Search results for: Education practice
Page 10/11 106 items
Assessment Policy and Practice Effects on New Zealand and Queensland Teachers' Conceptions of Teaching
Teachers' thinking about four conceptions of teaching (i.e., apprenticeship-developmental, nurturing, social reform, and transmission) were captured using the Teaching Perspectives Inventory (TPI). Two surveys were conducted among 241 New Zealand and 784 Queensland primary teachers and 614 Queensland secondary teachers. The results from the surveys found acceptably fitting models.
Updated: Apr. 30, 2009
This article presents a theoretical critique of citizenship education in England and Wales, as a means of raising pedagogical considerations for teachers, and policy issues for curriculum makers and planners. Drawing on a range of recent empirical studies, the authors construct an analysis of practice and suggest that differences between dominant models of citizenship in England and Wales owe much to their histories.
Updated: Feb. 17, 2009
The study discusses the impact of John Dewey (1859-1952) on Turkish teacher education system. Therefore, it heavily relies on the commissioned report “The Report and Recommendation on Turkish Education” prepared by Dewey in 1924. This article documents Dewey's ideas about teacher education in Turkey and analyses their take up in practice.
Updated: Feb. 02, 2009
The participants in Boston College's 'Teachers for a New Era' Evidence Team designed a portfolio of assessments and studies in order to make decisions about teacher education policy and practice that were informed by research and evidence. This paper describes one project in the portfolio - a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre-service period to teachers in the first few years of work in the profession.
Updated: Feb. 02, 2009
The current administration strongly supports the belief that good schools can be created and has funded the Comprehensive School Reform (CSR) program to support these beliefs. This article provides information about recent school reform research and conditions of schooling. The article then reviews the research findings (drawing on all the preceding articles in the special issue) and considers implications for policy makers, principals, teachers, teacher educators, and researchers.
Updated: Dec. 22, 2008
In this article, the author explores how Michel Foucault’s notion of the “care of the self” might provide a conceptual basis for resistance to the normalizing practices and disciplinary power associated with high-stakes accountability and resulting educational practices. The author suggests that to shift attention from limited notions of the self toward expansive and creative possibilities for constituting the self requires clarity on what it means by the educated self in a context of accountability.
Updated: Dec. 17, 2008
In this article, the author uses James A. Banks’s conceptualization of the five components of multicultural educational practice—content integration, knowledge construction, prejudice reduction, equity pedagogies, and empowering school cultures—to examine the empirical evidence for the influence of each of these five different components on the academic outcomes of students of color and intergroup relations in schools. The empirical research reveals that all five components of multicultural educational practice outlined by Banks to have a strong, positive impact on the educational outcomes of students of color and to improved intergroup relations.
Updated: Dec. 17, 2008
Getting Real: Exploring the Perceived Disconnect between Education Theory and Practice in Teacher Education
The authors conducted this year-long self-study to answer the question: What could the college’s education program do to improve preparation for teaching in inner-city schools? Through their year-long collaboration in a middle-school writing classroom in an inner-city charter school, the authors examined what a prospective teacher learned in his education program that helped and hindered him. Then, they explored how the successful approaches he developed as a new teacher could be incorporated into the college’s preservice program.
Updated: Dec. 08, 2008
The article describes a qualitative and quantitative studies regarding practicum in New Zealand. This research interprets data from a beginning teacher survey to examine school-level variation within the semi-structured national guidelines for induction programs. A discussion of survey design and distribution, pedagogical practices reported in New Zealand induction are reviewed. Interesting patterns surfaced regarding mid-year entrants and older beginning teachers in their second year of practicum studies.
Updated: Sep. 21, 2008
The article describes the effectiveness of an educational methods course for early childhood education. Based on a constructionist believe teaching principles, 78 of early childhood education preservice teachers who were enrolled in this course filled out the Teacher Belief Survey at the beginning and end of the 15-week course. Results from both quantitative and qualitative data analysis indicated that participation in the teaching methods course had significantly increased constructionist believes.
Updated: Sep. 04, 2008