Search results for: Reforms

A study was conducted on the 'minority world' trend in teacher in-service, which tries to develop experts who can assist other teachers raise student achievement. The program was based on teacher knowledge production, but findings revealed that training the teachers negated their prior knowledge, experience and practices. The authors argue that teachers need critical reflection, time to share with other teachers, and a flow of knowledge in all directions.

The article explores the use of the methods of portraiture and critical race theory (CRT) to evaluate success and failure in urban classrooms. Used in combination, the author believes that the methods evoke the personal, professional and political features of race, gender and class in education research and create possibilities for reform.

A study was conducted to compare pretest and posttest responses of preservice science teachers who were involved in an elementary science pedagogy class. The study aimed at examining whether coursework for preservice science teachers corresponded to reforms for advancing science education. It is believed that a survey, which was linked to the course outcomes (constructs) and multiple indicators, measured the preservice teachers’ perceptions of their development towards becoming elementary science teachers.

The article examines the design of a teacher action research-based approach with teacher inquiry at the heart of the program. The idea is to transform teachers into teacher action researchers, and teacher agents for systemic change. The change will bring about reforms in time investment, practical challenges, and attitudes about teaching.