Sharing teacher knowledge at scale: teacher inquiry,learning design and the representation of teachers’ practice     

Martin Oliver  Katerina Avramides  Wilma Clark  Jade Hunter  Rose Luckin  Cecilie Hansen 《Teacher Development》2018,22(4):587-606

Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice.  相似文献   

The role of cognitive factors in chemistry achievement     

Sarath Chandran  David F. Treagust  Kenneth Tobin 《科学教学研究杂志》1987,24(2):145-160

Evidence from the research literature suggests that a variety of cognitive factors is responsible for chemistry achievement. This investigation examined the role of four cognitive factors, namely, formal reasoning ability, prior knowledge, field dependence/ independence, and memory capacity on achievement in chemistry as measured by tests of laboratory application, chemical calculations and content knowledge. The sample comprised grade 11 students from eleven high schools who were following the same chemistry syllabus. The results indicated that prior knowledge and formal reasoning ability were each statistically significantly related to variation in chemistry achievement. Field dependence/independence and memory capacity played no significant role in chemistry achievement.  相似文献   

Thinking about interpretation: A reply to Snyder     

David R. Olson 《Interchange》1990,21(3):56-60

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Authors' response     

Kenneth Tobin  David F. Treagust  Sarath Chandran 《科学教学研究杂志》1990,27(6):611-613

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The availability and importance of evaluative information within the school     

David Nevo  Daniel L. Stufflebeam   《Studies in Educational Evaluation》1976,2(3):203-209

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Visual illusions in the baboon (Papio anubis)     

Efraim Benhar  David Samuel 《Learning & behavior》1982,10(1):115-118

Two baboons were trained on oddity problems with sets of stimuli involving parallel lines. When stable discrimination performance had been established, occasional test trials were run with Zöllner illusion figures. Both animals appeared to have been deceived by the illusion.  相似文献   

The unintended consequences of school inspection: the prevalence of inspection side-effects in Austria,the Czech Republic,England, Ireland,the Netherlands,Sweden, and Switzerland     

Karen L. Jones  Peter Tymms  David Kemethofer  Joe O’Hara  Gerry McNamara  Stephan Huber 《牛津教育评论》2017,43(6):805-822

It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure.  相似文献   

What makes a skilled writer? Working memory and audience awareness during text composition     

Denis Alamargot  Gilles Caporossi  David Chesnet  Christine Ros 《Learning and individual differences》2011,21(5):505-516

This study investigated the role of working memory capacity as a factor for individual differences in the ability to compose a text with communicative efficiency based on audience awareness. We analyzed its differential effects on the dynamics of the writing processes, as well as on the content of the finished product. Twenty-five graduate students composed a procedural text explaining how to assemble a model turbine. They were free to consult a documentary source, featuring captioned pictures of turbine parts and assembly steps, at any time. Graphomotor and eye movements were recorded using ‘Eye and Pen’ software with an eye-tracker and digitizing tablet. Results showed that high WM capacity writers used a different strategy to explore the visual source, making longer writing pauses and producing more detailed procedures, and achieved the communicative goal more efficiently, by introducing more reader supports. In conclusion, we discuss the feasibility of audience awareness training.  相似文献   

How do instructional designers evaluate? A qualitative study of evaluation in practice     

David D. Williams  Joseph B. South  Stephen C. Yanchar  Brent G. Wilson  Stephanie Allen 《Educational technology research and development : ETR & D》2011,59(6):885-907

This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research are discussed.  相似文献   

Erratum to: Effect of Current Electricity Simulation Supported Learning on the Conceptual Understanding of Elementary and Secondary Teachers     

David Devraj Kumar  P. V. Thomas  John D. Morris  Karen M. Tobias  Mary Baker  Trudy Jermanovich 《Journal of Science Education and Technology》2011,20(2):116-115

This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains, with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21) gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported science learning can have a positive effect on concept attainment in teachers.  相似文献