Search results for: Buck Gayle A.
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Fostering a Theoretical and Practical Understanding of Teaching as a Relational Process: A Feminist Participatory Study of Mentoring a Doctoral Student
The authors desired a mentoring approach for graduate students in education that would foster an understanding and practice of teaching as a relational process. This article provides a practitioner account of an action research study focused on the development of such an approach. In a semester-long feminist participatory study, the authors utilized weekly dialogues, reflective journals, classroom observations and written documents to explore the mentoring experience of one graduate advisor, one graduate teaching assistant, and two critical friends.
Updated: Jan. 12, 2010
Preparing Teachers to Make the Formative Assessment Process Integral to Science Teaching and Learning
Formative assessment provides a means to successfully scaffold learning. Unfortunately, few teachers understand the pedagogical implications of such scaffolding or their role in utilizing formative assessments. The purpose of this study was to develop an understanding of the experience of being a teacher that is seeking to improve learning through formative assessment and using that understanding to improve our practices in teacher education.
Updated: Nov. 03, 2009
The article contradicts the notion that teaching and learning in practice are forms of applied science. Using middle school science classrooms, the authors argue that the true process driving both teaching and learning is inquiry. As teachers experimented directly with the working notions of seeing, relational knowing, mindful embodiment, and assessment as interrelated and interdependent with inquiry, the teaching/learning outcomes authorized more and more inquiry in teachers' - and then students' – practices.
Updated: Mar. 14, 2008
This paper documents a self-study research group's development and its effects on 11 participants. Drawing on the scholarship of the self-study tradition within educational research, we see teacher knowledge as an important and largely untapped source for the improvement of teaching. Positioning participants to look at the sense and selves being made on a continual basis is the task embraced by this self-study group. The paper reveals professional development risks and opportunities confronted by educators through vulnerably, accountably, integrally, and mindfully negotiating teaching-learning lives.
Updated: Jan. 26, 2008