Search results for: Teaching practices
Page 4/5 42 items
Preparing Special Education Mentors Using Classroom Artifacts as a Vehicle for Learning About Teaching
The authors investigate a project that focuses on preparing special educators to mentor preservice teachers throughout their preparation program, instead of mostly at the end of their program. Through use of classroom literacy artifacts, mentors are prepared in how to guide novices as they transition through coursework and into classroom practice. Experienced and novice teachers participate in the research. They work together as part of an ongoing preparation program. Findings indicate that mentors can select and use artifacts that illustrate teaching complexities.
Updated: May. 11, 2009
The article examines how teaching practices contribute to the variance in test scores on a broad scale or on whether the relation of instruction to test scores is moderated by social and economic inequalities among students. The result suggests that minimizing the social inequities that contribute to the adverse effects of poverty will play a greater role in closing the poverty score gaps in mathematics in elementary grades.
Updated: Mar. 18, 2009
The study examines how people are prepared for professional practice in the clergy, teaching, and clinical psychology. The purpose of the study is to develop a framework to describe and analyze the teaching of practice in professional education programs, specifically preparation for relational practices. : The authors have identified three key concepts for understanding the pedagogies of practice in professional education: representations, decomposition, and approximations of practice. The authors conclude that, in the program they studied, prospective teachers have fewer opportunities to engage in approximations that focus on contingent, interactive practice than do novices in the other two professions.
Updated: Mar. 18, 2009
Metacognition (as a process) and metacognitive knowledge (as a product) are seen as important components of cognitive development and signs of intellectual maturity.The development of metacognitive knowledge is not, however, reserved for adult learners. The goal of this study was to examine what practices lead to successful self-reflection and promote metacognitive development in young learners.
Updated: Mar. 17, 2009
This case study examines the classroom instruction of an experienced teacher in an elementary school where the principal supported teachers’ autonomy and authority over curriculum and instruction. The results demonstrate how teachers’ professional discretion is being minimized in subtle yet consequential ways amid high-stakes testing, even in subject areas not tested by the state. Constrained professionalism represents a new situation in which teachers retain autonomy in classroom practices. However, their decisions are significantly circumscribed by contextual pressures and time demands that devalue their professional experience, judgment, and expertise.
Updated: Mar. 16, 2009
W(h)ither the Sense of Wonder of Pre-Service Primary Teachers’ When Teaching Science?: A Preliminary Study of Their Personal Experiences
This preliminary study seeks to explore whether wonder-based reflections are sources of inspiration for future teachers of science. What experiences have brought them personally a sense of wonder and when, if at all, do they employ scientific explanations of those events? In all 140 pre-service primary teachers, when questioned, described 240 separate events or occasions in which they had participated or observed that evoked a heightened sense of wonder. Three different types of wonder described all the events cited: physical, personal and metaphysical wonder.
Updated: Jan. 19, 2009
The field of self-study of teaching and teacher education practices, like a number of other areas of inquiry, appears negligent in paying intellectual debt to Joseph Schwab who revolutionalized the fields of curriculum and teaching in the 1970s with his ideas about the practical. In this article, the author trace her personal journey of coming to know Schwab's contributions and how she came to vicariously know Schwab as a professor who not only paved the scholarly way to self-study, but also appeared to practice a form of self-study by making his personal teaching an object of inquiry.
Updated: Jan. 19, 2009
Catalyzing Student–Teacher Interactions and Teacher Learning in Science Practical Formative Assessment with Digital Video Technology
This paper reports how a teacher–researcher partnership examined a biology teacher's existing pedagogical practices. Furthermore, the paper attempted, through a task design innovation, to create the circumstances under which more interactive and emergent assessment for learning practices could flourish in her classroom. This work involved the use of digital video playback technology as the trigger or catalyst for reflection on concrete experiences by the teacher and her students to occur. Results suggest that the digital video innovation brought about changes in student–teacher interactions in science practical work and assisted the teacher in reflecting on her professional learning.
Updated: Jan. 07, 2009
This study measures changes in teaching practices that occurred during a school year that included laptop implementation and professional development. The changes were documented through direct observations of more than 400 classrooms in more than 50 K–12 schools in 11 Florida districts.This research suggests that laptop implementation coupled with professional development may have an immediate impact on instructional practices.
Updated: Dec. 29, 2008
Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform
This study builds upon research on teacher professional communities and high school restructuring reforms. It employs a conceptual framework that draws upon theories of “community of practice” and “community of learners.” The study analyzes how teachers’ professional inquiry communities at the high school level constitute a resource for school reform and instructional improvement. The findings demonstrate how the enactment of design choices holds particular consequences for the nature and quality of teacher learning and school improvement.
Updated: Dec. 15, 2008