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Journal articles on the topic 'Site-based teacher education'
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1
Baron, Christine. "Structuring Historic Site-Based History Laboratories for Teacher Education." Journal of Museum Education 39, no. 1 (March 2014): 10–19. http://dx.doi.org/10.1080/10598650.2014.11510791.
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Berglund, Ingrid, Susanne Gustavsson, and Ingela Andersson. "Vocational teacher students’ critical reflections in site-based education." International Journal of Training Research 18, no. 1 (January 2, 2020): 22–36. http://dx.doi.org/10.1080/14480220.2020.1747784.
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Baron, Christine, Sherri Sklarwitz, Hyeyoung Bang, and Hanadi Shatara. "What Teachers Retain From Historic Site-Based Professional Development." Journal of Teacher Education 71, no. 4 (May 3, 2019): 392–408. http://dx.doi.org/10.1177/0022487119841889.
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Using a broad-based assessment for understanding what teachers learn in historic site-based professional development (HSBPD), this study follows 29 teachers from a HSBPD at Thomas Jefferson’s Monticello to see how their work at historic sites affected their practice upon return to their classrooms. Influenced by the Interconnected Model of Teacher Growth and Complexity theory, this study considers the complex outcomes of teachers as individuals, professionals, and learners in communities of practice. Results explore a range of outcomes related to content, pedagogical content knowledge, working with peers, interactions with the historic site, and a willingness to reconsider historical information. The discussion offers a consideration of the network of HSBPDs as a cumulative system and the ways in which teachers’ on-site work can deepen our understanding of working with complex historical sources and make larger curricular changes.
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Lucas, Sam, Gilbert C. Brown, and Frank W. Markus. "Principal's Perceptions of Site-Based Management and Teacher Empowerment." NASSP Bulletin 75, no. 537 (October 1991): 56–62. http://dx.doi.org/10.1177/019263659107553710.
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Baron, Christine, Christine Woyshner, and Philip Haberkern. "Integrating historic site-based laboratories into pre-service teacher education." Journal of Social Studies Research 38, no. 4 (October 2014): 205–13. http://dx.doi.org/10.1016/j.jssr.2014.03.003.
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Mayer, Anysia Peni, Morgaen L. Donaldson, Kimberly LeChasseur, Anjalé D. Welton, and Casey D. Cobb. "Negotiating Site-Based Management and Expanded Teacher Decision Making." Educational Administration Quarterly 49, no. 5 (July 9, 2013): 695–731. http://dx.doi.org/10.1177/0013161x13492793.
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Malen, Betty, and Rodney T. Ogawa. "Professional-Patron Influence on Site-Based Governance Councils: A Confounding Case Study." Educational Evaluation and Policy Analysis 10, no. 4 (December 1988): 251–70. http://dx.doi.org/10.3102/01623737010004251.
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Case studies of site-based governance councils in Salt Lake City, Utah, provided the basis for testing whether building-based councils with broad jurisdiction, formal policymaking authority, parity protections, and training provisions actually enable teachers and parents to exert substantial influence on school policy. Despite the existence of these highly favorable arrangements, teachers and parents did not wield significant influence on significant issues in these decision arenas. Other factors, notably the composition of the councils, the relative power and role orientations of principals and professionals, norms of propriety and civility, the nature of district oversight and support, a congenial culture, and stable environment intervened to transform policymaking bodies into auxiliary units, convert teacher-parent parity to principal-professional control, and maintain rather than alter the influence relationships typically and traditionally found in schools. The implications of this research for those who advocate site-based governance as a potent reform strategy are discussed.
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Yoon, Jin-Ju,, and Jong-Lyoul, Park. "Teacher Agency of Adapted Physical Education Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 847–64. http://dx.doi.org/10.22251/jlcci.2022.22.24.847.
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Objectives This study explores how the teacher agency of adapted physical education teachers is expressed in their subject, and what contextual factors affect the teacher agency in various special education settings.
Methods A qualitative case study method was used for six adapted physical education teachers working at special education sites in various regions. Educational data of research participants were collected through in-depth interviews. Data analysis was conducted inductively by harnessing Priestley et al.’s (2015) ecological perspective as a theoretical framework.
Results Adapted physical education teachers proactively practiced physical education when they understood the context of the situation and formed their own firm belief, while endeavouring to teach their subject consistently in any environment. The manifestation of teacher agency was promoted when the belief and values of physical education formed from teachers’ previous life experience matched with any one of the cultural, structural, and social contexts. In addition, factors that facilitated the manifestation of teacher agency include the school culture that is permissive for major subjects, the support from fellow teachers and important people, and the proper physical environment for physical education classes. On the other hand, barriers to the manifestation of teacher agency were the discourse taking adapted physical education as an integrated subject and stressing individualised education for students subject to special education as opposed to school curriculum, on-site atmosphere that does not recognise adapted physical education, the absence of physical environment support, limited emphasis on their role as special teachers, and lack of reflection on their major subject. In addition, despite the agreement between the repetitive and evaluative dimensions, fear of the projective dimensions also acted as a barrier.
Conclusions Based on the findings, this study suggested the possibility that adapted physical education teachers proactively manifest teacher agency, the need for incumbent teacher education for adapted physical education, and the atmosphere to recognise special education as a school curriculum and institutional measures to improve this.
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Goodfellow, Joy. "There's a Student Teacher in my Centre: Cooperating Teachers’ Perspectives." Australasian Journal of Early Childhood 23, no. 2 (June 1998): 36–45. http://dx.doi.org/10.1177/183693919802300208.
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Recent research on teacher thinking and on the changing role of early childhood teachers has emphasised the importance of gaining insights into how practitioners themselves view their professional world. This article reports on a study which sought to express the voices of practising teachers who have the responsibility for student teachers during their field placement or practicum experience. The practicum is said to have a powerful influence on developing professionals, yet little is known about the experiences of the cooperating teachers who are responsible for student teachers at the field placement site. What is revealed are issues critical to the enhancement of university-based field experience programs. These issues warrant attention both within university-based field experience programs and within the context of increasing demands being placed on early childhood teachers.
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Shimada, Atsushi, Shin’ichi Konomi, and Hiroaki Ogata. "Real-time learning analytics system for improvement of on-site lectures." Interactive Technology and Smart Education 15, no. 4 (November 19, 2018): 314–31. http://dx.doi.org/10.1108/itse-05-2018-0026.
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Purpose The purpose of this study is to propose a real-time lecture supporting system. The target of this study is on-site classrooms where teachers give lectures and a lot of students listen to teachers’ explanations, conduct exercises, etc. Design/methodology/approach The proposed system uses an e-learning system and an e-book system to collect teaching and learning activities from a teacher and students in real time. The collected data are immediately analyzed to provide feedback to the teacher just before the lecture starts and during the lecture. For example, the teacher can check which pages were well previewed and which pages were not previewed by students using the preview achievement graph. During the lecture, real-time analytics graphs are shown on the teacher’s PC. The teacher can easily grasp students’ status and whether or not students are following the teacher’s explanation. Findings Through the case study, the authors first confirmed the effectiveness of each tool developed in this study. Then, the authors conducted a large-scale experiment using a real-time analytics graph and investigated whether the proposed system could improve the teaching and learning in on-site classrooms. The results indicated that teachers could adjust the speed of their lecture based on the real-time feedback system, which also resulted in encouraging students to put bookmarks and highlights on keywords and sentences. Originality/value Real-time learning analytics enables teachers and students to enhance their teaching and learning during lectures. Teachers should start considering this new strategy to improve their lectures immediately.
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Patterson, Timothy. "Historians, Archivists, and Museum Educators as Teacher Educators: Mentoring Preservice History Teachers at Cultural Institutes." Journal of Teacher Education 72, no. 1 (December 23, 2020): 113–25. http://dx.doi.org/10.1177/0022487120920251.
