Search results for: Projects
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The capstone project discussed in this article is a multimedia digital storytelling project using iMovie, produced by first-year teachers simultaneously earning their master’s degree. Teachers created their own capstones representing their personal experience, professional development, and overall process toward becoming an empowered educator, while teaching students in urban schools. Utilizing a constant comparative content analysis, the authors determined whether and how teachers defined and represented empowerment in their capstones. Implications for the affordances of a multimedia capstone experience are discussed.
Updated: Dec. 29, 2019
The goal of this study was to explore how participating in a political environmental action project influenced pre-service teachers’ environmental citizenship. Following the steps of Project Citizen, an international civic education program, pre-service teachers learned about and proposed policy solutions to address excessive energy usage at their university. Analysis revealed growth in the pre-service teachers’ environmental citizenry, including their self-efficacy, values awareness, and ecological and civics literacy.
Updated: Jan. 08, 2017
The Centre for Educational Research and Innovation launched a project in a number of countries, which focuses on how ‘innovative learning environments’ can contribute to offering meaningful and sustainable learning experiences for learners in the twenty-first century. This article presents the main findings of the Austrian part of the project. The article discusses whether and how the development of ILE is possible against the background of school routines and a school system that seems to be successfully resistant to change.
Updated: Nov. 19, 2014
A group of teachers’ meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-making maps.
Updated: Feb. 27, 2013
This paper focuses on teachers’ learning in a research and development (R&D) work project. The purpose of this article is to show what teachers can learn and how they can learn during such a project. During the R&D work the teachers learn how reflections become part of the planning process for their next teaching sessions.
Updated: Oct. 29, 2012
School pupils learning how to learn (LHTL), aimed at helping them develop learning autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is equally important. The TLRP ‘Learning How to Learn in Classrooms, Schools and Networks’ project researched how practices were developed by teachers in 40 primary and secondary schools in England. A key factor was teachers' own engagement in collaborative classroom-focused inquiry. There were strong statistical relationships between school policy, teachers' professional learning and their capacity to promote learning autonomy in their pupils.
Updated: Dec. 16, 2009
Teachers have long participated in collaborative research. However, they have generally had direct stakes in the outcomes. Teachers in the Early Professional Learning (EPL) Project used their insider status to gather data not directly related to their own practice. Lessons for integrating a group of teacher–researchers into a major project are discussed.
Updated: Dec. 16, 2009
This study examined the experiences of 18 specialist primary and secondary teachers in the Teachers’ International Professional Development Program who visited schools in the USA as they set about establishing collaborative projects with their hosts. The focus was on the potential of such collaboration to engender professional development outcomes and to examine the circumstances enabling or impeding success. A surprising finding was the small number of teachers who managed to start a collaborative project.
Updated: May. 04, 2009
This paper contrasts the active learning processes of children and adults by chronicling a service learning project in the United States. The project included 19 university students implemented an anti-bias curriculum with 112 young children.
Updated: Mar. 31, 2009
In this article the possibility of developing authentic project work in a sixth-grade classroom of a Venezuelan school is examined, by means of action research (AR) methodology. Two AR cycles with two different projects were carried out. The results show that on the one hand student participation increased in all stages of the project work. On the other hand, students encountered some difficulties carrying out empirical research activities and also relating them to theoretical content, although progress in this regard was made.
Updated: Oct. 05, 2008