Search results for: Learning environments
Page 2/3 23 items
Evidence that Teacher Interactions with Pedagogical Contexts Facilitate Chemistry-Content Learning in K-8 Professional Development
This qualitative case study examined K-8 in-service teachers’ interactions with pedagogical contexts in a chemistry professional development course.
Updated: Feb. 27, 2013
GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies.This article describes the evolution of the GeoThentic learning environment, how GeoThentic was designed using TPACK framework, and how teacher TPACK assessment models have been designed and integrated within the environment to assist social studies teaching and learning.
Updated: Jun. 13, 2010
Ensuring a safe learning environment for every student at school is a major responsibility of educators, school administrators, and policy makers in our society. The objectives of this study are (1) to examine the characteristics of students who fear being victimized by school violence and (2) to examine teacher and school characteristics associated with students’ fear. The study found that low achievers reported a higher level of fear of school violence than high achievers.
Updated: May. 25, 2010
This article reports on a longitudinal ethnographic study of beginning primary school teachers in rural and regional Victoria, Australia. The study uses a conceptual framework of place and workplace learning. The authors found that the space of the classroom was the dominant site of learning to become a teacher for the new teachers in this study. This learning was understood through the discourse of classroom management.
Updated: May. 09, 2010
In this study, the authors examined 32 teachers' learning in an informal learning environment. The authors analyzed changes in conceptions and behavior regarding students' active and self-regulated learning (ASL), and relations with the teachers' learning activities. Few relations were found between observed changes in behavior and learning activities.
Updated: Jun. 08, 2009
Rethinking Classroom-Oriented Instructional Development Models to Mediate Instructional Planning in Technology-Enhanced Learning Environments
Adopting an activity theoretical perspective towards instructional planning in the technology-enhanced learning environments (TELE), this paper examines two existing classroom-oriented instructional development (ID) models: the model of Reiser and Dick (1996) and the model of Morrison, Ross, and Kemp (2004). It then constructs a classroom-oriented expansive and reflective ID model.
Updated: Jan. 19, 2009
In light of the consistent underperformance of the comprehensive high school, districts across the country, mostly urban, have begun creating small schools, believing that they may offer a more personalized, supportive, and demanding learning environment.The article draws on fundamental features of complexity theory (e.g., initial conditions, distributed authority, control parameters, fractals, and synergy) as a way to assess both the problems and promise of small-school reform.
Updated: Dec. 17, 2008
Silent Pedagogy and Rethinking Classroom Practice: Structuring Teaching through Silence rather than Talk
The article considers the value placed on talk as opposed to silence in the classroom and suggests that a cultural bias towards talk means that silence is commonly perceived negatively. It concludes by proposing that classroom observations should take into account the complex skills of 'silent pedagogy' where the teacher makes conscious decisions to abstain from intervention based on continuous sensitive readings of the learning environment.
Updated: Nov. 03, 2008
The article examines the struggles teachers encounter in implementing developmentally appropriate practices in their 1st year and ways to identify what helped them overcome those obstacles. The article concludes with recommendations for first year teachers.
Updated: Sep. 01, 2008
Learning by Design: creating pedagogical frameworks for knowledge building in the twenty-first century
In this paper, the use of ICT for documenting and publishing teacher designs for learning form the basis of our work with teachers. The learning activities that they created for their students incorporated the use of ICT in dynamic ways since these are the resources that form the basis of their actions and problem solving in their daily lives.
Updated: Aug. 27, 2008