Search results for: Rosenfeld Sherman
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Developing Effective Teacher Beliefs about Learners: The Role of Sensitizing Teachers to Individual Learning Differences
The present study concerns the development of teachers’ beliefs about students as a result of a professional development (PD) course. The PD course sensitized 234 teachers to individual learning differences (ILDs), based on style strategy. Five learning/cognitive styles tools were used. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. The authors conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development.
Updated: May. 30, 2010
Motivating Teachers to Enact Free-Choice Project-Based Learning in Science and Technology (PBLSAT): Effects of a Professional Development Model
The authors examined the effects of a long-term, continuous professional development (CPD) model, designed to support teachers to enact Project-Based Learning (PBLSAT). How do novice PBLSAT teachers view their acquisition of PBLSAT skills and how do expert PBLSAT teachers, who enacted the program 5–7 years, perceive the program? The authors suggest that the CPD model helps teachers develop a sense of personal ownership and customization for the program, through multi-staged support to integrate student free-choice PBL into the formal science curriculum.
Updated: Feb. 04, 2009
Understanding Teachers with Extreme Individual Learning Differences: Developing More Effective Teachers
A professional development course was learned by three teachers, with the purpose of sensitizing teachers about learning difference. The case study focuses on their extreme learning preferences and discusses the impact of these preferences on their language, beliefs and practice, both before and after the course. Finding indicate that teachers tend to teach the way they prefer to learn; over-generalize and project their own learning needs onto students; and hold initial “blame the learner” beliefs about students mismatched to them.
Updated: Nov. 26, 2008