are typically hesitant to teach science. While a limited knowledge of science content is a reason for
this, limited science pedagogical content knowledge (PCK) has emerged as another reason in recent research. This study constitutes
two case studies of a professional development program for elementary teachers involving mentoring by a university professor.
The mentor took the role of a critical friend in joint planning and teaching of science. The study examines the nature of
the mentoring relationship and reports the type of teacher learning that occurred, with a particular focus on the teachers’
development of science PCK.
相似文献
| Ken AppletonEmail: |
6.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering
a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted
in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative
to the live condition, with students also responding more positively to personalized video presentation.
相似文献
| Eric L. DeyEmail: |
7.
Sreyashi Jhumki Basu 《Cultural Studies of Science Education》2008,3(4):859-865
In this paper, in response to Ajay Sharma’s paper titled “Portrait of a science teacher as a bricoleur: A case study from
India” and associated reviews, I address the value of bridging two narrative styles for describing teacher development, discuss
questions of over-essentializing an Indian school context, propose that teacher and student participants should be included
in this type of writing series, and identify institutional barriers to researchers acting as agents-of-change.
相似文献
| Sreyashi Jhumki BasuEmail: |
8.
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10.
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: |
11.
Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped
class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the
aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue and reports on the impact
of video viewing as a means to improve teachers’ ability to be observers of classroom practice. We utilized a pre- and post-test
design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after
a teaching methods course where improving observation skills was an explicit goal. The results of the pre-assessment suggest
that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. The post-assessment
indicates that the course led to significant increases in preservice teachers’ observation skills, particularly in teachers’
ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication
during a lesson.
相似文献
| Jon R. StarEmail: |
12.
Eric Klopfer Kurt Squire 《Educational technology research and development : ETR & D》2008,56(2):203-228
The form factors of handheld computers make them increasingly popular among K-12 educators. Although some compelling examples
of educational software for handhelds exist, we believe that the potential of this platform are just being discovered. This
paper reviews innovative applications for mobile computing for both education and entertainment purposes, and then proposes
a framework for approaching handheld applications we call “augmented reality educational gaming.” We then describe our development
process in creating a development platform for augmented reality games that draws from rapid prototyping, learner-centered
software, and contemporary game design methodologies. We provide a narrative case study of our development activities spread
across five case studies with classrooms, and provide a design narrative explaining this development process and articulate
an approach to designing educational software on emerging technology platforms. Pedagogical, design, and technical conclusions
and implications are discussed.
相似文献
| Eric KlopferEmail: |
13.
14.
Yeping Li Dongchen Zhao Rongjin Huang Yunpeng Ma 《Journal of Mathematics Teacher Education》2008,11(5):417-430
It is generally perceived that Chinese elementary teachers have a profound understanding of the school mathematics they teach.
This perception has led to further interest in understanding teacher education practices in China. As some dramatic changes
in elementary teacher preparation have taken place in China over the past decade, this article aims to outline these changes
with a focus on curriculum provided in the new 4-year bachelor preparation programs. Sample mathematics teacher educators
in China were also surveyed to gather insiders’ views about teacher preparation practices and to identify relevant issues.
We believe that elementary teacher preparation and its changes in China can provide an important case for mathematics teacher
educators around the world to reflect on teacher education practices in their own systems.
相似文献
| Yeping LiEmail: |
15.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
| Mark G. StorzEmail: |
16.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
| Leonard J. WaksEmail: |
17.
Where practice and theory intersect in the chemistry classroom: using cogenerative dialogue to identify the critical point in science education 总被引：2，自引：0，他引：2
Sonya Martin 《Cultural Studies of Science Education》2006,1(4):693-720
This paper argues for an inclusive model of science education practice that attempts to facilitate a relationship between
“science and all” by paying particular attention to the development of the relationship between the teacher, students and
science. This model hinges on the implementation of cogenerative dialogues between students and teachers. Cogenerative dialogues
are a form of structured discourse in which teachers and students engage in a collaborative effort to help identify and implement
positive changes in classroom teaching and learning practices. A primary goal of this paper is to introduce a methodological
and theoretical framework for conducting cogenerative dialogue that is accessible to classroom teachers and their students.
