Search results for: Learning experience
Page 4/5 46 items
In this article,the authors focused on the civic learning experiences of high school students in two different communities to explore two interrelated ideas: 1. The power of congruence to encourage feelings of civic efficacy in youth. 2. The deep complexities of disjuncture for the civic learning experiences of youth. This project revealed both how civic action research can facilitate the connection between the curriculum and students' lives and how there are complexities in making such connections. Furthermore, congruence and disjuncture profoundly shaped these students' civic learning experiences.
Updated: Apr. 10, 2011
International Teacher Professional Development: Teacher Reflections of Authentic Teaching and Learning Experiences
This paper examines 21 biliteracy teachers who studied and taught in schools through an eight-week in-service professional development program with indigenous children in the state of Altacomulco, Mexico. Five themes are discussed: globally minded teachers; linguistic and culturally relevant curriculum; passionate pedagogy (amorosidad); community authentic engagement; and political and ideological clarity.
Updated: Oct. 12, 2010
Can Service Learning Reinforce Social and Cultural Bias? Exploring a Popular Model of Family Involvement for Early Childhood Teacher Candidates
In this study, 21 early childhood teacher certification candidates engaged in service learning experience with families living in deep poverty. 16 candidates appeared to confront their own biases and construct practical theories of poverty that were more complex than their original concepts. However, five candidates appeared to avoid confronting their own biases. More research is needed to examine the relationship between candidates' understanding of social relationships and their approach to service learning experiences.
Updated: Sep. 05, 2010
This article examined how teacher candidates' thoughts shifted regarding social inequity in a sophomore-level Foundations of Education course located in the mid-Atlantic region of the United States. The authors found that the afore-mentioned experiences successfully supported transformative thinking regarding social justice. By the end of the course, many teacher candidates began to take ownership over their learning and started viewing themselves as responsible change agents.
Updated: May. 25, 2010
This article describes a study in which eighth grade students in one school learned to create multimedia mini-documentaries in a six-week history unit on early 19th-century U.S. history. The authors examined the relative benefits for students who participated in a technology-assisted project-based learning experience. The authors also contrasted the students’ experiences to those of students who received a more traditional form of instruction. Results from content knowledge measures showed significant gains for students in the project-based learning condition as compared to students in the comparison school.
Updated: Mar. 02, 2010
The purpose of this paper is to reveal ways to provide the opportunity for students to have aesthetically engaged learning experiences. Using John Dewey's ideas from Art as Experience as a framework, the author uses aesthetic theory to show how such ends can be reached. In addition, the author suggests six themes that teachers can draw upon to help students attain engaged learning experiences.
Updated: Jan. 31, 2010
This is a mixed methodology action research study. It examined the impact of a curricular innovation designed to provide an authentic science inquiry learning experience for 15 secondary science teacher candidates enrolled in a master’s level initial certification program. The project goals were to help teacher candidates acquire the skills, knowledge, and dispositions necessary to foster learning through inquiry in their respective content areas as defined by teacher preparation professional standards. The project failed to achieve its learning goals.
Updated: Jan. 12, 2010
Transformational Experiences and Deep Learning: The Impact of An Intercultural Study Visit to India on UK Initial Teacher Education Students
This article documents the impact of a study visit to south India in 2007 on students following courses in initial teacher education at Canterbury Christ Church University, UK. The main finding was that the study visit was a powerful learning experience which transformed students' thinking by creating dissonance on a cognitive, emotional and existential level.
Updated: Nov. 09, 2009
This study addresses recent changes in professional development policy, practice, and theory, in which professional development has increasingly become continual, collaborative, and school based. The authors conducted this study to understand more fully the delivery of school-based professional development within a high-stakes accountability context.The authors argue that school leadership, culture, and resources, as well as the structure and content of professional development, filter policy initiatives before they ultimately shape teacher learning experiences.
Updated: Oct. 14, 2009
In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both instruments indicate that teachers often learn by critical individual reflection and by involving colleagues in particular challenging or problematic situations.
Updated: Oct. 01, 2009