Search results for: Research programs
Page 1/1 6 items
An Integrated Research Course Sequence: Empowering Teacher Candidates to Become Researchers in their Classrooms
In this paper, the author examines an attempt to empower teacher candidates to become researchers in their own classrooms through an integrated research course sequence in the Masters of Arts in teaching program at Quinnipiac University. The author identified four recurring themes that shed light on some of the strengths and weaknesses of the research course sequence at Quinnipiac.
Updated: Dec. 11, 2012
The article is based on a research and development project conducted in a Norwegian lower secondary school. The purpose of the text is to show how a project involving a researcher and a teacher team encourages the teachers to reflect on teaching processes. Furthermore, the text also aims to show what the form and content of such reflection processes could be.
Updated: Jan. 21, 2009
The article explored perspectives on mathematical education research report, utilizing email group, group discussion, and questionnaires. Teachers identified positives research identified by Kilpatrick, Swafford, and Findell (2001), and negative critiques of the ability to research practice by Kennedy (1997).
Updated: Jun. 26, 2008
Teachers’ Conceptions of Teacher-research and Self-perceptions as Enquiring Practitioners—A Longitudinal Case Study
The article explores a study engaged in teachers-research and the student being able to be requiring practitioners. A group of Britain student teachers were studied, utilizing questionnaires, semi-structured interviews and field notes from direct observation. Using a grounded theory methodology, the result follow that reporting research does not providies teachers the skills and tools for reflection, that are easily transferable to practice.
Updated: Jun. 24, 2008
The article describes the research and development phase of a project conducted in a secondary school in Norway. The study focused on the teacher's role during the initial phase of the project, and the cooperation between the teachers and the researcher. Teachers' attitudes were traced during the start-up phase, and were outline with empirical data.
Updated: Apr. 08, 2008
In this article, the author attempts to show how French disciplinary didactiques were created and have developed. At the beginning, nobody could forecast the future and whether the didactiques would one day be recognised by the academic and instructional systems. The French didactiques are strongly based on school subject matters.
Updated: Feb. 03, 2008