Search results for: Research
Page 5/6 59 items
Clashing Epistemologies: Aspiring Teachers’, Practicing Teachers’, and Professors’ Beliefs about Knowledge and Research in Education
The article describes a study investigating beliefs about educational research and what counts as legitimate knowledge. Participants included preservice teachers, practicing teachers and professors. Results indicate that preservice teachers believe educational knowledge is particularistic and cannot be falsified, professors believed it can be generalized and falsified, and practicing teachers fell somewhere in the middle.
Updated: May. 12, 2008
The article examines case studies from the UK and South Africa regarding ideologies and practices in teaching. In the case of the UK, the authors discuss a teacher's degree course and expose a rift between individual, experiential knowledge and institutional organizational knowledge, all characteristic of the large-scale transformations of education in the UK. In South Africa, the study follows a white teacher teaching in a black township. The authors conclude that student teachers should be taught about the discourse by which teaching is constructed so that they can reflect more critically on their professional practice.
Updated: Apr. 08, 2008
A faculty–librarian collaboration for developing information literacy skills among preservice teachers
The article on reports on a case study comparison of citation analyses. The first group of students received a reading material rubric that was developed solely by the instructor, and the second groups of students received rubrics developed as a joint effort between the instructor and a librarian. Findings indicate that the number of scholarly resources cited increased with the librarian's assistance and so did the quality of student research.
Updated: Mar. 31, 2008
The study explores the effects of induction into beginning teachers' ideas and practice of teaching. Three approaches to understanding the effect are: the assumed effects based on theoretical assumptions, the analysis of the effects through teachers' reports, and effects of using multiple data sources.
Updated: Mar. 27, 2008
Editorial: Research on the Effectiveness of Technology in Schools: The Roles of Pedagogy and Content
The field of educational technology has been under pressure to identify learning outcomes that can be directly attributed to technology. Previous research has focused on media comparison, whereas the effectiveness of one medium was compared with another, on a variety of variables, but the media were later seen as vehicles that do not influence achievement. Current views distinguish between learning outcomes for each subject area and therefore make it possible for researchers to structure educational technology for each subject area and proposed outcome.
Updated: Mar. 25, 2008
The article reviews potential ethical problems associated with action research in K-12 classrooms, and the difficulties action researchers encounter with policies and procedures of institutional review boards. The authors provide recommendations for future practice for the schools, review boards, and teacher educators.
Updated: Mar. 23, 2008
Signature Pedagogies in Doctoral Education: Are They Adaptable for the Preparation of Education Researchers?
The article describes two practices that are signature pedagogies of doctoral education: one in neuroscience (the journal club) and one in English studies (the list). The two practices, in addition to teaching students disciplinary norms and identities, serve as windows to their cultures and home disciplines. The author recommends educational doctoral programs consider the values of the two practices.
Updated: Mar. 23, 2008
The article provides a framework that integrates recent institutional analysis guides for theorizing K-12 public education in the United States. The author introduces three constructs and applies the, to a case study of district reading and mathematical reform.
Updated: Mar. 23, 2008
Is mentoring throughout the fourth and fifth grades associated with improved psychosocial functioning in children?
The article explores whether mentoring of fourth and fifth grade students influences depression, self-concept, anxiety and relationship with parents and peers. 31 mentored children were examined during an 18-month period, along with 22 non-mentored children. Results reveal that although mentored students showed improvement in self-concept and anxiety, neither mentored nor non-mentored students showed improvement in either depression or relationships.
Updated: Mar. 20, 2008
A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review
The article provides a literature review regarding student peer mentor descriptors found in mentoring research. The authors then offer a taxonomy that classifies ten peer mentor characteristics according to career-related or psychosocial mentor functions.
Updated: Mar. 18, 2008