Search results for: Curricula
Page 1/2 15 items
Student Teachers' Ways of Experiencing the Objective of Health Education as a School Subject: A Phenomenographic Study
The purpose of this phenomenographic study was to identify student teachers' ways of experiencing health education as a school subject. 20 student teachers participated in the study. The findings indicated that the target phenomenon was discussed through the general objective of the subject in five ways.
Updated: Aug. 22, 2010
In this paper, the authors describe a model for systematically improving the mathematics preparation of elementary teachers, one lesson at a time. They begin by identifying a serious obstacle for teacher educators: the absence of mechanisms for developing a shareable knowledge base for teacher preparation. They propose their model as a way to address this challenge. The authors conclude by presenting data indicating that the model is effective in generating and vetting knowledge that helps to improve the mathematics program over time.
Updated: Dec. 01, 2009
This paper makes the case that study of artworks in the service of developing perceptive and imaginative capacities is critical to K-12 education, and begins in the elementary grades.Recently, as Lincoln Center Institute began to further define and explore its work, its people developed the Capacities for Imaginative Learning, which can be cultivated not only through the study of artworks, but across the curriculum. This paper describes the beginnings of research on the nature and efficacy of the Capacities in fostering learning across the curriculum.
Updated: Dec. 01, 2009
The article reports on the first phase of a case study that explored how early childhood teachers experience organizational change. In order to promote a change, State government-funded curriculum initiatives were developed. The analysis of three curriculum documents which were released in a short time frame, reveals four themes of change.
Updated: Apr. 27, 2009
The article investigates some of the effects of globalization on education and teacher education. In particular it considers the contradictory demands of economic and cultural forms of globalization, and between globalization and localization.
Updated: Mar. 02, 2009
This article explores how beginning teachers use and learn from curriculum materials. As part of a longitudinal study of beginning English teachers who teach in the Pacific Northwest of the United States, the researchers tracked teachers’ responses to and use of materials over time, and how these materials shaped their classroom practice. The authors found that the teachers spent an enormous amount of time searching out curriculum materials for their classes and that the curriculum materials they encountered did, indeed, powerfully shape their ideas about teaching language arts as well as their classroom practice.
Updated: Jan. 19, 2009
This study describes and analyzes the student and faculty experiences of a “performance-based” preservice teacher education program at a large comprehensive university in the mid-Atlantic region. The aim is to understand the “hidden” curricular messages within the program and the ways that these messages interacted with the intended learning outcomes.The program’s central hidden curricular message for faculty and students was that superficial demonstrations of compliance with external mandates were more important than authentic intellectual engagement.
Updated: Dec. 15, 2008
'Yes, but if we have Students Think All Day When Will We Get Anything Done?': Two Conceptual Resources to Engage Students in Democratically Dangerous Teaching
The article reviews the politics of curriculum reform, and scholars who address the 'social efficiency' agenda in education. The author examines two strong examples of literature in 'authentic' practices as a curriculum conversation contesting this agenda.
Updated: Nov. 23, 2008
For preservice teachers to learn to use science curriculum materials in productive ways, they must develop a conception of themselves as elementary teachers in which the use of science curriculum materials is a valued dimension of science-teaching practice. We define those dimensions of teachers' professional role identities concerned with the use of curriculum materials as curricular role identity. This mixed-methods study examines preservice elementary teachers' development of curricular role identity for science teaching through their use of science curriculum materials. Results suggest preservice teachers articulate important differences between their own and more experienced elementary teachers' curricular role identity for science teaching and make progress toward appropriating the latter.
Updated: Nov. 10, 2008
The article explores the use of high-stakes testing and its effect on content, knowledge form and pedagogy. A qualitative metasynthesis of 49 qualitative studies indicated that the primary effect of high-stakes testing is that curricular content is narrowed to tested subjects, subject knowledge is fragmented and teachers increase the use of teacher-centered pedagogies. However, in a significant minority of cases the tests led to expanded curricular content, integration of knowledge and more student-centered pedagogies.
Updated: Mar. 23, 2008