Search results for: Models
Page 8/20 193 items
In this article, the authors report on a conceptual framework developed for identifying and analyzing mathematical features of classroom work. The authors describe their method, including how the authors synthesized the literature on mathematics instruction in classrooms and how they developed their coding scheme. Next, the authors share their conceptualization of the mathematical quality of instruction (MQI) by providing coding guidelines for particular constructs and by illustrating the application of specific codes to two example lessons.
Updated: Aug. 21, 2012
“I Speak Prose and I Now Know It.” Personal Development Trajectories among Teacher Educators in a Professional Development Community
The current study investigates trajectories of professional growth by teacher educators participating in a professional development community on teaching thinking. Qualitative measures revealed a four stage model of personal professional trajectories: anticipation/curiosity, withdrawal, awareness and change. All teachers followed the same four staged trajectory though individuals were located at different points on the path.
Updated: Jul. 30, 2012
This article uses Campbell and Fulford's framework to examine links between research and practice in a collaborative cross-cultural partnership. The article describes a partnership between the School of Education at the Solomon Islands College of Higher Education and the University of Waikato. This paper attempts to develop a greater understanding of how knowledge mobilisation can take place when partners are from different cultures, when much communication has to take place through unreliable information and communication technologies, and when partners meet at intervals only.
Updated: Jun. 06, 2012
Using the Conceptual Change Model of Learning as an Analytic Tool in Researching Teacher Preparation for Student Diversity
The goal of this article is to argue that drawing on the theory of conceptual change as commonly applied to learning in science classrooms is an appropriate and valuable framework for understanding how teachers change their ideas about the pedagogical implications of student diversity. After a description of two traditions of conceptual change learning, the Teaching for Conceptual Change model is deployed to analyze two different accounts of teacher learning.
Updated: May. 28, 2012
The goal of this article is to establish a conceptual framework to support a scholarship that will provide well-articulated and examined models and tools to support the development of prospective and practicing teachers. The author concludes that advancing scholarship that capitalizes on the expertise and talent of faculty who not only understand but also skillfully enact the work of preparing teachers is vital to the progress of the field.
Updated: May. 28, 2012
In this article, the authors suggest a third conceptual model, identity literacy, to understand the essence of literacy. This model is based in developmental psychology’s concept of identity. Qualitative methodology was used to explore teachers’ ideas regarding teaching texts. Three themes regarding teachers’ ideas on the proper way to teach texts emerged from the analysis: Good textual study is potentially personally meaningful; good teaching accentuates the potential of texts to trigger identity processes in the reader; and for students to learn to read in this manner, a particular stance toward texts needs to be taught.
Updated: May. 28, 2012
In this article, the author described his own use of an academic discipline—linguistics and its varied tools of discourse analysis—in conducting research at the College.The author focused on two major areas of research: (a) ethnocultural variation in processing spatio-temporal information in languages throughout the world and (b) children’s interaction with multiple-choice tests of reading comprehension, with particular attention to the ways in which their ethnocultural background affects how they respond.
Updated: May. 23, 2012
In this article the authors analyze three episodes from an elementary mathematics teacher education class: two where students were positioned as children learning mathematics and a more extended one where students were positioned as teachers. The instructors presented the figured world of reform pedagogy in at least two ways over the course of the semester: by describing it and approximating it in class activities. The authors propose that by recognizing certain models of identity for children learning math, students in Mathematics for Elementary Teachers drew on corresponding models of identity for elementary mathematics teachers.
Updated: May. 13, 2012
In this paper, the authors adopt a complexity theory framework to review the literature on teachers’ professional development practices, the generative systems of these practices, and the impact that learning experiences have on their knowledge and changes in classroom practices. The authors conclude that to understand teacher learning scholars must adopt methodological practices that focus on explanatory causality and the reciprocal influences of all three subsystems.
Updated: Apr. 24, 2012
The purpose of this article is to address the issue of Continuing Professional Development (CPD) evaluation in education. The paper focuses on what are often called ‘level’ models for evaluating development and training. These models draw on an evaluation tradition which posits that programme design and implementation involve a series of inter-related components and the role of evaluation is to assess one or more of these components and the inter-relationships between them.
Updated: Apr. 18, 2012