Search results for: Learning
Page 2/4 36 items
This article reports on a collaborative research study regarding the practice and impacts of assessment for learning in science, geography and history classes. Three secondary teachers and two university researchers participated in the study. The research provides insights into how teachers and researchers can collaborate to develop a research and practice agenda.
Updated: Aug. 22, 2010
This presentation aims at giving an overview of the state of the art, developing a general framework for theory and research, and outlining crucial topics for future theory and research. The presentation focuses on the influence of emotions on learning. First, theories about the impact of emotions on learning are introduced. Second, the importance of these theories for school learning are discussed. Third, empirical evidence resulting from school-based research about the role of emotions for learning is presented.
Updated: Jun. 29, 2010
Alignment, Cohesion, and Change: Examining Mathematics Teachers’ Belief Structures and their Influence on Instructional Practices
This collective case study explored the relationship between mathematics teachers’ beliefs and their classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their students’ learning. Five high school teachers of ninth-grade algebra at different stages in their teaching career participated in this study.
Updated: Dec. 24, 2009
Learning for Professional Life: Student Teachers' and Graduated Teachers' Views of Learning, Responsibility and Collaboration
The focus of this study is on how final-semester students and newly-graduated teachers experience the formal objectives of teacher education, with a particular view of the concepts of learning, responsibility and collaboration.
Updated: Dec. 21, 2009
In this article, the authors argue that given President Obama's support of charter schools, it is time for educators and policymakers to closely consider both the possibilities and the limitations of these schools in the context of urban school reform. The authors discuss the unique flexibility of charter schools. However, they also note the major challenges these schools face. The authors suggest that these strengths and challenges must be considered together. They also recommend that the administration must focus on the elements of effective schooling for all children.
Updated: Sep. 08, 2009
The outcomes of a two-pronged 'real-world' learning project in Australia, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this article. Using Butin's conceptual framework for service learning, the authors show evidence that this approach can enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers.
Updated: Jun. 03, 2009
It's Not All About School: Ways of Disrupting Pre-Service Teachers' Perceptions of Pedagogy and Communication
The paper reports on an authentic learning opportunity offered to 22 pre-service teachers in their first year at university, which attempts to disrupt these perceptions about learning and pedagogy. Using a new application of Butin's conceptual framework, the authors show that during the project these participants developed more complex notions of learners and ways of making meaning.
Updated: Mar. 31, 2009
Understanding How A Case-Based Assessment Instrument Influences Student Teachers’ Learning Approaches
In the current study, the authors examine student teachers’ learning approaches in the context of case-based assessment. Hereto, they investigated the direct effects of the student teachers’ general beliefs on the cognitive demands of assessment on their learning approaches. Also the student teachers’ perceptions of the cognitive demands of the case-based assessment instrument were considered as a mediating variable. The results indicate that the student teachers’ perception of the deep-level demands of the OverAll Test mediates the effect of their beliefs on the adoption of deep approaches to learning.
Updated: Jan. 26, 2009
This article explores how beginning teachers use and learn from curriculum materials. As part of a longitudinal study of beginning English teachers who teach in the Pacific Northwest of the United States, the researchers tracked teachers’ responses to and use of materials over time, and how these materials shaped their classroom practice. The authors found that the teachers spent an enormous amount of time searching out curriculum materials for their classes and that the curriculum materials they encountered did, indeed, powerfully shape their ideas about teaching language arts as well as their classroom practice.
Updated: Jan. 19, 2009
The present study explores the ways in which participating in a study group helped five US middle school teachers alter their construction of knowledge. The members came together to improve their knowledge on assessment for learning in response to school-level and district-level pressures.
Updated: Jan. 12, 2009