Using web‐based activities to enhance writing in science: The dynamic earth project

Abstract

Content, literacy development, and technology use are being integrated as tools for learning. As part of this process, K‐12 educators and teacher preparation faculty have been trying to come to grips with what preservice teachers should know and be able to do regarding this integration. The university/school partnership in this case study sheds light on how content area standards, literacy, and technology standards can be addressed and taught in a project carried out in cyberspace. This case study investigated how literacy strategies embedded in a Web‐based project enhanced the writing performance of students in a middle school science classroom. After choosing a topic and researching, analyzing, and synthesizing the information, the students wrote essays on the earth's surface. Results of this case study suggest that Web‐based activities did have an effect on students’ performance as they became engaged in a cyber‐context to construct meaning.     

Using student‐centred teaching to develop human resource management competencies

The paper examines the management of student ‐ centred learning in a human resource management undergraduate module with a hospitality industry focus. It outlines the educational aims, approaches to the management of delivery, assessment and monitoring issues of attempts to foster the deep learning capabilities of management students about to embark on their careers. The case for wide application of syndicates, dialogue and team ‐ working to in‐house training and development across the educational\training spectrum can be made. Tips, guidelines, reservations and applications are listed to help hospitality trainers customise the general approach to suit their own needs. Some of the advantages claimed are that individual learners can draw upon a structure of learning resources which can help ground their work and so alleviate anxiety, leaving the learners to pursue their own learning goals, show competence and enjoy the process of learning for its own value.     

Deterrents to participation in web‐based continuing professional education

Abstract

This study examined the perceptions of certified public accountants concerning deterrents to participation in Web‐based continuing professional education. A survey instrument was mailed to a random sample of the Georgia Society of Certified Public Accountants’ membership, and 444 usable surveys were returned. Four broad dimensions of deterrence to participation in Web‐based education were identified through factor analysis. The two most influential deterrents were Concerns about Electronically Mediated Communication and Concerns about the Quality of Course Offerings. The other two were Concerns about Access to Technology‐Associated Resources and Concerns about the Availability of Necessary Personal Resources. The vast majority of respondents reported that they had access to the technology and that they perceived themselves as having the personal characteristics necessary for participation in Web‐based education activities. However, the proportion of respondents using Web‐based education for continuing professional learning in 1998 was minimal.     

Using microteaching to enhance teacher efficacy in pre‐service teachers

This study examined pre‐service teachers' efficacy in relation to the utilisation of microteaching as an assessment tool for postgraduate education students in Australia. Three hundred and fifteen pre‐service teachers completed the teacher efficacy survey and additional qualitative questions at Time 1 and 208 completed the survey and questions at Time 2. A principal components analysis conducted on the Time 1 survey data revealed teacher efficacy to be comprised of two components: ‘teacher efficacy in classroom management’ and ‘personal teacher efficacy’. Repeated measures ANOVAs conducted on the 208 participants who completed the survey at Time 1 and 2 revealed that efficacy on both components increased significantly over time, and that internet students had higher efficacy levels than internal students. The qualitative data revealed that pre‐service teachers enter teaching in order to positively impact on children, yet are concerned about behaviour management in the classroom. In addition, this data highlighted the positive impact that microteaching had on their developing teacher identity.     

The premise and promise of inquiry based mathematics in pre‐service teacher education: a poststructuralist analysis

