Search results for: Case studies
Page 20/23 224 items
A capstone electronic portfolio, usually focused on summative assessment, was altered for preservice social studies teachers to include video-based formative e-portfolio assessment. Using a case-study design with three participants, the authors found that use of video artifacts facilitated reflection. It also supported inquiry into classroom success and failure and influenced self-improvement plans.
Updated: Mar. 11, 2009
Alternate Routes in Initial Teacher Education: A Critical Review of the Research and Policy Implications for Hong Kong
The authors use Hong Kong's policy on initial teacher training as a case study of the interplay between international trends and local policy. Traditionally initial teacher preparation in most countries has been based in higher education institutions. In recent years, alternative routes for initial teacher education have proliferated in the United States and the United Kingdom. The authors claim that these trends have had significant impact on Hong Kong's policies for initial teacher preparation.
Updated: Mar. 02, 2009
This article reports findings from a study focused on the emotional dimension of the practicum for school-based teacher educators as they support preservice teacher colleagues. It adopts a qualitative method informed by feminist post-structural theory in an attempt to give meaning to teachers’ narratives of their personal responses to supporting a less than successful preservice teacher. The study investigates teachers’ shifting sense of agency throughout the experience as they work within apparently intersecting discursive frames.
Updated: Feb. 17, 2009
Differences in Preservice Mathematics Teachers' Reflective Abilities Attributable to Use of a Video Case Curriculum
A related study found a number of changes in the reflective stance of preservice teachers using a video case curriculum in a mathematics methods course.The quasi-experimental study reported here explores to what extent these changes in reflective abilities can be attributed to the video case curriculum. The study compares the reflective skills of this group of preservice teachers to a group of their peers who were enrolled in the course before such a curriculum was introduced as an instructional tool.
Updated: Feb. 11, 2009
This study constitutes two case studies of a professional development program for elementary teachers involving mentoring by a university professor. The study explores the nature of the mentoring relationship and reports the type of teacher learning that occurred. It particularly focuses on the teachers’ development of science pedagogical content knowledge (PCK).
Updated: Feb. 04, 2009
From a sociocultural perspective, teacher identity is constructed in relation to others, including other teachers and students. Drawing on positioning theory and the concept of investment, this study analyzed the case of a secondary English teacher who negotiated his teacher identity in relation to English language learners (ELLs). Findings indicated that the teacher made an investment in ELLs' identity by positioning them as like any other student.
Updated: Jan. 05, 2009
This article describes qualitative case studies of two teachers who integrated student-created digital documentaries into their social studies classrooms. To examine the interplay of pedagogy, content, and technology, the authors focused on the teachers' pedagogical aims and sought evidence of the extent to which those aims were influenced by the integration of technology. Thornton's (2001a) concept of the teacher as curricular gatekeeper and Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge framed the study.
Updated: Dec. 31, 2008
Montessori education has flourished as an alternative approach to schooling for a hundred years. Despite Montessori’s endurance and reach, the movement remains largely unstudied by educational researchers. This article presents a historical treatment of the method and the movement by treating Montessori as a case study of enduring and ambitious educational reform.
Updated: Dec. 22, 2008
Tracking In The Era of High Stakes State Accountability Reform: Case Studies Of Classroom Instruction In North Carolina
Considerable controversy surrounds the issue of whether high-stakes statewide accountability programs have led to more equitable educational opportunities for all students.The central question is: What is the nature of curriculum and instruction for different groups of students in the new school reform context of high-stakes, statewide accountability programs, and what are the implications for equity? The author focuses on the nature of classroom instruction for students in the “regular” classes, which are disproportionately populated by students of color from low socioeconomic backgrounds, with that of their peers in “academically gifted” classes and considers the implications for equity in this new policy context.
Updated: Dec. 15, 2008
Impact of Case-Based Instruction on Student Teachers' Reflection on Facilitating Children's Learning
The purpose of this experiment was using case-based instruction during a seminar, for promoting practicum about facilitating children's learning. During the 6-week instructional period, two groups learned using case-based instruction plus traditional instruction, and one group studied the same curriculum using traditional instruction only. Trend analysis suggest that case-based instruction results in improved reflection about facilitating children learning.
Updated: Dec. 03, 2008