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A relatively new phenomenon in teacher education involves preservice history teachers conducting fieldwork in museums, archives, and other cultural institutes. However, researchers have yet to generate understandings supported by empirical observations of the inner workings of such fieldwork experiences. Using interviews, observations, and artifacts, this article analyzes the pedagogies historians, archivists, and museum educators use when adopting the role of teacher educators. Findings offer possibilities for a collaborative and site-based structure of teacher education, running contrary to traditional models. Important to the development of preservice history teachers, mentors at cultural institutes conceptualize their work through an inquiry lens, growing intuitively out of their work as disciplinary experts. In addition, educative mentoring, while typically conceived of as a classroom-based method, was observed in practice at cultural institutes. This article concludes by offering suggestions for applying principles from this model to existing preservice teacher education programs.
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Symons, Carrie, Blythe E. Anderson, and Amy Ward. "Teacher Candidates' Perspectives on the Value of a Site-Based Methods Course." Teacher Educator 55, no. 4 (July 14, 2020): 323–46. http://dx.doi.org/10.1080/08878730.2020.1787569.
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Penney Sanders, K., and Francis C. Thiemann. "Student Costing: an Essential Tool in Site-Based Budgeting and Teacher Empowerment." NASSP Bulletin 74, no. 523 (February 1990): 95–102. http://dx.doi.org/10.1177/019263659007452315.
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Gupta, Abha, and Guang Lea Lee. "The Effects of a Site-based Teacher Professional Development Program on Student Learning." lnternational Electronic Journal of Elementary Education 12, no. 5 (July 8, 2020): 417–28. http://dx.doi.org/10.26822/iejee.2020562132.
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Love, Matthew L., Lisa A. Simpson, Andrea Golloher, Brian Gadus, and Jennifer Dorwin. "Professional Development to Increase Teacher Capacity for the Use of New Technologies." Intervention in School and Clinic 56, no. 2 (April 27, 2020): 115–18. http://dx.doi.org/10.1177/1053451220914886.
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As technology continues to provide new instructional options in the classroom, opportunities to embed new tools in their pedagogy are critical for teachers. One avenue that could encourage teachers to adopt new technologies in their classroom is professional development. This column outlines how a comprehensive program can be implemented to build teacher capacity for implementing new tools in their classrooms. Suggestions include developing a referral system that connects teachers to necessary supports, developing ongoing trainings that build teacher knowledge and skills for using technology, and creating site-based leaders for technology use through professional development and the creation of professional learning communities.
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Yost, Deborah S., Robert Vogel, and Ling L. Liang. "Embedded teacher leadership: support for a site‐based model of professional development." International Journal of Leadership in Education 12, no. 4 (October 2009): 409–33. http://dx.doi.org/10.1080/13603120902814680.
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Ginsberg, Alice, Marybeth Gasman, and Andrés Castro Samayoa. "“When Things Get Messy”: New Models for Clinically Rich and Culturally Responsive Teacher Education." Teachers College Record: The Voice of Scholarship in Education 123, no. 4 (April 2021): 1–26. http://dx.doi.org/10.1177/016146812112300407.
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Background/Context Many teacher education programs are trying to build partnerships with local schools to create ongoing opportunities for their candidates to observe and practice in authentic settings. Prior research on university–school partnerships, however, has found that the structure and design of these partnerships have a huge impact on whether they turn out to be mutually beneficial, meaningful, and sustainable. One of the most commonly cited challenges is the lack of regular communication, respect, and trust between university professors and PK–12 classroom teachers and administrators. Purpose/Objective/Research Question This article focuses on Blocks, an initiative in the teacher education program at New Mexico State University (NMSU). Candidates spend their entire day at a single elementary school site, alternating between coursework and clinical practice. Research Design We conducted qualitative interviews and focus groups with teacher education professors, teacher candidates, and classroom teachers and administrators in the Blocks program to understand the core components and strategies that buoyed its success, as well as the major challenges and opportunities inherent in such a transformative model. Findings Given that NMSU is a Hispanic-serving institution that already prioritized university–school–community relationships, we were also interested in how the Blocks model might be replicated in teacher preparation programs at predominantly White institutions. Key findings include that (1) Blocks is a nonhierarchical model based on mutual respect and full collaboration, wherein professors and classroom teachers are both viewed as having equally valuable knowledge about teaching and learning, and both parties share ownership of the success of the program; (2) candidates’ coursework and clinical practice are not simply held at the same site, but are strategically sequenced and integrated to raise real-time questions of practice and provide candidates with a more cohesive and authentic preparation for becoming teachers of record; and (3) candidates do more than “observe” or “student teach”; they are given meaningful, progressive, and scaffolded opportunities to be involved in lesson planning, coteaching, student assessment, parent conferences, and extracurricular activities, all of which help them develop stronger teacher dispositions and identities. Conclusions/Recommendations Key recommendations for teacher education include the importance of intentionality and mutual respect when designing and forging university– school partnerships, including ensuring that all participants have a clearly defined role and a valued voice in the process; that clear communication and opportunities for self-reflection are strategically built into the collaborative process; and that faculty are rewarded for work that takes place in community settings.
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Ferfolja, Tania. "Making the Transition into the First Year of Teaching: Lessons from the Classmates Initiative." Australian Journal of Education 52, no. 3 (November 2008): 242–56. http://dx.doi.org/10.1177/000494410805200303.
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Based on research into the University of Western Sydney's new secondary teacher education initiative, Classmates, this paper argues that first-year-out teachers placed in disadvantaged schools may be better prepared to deal with the needs of their students if three conditions are met: firstly, their practicum experience is focused on mainly one site, and this experience is continuous and well-supported; that their initial employment as a teacher is undertaken in their practicum school, possibly in a casual capacity; finally, that their inception year of full-time, permanent teaching occurs in a school in which they have undertaken their practicum. This paper purports that these approaches could grow a strong cohort of relatively confident new teachers and potentially reduce their individual stress while providing them the time and space to develop their pedagogical skills and institutional understandings within an economical framework. Additionally, such an approach could provide greater support for school faculties and school communities.
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Botha, Carolina, and Carisma Nel. "Purposeful Collaboration through Professional Learning Communities: Teacher Educators’ Challenges." International Journal of Learning, Teaching and Educational Research 21, no. 6 (June 30, 2022): 210–25. http://dx.doi.org/10.26803/ijlter.21.6.13.
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The Covid-19 pandemic has affected the teaching practicum component of initial teacher education programmes in significant ways. School-based placement could not take place, but teacher educators still needed to ensure that the teaching practicum component complied with policy. The aim of this study is to indicate how work-integrated learning teacher educators created professional learning communities among an entire population of 7 041 student teachers enrolled for the Baccalaureus Educationis degree, the challenges they faced and how they managed these challenges. The professional learning community model of Hord (2009) was used as a conceptual framework for this study. In this qualitative multi-site case study, document analysis was the primary data collection method. Journals and WhatsApp messages kept by the two work-integrated learning teacher educators and the minutes of virtual work-integrated learning meetings were analysed using narrative and thematic analysis. The findings indicated four main challenges, namely constituting the professional learning communities and developing the alternative task, dealing with issues related to group demographics and diversity, connectivity, technology and collaborating in learning in a remote environment, and lastly, providing continuous feedback, support and guidance. Recommendations for future practice are discussed.
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Arnold, J., T. Edwards, N. Hooley, and J. Williams. "Site-based teacher education for enhanced community knowledge and culture: creating the conditions for ‘philosophical project knowledge’." Australian Educational Researcher 40, no. 1 (September 4, 2012): 61–75. http://dx.doi.org/10.1007/s13384-012-0070-z.
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Sharplin, Elaine. "Bringing Them in: The Experiences of Imported and Overseas-Qualified Teachers." Australian Journal of Education 53, no. 2 (August 2009): 192–206. http://dx.doi.org/10.1177/000494410905300207.
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This qualitative multiple-site case study explores the experiences of imported and overseas-qualified teachers appointed to fill ‘difficult-to-staff’ Western Australian rural schools. In a climate of global teacher shortages, investigation of the strategies adopted to solve this problem requires empirical examination. The study of six imported and overseas-qualified teachers found that they experienced difficulties with the employment application process, were not adequately inducted into the system and experienced difficulties with cultural adaptation related to pedagogy, behaviour management and language. These teachers still remained in schools for lengths of time comparable to their Australian-born counterparts. Transitions into schools could be assisted with improved appointment processes, induction and school-based support. A research agenda for further investigation of this field is recommended.
