Search results for: Models
Page 5/20 193 items
This article draws together two strands of recent work in the philosophy of education. One elaborates the implications of a semiotic theory of learning. The other draws upon economic thinking, and has a particular focus on the parameters of human decision-making over time. The article draws on a framework grounded in the commonalities that underpin this convergence, bringing together strands from a number of areas of academic inquiry. The authors argue that curricular practices are for the long term, and have an importance at least equal to, and usually greater than, the environmental priority of the moment.
Updated: Dec. 09, 2014
This paper advances beyond a definition toward a common framework for specifying mentoring models. Sixteen design elements were identified from the literature. These design elements were tested through specification of two different mentoring models from higher education contexts.
Updated: Aug. 24, 2014
This article introduces an empirically based and theoretically informed model of a creative learning community. The model is based on three key concepts or learning principles which can take different forms in particular settings and social practices. As a theoretical point of departure, this article will outline a situated model of creativity and learning, and following this, will introduce a model of creative learning.
Updated: Jul. 23, 2014
Learning to Integrate New Technologies into Teaching and Learning through a Design-based Model of Professional Development
This article argues that in order for teachers to be prepared to use such technologies, the structure of teacher professional development (TPD) is critical. The Teaching Using Technology Studio was designed as a design-based professional development program for sixteen upper elementary teachers in California. This study addressed the following question: What is the impact of a design-based TPD model on teachers’ knowledge, attitudes and behaviors regarding integration of technology into teaching and learning? Data analysis showed significant changes in teachers reported knowledge and integration of technology into teaching, an increase in technology literacy of teachers and students, and students’ use of technology for learning.
Updated: Jun. 23, 2014
Using a Modified Pyramidal Training Model to Teach Special Education Teachers to Conduct Trial-Based Functional Analyses
This study evaluates the effectiveness of a modified pyramidal training procedure. The participants in this training procedure were special education program coordinators, who were taught to conduct trial-based functional analyses and then provided support to special education teachers who were taught to conduct trial-based functional analyses and to calculate, graph, and analyze data. After training, the teachers conducted the trial-based functional analysis with over 85% accuracy and demonstrated criterion performance analyzing and graphing data.
Updated: Mar. 17, 2014
In this article, the authors examine how teacher training can play an active role in inculcating teachers with sociopolitical awareness and the resultant image of this transformative teacher training. The authors present a conceptual and practical model for training teachers as involved intellectuals in the society and in the community. The model was built in light of educational challenges in the global, technological, and competitive world in general and in Israeli society with its schisms and violence in particular. The article also describes findings from pilot studies which have been done to assess the teacher training program at the Kibbutzim College of Education in Israel.
Updated: Feb. 26, 2014
This article examines the Deleuzian concept of ‘assemblage’ in educational research in the context of Teacher Education (TE) for the ‘continuing education’ or ‘Lifelong Learning’ sector. The author argues that the concept of assemblage recognises developmental practices in distinctive ways and that it challenges the centripetal views implied by other models’ elision of more specific types of convergence, each of which is analysed. Drawing on Deleuze’s creative approach to analysis, the article draws a portrait of practice which identifies problems and successes in specific cases of TE with wider applicability.
Updated: Feb. 17, 2014
This article explores the challenges experienced by teacher educators promoting reflective practice in a large group setting, using reflective verbalisation as an organising framework. This study undertaken in a university in the Republic of Ireland. The findings reveal that the participants indicated that their experience of the module enabled them to use a reflective approach to new situations which arose in their classrooms. In addition, the participants indicated that the module had facilitated their capacity to reflect on and develop their own ideas about teaching and curriculum. However, participants did not feel that the module allowed them to explore with staff and fellow students specific curricular and/or classroom issues which they were experiencing in the practicum.
Updated: Feb. 05, 2014
In this article, the authors revisit the question of ethics education for teachers. The authors propose an approach to the professional ethics of teaching that employs a case-analysis framework specifically tailored to address the practice of teaching. The authors describe a case study which comes from their personal experience and apply the eight stages of the framework on it. The authors conclude that the framework for ethical decision making presented here provides a strategy for bringing conceptual coherence to professional ethics courses for teachers.
Updated: Jan. 07, 2014
The current self-study explores the role of collaboration in the development of the authors, three new faculty members, as teacher educator-researchers. the authors consider the role that protocol-structured examination of artifacts of practice has played in their own professional learning as beginning teacher educator-researchers, as well as what it might offer to others engaging in self-study. The findings reveal protocol-structured dialogue about artifacts of classroom practice. In addition, the findings also show that the dialogue is formally facilitated, informed by text and common understanding, non-hierarchical, and task-specific.
Updated: Dec. 16, 2013