Search results for: Content learning
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In describing state policy environments along several dimensions, the authors examine which types of policies are more or less influential in moving teachers into the types of professional development that research has shown to be most effective for improved teaching and learning. The authors conclude that both state- and school-level policy environments are associated with teachers taking high-quality professional development, but these findings are most pronounced in high-stakes subject areas.
Updated: Nov. 01, 2011
The current study examined teacher-learners’ use of video production in their K-12 classrooms and connections between students’ content learning and teacher-learners’ practice. Findings demonstrated positive content learning outcomes as measured by objective tests, rubrics, and anecdotal evidence. Integrating video production facilitated connections to content, student motivation and engagement, the use of alternative assessment, and shifts in teacher identity. The study concludes that video production, when understood as an instructional strategy and not as an object of study, has an important role to play in K-12 content learning.
Updated: Oct. 20, 2010
This article introduces an online jigsaw model for preservice teachers’ science content learning. Following a description of the model and its developmental genesis, analysis of an external proficiency measure serves to evaluate the model’s validity. Data stem from a sample of 333 students who completed physical science courses in either a face-to-face or online setting, and who participated in a state-mandated certification exam.
Updated: Jul. 10, 2008