May. 26, 2014
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you May's newsletter with the latest articles published in academic journals focusing on teacher training, pedagogy and instruction.

We have launched the website of the International Online Conference: Teaching Hebrew as an additional language to diverse populations in Israel and around the world

The website contains information about the nature and structure of the conference as well as the options for participating in it. Starting date for submitting proposals: June 15, 2014. To enter the conference website – click here.

Hoping to "see" you and your colleagues in the conference!
Wishing you interesting and enjoyable reading,

The MOFET Portal Team

May 26, 2014 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
May 2014
Featured Items
Prospective Teacher Learning: Recognizing Evidence of Conceptual Understanding
The goal of this study is two-fold: 1) to examine the role content knowledge plays in prospective teachers’ (PSTs) ability to recognize children’s conceptual understanding of mathematics, and, 2) to examine examined PSTs' ability to recognize evidence of children’s conceptual understanding of mathematics in three content areas before and after an instructional intervention designed to support this ability. The results of this study suggest that content knowledge is necessary but insufficient in supporting PSTs’ ability to recognize evidence of children’s conceptual understanding of mathematics.
Evaluating the Impact of Collaborative Action Research on Teachers: A Quantitative Approach
In this article, the authors focused on findings from qualitative research on the effects of action research by reporting two linked quantitative studies. The authors' first goal was to triangulate the findings from their quantitative inquiry with the results from qualitative studies in order to increase the generalizability of claims previously reported. Their second goal was to identify potential moderators of action research impact on teachers. The contribution of these two studies to the corpus of action research literature is twofold. First, the authors confirmed two important benefits of action research participation reported by qualitative researchers, improved teacher attitudes to educational research and increased self-efficacy. Second, they found moderators of the impact of action research that help identify conditions in which action research is particularly likely to benefit teachers.
Opportunities for Teacher Learning During Enactment of Inquiry Science Curriculum Materials: Exploring the Potential for Teacher Educative Materials
The work of this study examines the process of interacting with materials and students while thinking about teaching in order to guide curriculum material designers’ thinking about when and how materials might be helpful for teachers. The study followed a seventh-grade science teacher, who enacted five inquiry-based science units with all 5 of her seventh-grade science classes over a 2-year period. The findings describe the teacher’s interactions with materials written to support teachers learning to teach inquiry science. Findings indicate that this teacher’s ideas developed as she interacted with materials and her students. Information about student ideas, task and idea-specific support, and model teacher language was most helpful.
Exploring Exemplary Elementary Teachers’ Conceptions and Implementation of Inquiry Science
This study was an exploration of the conceptions of inquiry science held by exemplary elementary teachers. The study explored the ideas, understandings, and the recommendations for teaching inquiry science of exemplary elementary teachers and the ways that they use inquiry science in their classrooms. The findings reveal that the six exemplary teachers held ideas about inquiry as ‘‘finding things out’’ and all described themselves as having been children who explored and experimented with the world around them. The teachers in this group all recommended that when encouraging other teachers to implement inquiry, they need to first recognize its importance, and certainly this will take involving teachers in authentic inquiry experiences as learners so that they will be able to begin to view themselves, as these focus group teachers did, as problem-solvers and experimenters.
Accounting For Higher Education Accountability: Political Origins of State Performance Funding for Higher Education
This study examines the political forces that have driven the development of performance funding in some states but not others. This study found that many of the actors and motives cited by the prevailing perspective operated in the six states, including state legislators, governors, and business people pursuing performance funding in the name of greater effectiveness and efficiency for higher education. However, the prevailing perspective misses the key advocacy role of state higher education coordinating boards and individual higher education institutions that pursued performance funding to secure new funds in an era of greater tax resistance and criticism of the effectiveness and efficiency of higher education.
May 2014
All Recent Items
Professional Development
Opportunities for Teacher Learning During Enactment of Inquiry Science Curriculum Materials: Exploring the Potential for Teacher Educative Materials
The Impact of Professional Development on Elementary Teachers’ Strategies for Teaching Science with Diverse Student Groups in Urban Elementary Schools
Crossing the Border from Science Student to Science Teacher: Preservice Teachers’ Views and Experiences Learning to Teach Inquiry
Are We Asking the Right Questions?: A Conceptual Review of the Educational Development Literature in Higher Education

Teacher Education & Instruction

Facilitating Growth in Prospective Teachers’ Knowledge: Teaching Geometry in Primary Schools
Exploring Exemplary Elementary Teachers’ Conceptions and Implementation of Inquiry Science
Open Guided Inquiry Laboratory in Physics Teacher Education
A Review of School Climate Research
Examining Changes of Preservice Teachers’ Beliefs about Technology Integration during Student Teaching
What Are Student Inservice Teachers Talking about in their Online Communities of Practice? Investigating Student Inservice Teachers’ Experiences in a Double-Layered CoP
Using Video Records to Mediate Teaching Interns’ Critical Reflection

Research Methods

Evaluating the Impact of Collaborative Action Research on Teachers: A Quantitative Approach

Preservice Students

Prospective Teacher Learning: Recognizing Evidence of Conceptual Understanding
Preservice Elementary Teachers’ Understandings of Competing Notions of Academic Achievement Coexisting in Post-NCLB Public Schools
Prospective Elementary Teachers’ Development of Fraction Language for Defining the Whole

Beginning Teachers

Characterizing Pivotal Teaching Moments in Beginning Mathematics Teachers’ Practice

Teaching Assessment

Valid and Reliable Science Content Assessments for Science Teachers

Technology & Computers

The Affordance of Blogging on Establishing Communities of Practice in a Pre-Service Elementary Teacher Education Program
Scaffolding Preservice Teachers' Higher-Order Reasoning During Technology Integration: A Design Research Inquiry
Web Conferencing of Pre-service Teachers’ Practicum in Remote Schools

Theories & Approaches

Research Engagement as Identity Construction: Hong Kong Preservice Teachers’ Experiences of a Compulsory Research Project
Accounting For Higher Education Accountability: Political Origins of State Performance Funding for Higher Education
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education
Educating for Intelligent Use of the Web: Opportunities and Challenges in Teacher Education
May 2014
 
The newsletter contains references to all the new items added to the ITEC Portal.

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