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Lipscombe, Kylie, Sharon Tindall-Ford, and Peter Grootenboer. "Middle leading and influence in two Australian schools." Educational Management Administration & Leadership 48, no. 6 (October 17, 2019): 1063–79. http://dx.doi.org/10.1177/1741143219880324.
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Increasingly, educational systems are appreciating the importance of middle leaders leading educational improvement in schools. Schools depend on middle leaders to lead site-based educational development in areas including curriculum development, teacher professional learning and student learning improvement. Middle leaders are in a unique but complex position where they influence both executive leadership and teachers within the school organisation. Adopting case study methodology to investigate the practices and influence of middle leaders leading a school-based educational development project, three semi-structured interviews and artefacts from two middle leaders were collected over eight months. The theory of practice architectures afforded an examination of data to explain the conditions and arrangements enabling and constraining the middle leaders’ practices of influence. The findings showed middle leaders’ influence was dependent on executive leadership support, time, formal role descriptions and trusting relationship. Furthermore, the results reveal middle leaders can influence educational development at the school level through advocating for, collaborating with, and empowering colleagues to support teacher ownership of site-based projects. Of interest, this study showed influence can be reciprocal, between middle leaders and colleagues, and between middle leaders and executive leadership.
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Reischl, Catherine H., Debi Khasnabis, and Kevin Karr. "Cultivating a school-university partnership for teacher learning." Phi Delta Kappan 98, no. 8 (May 2017): 48–53. http://dx.doi.org/10.1177/0031721717708295.
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The Mitchell Scarlett Teaching and Learning Collaborative (MSTLC) is a vigorous, six-year-old partnership between two Title I schools — Mitchell Elementary School and Scarlett Middle School in Ann Arbor, Mich. — and the teacher education program at the University of Michigan. MSTLC was formed between educators who had related but quite different problems to solve: As the schools began to collaborate in 2010, the Ann Arbor Public Schools needed to address the achievement gap in its two lowest SES and lowest-achieving schools relative to other district schools, and the University of Michigan needed a school site where teaching interns could learn to teach diverse students and where it could implement and refine its newly reformed, practice-based elementary teacher education curriculum.
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White, Peta, Jo Raphael, Shelley Hannigan, and John Clark. "Entangling Our Thinking and Practice: A Model for Collaboration in Teacher Education." Australian Journal of Teacher Education 45, no. 8 (August 2020): 93–110. http://dx.doi.org/10.14221/ajte.2020v45n8.6.
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Collaboration is a key component of our practice as teachers and teacher educators and there is a need to develop generative models for collaboration among teacher educators. We have created and tested a model of collaboration. Data were drawn from: recordings of monthly group meetings; discussion threads and documents on our leaning management site; individual interviews with all members of the group conducted three times across the project; and reflections on these interview transcripts by individual annotation and group discussions. The model includes a collaborative overarching research project and, nested under this mantle, a series of focused research projects conducted by pairs of collaborators, international networking, and enactments of scholarship. A key element of the success of this model was the foundation of this research in arts-based inquiry. The model has enabled rapid and rich development of academic collaboration with flexibility to develop new practices and projects that benefits research and teaching.
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Flynn, Nora K. "Toward Democratic Discourse: Scaffolding Student-Led Discussions in the Social Studies." Teachers College Record: The Voice of Scholarship in Education 111, no. 8 (August 2009): 2021–54. http://dx.doi.org/10.1177/016146810911100808.
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Background/Context Discussion in classrooms has been cited as an activity integral to active participation in a democracy. Much research into classroom practice reveals that recitation, not discussion, is the most common form of classroom discourse. How teachers conceive of discussion, what they actually do when they attempt discussion with students, and how they are taught to implement discussions are all inquiries that uncover the actual workings of discussion within classrooms. This article addresses students’ experiences in discussion and how one teacher scaffolds instruction in discussion in order to achieve a more democratic discourse in her classroom. Purpose/Objective/Research Question/Focus of Study This article traces one teacher's research into what students experience during class discussions and how their responses led her to inquire into her own practice of implementing discussion-based activities in a content-area course. She seeks a more “democratic” classroom in which genuine discussion among equal peers is possible because the skills underlying discussion are taught. Scaffolding the teaching of discussion skills throughout a year of a world studies class allowed for students to take a more active and engaged role in discussion and expand their vision of active participation and a “good” discussion while grounding their discussion in historical content. Setting A public selective enrollment secondary school in Chicago was the site of this action research. Population/Participants/Subjects Eighty-eight students enrolled in ninth-grade Honors World Studies took part in this study. Research Design This study uses action research, or teacher inquiry into classroom practices and instructional responses to findings. Its data are qualitative in nature. Data Collection and Analysis Data were collected in the form of student reflections after discussions with peers, teacher observations during student-led discussions, and student–teacher debriefings after discussion activities.
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Morris, Heather, Susan Edwards, Amy Cutter-Mackenzie, Leonie Rutherford, Janet Williams-Smith, and Helen Skouteris. "Evaluating the Impact of Teacher-designed, Wellbeing and Sustainability Play-based Learning Experiences on Young Children's Knowledge Connections: A Randomised Trial." Australasian Journal of Early Childhood 43, no. 4 (December 2018): 33–42. http://dx.doi.org/10.23965/ajec.43.4.04.
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THIS PAPER REPORTS FINDINGS from a randomised investigation into the effect of teacher-designed, play-based learning experiences on preschool-aged children's knowledge connections between healthy eating and active play as wellbeing concepts, and sustainability. The investigation used a ‘ funds of knowledge’ theoretical framework to situate young children's interests in digital media and popular culture, as a site for learning these knowledge connections. The findings suggest that the intervention group children created more wellbeing and sustainability knowledge connections than the waitlist control group children. Additionally, the intervention group children demonstrated an increase in vegetable serves and a decrease in unhealthy food servings post intervention (measured by parent report). The paper suggests that more attention should be paid to early childhood teachers’ capacity for actively building children's knowledge about wellbeing and sustainability concepts through play-based learning, as opposed to top-down approaches towards obesity education and prevention alone.
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Kaya, Volkan Hasan, and Doris Elster. "German Students’ Environmental Literacy in Science Education Based on PISA Data." Science Education International 29, no. 2 (May 27, 2018): 75–87. http://dx.doi.org/10.33828/sei.v29.i2.2.
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The main aim of this study was to determine the factors that affect the environmental literacy (EL) of 15-year-old students in Germany. The data were based on findings from the PISA 2015 of German students (n = 6.504), which were published on the official PISA site (http://www.pisa.oecd.org). According to the results, there was a positive and meaningful relationship between EL and environmental optimism (EO) at a low level. There was a meaningful relationship between EL and socioeconomic characteristics (SEC). Moreover, SEC has a large effect on the EL. There was a significant relationship between both classic literature and books on art, music, or design that students have at home, number of musical instruments at home, and EL. There was, however, no significant relationship between both ‘books of poetry’ and ‘books to help with school work that students have at home’ and EL . Results show that there was a significant relationship between some of the selected teaching characteristics (frequency of adapting lessons, teachers’ providing individual help, teachers’ explanations of scientific ideas, and teacher changing the structure) and EL, while there was no significant relationship between EL and teachers continuing frequency of teaching. Recommendations for the promotion of EL in schools are discussed.
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Battey, Daniel, Silvia Llamas-Flores, Meg Burke, Paula Guerra, Hyun Jung Kang, and Seong Hee Kim. "ELL Policy and Mathematics Professional Development Colliding: Placing Teacher Experimentation within a Sociopolitical Context." Teachers College Record: The Voice of Scholarship in Education 115, no. 6 (June 2013): 1–44. http://dx.doi.org/10.1177/016146811311500602.
