Subject knowledge for primary teaching: the influence of the personal dimension on beginning primary teachers’ conceptualisations and interpretations     

Deborah Pope 《Education 3-13》2019,47(3):293-307

This paper argues that professional discourse relating to subject knowledge for primary teaching is less than coherent in the context of initial teacher training (ITT). This study explored the ways in which the term subject knowledge was conceptualised and interpreted by beginning primary teachers. The research was conducted across two ITT partnerships with final-year undergraduate trainees. Data were collected via questionnaires, semi-structured interviews and participatory visual methods. The findings indicated that conceptualisations of subject knowledge were highly individualised and dependent on personal factors, rather than reflecting a shared understanding of a critically distinct concept.  相似文献   

The Effects of Conjoint Behavioral Consultation in Early Childhood Settings     

Susan M. Sheridan  Brandy L. Clarke  Lisa L. Knoche  Carolyn Pope Edwards 《Early education and development》2006,17(4):593-617

Conjoint behavioral consultation (CBC) is an ecological model of service delivery that brings together parents and educators to collaboratively address shared concerns for a child. This study provides exploratory data investigating the effects of CBC on home and school concerns for 48 children aged 6 and younger. Single-subject methods were used to evaluate the effects of CBC on individual children. Effect sizes across cases yielded large median effect sizes (0.97 at home and 1.06 at school). Results of paired sample t tests suggested significant improvements in parents' perceptions of communication with their child's teacher and in the overall parent-teacher relationship. In addition, parents and teachers reported high levels of acceptability of CBC and satisfaction with the consultant. Implications and limitations of the study and future research needs are presented.  相似文献   

Students’ perceptions of learning about qualitative inquiry in online contexts     

Kathryn Roulston  Elizabeth Pope  Trena Paulus  Kathleen deMarrais 《The American journal of distance education》2018,32(3):190-201

ABSTRACT

This paper reports findings from a 2-year study of online coursework in a graduate certificate program in qualitative research methods in the USA. Thirty-four interviews with students enrolled in coursework offered over a 2-year period were analyzed to explore their perceptions of engagement with the course content and one another. Findings are related to student perceptions of their learning to (1) value the course design and structure, (2) make authentic connections in the absence of physical proximity, and (3) appreciate feedback from others.

These themes are considered in light of principles of qualitative pedagogy outlined by scholars of qualitative methods, and the community of inquiry (CoI) model, in which social, cognitive, and teacher presence support student learning. Findings provide insight into the processes by which students’ engagement with course content and interactions with instructor and peers contribute to the development of a CoI involving cognitive, social, and teacher presence. Although the learning context described in this study pertains to teaching graduate-level qualitative research methods, findings are relevant to teachers of other subject areas.  相似文献   

Ethics in classroom assessment practices: Issues and attitudes     

Susan K. Green  Robert L. Johnson  Do-Hong Kim  Nakia S. Pope 《Teaching and Teacher Education》2007

Student evaluations should “be ethical, fair, useful, feasible, and accurate” [JCSEE (2003). The student evaluation standards. Arlen Gullickson, Chair. Thousand Oaks, CA: Corwin]. This study focuses on defining ethical behavior and examining educators’ ethical judgments in relation to assessment. It describes the results from a web-based survey of educators in which they read a brief scenario and indicated whether the student evaluation practice in the depiction was ethical or unethical. Results showed strong agreement among the educators on fewer than half of the scenarios presented in this study. These findings suggest that assessment is currently an educational realm without professional consensus.  相似文献   

A School—University Collaborative Journey Toward Relevance and Meaning in an Urban High School Physical Education Program     

Mary O'Sullivan  Deborah Tannehill  Nancy Knop  Clive Pope  Mary Henninger 《Quest (Human Kinetics)》2013,65(3):225-243

The promise and potential for collaborative teams of school and university colleagues to address substantive issues in physical education were the focus of an international conference and a series of high-profile articles in the late 80s and early 90s. However, school-university partnerships have seldom focused on school reform. Few scholars address secondary school physical education, save for the occasional article describing its eminent demise. Successful implementation of innovative practices, such as curricular and instructional revisions, requires significant investments in teacher development. This paper details a specific collaborative effort in physical education that makes a case for systematic long-term commitments to improve young people's physical education experiences. Stories from a 4-year collaborative highlight the complexities and challenges faced by any subdisciplinary group that commits to connecting professional preparation and practice for the benefit of our respective constituencies.  相似文献   

Home Mechanics at Indian Lake Central School     

Milton S. Pope 《Clearing house (Menasha, Wis.)》2013,86(4):237-238

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Examining teacher ethical dilemmas in classroom assessment     

Nakia Pope  Susan K. Green  Robert L. Johnson  Mark Mitchell 《Teaching and Teacher Education》2009

The current spotlight on assessment in education raises ethical issues as practices evolve. This study documents ethical conflicts faced by teachers in the United States regarding assessment of students. Critical incidents generated by practising teachers revealed a majority of reported conflicts related to score pollution, and conflicts frequently arose between teachers’ perceptions of institutional demands and the needs of students. The most frequently mentioned assessment topics causing conflict included grading, standardised testing, and special populations. These findings suggest that explicit guidelines for defining and avoiding unethical behaviour would be helpful to teachers in developing their assessment practices.  相似文献   

Improving reflective practice: a documentation rubric for mentoring preservice and in-service teachers     

Carolyn Pope Edwards  Erin Hamel  Jennifer Leeper Miller  Lixin Ren 《Journal of Early Childhood Teacher Education》2020,41(1):2-17

ABSTRACT

Professionals in the field of early childhood are encouraged to demonstrate reflective perspectives of their work supported by pedagogical documentation. The purpose of this article is to introduce a rubric developed for preservice and inservice teachers to improve documentation and reflection. The rubric’s four dimensions: visible learning, powerful story, emotional impact, and visual impact range from novice to expert level. The rubric is not meant to create prescribed documentation or to be used as an evaluation or assessment. Instead, it is a tool to sharpen critical focus for reflection and to challenge teachers to examine and improve their documentation. We include a review of the Reggio Emilia approach to pedagogical documentation and reflective process, an explanatory account of how the rubric was developed, and reflections from implementing the rubric with preservice teachers. We also offer reflective questions and examples to aid in improving documentation and reflection. Recommendations for practice include use as a tool for selfreflection and guided collaborative reflection in small groups.  相似文献   

The influence of model infant—toddler group care on parent-child interaction at home     

Carolyn Pope Edwards  Mary Ellin Logue  Sandra Loehr  Sanford Roth 《Early childhood research quarterly》1986,1(4)

The effects of day care participation on parent-child interaction at home were assessed using a university-based, half-day model infant—toddler program. Hypotheses concerned whether “child-centered” features of the physical and social environment were carried over by parents to the home. Nineteen matched pairs of center and noncenter children (ages 2 to 24 months at start) were followed for 8 months. All had employed student mothers. Methods included brief parent-reported “spot” observations, a videotaped observation of a bathing or feeding routine, and home environment assessments. Parents showed few group differences during the first half of the study period. At study end, however, center homes were more child-centered with respect to play, safety, and dinner arrangements. Center parents scored higher in proximity and warmth and lower in “teacher-avoided” behaviors. Noncenter parents at study end scored higher in authority (limit setting) and communicating values and labels. The findings are interpreted as supporting an ecological model of substantial intersection and cross-influence between home and day care settings.  相似文献   

The Case of Chou: The Inextricability of Career to Personal and Social Issues in a Multicultural Context     

Mark Pope  W. David Cheng  Frederick T. L. Leong 《Journal of Career Development》1998,25(1):53-64

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