Search results for: Educational change
Page 5/21 207 items
Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture
The purpose of this study was to investigate the nature of classroom practice and how it is supported by the culture of a classroom. The primary participant in this study was an eighth-grade mathematics teacher renowned for being a good teacher whose teaching conformed to the intentions of the reform-oriented National Council of Teachers of Mathematics (NCTM) standards, with a particular emphasis on problem solving. The authors found that although Ms. Bryans appropriated some of the rhetoric and practices of problem-solving-based practice, her goals and assessment methods and most of her instructional methods were not consistent with common ideas of problem-solving mathematics.
Updated: Jun. 23, 2014
Student Teaching’s Contribution to Preservice Teacher Development: A Review of Research Focused on the Preparation of Teachers for Urban and High-Needs Contexts
In this article, the authors are interested to determine what and how student teaching experiences contribute to preservice teachers’ development as future teachers of students in urban and/or high-needs schools specifically. The present article reviews empirical articles published over the past two decades. In addition, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools.
Updated: Apr. 08, 2014
This study investigated the factors that credential program's graduates perceived to support or impede their implementation of certain university-taught practices. The participants were 19 graduates of Northridge’s secondary-mathematics-credential program in California State University. The teachers in this study portrayed the credential program as the most significant factor promoting their use of the Practices. The findings of this study suggest that both university and employing school play crucial roles, and changes in both arenas would facilitate the uptake of such practices.
Updated: Apr. 02, 2014
This article attempts to characterize what an ‘internationalized’ institution might look like, and what support might be required to achieve the personal and professional transitions within its communities that are necessary to achieve the transformative agenda. Transformative internationalization characterizes institutions where international concerns have become explicitly embedded into routine ways of thinking and doing, in policy and management, staff and student recruitment, curriculum and programs. The author concludes that internationalization can serve as the focus for a transformative agenda in HE. A responsible internationalization strategy will incorporate innovative approaches to curriculum development, student support mechanisms and academic development initiatives.
Updated: Feb. 19, 2014
The Professional Learning Community as Subversive Activity: Countering the Culture of Conventional Schooling
The objective for this study was to gain new knowledge about the experience of teachers in the early stage of professional learning community (PLC) development. This study reports findings from semi-structured focus group interviews with teachers in an urban/suburban high school after one year of school-wide professional development introducing the PLC as a school-wide practice. The authors conclude that The authors claim that as long as PLC work is perceived by teachers as a professional development option that they may choose to embrace or ignore, then systemwide change is unlikely to occur. The authors suggest that by establishing an urgent cause, the leader may then offer assistance to the staff in addressing the problem in the form of an initiative to cultivate collaborative reflective practice with the goal of transforming the school into a PLC.
Updated: Feb. 04, 2014
Who Would Stay, Who Would Be Dismissed? An Empirical Consideration of Value-Added Teacher Retention Policies
Several states have recently adopted or are pursuing policies that deny or revoke tenure from teachers who receive poor evaluation ratings over time based in part on quantitative measures of performance. Using data from the state of Florida, the authors estimate such value-added measures to consider the future effectiveness and number of teachers who would have been dismissed under different versions of these policies. The authors show that specific policy design determines the extent of the potential for value-added to improve the overall quality of the teaching workforce.
Updated: Jan. 19, 2014
This paper describes a graduate literacy teacher education course that compelled students to think in terms of design and multimodality. The authors saw this qualitative case study as a way to understand the interrelationships of learning processes, principles of design and multimodal texts, and how these might inform pedagogy. Building on years of work in the areas of multimodality and multiliteracies, the authors observed how eight teachers with varying degrees of comfort with multimodality moved into a design-oriented approach to literacy education.
Updated: Dec. 16, 2013
Redesigning Academic Essays to Promote Teacher Reflection on Selected Issues of Learning and Teaching Related to the Current Educational Reform in Hong Kong
This article describes the design of an assignment structure that promotes teacher reflection on important issues related to a major education reform in Hong Kong. This article reported a grounded model explaining how this innovative assignment structure promotes reflection. The model situated the reflective assignments within the local teaching context in Hong Kong. The model also highlighted the importance of different forms of assistance and guidance in facilitating teachers’ reflective engagement in completing these cognitively demanding assignments.
Updated: Dec. 16, 2013
This article describes a school-based professional development project, which established collaboration between two teacher educators and a group of elementary public school teachers. This collaborative project was called “Book in a Bag” (BIB), which was launched this project as a way to promote curriculum integration in classrooms and at the same time to provide a venue for research. The authors used a self-study to collect data. The authors came to understand that the tensions they experienced in the BIB project were evidence of real differences between the discourses of teacher educators and teachers. The authors identified competing discourses of teachers, teacher educators, and partnership, noting paradoxes that focused on discourse-bound knowledge, discourse-driven motivation, and discourse-limited aspirations.
Updated: Nov. 25, 2013
The current article provides an overview of the background and the processes at play in the current reshaping of teacher education in Scotland. The authors reviewed policy documents and reports regarding the teacher education system in Scotland. The article starts with the developments emanating in the past decade from the McCrone Report and finishes with the recent Donaldson Report. The article concludes that the teacher education system in Scotland has been strongly influenced by needing to connect with the two dominant existing policies relating, respectively, to teachers’ work and conditions and to curriculum reform.
Updated: Nov. 05, 2013