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Background/Context A number of recent policies have specifically attacked immigrants and English Language Learners (ELLs), including Georgia's HB 87 (2011), Arizona's SB 1070 (2010), and Alabama's HB 56 (2011), among others. The policy focus of this study is Arizona's HB 2064 (2006), which added additional requirements that mandate tracking students by English language proficiency and separating English language instruction from subject matter for ELL students. Few scholars have considered how these broad social policies impact professional development (PD)-induced classroom change, especially in mathematics education. This sociopolitical context cannot help but affect teachers’ willingness to take on new practices in PD and thus affect educational opportunities for Latinos and English Language Learners. Yet, policies that target ELLs have not received much attention within mathematics education or PD. This exploratory study details teacher change produced by mathematics PD efforts before and after a new ELD policy was implemented in order to better understand this intersection. Purpose/Objective/Research Question/Focus of Study The teachers in this study participated in mathematics professional development focusing on Cognitively Guided Instruction (CGI). This exploratory research documents how teachers experimented in their classrooms before and after this policy was implemented and teachers’ views of HB 2064. Two research questions guided the study: 1) How did the mathematics PD affect change in teacher knowledge and classroom practice? and 2) How did the conflicting policy and PD efforts influence change in elementary mathematics instruction? Setting This research took place in the Monroe Elementary School District, an urban school district in Arizona. Three schools participated in mathematics professional development based on CGI principles. The student population was 95% Hispanic and 46% ELLs, and 89% of students received free or reduced lunch. Therefore, Arizona's policies had the potential to greatly impact the student population in this school. Population/Participants/Subjects The professional development was implemented with three groups of K–3 teachers (n=44). Across the PD, just over one fourth of participating teachers were bilingual in Spanish and English. Intervention/Program/Practice The professional development focused on the principles of CGI, combining earlier work on student strategies and problem types (Carpenter, Fennema, Franke, Levi, & Empson, 1999) with more recent work on algebraic thinking (Carpenter, Franke, & Levi, 2003) and counting (Schwerdtfeger & Chan, 2007). This model of professional development focuses teachers on the development of student thinking, problem types for various mathematical operations, and building instruction from this knowledge base. The PD consisted of monthly on-site workgroup meetings and weekly on-site visits to support teachers in their classrooms. Research Design The research team conducted a mixed methods study of teacher change across the district. The study followed teachers for two years—one year before the policy was implemented and the year it was implemented—documenting the practices teachers maintained in their elementary mathematics classrooms. The study used a mixed methods design to respond to the two research questions (Creswell, 2003). A teacher knowledge assessment was used to see if teachers were gaining new knowledge as they implemented the principles of the PD. Observations allowed for the study to look at teacher experimentation in classrooms. Finally, an interview on the policy and its impact on their classroom practices was performed to add more understanding to why teachers did or did not implement more PD practices. Findings/Results Teacher knowledge change was minimal across the professional development. However, the data on change in practice suggest that more practices were adopted before the policy was implemented than during implementation. In contrast, teachers reported that the policy had minimal effect on their mathematics instruction. This conflict, between change in practice and the perceived lack of policy impact, seemed to be due to teachers’ view of mathematics and language as fundamentally separate. It also was related to an alignment between teacher beliefs and the views embedded in the policy. Conclusions/Recommendations The findings raise concerns about the conflict between PD and policy in generating teacher change. New questions emerge from this work about taking into consideration the sociopolitical context when researching PD efforts focused on intersections between policy and subject matter. Questions also emerge about the alignment of ideology in policy with teachers’ beliefs. The authors call for work in mathematics PD that takes on the intersections between policies and PD efforts and that targets particular student populations. Additionally, more research would be beneficial for understanding the impact of the sociopolitical context on teacher change efforts.
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Sandiford, Carmel. "The enculturation of pre-service Emirati English language teachers." Education, Business and Society: Contemporary Middle Eastern Issues 7, no. 1 (May 6, 2014): 2–16. http://dx.doi.org/10.1108/ebs-09-2013-0036.
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Purpose – This article aims to report on a qualitative study that investigates the enculturation of a group of pre-service English language teachers over four years of a Bachelor of Education degree offered in a women ' s college in the United Arab Emirates. Design/methodology/approach – Bourdieu ' s “thinking tools” of field, habitus and capital provide the overarching theoretical framework and analytic tools to examine the processes of enculturation which impact on the student teachers as they participate in a program based on Western-oriented theories and practices. The study draws upon data gathered from focus group interviews with student teachers in the first and fourth years of the program to provide insights into their ways of thinking as future Emirati English language teachers. The article discusses the priorities that emerge as these student teachers validate, or otherwise, the theoretical principles and practices legitimated through the program. Findings – The findings suggest that influences bound by local, cultural and social forces contribute significantly to the student teachers ' perceived capacity to think and act as future Emirati English language teachers. Research limitations/implications – The study is limited to one site but, given the findings, similar investigations into processes of enculturation and the appropriation or resistance of essential aspects of English language teacher training could be undertaken. Originality/value – There is limited research into English language teacher education programs in the Arab world. This research has potential applications for English language teacher education programs where there is intent to effect educational reform.
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Shaw, Julia T. "Urban Music Educators’ Perceived Professional Growth in a Context-Specific Professional Development Program." Journal of Research in Music Education 67, no. 4 (December 2, 2019): 440–64. http://dx.doi.org/10.1177/0022429419889295.
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This collective case study examined the perceived impact of a context-specific professional development program, the Urban Music Education Institute, on urban music educators’ professional growth. The year-long program, which focused on culturally responsive pedagogy (CRP), featured workshops presented by nationally recognized clinicians complemented by a collaborative teacher study group (CTSG). Portraits of individual educators’ growth trajectories illuminate the multifaceted and idiosyncratic nature of teachers’ professional growth. Teacher profiles further illustrate complexities inherent in the nonlinear process of learning to practice CRP. Cross-case themes included teachers’ desire for “permission” to teach in contextually specific ways, sociopolitical dimensions of urban teaching as a focus for professional learning, and ways that cultural Whiteness influenced participants’ processes of learning to practice CRP. The CTSG emerged as a key element contributing toward the program’s context specificity. Participants used this group as a site for negotiating tensions associated with culturally responsive and socially just teaching in the company of colleagues with shared understanding of urban contexts. Implications for professional development aligned with urban music educators’ discipline- and context-specific learning needs are discussed based on the findings.
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Bingham, Andrea J. "How Distributed Leadership Facilitates Technology Integration: A Case Study of “Pilot Teachers”." Teachers College Record: The Voice of Scholarship in Education 123, no. 7 (July 2021): 1–34. http://dx.doi.org/10.1177/016146812112300704.
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Background/Context Schools and teachers are under immense pressure to adopt technology as a mechanism of educational equity. As such, it is important to understand what school-level practices can support more meaningful technology integration in classrooms. This is especially critical in a time (during the COVID-19 pandemic) when digital learning has been forcibly implemented nationwide, and scholars are voicing concerns that educational organizations’ choices about technology now may lead to lasting issues of power and control, new forms of student inequity, and other unexpected effects. Purpose/Objective/Research Question/Focus of Study This study examines a blended personalized learning school—a school designed to offer a combination of computer-based learning experiences and face-to-face instruction—to demonstrate how leaders can help teachers integrate technology into their classrooms in a meaningful and sustainable way. The research question is: What school practices support teachers to successfully incorporate technology into the classroom? Setting The research site is Binary High School, a personalized learning charter high school in a large urban area that primarily serves historically disadvantaged students. Participants: The participants include the content teachers in Grades 9–11, as well as the school founder, the principal and assistant principal, the student services coordinator, data analysis coordinator, and the IT director. Research Design This research stems from a three-year qualitative case study of a high-tech personalized learning charter high school. I conducted 37 interviews with teachers, students, staff, and administrators and observed dozens of classes, several parent nights, and many professional development meetings and staff meetings. I also collected hundreds of physical and digital documents. Findings/Results The pilot teacher program supported technology integration and showed how distributed leadership practices—specifically, providing opportunities and building capacity for a more collaborative, horizontal leadership structure, supporting teacher professionalization, and sharing the responsibilities for leadership across stakeholders at multiple levels—can support technology-driven educational initiatives. Conclusions/Recommendations For schools interested in technology-based instructional models, a pilot teacher program similar to the one described in this article may be worth exploring. More generally, adopting a distributed perspective of leadership and drawing on practices that exemplify that perspective can help to engage teachers in schoolwide technology integration and classroom reform.
