Search results for: Knowledge
Page 2/4 31 items
The purpose of this study was to explore the way that knowledge is construed through global media and what effect that knowledge has on students’ responses. Data were obtained from two focus groups in which students viewed and responded to global media. The results of this study suggest that dynamic visual texts provide a venue for teachers and students to consider what knowledge global media affords. However, students should become critical viewers of media, able to carefully and thoughtfully engage with assertions and evidence to foster inquiring capacities.
Updated: Dec. 11, 2012
In this article, the authors use critical discourse analysis to examine educators' efforts to incorporate funds of knowledge from the communities and families of Punjabi Sikh students. This project took place in a classroom of nine- and ten-year-old ELLs on the west coast of Canada. The project stimulated discussions among the children about why Punjabi was not taught in a school where the majority of the children came to school speaking the language and why there were not more dual-language resources in the school. These results are important and challenge dominant schooling practices. This project also emphasizes the ways in which the use of multimodal technologies opens up classroom space for bilingualism.
Updated: Nov. 23, 2010
New Voices, New Knowledges and the New Politics of Education Research: The Gathering of a Perfect Storm?
This paper outlines and discusses a set of related developments in the governance, reform and privatisation of knowledge production in the field of education policy. The article argues that knowledge about, performative knowledge, and knowledge for leadership knowledge are key facets of the new governance and ongoing reform of public sector education. However, they are increasingly created and sold to governments by private sector and philanthropic organisations. Increasingly the idea of a public/private divide in education is redundant.
Updated: Oct. 29, 2010
An Analysis of Knowledge Structure, Diversity and Diagnostic Abilities Among Pre-Service Science Teachers Within the Domain of Oxidation and Reduction Chemistry
The goal of this study was to examine the development of preservice science teachers’ knowledge structures in the domain of oxidation and reduction chemistry. The findings large variation in knowledge structure complexity across the preservice teachers, strong correlations between measures of knowledge structure and diversity, and the development of more balanced knowledge structure representations.
Updated: Sep. 19, 2010
Participatory Action Research and the Reconstruction of Teachers' Practical Thinking: Lesson Studies and Core Reflection. An Experience in Spain
In this article, the authors would like to present the theoretical relationship between lesson studies, action research and practical knowledge in teacher education. In particular, the authors analyse the possibilities of lesson studies as an action research model in which observation, action, reflection and cooperation between participants should help to reconstruct the theories in use that teachers count on in their school practice.
Updated: Jun. 23, 2010
Comments on Greenhow, Robelia, and Hughes: Technologies That Facilitate Generating Knowledge and Possibly Wisdom
Greenhow, Robelia, and Hughes (2009) argue that Web 2.0 media are well suited to enhancing the education research community’s purpose of generating and sharing knowledge. The author of this paper first articulates how a research infrastructure with capabilities for communal bookmarking, photo and video sharing, social networking, wikis, and mash-ups could enhance both the pace and quality of education scholarship, complementing federal investments in cyberinfrastructure. He then argues for a second, more provocative and controversial usage of this research infrastructure: an experimental attempt to generate 'wisdom.'
Updated: Jul. 21, 2009
This study investigates the role of synergistic scaffolds in supporting preservice teachers’ knowledge of self-as-teacher. Data include preservice teacher papers written before and after the introduction of scaffolds, surveys, and interviews.The authors conclude that carefully designed synergistic scaffolds can support preservice teachers in their exploration of self-as-teacher.
Updated: Jan. 19, 2009
Understanding and Describing Mathematical Knowledge for Teaching: Knowledge about Proof for Engaging Students in the Activity of Proving
The article describes research in mathematical knowledge that useful in mathematical teaching. We explain that existing research informs the knowledge about the logico-linguistic aspects of proof that teachers might need, and we argue that this knowledge should be complemented by what we call knowledge of situations for proving. We identify two sub-components of the knowledge of situations for proving: knowledge of different kinds of proving tasks and knowledge of the relationship between proving tasks and proving activity.
Updated: Nov. 17, 2008
Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study
This study illuminates the claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on teachers' mathematical knowledge for teaching (MKT), which includes both the mathematical knowledge that is common to individuals working in diverse professions and the mathematical knowledge that is specialized to teaching.A significant, strong, and positive association is found between levels of MKT and the mathematical quality of instruction.
Updated: Nov. 03, 2008
Student response system (SRS) technology is one of many tools available to help instructors create a rich and productive learning environment. The authors describe a study designed to measure the effect of an SRS on student interest and retention. Two sections of an undergraduate management class participated in this study. Section 1 served as a control group by participating in a typical class without SRS; section 2 used SRS throughout the semester to facilitate active learning. Results indicate that although the classes were comparable at the onset of the semester, those students who used the SRS as an integral part of the classroom reported greater interest in the class and higher expectations of success, performed better on a midterm exam, and more importantly, performed better on a knowledge-retention test administered at the end of the semester. The authors argue that SRS technology can have beneficial outcomes for student performance and knowledge retention.
Updated: Oct. 27, 2008