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Gayle A. Buck Margaret A. Macintyre Latta Diandra L. Leslie-Pelecky 《Journal of Science Teacher Education》2007,18(3):377-397
As university professors we sought to disrupt the practice of giving our students the actions we felt they should imitate
in their teaching practice. Instead, we sought to actively engage teachers in the creation of workable solutions to real-life
problems. We accomplished this by conducting a participatory action research project. This paper illustrates our action research
project focused on preparing middle level science teachers to foster inquiry-based learning in their classrooms. The findings
of this study not only lead to a revised professional development opportunity for science teachers, but also provided an example
of university faculty engaging in pragmatic research focused on addressing contemporary issues in K-12 science education.
The work reported within was partially supported by a National Science Foundation Grant. The opinions, views and conclusions
expressed in this paper may not reflect those of the funding agency. 相似文献
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Intertwining case study with practitioner inquiry, a research team seeks language for the conduct of mindful curricular enactment in an alternative public middle school. The school is committed to valuing students’ narratives of experience, the resources all bring to the school, and the given particularities of contexts, subject matter, and situations, as the makings comprising learning within and through community. A collaborative approach to inquiry that involves all team partners in the research process and engages the unique strengths that each brings focuses on how this alternative school provides a case for accessing how and why mindful curricular enactment orients accordingly. It is the makings forming this curricular movement, and the room found within these makings to reorganize and reconstruct thinking, that primary attention is oriented towards. Deweyan ‘roominess’ negotiated through such curricular enactment is documented as mindful attention to curriculum-making that fosters the needed room—the conditions and supports sustaining an individual/collective movement of thinking. Such movement is revealed as necessarily receptive, inciting community (re)making. Its inspirited nature is revealed through participatory modes of being and associated habits embracing knowledge-making as generative, elemental to being human, in need of other(s), assuming temporal/spatial agency, and interdependent with imagination, instilling embodied understandings. 相似文献
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In this paper, we attempt to address one of the central questions for teachers and teaching: how is it that teachers are able to see and act appropriately in concrete circumstances? To do so, we examine the ontological meaning of experience in teacher education. The discussion is anchored in the concrete particulars of a grade 5 art lesson. Our intent is to show the dynamic processes involved in becoming experienced as a teacher and to draw connections between experience and practical wisdom (phronesis). Thus, we argue that phronesis is not so much a form of knowledge as it is dynamic experience. We argue for the development of what John Dewey called educational experience in teacher education, and in particular its dynamic edge: the making of wise and practical judgments. We assert that such action is made possible, not so much by translating (unsituated) theory into practice through the deployment of specialized technique, or by inducing general, abstract propositions from concrete particulars, but primarily from being mindfully embodied. The primary task for teacher education then becomes to help prospective teachers be in touch, intimately related with the processes of actual experience, such that they learn to be open to their experience, to be radically undogmatic—in touch with self, others, and the character of the circumstances in which they find themselves. 相似文献
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Margaret Macintyre Latta 《Teaching Education》2013,24(3):183-196
A dominant theme arising out of a research project concerned with elucidating theory–practice relations in prospective and practicing teachers is the role and place of fear in what it means to teach and to learn. The text for this paper grew out of extended conversations the researcher had with 12 of these participants forming a self‐study research group centered on reconfiguring the concept of fear as holding agency within teaching and learning. Fear and its relation to the lives of teachers is examined alongside these 12 teachers naming fear as an internal concept they grapple with daily in their teaching/learning practices as they confront the given risks and opportunities inherent within the acts of teaching and learning. Participating teachers portray fear as a disconnect between self and other(s) that contains and restrains their practices, compartmentalizing knowledge, separating pedagogy from content, and theory from practice, halting fear as a moving force to be grappled with through deliberation and interaction. Such contained disconnect between teachers and their teaching/learning practices is evidenced through a disregard for self‐understanding, pedagogical tone, and plurality and natality. The result of such disregard is teacher epistemological and ontological insecurity undermining teaching and learning. The relevance and power of theory in addressing such insecurity is evidenced. Seeking accordance within the act of teaching for learning’s sake are the fearful risks and opportunities integral to the work of teachers. 相似文献
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Margaret Macintyre Latta 《课程研究杂志》2013,45(5):687-698
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Walter Dick Raymond Latta 《Educational technology research and development : ETR & D》1970,18(1):33-45
Summary The duration of the current experiment was admittedly quite short—30 minutes to an hour of learning time. A longer program
may have produced more pronounced differences. Sixty-four students including 32 high and low ability males and females were
randomly assigned to programed instruction and computer-assisted instruction programs on the topic of Significant Figures.
