Search results for: Crippen Kent
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This case study examined the experiences of a group of high school science teachers participating in a unique professional development method involving an argue-to-learn intervention. Findings indicate that participant groups were more likely to use the Web to find unique evidence than to they were to use the provided materials.
Updated: Apr. 23, 2013
This study evaluated Gregoire’s (2003) Cognitive–Affective Conceptual Change model (CAMCC) for predicting and assessing conceptual change in science teachers engaged in a long-term professional development project. The project was set in a large school district in the southwestern United States. The authors used a multiple case study method with data from three teacher participants to understand the process of integrating and applying a reform message of inquiry based science teaching. Findings show that the CAMCC functioned well in predicting how these teachers made decisions that impacted how they processed the reform message.
Updated: Sep. 19, 2010
This study examines the knowledge of 596 K-12 online teachers with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of each of these areas. Findings indicate that knowledge ratings are highest among the domains of pedagogy, content, and pedagogical content, indicating that responding online teachers felt very good about their knowledge related to these domains and were less confident when it comes to technology.
Updated: Feb. 21, 2010
This study investigates the demographic nature and experiences of K–12 online teachers. Findings show that online teachers are experienced in the traditional classroom, as indicated by their years of experience and the level of their advanced degrees. These teachers seek a better means to engage with students and a greater sense of community. Furthermore, they also look for the ability to teach without the constraints of traditional teachings, such as a bell schedule or issues of classroom management.
Updated: Jul. 02, 2009
Teachers' conceptions of inquiry were measured in this study. Validity was measured by comparing responses for a group of secondary teachers to narrative writing and group discussion. Three of the five essential element of inquiry were expressed their ideas of classroom inquiry. The missing components indicate a gap between the teachers’ conceptions of inquiry and the ideals of the reform movement.
Updated: Oct. 24, 2008
The article explores how the Internet is used in the classroom and if its use benefits students' understanding. 127 web sites reported by teachers were analyzed. From the data, most K-12 educators view the web either as a lesson planning tool, or a place for supplemental information. Most sites were not interactive.
Updated: Mar. 23, 2008