Co-teacher noticing: implications for professional development     

Michelle L. Meadows  Joanne Caniglia 《International Journal of Inclusive Education》2013,17(12):1345-1362

ABSTRACT

Federal laws require schools to incorporate co-teaching environments, often comprised of an inclusion specialist and content specialist. Research shows individual teachers can make improvements to their practice by engaging in critical reflection through noticing. The authors present a research-based professional development model designed for teachers to improve and enhance their co-teaching practices. Findings included: teachers’ beliefs on teaching became more aligned; teachers’ beliefs on collaboration were inconsistent; teachers tended to focus on their teaching, not on student learning; and, teachers were non-cognizant of their beliefs toward teaching and co-teaching. We articulate ideas resulting from these findings for enhancing professional development experiences for co-teachers.  相似文献   

The Times Higher Education ranking product: visualising excellence through media     

Michelle L. Stack 《Globalisation, Societies & Education》2013,11(4):560-582

This paper will examine the Times Higher Education's (THE) World University Rankings as a corporate media product. A number of empirical studies have critiqued the methodology of the THE, yet individuals, Higher Education Institutions (HEIs) and governments continue to use them for decision-making. This paper analyses the influence of rankings through the concepts of mediatization and visualisation. To this end, this paper will examine how media defines excellence in HEIs through rankings, and how HEIs use rankings to define themselves within a competitive educational marketplace.  相似文献   

Celebrating the Practitioner’s Voice     

Michelle Lynn-Sachs 《Journal of Jewish Education》2013,79(2):83-84

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Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams: The Role of Peer Influence in Robotics Engineering Activity     

Michelle E. Jordan  Reuben R. McDaniel Jr. 《学习科学杂志》2013,22(4):490-536

This study investigated how interaction with peers influenced the ways students managed uncertainty during collaborative problem solving in a 5th-grade class. The analysis focused on peer responses to individuals’ attempts to manage uncertainty they experienced while engaged in collaborative efforts to design, build, and program robots and achieve assignment objectives. Patterns of peer response were established through discourse analysis of work sessions for 5 teams engaged in 2 collaborative projects. Three socially supportive peer responses and 2 unsupportive peer responses were identified. Peer interaction was influential because students relied on supportive social response to enact most of their uncertainty management strategies. This study provides a useful theoretical contribution to understanding the roles of peer interaction in collaborative problem solving. Conceptualizing collaborative problem solving as a process of negotiating uncertainties can help instructional designers shape tasks and relational contexts to facilitate learning.  相似文献   

Teaching Statistics Visually: A Quasi‐Experimental Evaluation of Teaching Chi‐Square through Computer Tutorials 1     

George W. Burruss  Michelle Hecht Furlow 《Journal of Criminal Justice Education》2013,24(2):209-230

This paper examines the effectiveness of computer graphic tutorials in explaining statistical concepts to undergraduates enrolled in two sections of criminal justice research methods. We demonstrated key concepts to a treatment group through a Microsoft Excel spreadsheet and Macromedia Flash movies. The students’ statistical skills were measured through a test on mathematical calculation and multiple‐choice questions about chi‐square concepts. Both sections scored similarly on the skills test; however, the treatment group performed better on the conceptual questions. We discuss the implications for teaching methods and statistics and offer several resources that instructors can use in their courses.  相似文献   

Effectiveness of the Student Success Course on Persistence,Retention, Academic Achievement,and Student Engagement     

Kris Kimbark  Michelle L. Peters  Tim Richardson 《Community College Journal of Research & Practice》2013,37(2):124-138

ABSTRACT

Despite a great increase in the numbers of students enrolling in higher education, specifically at community colleges, the successful completion rates for these students has remained static since the 1970s. When reviewing strategies to increase student retention and successful completion, the Student Success Course (SSC) has emerged as a promising and prominent strategy for community colleges. Given that, the purpose of this sequential mixed methods study was to determine if participation in a SSC influences persistence, retention, academic achievement, and student engagement on a community college campus. Data were collected from a purposeful sample of 197 SSC participants at a middle sized community college in southeast Texas and compared to a matched sample of 235 non-SSC participants. Twelve former SSC participants were also interviewed in an attempt to build a more empirical understanding of the impact of the SSC on student engagement and, thus, the students’ decisions to remain in college. Results of this study indicate that a relationship exists between participation in the SSC and persistence, retention, academic achievement in English and mathematics, and student engagement. Additionally, participants claim that taking the SSC not only altered their perceptions of the importance of the course, but their social and study skills as well.  相似文献   

The Case for Comprehensive Counseling Centers at Community Colleges     

Michelle Dykes-Anderson 《Community College Journal of Research & Practice》2013,37(10):742-749

This article addresses the need for a comprehensive counseling center to be housed on each campus of community colleges. Counseling helps to improve student academic success and retention, transfer, and graduation rates. Current research also illustrates an increase in psychological and emotional disturbances among college students across the nation, which, at times, results in acts of campus violence such as those that have occurred at Virginia Tech, Northern Illinois University, Henry Ford Community College, and the University of Alabama at Huntsville. This paper discusses the needs of the 21st century student body that result in the case for comprehensive college counseling centers. Recent legislation related to counseling at institutions of higher education is examined, recommendations are given, and components of a comprehensive counseling center are described.  相似文献   

Promoting Teacher Learning Through Learning Study Discourse: The Case of Science Teachers in Singapore     

Yuen Sze Michelle Tan  Samson Madera Nashon 《Journal of Science Teacher Education》2013,24(5):859-877

The potential of a theory of variation-framed learning study, a teacher professional development approach, to help teachers overcome curricular and pedagogical challenges associated with teaching new science curricula content was explored. With a group of Singapore teachers collaboratively planning and teaching new genetics content, phenomenographic analysis of data corpus from classroom observations, teacher meetings and interviews revealed teacher learning that manifested in the teachers’ experiences. These were captured as (1) increased degrees of student-centered pedagogy and challenges to teachers’ prior assumptions about science pedagogy, (2) increased awareness of possibilities and limitations of their beliefs about science pedagogy, and (3) emergence of new understandings about new curricular content and science pedagogy. The possibility of transformative and generative learning is also discussed.  相似文献   

BookReviews     

Kelly Coate  Michelle Tooher 《Teaching in Higher Education》2013,18(3):347-370

Teachers in American study-abroad programs usually receive little, if any, training before the trip, because ‘teaching is teaching’. The cultural differences between Chinese and American university classrooms, however, affect the students' ability to learn and the teacher's ability to teach in profound ways. Foreign teachers in China require at least a basic understanding of the educational, moral and political dimensions of their classrooms if they wish to maximize the learning potential of their Chinese students. Faculty teaching abroad should be prepared for the politics of their new university department, including management styles that can hamper efforts to acclimatize to the new setting.  相似文献   

Natatanuran frogs used the Indian Plate to step-stone disperse and radiate across the Indian Ocean     

Zhi-Yong Yuan  Bao-Lin Zhang  Christopher J Raxworthy  David W Weisrock  Paul M Hime  Jie-Qiong Jin  Emily M Lemmon  Alan R Lemmon  Sean D Holland  Michelle L Kortyna  Wei-Wei Zhou  Min-Sheng Peng  Jing Che  Elizabeth Prendini 《国家科学评论(英文版)》2019,6(1):10

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