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Di Stefano, Marialuisa, and Steven Camicia. "Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting." Education Sciences 8, no. 3 (August 23, 2018): 128. http://dx.doi.org/10.3390/educsci8030128.
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Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and how the teacher used culturally sustaining pedagogy to foster a third space where this understanding was encouraged.
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Setyaningsih, Sri. "Pengelolaan Kurikulum Program Studi Pendidikan Guru Sekolah Dasar Pada Perguruan Tinggi." Jurnal VARIDIKA 28, no. 2 (January 11, 2017): 197–212. http://dx.doi.org/10.23917/varidika.v28i2.3034.
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Generally, this study aimed to describe the curriculum management study program Elementary School Teacher in Higher Education. The specific objective of this study to describe the planning, implementation and evaluation of curriculum type of qualitative research based approach. The location or background of this research are two colleges in Hyderabad and one college in Surakarta. The data source is a research university leaders, faculty, and students of Elementary School Teacher research site. Data collection techniques, participant observation, in-depth interviews and document study. The results of the research, curriculum management organization of Primary School Teacher Education, related to the planning, implementation, and evaluation. Curriculum planning Elementary School Teacher each college has a trademark in accordance with the vision and mission. Implementation of the curriculum with regard Kridit Semester System load varies at each college. Evaluation of the curriculum is based on the potential and dynamics of each perguruang high.
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Cohen, Julie, Lorien Chambers Schuldt, Lindsay Brown, and Pam Grossman. "Leveraging Observation Tools for Instructional Improvement: Exploring Variability in Uptake of Ambitious Instructional Practices." Teachers College Record: The Voice of Scholarship in Education 118, no. 11 (November 2016): 1–36. http://dx.doi.org/10.1177/016146811611801105.
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Background/Context Current efforts to build rigorous teacher evaluation systems has increased interest in standardized classroom observation tools as reliable measures for assessing teaching. However, many argue these instruments can also be used to effect change in classroom practice. This study investigates a model of professional development (PD) built around a tool—the Protocol for Language Arts Teaching Observations (PLATO). Purpose/Objective The study analyzes the extent to which teachers appropriated the instructional practices targeted in the PLATO PD. We also assess factors that may have supported and/or hindered teachers’ uptake of practices. Setting/Participants The study sample includes 27 teachers who participated in PD over 2 years. Teachers worked in six middle schools in a single, large urban district. Intervention The two year PD consisted of 5 daylong sessions each school year, and a 4-day summer institute. All sessions focused on the PLATO scales. Teachers also worked in school-based teams to design lessons featuring the focal practices and attended five school-site meetings with PLATO PD providers. Research Design and Data Collection PLATO served as a set of practices around which to orient PD, as well as a standardized tool for measuring changes in teacher practice. All teachers were observed using PLATO scales throughout the PD and during the subsequent year. We conducted multiple interviews with all participating teachers, which were transcribed and coded by multiple researchers. Case studies of six purposively sampled teachers incorporate interviews, scores, and field notes. Findings/Results: The duration of PD mattered in terms of teachers’ appropriation of PLATO practices. In addition, “foundational practices” supported the appropriation of more ambitious practices targeted in the PLATO PD, including time and behavior management and instructional planning. Finally, our findings suggest stable and collaborative communities support professional learning and growth. Conclusions/Recommendations The findings suggest moving away from “one size fits all models” and differentiating PD for teachers. Effective professional development may not be effective for all teachers. Observation protocols can play a unique role in PD by allowing professional developers to gather standardized information across teachers and to compare changes in teacher practice in systematic ways. PD providers might also use such tools di-agnostically to identify and respond to the heterogeneity in teachers’ practice.
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Wood, Diane. "Teachers’ Learning Communities: Catalyst for Change or a New Infrastructure for the Status Quo?" Teachers College Record: The Voice of Scholarship in Education 109, no. 3 (March 2007): 699–739. http://dx.doi.org/10.1177/016146810710900308.
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Background/Context In an era of high stakes accountability, public school districts struggle to improve teaching and learning for all students. As a result, effective professional development approaches for teachers are a high priority. Recently, teachers’ learning communities (LCs) have been recommended because successful LCs foster teacher collaboration and make practice public. At a deeper level, however, this type of professional development depends on teachers taking more control over their work, releasing tacit knowledge and expertise, developing critical judgment, and taking fuller responsibility for student learning. Such a construction of teachers’ roles and responsibilities sometimes collides with entrenched norms in school cultures. Purpose This article explores four core themes, which represent endemic challenges to sustaining teachers’ learning communities (LCs): 1) defining and fostering teacher agency, 2) determining purposes for teacher collaboration, 3) tracking the challenges to and impact on district culture, and 4) identifying enabling and constraining institutional and policy conditions. The author uncovers conflicts that frequently emerge when efforts at enhancing the professional autonomy, authority, and responsibility of teachers conflict with hierarchical and bureaucratic district and school cultures. Setting The study is located in a mid-Atlantic city in the United States, struggling with economic disparities, entrenched poverty in some sectors, a shifting economic base, and rapidly changing demographics largely due to immigration. The school district faces challenges typical of other urban districts—closing the achievement gap between middle class and poor children; developing culturally responsive educational practices, providing adequate resources in uncertain economic times; and meeting intensifying federal and state accountability demands. Population Research participants include the district superintendent, district administrators, principals, instructional coaches, and teachers. Research Design This article, based on two and a half years of data collection (October 2001 to April 2003), draws on site-visit interviews and focus groups of key players, observations of LC participants’ meetings and classrooms, e-mail correspondence with several key players, observations of LC coaches’ trainings, and reviews of relevant documents. The author served as an outside researcher to track the district's implementation of the initiative. Eventually, the field-based data was compared with survey data with responses from 251 LC participants in the district. Survey questions were designed by a research team, which included three other outside researchers studying the same initiative in three districts in other states. In all, the qualitative data required visits to LC coaches’ trainings and five on-site visits to the school district, each visit extending over two to four days. Conclusions/Recommendations From the data, the author draws several conclusions with implications for the initiative's success and sustainability. First, although the initiative sought to establish learning communities to mobilize practitioner expertise and build collective responsibility—all for the sake of student learning—most participants did not claim a connection between their collaborative work and student learning. Second, while the district has made considerable headway institutionalizing structural dimensions of the initiative, efforts to enhance teacher efficacy appeared to be constrained by high-stakes accountability policies requiring compliance. Third, within the groups, more time was devoted to community-building efforts than to critical inquiry aimed at improving practice. Fourth, because the initiative's practices and principles run counter to entrenched norms of district culture, its sustainability may be in question. Fifth, paradoxically, district leadership, though seeking a promising context for change, may be unwittingly causing conditions that threaten to undermine the initiative. Finally, if an initiative like this is to endure, districts must invest greater authority and autonomy in participants as well as adequate time and support.
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Maier, Uwe. "Accountability and Mandatory Testing in Germany: How do Teachers use Performance Feedback Data?" CADMO, no. 2 (December 2009): 67–87. http://dx.doi.org/10.3280/cad2009-002007.
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- The German federal states implemented bureaucratic accountability systems and mandatory testing which aim at self-evaluation and school improvement. This paper investigates how teachers respond to mandatory testing and how they use performance feedback data for instructional improvements. In a qualitative study, 18 teachers in 9 secondary schools were interviewed. The site of the study was Thuringia, one of the German states where schools get elaborated feedback information based on competency modeling and school performance data which are controlled for socio-economic factors. Teacher statements on feedback data usage were classified as either instrumental, conceptual, convincing, strategic or non-use. Qualitative content analysis revealed that strategic or unintended consequences of mandatory testing are less grave than in countries with high-stakes testing. On the other hand, instrumental and conceptual use of feedback data occurs in German schools, but the examples show that it is questionable if mandatory testing can deeply influence teaching strategies.
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Hundert, Debra. "Collaborating on Drama and the Curriculum: a site‐based, peer‐mediated, teacher in‐service project." Research in Drama Education: The Journal of Applied Theatre and Performance 1, no. 2 (September 1996): 201–14. http://dx.doi.org/10.1080/1356978960010205.
