Search results for: Secondary schools
Page 4/6 51 items
Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method data sources revealed a positive relationship between professional satisfaction and teacher involvement in setting priorities for the professional development.
Updated: Jan. 15, 2009
From a sociocultural perspective, teacher identity is constructed in relation to others, including other teachers and students. Drawing on positioning theory and the concept of investment, this study analyzed the case of a secondary English teacher who negotiated his teacher identity in relation to English language learners (ELLs). Findings indicated that the teacher made an investment in ELLs' identity by positioning them as like any other student.
Updated: Jan. 05, 2009
A Culture of Collaborative Inquiry: Learning to Develop and Support Professional Learning Communities
In this research, a group of 12 professional development providers deliberately set out to use the same processes and structures in their development and implementation of a PD model. The research examines what this group learned about fostering and sustaining a culture of collaborative inquiry and considers how this can inform PD providers’ support of teachers’ engagement in a collaborative inquiry cycle. The findings inform the support of teachers undertaking collaborative inquiry for professional growth.
Updated: Dec. 17, 2008
This article chronicles events in the author's secondary education literacy course when she asked students to write in a descriptive, analytical, and reflective way about the experiences that led them to teaching. The stakes were high, and so was the confusion about what it means to write reflectively and how to link such writing to teacher education standards. This forced the author to study her own efforts to encourage reflective practice to discover where the gaps in understanding had occurred and how those gaps might be reduced. The author realized that the only way to know if understanding has occurred is to ask the right questions and then be prepared to adjust her practice accordingly.
Updated: Dec. 08, 2008
'A Teacher's Job Doesn't Only Happen in the Classroom': Preservice Teachers, the Classroom, and the School
Preservice teachers are expected to enter the profession with skills and deep understanding of education experience. They are asked to become classroom, expert in pedagogy, content, and emotional needs of the student. 44 teachers participated in discussions of causes, and school policies, and targeted harassment and bullying. The 15 week course included journal entries focused on student responses.
Updated: Dec. 03, 2008
The intent for this project was to illuminate differences and commonalities of women leaders from different ethnic backgrounds through their own voices and to listen for strategies used to overcome obstacles that have led to their current success as secondary principals. African-American, Asian, Caucasian, and Hispanic women leaders were interviewed and understood from a feminist post-structural lens to create a vision of what the leadership experience is like at the secondary level.
Updated: Nov. 24, 2008
'That's not Treating you as a Professional': Teachers Constructing Complex Professional Identities through Talk
This article investigates the identity talk of three mid-career teachers in an urban, public school in the USA, to better understand how the teachers used language to accomplish complex professional identities. The analysis presented here extends our understanding of language as a resource in teacher identity construction by using discourse analysis to investigate how speakers use implicit meaning to accomplish the role identity of teacher. Findings show that the teachers strategically positioned themselves in relation to others and to institutional practices, actively negotiating competing discourses about teacher identity.
Updated: Nov. 23, 2008
Development of a performance assessment task and rubric to measure prospective secondary school mathematics teachers’ pedagogical content knowledge and skills
The article describes an assessment task designed to assess secondary school mathematics preservice teacher content knowledge skills. The task and rubric were developed in collaboration with five education faculty, four arts and sciences faculty, and four high school teachers over a period of one year.
Updated: Nov. 11, 2008
When Students Negotiate: An Action Research Case Study of a Year 8 English Class in a Secondary College in Victoria, Australia
This article describes what happens when students are given the opportunity to be part of the decision-making process, both in the negotiation of what takes place in the classroom and in the 'action' of the action research process itself. An action research approach was used as the most appropriate method by which to analyze the experiences of students and teacher as they negotiated three action research cycles in their Year 8 English classes. Specifically, the research focused on the connection between negotiated learning and motivation.
Updated: Oct. 05, 2008
The article examines the collective goals, functions and teachers' change in professional representations or repertoire of actions through collective activity. The study relates to a frame work to data collected from new teachers in the induction year in Scottish secondary schools.
Updated: Sep. 21, 2008