Many teacher educators have recently implemented inquiry based instructional practices into their programs (Crawford & Deer, 1993 Crawford, K and Deer, C. (1993). Do we practise what we preach? Putting policy into practice in teacher education. South Pacific Journal of Teacher Education, 21: 111–121. [Taylor & Francis Online] [Google Scholar]; Foss & Kleinsasser, 1996 Foss, D and Kleinsasser, R. (1996). Pre‐service elementary teachers’ views of pedagogical and ­mathematical content knowledge. Teaching and Teacher Education, 12(4): 429–442. [Crossref], [Web of Science ®] [Google Scholar]; Klein, 1996 Klein M (1996) The possibilities and limitations of constructivist practice in pre‐service teacher education in mathematics Unpublished doctoral dissertation, Central Queensland University, Rockhampton, Australia  [Google Scholar], 1997 Klein, M. (1997). Looking again at the ‘supportive’ environment of constructivist pedagogy. ­Journal of Education for Teaching, 23(3): 277–292. [Taylor & Francis Online] [Google Scholar], 1998 Klein M (1998) New knowledge, new teachers, new times in: C. Kanes, M. Goos & E. Warren (Eds) Teaching mathematics in new times (Brisbane, Mathematics Education Research Group of Australasia) 295 302  [Google Scholar], 2001 Klein M (2001) Correcting mathematical and attitudinal deficiencies in pre‐service teacher education in: J. Bobis, B. Perry & M. Mitchelmore (Eds) Numeracy and beyond (Sydney, Australia, MERGA) 338 345  [Google Scholar]; Schuck, 1996 Schuck, S. (1996). Reflections on the dilemmas and tensions in mathematics education courses for student teachers. Asia‐Pacific Journal of Teacher Education, 24(1): 75–82. [Taylor & Francis Online] [Google Scholar]; Tillema & Knol, 1997 Tillema, M and Knol, W. (1997). Collaborative planning by teacher educators to promote belief changes in their students. Teachers and Teaching: Theory and Practice, 3(1): 29–46. [Taylor & Francis Online] [Google Scholar]). In mathematics education the promise has been that pre‐service teachers’ socialization into new interactive ways of learning will not only lead to the (re)construction of powerful mathematical ideas and relationships, but that it will facilitate the implementation of these inquiry based practices in the classroom. This promise, however, is not often realized (Foss & Kleinsasser, 1996 Foss, D and Kleinsasser, R. (1996). Pre‐service elementary teachers’ views of pedagogical and ­mathematical content knowledge. Teaching and Teacher Education, 12(4): 429–442. [Crossref], [Web of Science ®] [Google Scholar]; Tillema & Knol, 1997 Tillema, M and Knol, W. (1997). Collaborative planning by teacher educators to promote belief changes in their students. Teachers and Teaching: Theory and Practice, 3(1): 29–46. [Taylor & Francis Online] [Google Scholar]). One reading of why this may be so, relying on and made visible through a poststructuralist analytic lens, is (a) that perhaps the pre‐service teachers’ ability to act in inquiry‐based, generative ways in the classroom does not necessarily follow from, but is produced or constituted in, teaching/learning interactions in school and teacher education, and (b) it may be that pedagogic practices in teacher education unintentionally and invisibly reproduce old epistemologies and ontologies that support knowledge transmission and teacher authority over student authored engagement and construction of ideas. In this paper the premise of a rational, autonomous agent of change on which so much of current practice is based is challenged, and the possible implications for teacher education discussed.     

Program portfolios: documenting teachers’ growth in reflection‐based inquiry

Meeting the challenge of program accountability is a goal for teacher education programs across the USA. In this context, achieving effective assessment practices that provide concrete evidence of program participants’ knowledge and skills has become both an increasingly significant issue and a challenge to teacher education programs seeking to document the attainment of their program learning outcomes. This qualitative study examined the portfolio reflections of 51 teachers enrolled in an advanced master’s degree program whose learning outcomes are aligned with the core propositions of the National Board for Professional Teaching Standards. Using the four levels of reflection and a fifth level that emerged from data analysis, we examined the levels of development and change in teachers’ reflections across the program. This analysis helped the researchers to determine to what degree teachers developed a reflection‐based inquiry stance in their classrooms during the program. The study contributes new findings to the body of literature on the role and function of portfolios in teacher education programs seeking to document teachers’ understanding and application of specific program goals and professional standards as a result of professional development coursework. As an authentic assessment tool, portfolio data (i.e., evidence such as the reflections contained therein) can provide an important lens for capturing teachers’ approach to teaching and learning and provides insight into the complexity of professional development for practicing teachers.     

