Search results for: Ethnographic study
Page 3/7 62 items
How Has Recent Curriculum Reform in China Influenced School-based Teacher Learning? An Ethnographic Study of Two Subject Departments in Shanghai, China
This ethnographic study investigates the impacts of current curriculum reform on teacher learning using two subject departments from two schools in Shanghai, China. This study shows that teachers direct much attention towards searching for good practices and norms of practice to encounter new curriculum challenges. Findings show that outside experts who act as ‘boundary brokers’ are crucial in teacher learning.
Updated: Mar. 24, 2013
The goal of this paper is to propose performance as a creative instructional strategy to convey complex competencies related to understanding and working effectively with families in early childhood education. The article discusses how faculty, researchers, and those responsible for professional development can use performance to move early childhood educators towards greater family-centered competencies when serving diverse families and children.
Updated: Jan. 28, 2013
This paper is an empirically based discussion of the relationship between multiple understandings of democracy and multiple practices of evaluation. The article presents certain results of three ethnographic research projects among school leaders in Norwegian secondary education. Using a critical ethnographic research methodology in order to build agency, the article focuses on dilemmas and paradoxes of evaluation in an era of market-driven accountability.
Updated: Nov. 28, 2012
The current study examines the potential of employing recent graduates to facilitate the learning of current students in a BEd program. The study included 46 participants. The authors argue that the use of recent graduates is a form of intergenerational learning that is characterised by knowledge-based, as opposed to age-based, generations. The authors refer to the Jared Phenomenon as a special instance of intergenerational learning. The authors define this phenomenon, describe the contexts which it is applicable and identify three dilemmas associated with the application of this phenomenon.
Updated: Nov. 27, 2012
In this article, the authors were interested to examine collective efficacy in the classroom by using Vygotsky's view. The authors' purpose was to illustrate ways in which the classroom teacher becomes classroom community organizer, especially as relating to the development of collective classroom efficacy. The data for this exploration were collected from an extensive ethnographic data set from one teacher’s fifth-grade classroom over four years.
Updated: Sep. 13, 2012
In this article, the authors report on the results of an ethnographically-grounded investigation of agency work among nine pre-service teachers. The main objective is to determine how agency emerges and is constructed in situated discourse practices within the context of a teacher education program embedded in the collective inquiry approach. Here, agency work emerged in interactional spaces containing the pre-service teachers, educators, the surrounding field of others, and the subject discipline(s) embedded in a particular cultural context including its tools and practices.
Updated: Jun. 20, 2012
The Different Learning Opportunities Afforded Student Teachers in Four Secondary School Subject Departments in an Initial Teacher Education School–University Partnership in England
The present paper highlights how different types of learning opportunities are available in school subject departments for student teachers even when they are working in the same school and within the same PGCE partnership scheme. This article derives from a year-long doctoral ethnographic study exploring initial teacher education (ITE) work with 15 student teachers in four subject departments (geography, history, modern foreign languages (MFL) and science) in one secondary school (for 11- to 18-year-old pupils) in the south of England. The discussion concentrates on three different types of learning were identified in relation to ITE in the subject departments: Learning by imitation, Learning by enculturation and Learning by innovation.
Updated: May. 21, 2012
This study examines the ways in which middle- and upper-middle-class parent group investments in urban public schooling may mitigate and/or exacerbate existing patterns of inequality in public education. An ethnographic case study research design was utilized. The data reveal that neighborhood parent group members catalyzed community support for their local public school, attracting other middle- and upper-middle-class parents. The research findings suggest that middle- and upper-middle-class parents are in many instances key actors in processes of school and neighborhood change.
Updated: May. 16, 2012
Through participant observation and interview, the researcher’s efforts must coincide with the students’ to engage in critical thinking about the problems and issues of interest as both the researcher and participants seek mutual humanization through understanding. Working from a 2006–2007 study of language, literacy, and difference in a multiethnic high school and youth community, the author provides examples fieldwork moves youth and him made together. The author looks to understand these moves as humanizing for both the participants and him as a researcher.
Updated: May. 16, 2012
This paper is part of an ethnographic study aiming to examine teacher collaboration in a primary school. The intention was to discover how the two teachers in the classroom studied categorized pupils according to the learning styles model they had invented, and how the resulting groups were used for the purposes of classroom management.
Updated: Mar. 14, 2012