Search results for: Case studies
Page 4/23 224 items
The purpose of this case study was to document the development of a beginning elementary teacher identity for science teaching at the elementary school. In doing so, this study traces the experiences throughout her life in various contexts and examines how those impacted the development of her identity for science teaching. As revealed in the findings, the beginning teacher did not have a strong science identity as a young learner of science. She articulated no enthusiasm about science and was unable to share many critical experiences with science across her schooling years. A shift in her identity occurred when she went to university and gained an interest in science because she was provided with opportunities to think and do science in contemporary ways.
Updated: Oct. 31, 2016
The study focused on the insights preservice teachers gained from working closely beside one emergent writer. The authors report on six focus cases and identify five cross-case themes—describing preservice teachers who (a) approached young children’s efforts to compose texts with deep appreciation regardless of the child’s level of development; (b) deeply valued the time spent near a young writer and described their own learning as emanating both from the writer and the writing; (c) gained an understanding of how literacy emerges/develops, and made efforts to take up the discourse of literacy teachers; (d) talked sensitively about the importance of their teaching moves—the “just right” invitations or steps that enabled children to take risks; and (e) valued the purposeful writing that emanated from children’s interests and lives and motivated them to write.
Updated: Oct. 05, 2016
Seven Legitimate Apprehensions about Evaluating Teacher Education Programs and Seven “Beyond Excuses” Imperatives
The purpose of this project is to describe how one of the largest teacher education programs in the nation has taken a lead position toward evaluating itself, and has begun to take responsibility for its impact on the public school system. This research also presents the process of establishing a self-evaluation initiative across the state of Arizona and provides a roadmap for how other colleges and universities might begin a similar process. This work resulted in a set of seven “beyond excuses” imperatives that participants involved in the T-PREP consortium developed and participants at the local level carried forward. The seven key imperatives are important for other colleges of education to consider as they too embark on pathways toward examining their teacher education programs and using evaluation results in both formative and summative ways.
Updated: Oct. 05, 2016
This study explores questions of how educators learned about mathematics through lesson study but also how they were socialized into lesson study (LS) as a collaborative, routine practice. Specifically, the author compared the participation of educators who were new to lesson study (“LS novices”) with lesson study with those who had more experience with the practice (“LS experienced practitioners”). The author discovered a few key differences illustrate possible elements in the developmental progression of lesson study. Teachers who are newer to lesson study tend to focus on learning how to teach through problem solving, and seeing the collaborative work as a way to combine efforts to teach a better lesson. LS experienced practitioners, in contrast, were comfortable with the routine and can see their role as developing problems that elicit student thinking.
Updated: Sep. 21, 2016
This article examines the perceptions of experienced teachers who take on the role of leading the development of subject knowledge of new and experienced teachers through a case-study approach. The findings reveal that each teacher was able to identify the impact of leading professional development has on their professional skills. Furthermore, this new role has changed the way that they view themselves as teachers, and their practice as teachers. In conclusion, this research advocates the provision of opportunities for new teacher educators to be involved with other teacher educators, including those more experienced, to explore together their professional knowledge, practice and identity.
Updated: Sep. 19, 2016
The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-focused Mentoring of New Teachers
In this article, the authors examine the knowledge and practice base of content-focused mentoring drawing from the wisdom of practice of a community of content mentors. The authors reveal three themes: (1) developing novices’ content teaching is a distinct and critical mentor role; (2) to support this role, experienced content mentors identified a complex knowledge/practice base, with mentors’ PCK and knowledge of assessment for content teaching as the most frequently reported domains; and (3) enactment of content-focused mentoring reveals promising practices in guiding novices in assessing and developing students’ disciplinary thinking, as well as, tensions between content-focused and socio-emotional mentor roles.
Updated: Sep. 14, 2016
This longitudinal study examined the curricular approaches of 14 student-teachers in training to teach Jewish subjects, from the preservice training stage through the beginning of teaching in secondary schools. This study focuses on the student-teachers’ approaches to curriculum and the differences in their attitudes toward two formal study programs: Jewish Philosophy and Bible studies, that differ in character and essence. The study’s findings identified differences in the curricular approaches held by the participating student-teachers from the beginning of training through professional teaching. Furthermore, it seems that the institutional component was a significant factor in the differences between the two subjects.
Updated: Aug. 28, 2016
Exploring Early Childhood Teachers’ Beliefs and Practices About Preschool Outdoor Play: A Qualitative Study
This case study examined how early childhood teachers’ beliefs and practices influence the function of preschool outdoor play. Teachers’ perceptions about outdoor play included the theme of outdoor play opportunities afforded children on the playground. Additional teachers’ perceptions included barriers to outdoor play and teacher preparation and planning for the outdoor environment.The early childhood teachers at the center believed that supervision is paramount during children’s outdoor play. The teachers viewed their primary responsibility outdoors as keeping the children safe and providing guidance, yet allowing children to play without teacher intrusion. Furthermore, teachers perceived that outdoor play opportunities were limited due to the physical space and the fixed equipment outdoors.
Updated: Aug. 22, 2016
Generating a Networked Improvement Community to Improve Secondary Mathematics Teacher Preparation: Network Leadership, Organization, and Operation
The purpose of this article is to describe an important aspect of organizing a Networked Improvement Community (NIC) by a large national effort, namely, the role of leadership structures. The article analyses a case study of the formation of a particular NIC, the Mathematics Teacher Education Partnership (MTE-Partnership). Six factors were identified as particularly important: convening the network, development of a membership framework, development of participation structures, building the leadership and hub functions of the partnership, development of an effective infrastructure for communications and developing human and material resources needed for the partnership to function effectively.
Updated: Aug. 10, 2016
Secondary Mathematics Preservice Teachers' Assessment Perspectives and Practices: An Evolutionary Portrait
This article presents a research study of how six secondary mathematics preservice teachers learned to use such reform-based assessment practices while enrolled in one of three reform-minded teacher education programs. Findings indicate that preservice teachers first focus on how to assess before considering other assessment functions such as what to assess and how to use assessment.
Updated: Aug. 01, 2016