Search results for: Schools
Page 1/2 14 items
This article investigate teacher educators’ views of current trends and their consequences for teacher education futures. The findings reported give voice to the expert participants. The data were then used to develop the discussion which comprised two scenarios. Two major fields of change are identified here and these are used to imagine different futures through the use of a two-dimensional model. The two major fields identified from the discussion are a continuum on location of teacher education, from school based to university based, and a continuum on autonomy and regulation, ranging from high government regulation to self-regulation by the profession.
Updated: May. 07, 2017
This article will describe two of the author's personal stories to try to explore the secret or opaque space between the original telling and retelling of stories in narrative inquiry. Based upon her difficult struggles with the two stories of tea, school, and narrative, the author suggests that narrative inquiry has to be a complex loop of relationship, reflexivity, responsibility, and recursion.
Updated: Sep. 17, 2014
First-Year Special Educators: The Influence of School and Classroom Context Factors on Their Accomplishments and Problems
The purpose of this study was to more fully describe novice special educators' experiences by exploring their problems and accomplishments and the context factors within the classroom and school that potentially promote or constrain novices' professional development. The findings of this survey of 596 first-year special education teachers extend the literature by revealing the influence of classroom and school context factors on new teachers' accomplishments and problems.
Updated: May. 11, 2009
“It Enables Me to Realise My Fantasies Regarding The Practicum”: A Preliminary Study of An Academia–School Partnership in Israel
This article presents an exploratory study of a 10-year-old partnership between a special education department at a Teacher Training College in Israel and a special school for children with developmental disabilities. The partnership is analysed utilising criteria that characterise successful Professional Development Schools. Strengths and weaknesses of the model are discussed and recommendations for future directions and research are presented.
Updated: Jan. 12, 2009
Some mentors while part of school communities might be seen as discharging their mentoring responsibilities in a relatively isolated manner. This study seeks to develop an understanding of how mentors operating in different phases learn to mentor and to sustain their growth as mentors and to seek to identify how they construct their 'communities of mentoring'.
Updated: Jan. 12, 2009
The current administration strongly supports the belief that good schools can be created and has funded the Comprehensive School Reform (CSR) program to support these beliefs. This article provides information about recent school reform research and conditions of schooling. The article then reviews the research findings (drawing on all the preceding articles in the special issue) and considers implications for policy makers, principals, teachers, teacher educators, and researchers.
Updated: Dec. 22, 2008
A rich literature discusses various types of small-group learning formats and how those formats affect achievement. Few studies, however, have examined students’ perceptions of small-group learning experiences. This work extends the small-group literature by studying stories written in response to a picture of children in a small group by students who attend Comprehensive School Reform (CSR) schools about learning in small groups.Results suggest that students in these CSR schools held positive beliefs about their small-group learning experiences.
Updated: Dec. 22, 2008
This comprehensive meta-analysis on teacher career trajectories, consisting of 34 studies of 63 attrition moderators, seeks to understand why teaching attrition occurs, or what factors moderate attrition outcomes. Personal characteristics of teachers and the attributes of teachers' schools are key moderators. The evidence suggests that attrition from teaching is (a) not necessarily 'healthy' turnover, (b) influenced by various personal and professional factors that change across teachers' career paths, (c) more strongly moderated by characteristics of teachers' work conditions than previously noted in the literature, and (d) a problem that can be addressed through policies and initiatives.
Updated: Dec. 14, 2008
The article explores technology and how it allows for new social arrangement by connecting preservice teachers, university faculty, and school-based personnel. The authors recommend specifically that technology be used in teacher education to strengthen professional practice.
Updated: Oct. 26, 2008
This paper is based on the assumption that action research always affects the micropolitical balance characteristic of a certain school setting. The authors claim that micropolitics, that is the patterns of formal power and informal influence, has largely been neglected in the literature on action research in schools.Firstly in the paper the authors present the concept of micropolitics and a model consisting of three arenas for understanding micropolitics in schools.
Updated: Oct. 06, 2008