Using game‐based learning to support struggling readers at home

Significant numbers of children (6% of 11‐year‐olds) have difficulties learning to read. Meanwhile, children who receive appropriate support from their parents do better in literacy than those who do not. This study uses a case study approach to investigate how digital games designed to support struggling readers in school were used at home, by the parents of six children to support their children’s literacy. Mostly, the children enjoyed playing the games and believe that it helped improve their reading. The parents all valued the opportunity to participate in their child’s learning and believe that the games’ approach to learning is effective. The study considers key influences on the successful use of games to support struggling readers (repetition, feedback, motivation, self‐efficacy, parental beliefs) and raises questions, further consideration of which might usefully inform the future development of effective game‐based learning.     

Bringing web‐enhanced courses to communities of learners in early childhood teacher education

Abstract

In our graduate programs in early childhood education, we model constructivist practice in the belief that teachers are better able to understand and implement constructivist principles having experienced them in their work. In this practice we attempt to be explicit about constructivist practice in our program and in elementary classrooms. As we examine and modify our constructivist pedagogy, one key question for teachers and ourselves emerges: What does a classroom based on constructivist pedagogy look like in early childhood (K‐2)? The goal of this research is a clearer understanding of constructivist pedagogy in the context of primary classrooms. The study was designed using qualitative methods in order to understand the experiences in classrooms guided by constructivist theory. The classroom participants are six teachers who graduated from a Master's degree program based on constructivist principles. Analysis of the six classrooms indicated 24 key elements of constructivist classrooms. A focused analysis of three constructivist teachers and their classroom supports these elements and indicates three broader characteristics: the important role of children, authentic and purposeful interactions among classroom participants, and engagement in academic activity. A vignette of a constructivist classroom is provided to present the essence of our findings while maintaining participants' views and voices.     

Research‐based teacher candidate dispositions assessment system: moving forward

This study compares the content and sources of the pedagogical beliefs of 106 pre‐service teachers in two teacher education programmes in China and the USA. Qualitative data were collected using an open‐ended survey instrument to compare similarities and differences in the content and sources of participants’ pedagogical beliefs. The findings illustrate ways in which the pedagogical beliefs of pre‐service teachers in both countries are similar and different, and potential sources for these differences are discussed.     

Investigating Finnish teacher educators’ views on research‐based teacher education

In this article, we examine teacher educators’ views on research‐based teacher education. Finnish research‐based teacher education has four characteristics: (1) the study programme is structured according to a systematic analysis of education; (2) all teaching is based on research; (3) activities are organized in such a way that students can practice argumentation, decision‐making and justification when inquiring about and solving pedagogical problems; and (4) the students learn formal research skills during their studies. According to the results, teacher educators appreciate the research‐based approach to which the university is committed, although they were sceptical about how well this vision transfers to the students.     

Reflective states associated with creating inquiry‐based mathematical discourse

A secondary school mathematics teacher and mathematics education researcher engaged in a collaborative professional development experience that focused the teacher’s reflection on videotapes of his instruction. The purpose was to document and explore the teacher’s experiences with respect to his reflections and classroom practice while trying to create inquiry‐based mathematical discourse. Data included videotaped classroom observations, audiotaped interviews, and audiotaped focused reflection sessions. Analysis of the data revealed that over the course of the semester‐long collaboration the teacher exhibited, at various times, four different reflective states (‘explain but not question’, ‘question but not explain’, ‘question and explore’, and ‘exploring’). The identification of these reflective states suggests a more complex relationship between reflection and changing teachers’ practice than previously thought. The results of this article suggest that the interaction of teachers’ reflective activities and reflective states contribute to various kinds of teacher change in the classroom.     

Using teacher ratings of social behavior to differentiate gifted from non‐gifted students

This study investigated the effectiveness of teacher ratings of student social behavior in differentiating a group of 81 elementary‐age gifted students from a control group of 81 age and gender matched non‐gifted students. The School Social Behavior Scales, a recently developed set of rating scales that assesses both social competence and antisocial behavior, was used for the ratings. Gifted students were rated as having significantly higher levels of social competence and lower levels of antisocial behavior than the comparison group, and the individual scores of the gifted students were significantly skewed in the direction of better social‐behavioral adjustment. The findings also indicated the presence of a small subset of gifted students who appeared to have extremely poor social competence and high levels of problem behaviors. The results are compared to previous research on the psychosocial development of gifted children, and important areas for future research on this topic are recommended.     

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.