I propose that researchers must learn to disseminate their findings to teachers in ways that are practical, in that they provide
teachers with information needed to make concrete connections between the research and their teaching, while continuing to
make available the theories that support their findings. Using an integration research framework in conjunction with a temporality
of learning model, I introduce a method of disseminating research findings that provides both classroom teachers and researchers
with access to different forms of knowledge about cogenerative dialogues in the same paper. In doing so, this article examines
the relationships between teacher knowledge and researcher knowledge by exploring the practical application of cogenerative
dialogues for classrooms teachers and the theoretical implications of using cogenerative dialogues for researchers.
相似文献
| Sonya MartinEmail: |
18.
In this article, we report a research project on web-based case instruction that was developed and implemented to allow prospective
early childhood teachers to be exposed to various dilemmas faced by practicing teachers. The goal of this project was to design
an instructional tool and method that could help prospective teachers expand their notion of classroom management beyond a
set of techniques. We collected 23 prospective teachers’ pre and postessays before and after the 3-week implementation of
the web-based case instruction, along with surveys and a focus group interview data. The initial data analysis results indicated
that this instructional method was effective for (a) promoting prospective teachers’ awareness of multiple perspectives, (b)
encouraging them to explore diverse ways of problem solving, and (c) articulating their justification based on a sense of
moral responsibility and affective engagement. We conclude with implications for future research and early childhood teacher
education.
相似文献
| Kyunghwa LeeEmail: |
19.
Coteaching is an effective structure for the pre-service practicum as it immerses student teachers in the culture of the school
and helps them to learn by working closely at the elbows of their mentor teacher. The collaborative nature of the model fosters
beliefs and practices based on shared perspectives and coresponsibility for the quality of the learning environment. Cogenerative
dialogues with students insure the inclusion of their voice in the collaboration and foster increased emotional energy and
classroom solidarity. The work by Wassell and LaVan (2009) fills an important void in our research on coteaching as it seeks to understand which practices and beliefs survive the
transition to professional service. While both teachers included cogenerative dialogues in their interactions with students,
we suggest that the reflective practices of a single teacher are qualitatively different from reflections based on the dynamic
interactions of multiple adults’ coteaching together. We explore strategies that will help administrators and school staff
find the human and material resources needed to staff the multiple teacher classroom. Our comments on this paper are informed
by our experiences as the academic coordinator and mentor teacher of the learning community in which Jen and Ian completed
their pre service practicum and are meant help disseminate this model to as many educational environments as possible.
相似文献
| Cristobal CaramboEmail: |
20.
Lessons Learned: Findings from MIT Initiatives in Educational Technology (2000–2005) 总被引：1，自引：1，他引：0
Lori Breslow 《Journal of Science Education and Technology》2007,16(4):283-297
Since 1999, MIT has undertaken an extensive effort in creating and implementing educational technology. Broadly speaking,
there have been two kinds of efforts: developing web-based services for higher education and creating educational technology
applications for use in the classroom. This article reviews a group of projects that produced educational technology applications
for use in the classroom or for classroom-based activities and were assessed by educational researchers in the Teaching and
Learning Laboratory (TLL). From those in depth studies, as well as less extensive involvement with a half dozen more initiatives,
we draw three major findings on the role and impact of educational technologies as they were developed and used at MIT over
6 years: (1) the most successful educational technologies meet a specific instructional need that has been unmet or poorly
met by traditional media; (2) too much technology or technology that does not work well can be detrimental; and (3) there
are important relationships between the technologies and the learning environments in which they operate.
相似文献
| Lori BreslowEmail: |