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Curry, Marnie. "Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform." Teachers College Record: The Voice of Scholarship in Education 110, no. 4 (April 2008): 733–74. http://dx.doi.org/10.1177/016146810811000401.
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Background/Context 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.” Purpose/Objective/Research Question/Focus of Study This study analyzes how teachers’ professional inquiry communities at the high school level constitute a resource for school reform and instructional improvement. Setting This research focused on a reforming, comprehensive urban public high school with site-based management. Population/Participants/Subjects This study investigates the practices of six school-based oral inquiry groups known as Critical Friends Groups (CFGs), which were selected as cases of mature professional communities. Twenty-five teachers and administrators participated as informants. Research Design This research involved a video-based, qualitative case study. Data Collection and Analysis Data included observations of CFG meetings, interviews with teachers and administrators, and document collection. Analysis entailed coding with qualitative software, development of analytic cross-CFG meta-matrices, discourse analytic techniques, and joint viewing of video records with informants. Findings/Results The author explores four particular design features of CFGs—their diverse menu of activities, their decentralized structure, their interdisciplinary membership, and their reliance on structured conversation tools called “protocols”—showing how these features carry within them endemic tensions that compel these professional communities to negotiate a complicated set of professional development choices. Conclusions/Recommendations The findings demonstrate how the enactment of design choices holds particular consequences for the nature and quality of teacher learning and school improvement. Although CFGs enhanced teachers’ collegial relationships, their awareness of research-based practices and reforms, their schoolwide knowledge, and their capacity to undertake instructional improvement, these professional communities offered an inevitably partial combination of supports for teacher professional development. In particular, CFGs exerted minimal influence on teachers’ pedagogical content knowledge. CFGs would benefit from regular and systematic metacognitive and process-oriented reflections to identify how their collaborative practices might optimally advance their “bottom line” goal of improving teacher practice to increase student achievement. Additionally, high schools might pursue multiple and complementary CFG-like professional development opportunities in subject matter departments and interdisciplinary grade-level academy teams. Mid-afternoon sunlight pours into Principal Alec Gordon's living room on this early release day.1 Lounging on chairs and the carpeted floor, 11 members of Revere High School's staff—among them teachers, the principal, an instructional aide, and a counselor—are in the midst of a structured conversation about a collection of student pinhole photographs brought by Lars, an art teacher. As the group talks, some members hold and peruse the black and white matted images. One member muses aloud, “Not that Lars can answer this now, but I wonder what was the purpose of this assignment? Will doing pinhole photographs make students better photographers or is this just a fun exercise?” As required by the protocol structure, Lars sits silently listening to his colleagues’ attempt to make sense of his students’ products, as well as the instructional context that generated them. Prompted by a timekeeper, the facilitator eventually shifts the conversation. “Oh, it's time? It's time. OK, next in this protocol, we reflect on the process as a group. Share what you learned about the student, about your colleagues, about yourself. Use questions from the previous page.” As the group concludes this conversation, their 3-hour monthly meeting comes to a close. They carry cups and plates to the kitchen and gather up the papers that have accumulated in their laps and on the coffee table. Several photocopies of student essays on violence prevention, as well as copies of a Michelle Fine article, get stowed away into briefcases and knapsacks. Lars collects his students’ work, putting pinhole cameras in a bag and rolling up a poster-sized enlargement of a playground shot. Some members assemble on the deck over the water chatting; their laughter floats into the living room. Others congregate by the fireplace to share lingering ideas with Shelby, the health teacher who brought the violence prevention essays. In the dining room, a veteran math teacher approaches a first-year chemistry teacher and asks how his year is going. Meanwhile, some members scurry off, thanking their host and bidding farewell to the group.
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Powell, Rebecca, Susan Chambers Cantrell, Victor Malo-Juvera, and Pamela Correll. "Operationalizing Culturally Responsive Instruction: Preliminary Findings of CRIOP Research." Teachers College Record: The Voice of Scholarship in Education 118, no. 1 (January 2016): 1–46. http://dx.doi.org/10.1177/016146811611800107.
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Background Many scholars have espoused the use of culturally responsive instruction (CRT) for closing achievement gaps, yet there is a paucity of research supporting its effectiveness. In this article, we share results of a mixed methods study that examined the use of the Culturally Responsive Instruction Observation Protocol (CRIOP) as a framework for teacher professional development. The CRIOP is a comprehensive model and evaluation tool that operationalizes culturally responsive instruction around seven elements: Classroom Relationships, Family Collaboration; Assessment; Curriculum/Planned Experiences; Instruction/Pedagogy; Discourse/Instructional Conversation; and Sociopolitical Consciousness/Diverse Perspectives. Focus of Study This study was designed to answer the following questions: (1) Do teachers increase their use of culturally responsive practices as they participate in CRIOP professional development? (2) What is the relationship between implementation of culturally responsive instruction and student achievement in reading and mathematics ?, and (3) What are teachers’ perceptions of their successes and challenges in implementing culturally responsive instruction? Participants Twenty-seven elementary teachers participated in this study. Of the 27 participants, all were female, 26 were White, and all were native speakers of English. Student achievement data were collected from students enrolled in classrooms of participating teachers at the two schools in the study that administered the Measures of Academic Progress (MAP) test. Of the 456 students who were participants, 397 (87.3%) received free or reduced lunch, and 128 (28 % of total sample) were classified as English Language Learners (ELLs). Intervention Three training sessions were held before school began and during the fall semester. Additionally, throughout the school year teachers received individual classroom coaching, on-site professional development, and instructional planning support. Participating teachers received an average of 50.4 hours of classroom-based coaching and mentoring during the intervention, which included observations, meetings with individual teachers and teacher teams, curriculum planning sessions, and collaborative creation of individualized action plans. The CRIOP was used as a professional development framework. The intended outcome of on-site support was to increase the incorporation of culturally responsive instruction in teachers’ daily practices, resulting in more culturally responsive classroom relationships, assessment and instructional practices, and use of discourse. Research Design This study utilized a concurrent triangulation mixed methods design. Data sources included classroom observations, student achievement results, and postobservation teacher interviews. The CRIOP instrument was used for classroom observations to determine the extent of implementation of culturally responsive practices. Following each classroom observation, field researchers conducted an audio-recorded semistructured interview using the CRIOP Post-Observation Teacher Interview Protocol and The CRIOP Family Collaboration Teacher Interview Protocol. These protocols were designed to elicit additional information that might not have been readily apparent from data gleaned during the observation. In addition, participants were interviewed to determine their perceptions of culturally responsive instruction. Three interview questions and responses were transcribed and coded for analysis: How do you define culturally responsive instruction ? What are your biggest successes with using Culturally Responsive Instruction with your students ? What are your biggest challenges with using Culturally Responsive Instruction with your students ? Integration of quantitative and qualitative data occurred during data collection and interpretation. Findings Results of classroom observations showed that teachers had significantly higher levels of CRI implementation in the spring compared to fall. Data on student achievement indicated that students of high implementers of the CRIOP had significantly higher achievement scores in reading and mathematics than students of low implementers. The results of this study also suggest that teachers face several challenges in implementing CRI, including constraints imposed by administrators, high-stakes accountability, language barriers in communicating with families, and the sheer complexity of culturally responsive instruction. Conclusions/Recommendations Although numerous scholars have espoused the value of culturally responsive instruction (CRI), there is limited research on its effectiveness. The results of this investigation suggest that the CRIOP shows promise both as a framework for teacher professional development and as an observation instrument in investigations of culturally responsive instruction. Findings also indicate that one of the biggest challenges in implementing CRI is its multidimensionality in that it includes several components (e.g., student relationships, family collaboration, assessment practices, instructional practices, discourse practices, and sociopolitical consciousness), which together comprise the CRIOP model. Future research including an experimental design is needed to determine the effectiveness of the CRIOP as a measure of culturally responsive instruction and as a framework for intervention.
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Susetyarini, Eko, Sri Wahyuni, and Roimil Latifa. "Lesson study learning community melalui model transcript based learning analysis (TBLA) dalam pembelajaran IPA." JINoP (Jurnal Inovasi Pembelajaran) 7, no. 2 (November 30, 2021): 141–52. http://dx.doi.org/10.22219/jinop.v7i2.15083.
