Understanding by Design: A Framework for Effecting Curricular Development and Assessment     

Don Roth 《CBE life sciences education》2007,6(2):95-97

Successful learning outcomes require the integration of content and meaningful assessment with effective pedagogy. However, development of coherent and cohesive curriculum is seemingly overwhelming even to experienced teachers. Obviously this creates a barrier to successful student learning. Understanding by Design (UbD) overcomes this impasse by providing concise and practical guidance for experienced and inexperienced teachers. In programs sponsored by the National Science Foundation and the National Institutes of Health, teams composed of University of Wyoming graduate students and science teachers from grades 6 to 9 designed motivating, inquiry-based lesson plans intended to get students to think and act like scientists. In this process, teams utilized principles outlined in UbD with great success. UbD describes a practical and useful “backward” design process in which anticipated results are first identified; acceptable evidence for learning outcomes is established and, only then, are specific learning experiences and instruction planned. Additionally, UbD provides procedures to avoid content overload by focusing on “enduring principles.” WHERE, the UbD sieve for activities, was used effectively to develop tasks that are engaging, that are consistent with state educational standards, and that promote self-directed, life-long learning.  相似文献   

Contradictions in theorizing and implementing communities in education   总被引：1，自引：0，他引：1  

Wolff-Michael Roth  Yew-Jin Lee 《Educational Research Review》2006,1(1):27-40

Past educational improvement endeavors were fundamentally centered on the learner as an individual. This changed by the early 1990s after an increasing number of educators and researchers embraced sociocultural learning concepts such as “communities of practice,” “communities of learners,” and “knowledge-building communities.” These ideas are originally grounded in a dialectical materialist, cultural-historical theory of activity, or, as Lev Vygotsky called it, in a “concrete human [social] psychology.” However, as these concepts filtered into Western scholarship, some of their defining characteristics have been lost or downplayed. The intention of this article is thus to offer a more complete theorization of the educational notion of community that is centered on collective activity or practice mediated by history and culture/society. Two case studies, which exemplify learning communities using this lens, conclude the paper.  相似文献   

The teaching practicum as a locus of multi-leveled,school-based transformation     

Michele Salles El Kadri  Wolff-Michael Roth 《Teaching Education》2013,24(1):17-37

The teaching practicum is often considered as a compulsory activity for enculturating new members into the teacher community by providing opportunities to experience teaching in action. However, the practicum is rarely conceptualized in terms of its transformative potential. In this study, we report the results of a two-year ethnography study of a teaching practicum in Brazil based on the {coteaching | cogenerative dialoguing} model. Our study shows that the practicum does not have to be a mere induction experience, but that it also may be the transformative locus for (a) the practicum participants (new teachers, school teachers, teacher educator, and students) and (b) school and university/school relationships, and (c) of the practicum activity itself. The results show the potential of the practicum to transform individual and collective agency. Implications are discussed for reorganizing the teaching practicum.  相似文献   

The Final Word     

Sydney W. Head  Edith Efron  Robert J. Blakely  Dorthea H. Roth  Donel W. Price  Sydney Head 《Communication Booknotes Quarterly》2013,44(3):5-6

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Education makes a difference: Results of a survey of writing on the job     

Lorie Roth 《Technical Communication Quarterly》2013,22(2):177-184

A survey of 182 employees participating in writing workshops reveals some differences in writing practices, based on the educational level of the employee, and suggests that employees with advanced degrees (e.g., master's or doctoral) vary most noticeably from the other groups. In particular, it seems that a large percentage of workers with graduate training write long reports, write to other experts in their field, and spend time revising. Additional research needs to be done on the impact of educational level on writing practices.  相似文献   

Who Makes the Most Productive Executive?     

