Search results for: Knowledge
Page 3/4 31 items
In this article, the authors argue that much of the development of action research has been based on a reconstructed view of science (i.e., a science that is more contextual, less law-like, less causal, but still accurately represents reality and is teacher centered as opposed to researcher centered). In contrast to this reconstructed view of science, they suggest it is time to look at the limits and possibilities of basing action research on an aesthetic view of knowledge production.
Updated: Oct. 06, 2008
A small study with six experienced mathematics teachers was conducted. A general theoretical model of expert practice was used to explore the nature of knowledge base that enables teachers to operate effectively in the complexity of a class of 30 pupils enables teachers to operate effectively in the complexity of a class of 30 pupils. This model derives through the use of specialized attention skill.
Updated: Jul. 27, 2008
When I started a PhD on the representation of blind men, I believed that what was required was the production of something that proclaimed my knowledge and my expertise - to get the reader to see what I mean. This essay explores the fragmentary and blurry fragments and with blurred edges to investigate the possibility that knowledge is not the same as clarity, and that reading and writing are as much about the spaces between words as the words themselves.
Updated: Jul. 02, 2008
Global concerns young people have about education are studied here. The article then considers the importance of teachers' training in England. It focuses on the knowledge students bring in to their teachers' classrooms, and identifies some of the consequent dilemmas faced by teacher training.
Updated: Jun. 12, 2008
The article explores the content and structure of pedagogical values, utilizing 24 teachers who were encouraged to articulate their beliefs regarding their professional morality and their school community. The study emphasizes the value structure that should prevail in schools, so they could be considered educative institutions, and claims that the teaching profession should be recognized as a complex of ideals essential to teachers' roles.
Updated: May. 27, 2008
This study investigates the process of collaborative knowledge construction when technology and pictorial knowledge representations are used for visualizing individual and groups’ shared ideas. The focus of the study is on how teacher-students contribute to the group’s collaborative knowledge construction and use each other’s ideas and tools as an affordance for their jointly evolving cognitive systems.
Updated: Apr. 12, 2008
The article explores the impact of the No Child Left Behind (NCLB) Act on US schools. The findings suggest that California has a well-qualified teacher workforce that is equitably distributed across the state. Other findings suggest that student background factors other than teacher quality are the key determinants of school success. Those findings bring into question to what extent teachers need to improve their subject skills, so that they may help close the achievement gap in California schools.
Updated: Apr. 08, 2008
A study was conducted on constructivism in science education. The study engaged 17 teachers who registered for 11-week course. The course was based on 17 readings on the nature of science. Activities included written reports, classroom discussions, and written exams. Results revealed that participating teachers experienced a transition leading to greater understanding as they acquired greater understanding of constructivism.
Updated: Mar. 31, 2008
An examination of knowledge prioritisation in secondary physical education teacher education courses
The article describes a study designed to examine which knowledge is prioritized by student-teachers, school-based mentors and university tutors, working on three secondary education physical education teacher education courses. Results reveal that content knowledge was seen as having greater importance for student-teachers and mentors. University tutors conceptualized knowledge more broadly. The authors suggest that student-teachers may focus excessively on subject content knowledge and not enough on other knowledge bases.
Updated: Mar. 31, 2008
The article describes a study that connects teachers' experiences of reflective school portfolio to the qualities of teachers' knowledge communities. The author makes the case that the development of a dynamic knowledge community among teachers is foundational to the successful reflective school portfolio-making experience.
Updated: Mar. 06, 2008