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Lesson study builds a learning community among teachers, students, academics, and education observers. Transcript Based Learning Analysis (TBLA) model is among the models used to analyze learning transcripts more thoroughly. This study aims to describe the patterns of lesson study in science learning through TBLA analysis. Descriptive qualitative approach was employed to describe these phenomena. The study site was SMP Muhammadiyah 8 Batu. The subjects were 8th graders studying about Plant Tissue; through plan, do, see cycle. The research instruments were video and audio recorders, and field notes. The data collection is carried out through documentation, observation and discussion. The collected data was in the forms of transcripts of Lesson Study. The data was analyzed through the TBLA analysis model. Results describe the conversations between teachers and students, in which 43 teacher-student conversations with linear patterned learning were categorized as Student Center Learning. It is implied that in learning about plant tissue, linear pattern communication helped students to achieve learning objectives as they underwent student-centered learning. Results of this study suggest a reference for reflection in teacher professional learning to carry out effective learning.
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Tamban, Victoria E., and Gloria L. Banasihan. "BIG FIVE PERSONALITY TRAITS AND TEACHING PERFORMANCE OF FACULTY OF COLLEGE OF TEACHER EDUCATION, LAGUNA STATE POLYTECHNIC UNIVERSITY." International Journal of Research -GRANTHAALAYAH 5, no. 9 (September 30, 2017): 99–105. http://dx.doi.org/10.29121/granthaalayah.v5.i9.2017.2209.
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This study aimed to determine the relationships of big five personality traits and teaching performance of faculty of College of Teacher Education, Laguna State Polytechnic University Los Baños Campus, Los Baños, and Laguna. The study was conducted at the College of Teacher Education (CTE) of Laguna State Polytechnic University-Los Baňos Campus during 1st semester of Academic Year 2015-2016 employing correlational research design. The respondents of the study were the 20 faculty of CTE consist of 2 Associate Professors, 10 Assistant Professors and 7 Instructors. A valid survey questionnaire on determining the level of big five personality traits adapted from the site of personality-testing.info, courtesy ipip.ori.org and the IPCR Evaluation are the instruments of this study. Frequency count, percentage and mean were used to describe the profile of the respondents and their teaching performance. Pearson r was used to determine the significant relationship between teachers’’ big five personality traits and their’ teaching performance.
The results describe that teachers tend be about average in most of the big five personality traits except from neuroticism which shows a relatively low description. The results also revealed a weak correlation between variables such that it determined that there is no significant relationship the level of big five personality traits and the teaching performance of the respondents.
Based on the conclusions the researchers suggested to have further study since it is limited only to the faculty of Teacher Education and also it is highly recommended to correlate teaching performance including students’ evaluation for their teachers and the academic performance of the students with teachers’ personality traits since the teaching performance is one of the factors that affect the students’ academic performance.
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Danylyshyna, Kateryna. "STRUCTURE OF THE INFORMATION EDUCATION ENVIRONMENT AND ITS USE IN PREPARATION OF FUTURE EDUCATION PROFESSIONALS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 63–76. http://dx.doi.org/10.28925/2414-0325.2019s6.
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The article analyzes the definition of information educational environment by national and foreign scientists, on the basis of which the author defines the specified concept; structural blocks, functions, principles, components of the information educational environment are analyzed; the structure of information educational environment of Vinnytsia State Pedagogical University named after Mikhail Kotsyubynsky and the possibility of its use in the process of formation of information competence of future teacher of professional training are considered; the structure of the main page of the University site is described, the its sections and their purpose are characterized, the view of the site of the electronic library of the educational establishment is characterized, its structure and purpose are characterized, the structure of the information and educational portal of the Department of Innovative and Information Technologies in Education, Educational and Scientific Institute of Psychology, training of highly qualified specialists were reviewed. Based on the analysis of scientific works by foreign and national scientists, the main characteristics of the informational educational environment were determined: openness, possibility of expansion, scalability, integration, adaptability, and their definitions were provided; the functions of the informational educational environment are defined: information, interactive, communication, coordinating, developmental, occupational. The scientific and pedagogical directions of formation of information educational environment are characterized: organizational, methodical, technical, resource, explanation of these principles is given. The structure and possibilities of using the educational environment are described on the example of the portal of the Chair of Innovative and Information Technologies in Education. The article also presents the results of a pedagogical study regarding the use of an informational educational environment to improve the quality of training of future vocational education teachers.
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Peck, Craig, Kimberly Kappler Hewitt, Carol A. Mullen, Carl Lashley, John Eldridge, and Ty-Ron M. O. Douglas. "Digital Youth in Brick and Mortar Schools: Examining the Complex Interplay of Students, Technology, Education, and Change." Teachers College Record: The Voice of Scholarship in Education 117, no. 5 (May 2015): 1–40. http://dx.doi.org/10.1177/016146811511700505.
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Context The past decade has witnessed a sustained emphasis on information and communication technologies (ICT) in education, coupled with the rise of online social media and increasing pervasiveness of personal media devices. Research Question Our research question asked: How has this changing context affected the educational experiences of American high school students? Setting The exploratory, qualitative study took place at two high schools in a large metropolitan district in the southeastern United States. One high school was in a downtown area, and the other was in a suburban setting. Research Design The researchers used various qualitative research approaches, including interviews, on-site observations, and document analysis. Our interview participants included classroom teachers and support staff as well as students drawn from across each school's grade levels. We also shadowed 10 of the student interview participants through their entire school days. Findings In terms of classroom instruction, we found that ICT had affected school, teacher, and student practices in some ways, but traditional teacher-centered practices such as student completion of printed worksheets were still prevalent. However, widespread student access to personal media devices and online social media site influence had a noticeable effect on the two high schools. The researchers encountered specific “types” of students whom technology particularly influenced: “Digital Rebels,” “Cyber Wanderers,” and “eLearning Pioneers.” In addition, we discovered that computer-based remedial programs served as problematic educational lifelines for students at risk of dropping out. Conclusions The two study high schools presented a complex portrait. In the end, technology functioned both as an imperfect school reform effort that produced only partial instructional change and as a successful though uninvited disruptive innovation that allowed students to challenge and unsettle existing educational norms. We close by considering implications of our findings.
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Muscat, Miriam, and Paul Pace. "THE IMPACT OF SITE-VISITS ON THE DEVELOPMENT OF BIOLOGICAL COGNITIVE KNOWLEDGE." Journal of Baltic Science Education 12, no. 3 (June 25, 2013): 337–51. http://dx.doi.org/10.33225/jbse/13.12.337.
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Classroom-based science teaching tends to be dominated by teaching that stifles the students’ natural curiosity and eagerness to discover their surroundings. Knowledge makes sense to students particularly when it is learned within the context of an authentic experience. Thus classroom-based science needs to be complimented by out-of-classroom activities which offer direct and relevant information that influences students’ learning. Students build new knowledge on already existing schema, thus it is important for both teacher and students to question and evaluate their knowledge to be able to build on solid grounds. This paper illustrates examples of meta-cognitive tools (i.e. Vee diagrams and concept maps) used before and after site-visits to explore the contribution of out-of-classroom activities to the students’ biological cognitive development. This research shows that site-visits are a necessary part of science learning because they help students develop observational and reasoning skills, link biology to personal life experiences and contextualise inert classroom knowledge, making it more meaningful and easier to remember. Key words: concept maps, meta-cognitive tools, out-of-classroom activities, site-visits, Vee diagrams.
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Ureta, M. Antonieta García. "Implementing an education and outreach programme for the Gemini Observatory in Chile." Proceedings of the International Astronomical Union 2, SPS5 (August 2006): 63–66. http://dx.doi.org/10.1017/s1743921307006722.