The results indicated that the students using programed instruction performed significantly better than those using CAI. This
difference was attributed primarily to the very poor performance by the low ability students in the CAI group. There was also
a significant ability effect. The posttest and retention test results, as well as number of errors in the actual learning
sequence, indicated there was a trait by treatment interaction which was interpreted primarily as a very poor performance
by low ability students on CAI, with almost equal performance by high and low ability students utilizing programed instruction.
The data would not support such explanations as the use of recognition responses or the inability to achieve any particular
concepts in the program for the performance of low ability students on the CRT-oriented CAI. Further research is suggested.
The work reported herein was sponsored by the Florida State University Computer-Assisted Instruction Center and the Office
of Naval Research under Grant No. N00014-68-A-0494. 相似文献
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Margaret Macintyre Latta 《Teachers and Teaching》2013,19(3):329-344
This paper draws on data collected in a one‐year research project focusing on elucidating theory/practice relations in learning to teach. As a teacher educator I grapple with the nature and role of teaching methodology. The notion of method, with its implied order and certainty, is confronted alongside prospective teachers throughout their coursework and student‐teaching experiences. Reflexivity is considered essential to this research process, providing a means to address the interface between the empirical data collected alongside student‐teachers and its interpretations. In this regard I draw on the historical writings of Dewey (1904, 1910, 1938) and Bakhtin (1990, 1993), found to provide insights into theory/practice relations. Through Dewey's thinking, bearings are retrieved that reorient teaching/learning methodology toward neglected needs and opportunities in learning to teach. Through Bakhtin's early aesthetic essays, a language is retrieved that addresses forgotten assumptions central to reformulating teaching methodology. This paper pursues the necessary character of a teacher preparation course fostering a mode of method that is radically different from the technical one. It is a mode of method that attends to the voices of prospective teachers in schools confronting the nature of learners and learning, teachers and teaching. It is a mode of method that reminds all involved in the schooling process of the power of teaching/learning restored to its participatory and complex nature. 相似文献
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Gail F. Latta 《International Journal of Leadership in Education》2020,23(3):274-299
ABSTRACTThe predictive utility of previous studies of organizational culture has been limited by an over-emphasis on the integration perspective. Much less attention has been his been paid to subcultural differentiation and fragmentation. This case study bridges that divide by employing methods of cultural analysis designed to explore the relationship between organizational culture, the culture of leadership, and employee engagement in an academic institution through the lens of integration, differentiation and fragmentation. Adopting a complexity approach to cultural analysis as a theoretical framework, methodological innovations utilizing survey data and quantitative inferential statistics establish the predictive utility of organizational culture with respect to three dimensions of engagement: vigor, dedication and absorption. Analyses based on cultural uniformity, subcultural variation and ambiguity were found to illuminate different aspects of the culture of leadership and engagement, differentiated by employee status and years of service. Results of the differentiation and fragmentation analyses yield insights masked by the integration approach: Analysis of cultural differentiation revealed dedication and absorption were more affected by cultural and leadership dynamics than vigor, while analysis of cultural fragmentation uncovered minority perspectives on bullying, leader accountability and employee misbehavior that represent important targets for improvement masked in the analysis of organizational culture as a whole. 相似文献
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Margaret MacIntyre Latta 《Interchange》2000,31(4):369-383
Aesthetic considerations are qualitative, personal, and value laden and do not fit well into existing educational frameworks. Yet, I think greater aesthetic awarness is a pragmatic and philosophical necessity missing in much schooling. An aesthetic context calls for a rethinking and revaluing of what is educationally important. This paper explores such possibilities along with the concrete implications of taking aesthetic considerations seriously, within a school setting. Opened in September, 1997, the Creative Arts Centre, Milton Williams School, Calgary Board of Education, Calgary, Alberta, Canada, has chosen to value the creating process, primary to the arts, within the school curriculum as a whole. It seems an ideal situation in which to pursue connections between curriculum theory, practice, and the aesthetic. 相似文献
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