Linking personal and professional knowledge of teaching practice through narrative inquiry     

Margaret R. Olson 《The Teacher Educator》2013,48(4):109-127

Abstract

Preservice teachers enter professional teacher education programs with personally constructed (but often implicit and unexamined) knowledge of what good teaching is and what kind of teachers they wish to become. If they are unable to connect new and/or expanded professional knowledge of teaching with their own unexamined narrative knowledge of teaching, professional knowledge presented in courses remains decontextualized theory; their personal narrative knowledge of teaching remains implicit and unexamined; and they teach as they believe they were taught. Here the use of four versions of narrative inquiry with preservice teachers are examined. Each one—Response to Practicum Experiences, Responses to Readings, Small and Large Group Discussions, and Reflection Papers—is intended to enable students to explore narrative assumptions that contribute to their images of teaching. Each form of narrative inquiry enables students to explore unexamined parts of their personal and professional knowledge of teaching and link these in explicit ways.  相似文献   

What the discourse tells us: Talk and indicators of high-level comprehension     

Anna O. Soter  Ian A. Wilkinson  P. Karen Murphy  Lucila Rudge  Kristin Reninger  Margaret Edwards 《International Journal of Educational Research》2008,47(6):372-391

The purpose of this study was to validate and extend the findings of an exhaustive literature search in Year 1 and a meta-analysis in Year 2 of a 3-year project in which nine (9) small-group discussion approaches were identified. Having identified parameters of discussion that were, to a greater or lesser extent, present in these nine discussion approaches, our goal in the study being reported in this paper, was to evaluate the nine discussion approaches on a common set of discourse features known to characterize ‘quality’ discussions. Although there is overlap among some studies in the nature of the measures used, the extant literature does not afford a uniform basis on which to evaluate student talk as an indicator of student understanding and critical thinking. In the present study, we identified features of classroom discourse that might serve as proximal indices of students’ learning and comprehension and we employed each of these proximal indices in analyzing and evaluating the discourse samples solicited from the proponents of the discussion approaches.  相似文献   

Lesson notes on the New Testament (3)     

Margaret Avery B.A. S.Th. 《British Journal of Religious Education》1942,9(1):24-30

  相似文献   

From Civic Education to General Studies: the implementation of political education into the primary curriculum     

Chi‐Kim Cheung  Margaret Leung 《Compare》1998,28(1):47-56

  相似文献   

People and Perspectives     

Margaret Roberts 《Pastoral Care in Education》2005,23(4):54-61

  相似文献   

Teaching French in a School for Children with Moderate Learning Difficulties     

Margaret Riley 《British Journal of Special Education》1997,24(2):66-70

Margaret Riley, who teaches at Woodside Senior School, Bolton, considers approaches to the teaching of a modern foreign language in a school for children with moderate learning difficulties.  相似文献   

Using online assessment to support the development of referencing skills     

Forrest ME 《Health information and libraries journal》2007,24(2):142-144

  相似文献   

Propriety, process and purpose: considerations of the use of the telephone interview method in an educational research study     

Margaret Glogowska  Pat Young  Lesley Lockyer 《Higher Education》2011,62(1):17-26

While the use of the telephone has increased as a means of collecting research data in a range of areas, there are few examples of studies where telephone interviews have been conducted to collect qualitative data. The field of educational research is no exception to this. This paper focuses on a study carried out in Higher Education (HE) investigating student withdrawal. It explores the ethics of interviewing by telephone a group of former students; issues that arose in the carrying out of the research, particularly relating to the quality of the data; and the impact of the study’s purpose on its conduct. The paper discusses the value of telephone interviewing to collect qualitative data and offers some practical suggestions for future use.  相似文献   

Executive impairment determines ADHD medication response: implications for academic achievement     

Hale JB  Reddy LA  Semrud-Clikeman M  Hain LA  Whitaker J  Morley J  Lawrence K  Smith A  Jones N 《Journal of learning disabilities》2011,44(2):196-212

Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment efficacy. Documenting "cool" executive-working memory (EWM) and "hot" self-regulation (SR) neuropsychological impairments could aid in differential diagnosis of ADHD subtypes and determining cognitive and academic MPH response. In this study, children aged 6 to 16 with ADHD inattentive type (IT; n = 19) and combined type (n = 33)/hyperactive-impulsive type (n = 4) (CT) participated in double-blind placebo-controlled MPH trials with baseline and randomized placebo, low MPH dose, and high MPH dose conditions. EWM/ SR measures and behavior ratings/classroom observations were rank ordered separately across conditions, with nonparametric randomization tests conducted to determine individual MPH response. Participants were subsequently grouped according to their level of cool EWM and hot SR circuit dysfunction. Robust cognitive and behavioral MPH response was achieved for children with significant baseline EWM/SR impairment, yet response was poor for those with adequate EWM/ SR baseline performance. Even for strong MPH responders, the best dose for neuropsychological functioning was typically lower than the best dose for behavior. Findings offer one possible explanation for why long-term academic MPH treatment gains in ADHD have not been realized. Implications for academic achievement and medication titration practices for children with behaviorally diagnosed ADHD will be discussed.  相似文献   

Welcome to Annette Wannamaker,Editor-in-Chief for North America     

Margaret?MackeyEmail author 《Children‘s Literature in Education》2011,42(4):275

  相似文献