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AbstractBeginning in 2001, the Gemini Observatory began the development of an innovative and aggressive education and outreach programme at its southern hemisphere site in northern Chile. A principal focus of this effort is centered on local education and outreach to communities surrounding the observatory and its base facility in La Serena, Chile. Programmes are now established with local schools using two portable StarLab planetaria, an internet-based teacher exchange called StarTeachers and multiple partnerships with local educational institutions. Other elements include a CD-ROM-based virtual tour that allows students, teachers and the public to experience the observatory's sites in Chile and Hawaii. This virtual environment allows interaction using a variety of immersive scenarios such as a simulated observation using real data from Gemini. Pilot projects like “Live from Gemini” are currently being developed which use internet video-conferencing technologies to bring the observatory's facilities into classrooms at universities and remote institutions. Lessons learned from the implementation of these and other programmes will be introduced and the challenges of developing educational programming in a developing country will be shared.
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Sjafei, Irna, Suyitno Muslim, and Moch Sukardjo. "Web Development for Training in Social Competence Pre-Service Education with a Cooperative Learning Strategy." Journal of Computational and Theoretical Nanoscience 17, no. 2 (February 1, 2020): 1369–77. http://dx.doi.org/10.1166/jctn.2020.8813.
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The use of web-based learning is not a new phenomenon in the world of education nowadays. There is a lot of research on web-based learning that shows the result of learning processes that are effective, interesting ang dynamic, flexible to access, choose on time and cheap. In the development of web-based learning (e-learning) as a study to overcome the problem of social competence in teacher education has not been widely done. This idea responds to the ownership of student social competence in teacher education which tends to be less than optimal. For this reason, web-based social competency training is proposed as an alternative solution to improve the social competence of pre-service teacher students. This research is used to develop web media with cooperative learning strategies that will be used for pre-service teacher social competency training. The main objective of this research is to develop web media that is suitable for training. The use of Research and Development methods (R&D) with the beginning of qualitative descriptive research and followed by evaluation. Qualitative research to collect data and information about research objects, situations and environmental settings and describe the stages of web development is followed by evaluation of media experts, material experts, learning experts and linguists. The results of this study are decent web media, using expert judgment on the site www.sosial-klub.com. Future improvements and study plans include developing a web-based training model with cooperative learning strategies to be implemented.
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Petchauer, Emery. "“Slaying Ghosts in the Room”: Identity Contingencies, Teacher Licensure Testing Events, and African American Preservice Teachers." Teachers College Record: The Voice of Scholarship in Education 116, no. 7 (July 2014): 1–40. http://dx.doi.org/10.1177/016146811411600701.
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Background In 41 states, students must pass the “basic skills” portion of their licensure exam before they can be admitted into a teacher education program. Because African American test takers are roughly half as likely to pass basic skills exams on their first attempt compared to White test takers, this portion of the licensure exam is a key gatekeeper to the field and directly shapes the racial diversity of the profession. Researchers generally frame this problem in one of two opposing ways: (a) by locating the cause in skill and knowledge deficiencies of test takers or (b) by locating the cause in the cultural bias of standardized test instruments. This study looks beyond these two polarized views to conceptualize the licensure exam as a testing event that includes a nexus of cognitive and affective processes beyond the specific skills the test is designed to measure. Focus of Study The study examined the subjective and social psychological ways African American test takers experience teacher licensure testing events. This study was guided by the following research questions: (a) How do African American preservice teachers experience the licensure testing event? (b) How does race become a salient aspect of the testing event experience for African American preservice teachers? The study drew from the social psychological constructs of identity contingencies and situational cues to analyze students’ experiences in the testing event. Setting and Participants Participants in this study were 22 African American preservice teachers attending a predominantly and historically Black institution in the northeastern United States. Each of the participants took the paper format basic skills exam in either the spring 2009 or spring 2010 national administration. Research Design Drawing from culturally sensitive research practice, this study used a qualitative case study research design to explore test takers’ experiences in the testing event. Findings/Conclusions Findings illustrate how the licensure testing event can become a racialized experience for some participants through (a) interactions with test proctors and site administrators before and during examinations and (b) actions of other test takers that inadvertently signaled racial stereotypes about test preparation, intelligence, and character. Racialized experiences for participants were not based upon any specific test questions or content. Findings are discussed in light of previous research to suggest that these experiences have the capacity to produce a host of cognitive and affective states that undermine performance.
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Yunus, Muhammad, and Abdollah Abdollah. "Development of Basic English Grammar Teaching Materials Based on Situational Approach in English Language Education Study Program of Universitas Muslim Indonesia." ELT Worldwide: Journal of English Language Teaching 7, no. 2 (October 31, 2020): 163. http://dx.doi.org/10.26858/eltww.v7i2.15390.
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This study is a research development of Basic English Grammar teaching materials in the English Language Education Study Program of the Faculty of Literature UMI. This study aims to obtain more effective teaching methods between Oral Approach and Teacher Center Learning or lecture methods. This research was conducted using the pseudo experiment method (quasi experimental research). Quasi Experimental Design in this design was used by two groups of subjects. One group was given a specific treatment (experiment), while the other was used as a control group. Both groups were given pre-test measurements. After that the group given treatment (Situational Based Approach) is an experimental group, then both groups are done measurement (post-test) or acquisition. Pre-test Group - Treatment - Post-test. Research site at UMI Faculty of Literature. The number of respondents as many as 50 students is divided into two groups, namely the experiment group and the control group of 25 people each. The results showed that there was a significant difference between the Oral Approach method and the Teacher Center Learning method or the lecture method in improving the student's learning outcomes in Basic English Grammar learning. The cause is that the Oral Approach method has a higher average and improvement compared to the Teacher Center Learning method or lecture method because the Oral Approach method brings more active students into learning. Although given the same material at the same time, but in oral approach method therefore students are active in the learning process. So, lecturers are just facilitators. While in the method of lecture students are only fixated on the explanation of teachers and students are less active in learning. Therefore, oral approach teaching method is more effective than Teacher Center Learning method on Basic English Grammar teaching.
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Allen, Eva J., and Anne Marie FitzGerald. "Cultural Care and Inviting Practices: Teacher perspectives on the influence of care and equity in an urban elementary school." Journal of Invitational Theory and Practice 23 (December 6, 2021): 5–26. http://dx.doi.org/10.26522/jitp.v23i.3490.
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The study investigates the perspectives of five educators on the influence of cultural care and invitational education (IE) through qualitative participatory action research (PAR). Invitational education is a theoretical framework that facilitates a positive learning environment and encourages individuals to reach their unlimited potential. Like IE, cultural care is a theory of practice that uses a social-emotional approach for school improvement. However, cultural care considers race and culture as fundamental to promoting outcomes for all students. In connection to IE, cultural care is a strengths-based approach to encourage and produce positive outcomes and promotes a strong consideration to race and culture. The study examined teacher practices and perceptions to evaluate the influence of invitational practices and cultural care. Data were analyzed through two theoretical frameworks, invitational education and culturally responsive pedagogy. Themes were derived from analyses of data collected through interviews pre- and postintervention implementation, recorded observation notes, and artifacts. Findings indicated that inviting practices and cultural care positively influenced the climate of the learning environment, affirmed the importance of teachers listening to students with intentionality, and highlighted the need for educators to recognize students’ basic and academic needs. These needs acknowledged student presence, behavior, and growth from a strengths-based approach. The participant educators reported a shift towards a positive learning environment. Recommendations for practice include establishing site-based equity teams and implementing professional learning communities to enhance teachers’ professional development. Keywords: invitational education, culturally responsive pedagogy, cultural care, school climate
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Kerr, Jeannie, and Katya Adamov Ferguson. "Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum." Education, Language and Sociology Research 2, no. 3 (June 18, 2021): p16. http://dx.doi.org/10.22158/elsr.v2n3p16.
Full textAbstract:
Research examining teacher candidates’ preparation to teach in high-poverty, urban contexts marked by diversities and inequalities, throughout North America and internationally, is predominantly focused on examining and changing problematic attitudes based in white normativity and privilege. While this is extremely important, there has been a noted absence of research that supports translations of critical ideas from coursework into the practicum experience. In this article we share a case-study of eight teacher candidates supported by a practicum team approach designed to support these translations into the inner-city teaching practicum. The study is designed and analyzed through decolonial, settler-colonial, critical, and Indigenous theories and philosophies. The authors found common deficit perspectives in the practicum site, but that a relational focus across university and school contexts supported the translation of critical ideas into practice. This study recommends a more explicit engagement with settler colonialism and white privilege within both the practicum and coursework.