William F. Roth 《Performance Improvement》2013,52(9):6-12

This article compares two attitudes upper‐level managers can demonstrate when they assume a new position. It uses Marissa Mayer of Yahoo! and Pat Carrigan of General Motors as examples. The first attitude is “Letting you know that I am in charge.” The second is “You need to help me figure things out.” The article relates these styles to left‐brain and right‐brain dominance and traces the historical shift from the first of these to the second in the workplace.  相似文献   

Regulated childhood: equivalence with variation     

Ann‐Christine Vallberg Roth  Annika Månsson 《Early Years: An International Journal of Research and Development》2009,29(2):177-190

The overriding aim of this article is to make a contribution to the discussion on individual development plans (IDPs) in Sweden as an expression of a regulated childhood and institutional practice. Individual development plans are seen as a phenomenon linked to the emergence of an auditing society. In sum, children are studied as subjects in relation to content, form and assessment in the individual development plans. The IDP material was collected in October 2006 in three urban municipalities and one rural municipality in southern Sweden. The three urban municipalities comprised municipal areas that were ethnically relatively homogenous and heterogenous, respectively. The data consist of 82 randomly chosen plans for children in preschool and preschool classes, and the method is based on textual analysis. An overall picture of a multicontextual regulation of childhood and institutional practice gradually emerges. The analysis can be summarized in distinctive principal tracks, or normalities, marked by equivalence with variation  相似文献   

Bodily experience and mathematical conceptions: from classical views to a phenomenological reconceptualization     

Wolff-Michael Roth  Jennifer S. Thom 《Educational Studies in Mathematics》2009,70(2):175-189

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.

Wolff-Michael RothEmail:

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Policy as Boundary Object: A New Way to Look at Educational Policy Design and Implementation   总被引：1，自引：0，他引：1  

Gholamreza Emad  Wolff -Michael Roth 《Vocations and Learning》2009,2(1):19-35

Policy implementation research in general and educational policy in particular is loosely connected to policy-making processes. There is a gap particularly in the field of vocational education. This often leads to conflicts and contradictions between policy-maker objectives and end-user implementation. To avoid such a disconnect, the relation between the world of end users and the world of decision-makers should be carefully constructed. This might be done through connecting the process of decision-making to implementation and carefully developing methods that encompass the demands of decision-makers and the needs and informational requirements of end users. Our intensive case study research on the process of a vocational education reform in the marine sector confirms that the lack of robust connection and active engagement of implementers as the end-users in the design of the policy created challenges for its implementation. Using a theoretical framework based on the notion of boundary objects we bring an alternative to current practice by creating the potential to illuminate and remove tensions and challenges for policy implementation. From there we infer that adopting this concept for policy design may prevent such conflicts and contradictions and result in successful implementation.

Wolff -Michael RothEmail:

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Lecturing graphing: What features of lectures contribute to student difficulties in learning to interpret graph?     

G. Michael Bowen SNSC  Wolff-Michael Roth 《Research in Science Education》1998,28(1):77-90

Some studies suggest that individuals having completed undergraduate science programs are often poorly prepared to use graphs in ways typical of their disciplines. Science and technology studies have identified competency in graphing as being of central importance to the practice of a scientific discipline. Given the centrality of graphing to the practice of science, an important aspect of becoming enculturated into the practices of a scientific discipline is being able to use and interpret graphs in ways that are typical to that discipline. For example, competency in this usage is important to reading, interpreting and understanding journal articles in a discipline. Undergraduate science students spend a considerable amount of time in lectures where graphical representations play a major role in the presentation of subject matter. To gain an understanding of the use of graphs in lectures and how this use contributes to student understanding, this paper provides a microanalysis of graph use in lectures drawn from artifacts compiled from videotaping all lectures and seminars in a thirteen week ecology course. This analysis focused on both the text and the geestural references made in the reading of a graph in an ecology lecture. We conclude that the common ground existing amongst scientists that help them reach an agreed upon interpretation of a graph is missing from the present lectures and then discuss the constraints this places on students, learning about graphs in lectures.  相似文献