     

The appreciation and realisation of research‐based teacher education: Finnish students' experiences of teacher education

Finnish pupils have scored well on international comparative students' achievement tests. Apparently, this is the main reason for the current wide international interest in the Finnish teacher education system and its research‐based approach. The aim of this article is to describe student teachers' perspectives on the research‐based approach. We will report their attitudes towards the approach and what kinds of experiences they have concerning the realisation of the research‐based approach in their studies. The subjects of the research were part of a special group of students, who all had worked as teachers without being officially qualified to do so before they entered teacher education. The research was carried out as a web‐based survey (n = 113). The questionnaire was based on the structure of the curriculum of the teacher education programme, including items from each part of the curriculum. The subjects were asked about both attitudes and experiences. According to our results, the students appreciate the research‐based approach as the main organising theme of teacher education. They presume that this approach is detectable in every part of their studies, as was the case in most of the courses.

Les étudiants finlandais ont obtenu de bons résultats dans les comparaisons internationales de résultats scolaires. Ceci doit être la raison principale de l'intérêt international aujourd'hui répandu pour la formation des enseignants basée sur la recherche. Cet article traite des vues des futurs enseignants finlandais sur l'approche basée sur la recherche. Plus précisément il s'agit de l'appréciation qu'ils portent à cette approche et de sa mise en ?uvre durant leurs études. Les personnes interrogées sont des étudiants en formation multiforme qui ont travaillé comme enseignants sans qualification avant de commencer la formation et dont la plupart travaillent comme enseignants à côté de leurs études. Le matériel a été obtenu par le moyen d'un questionnaire électronique (n = 113). Les parties du questionnaire étaient basées sur la structure du plan d'études et contenaient des thèses sur chacun des modules d'études. L'étude a porté sur les appréciations et les expériences. D'après les résultats, les étudiants apprécient l'approche basée sur la recherche et en général l'attendent également de leur formation.

Die finnischen Studenten haben gute Resultate in den internationalen vergleichenden Schulleistungstesten (PISA). Vermutlich ist dies die Ursache für die heutige weltweite Interesse für die finnische Lehrerausbildungssystem, das auf der wissenschaftliche Research beruht. Die Ursache für dieses Artikel ist, dass wir finden wollten, welcherlei Aspekte die Referendaren/Innen zu ihrem Studium auf der wissenschaftliche Betonung (research‐based) haben. Wir wollen berichten, welcherlei Einstellungen die Studenten zu diesen Betonung der Studium haben und welcherlei Erfahrungen sie in ihren Studium bekommen haben. Die Studenten in diesem Erforschung sind eine speziale Gruppe. Sie haben alle als unqvalifizierte Lehrer vor ihrem Lehrerstudium gearbeitet. Diese Erforschung wurde als einem Survey in Internet verwirklicht (n = 113). Der Survey war auf den Strukturen des Unterrichtsprogramms für die Lehrerstudenten/Innen begründet. Beinhaltet waren auch Thesen aus allen Teilen des Unterrichtsprogrammes. Es wurden sowohl Bewertungen als auch Einstellungen befragt. Nach unserem Resultaten die Studenten bewerten wissenschaftliche Betonung des Studiums und das erwarten sie auch von dieser Ausbildung. So war es in den meisten Fällen der verschiedenen Kursen.

En comparaciones internacionales sobre resultados escolares, los estudiantes finlandeses han obtenido buenos resultados. Ésta es, con toda probablidad, la razón principal por la cual la formación pedagógica finlandesa basada en la investigación es, actualmente, objeto de gran interés a nivel internacional. En este artículo se estudian las opiniones de alumnos de formación de profesores sobre el enfoque investigador de la formación. Con más exactitud, se trata de saber si los alumnos valoran esta orientación y cómo, según sus experiencias personales, se cumple el enfoque investigador durante sus estudios. Los encuestados son alumnos de la formación multimodal de profesores. Han trabajado como profesores no titulados antes de empezar estos estudios, y la mayoría continúa trabajando como profesores también durante la formación. Los datos fueron obtenidos a través de una encuesta virtual (n = 113). Las diversas partes de la encuesta se basaban en la estructura del plan de estudios de la formación de profesores y contenían afirmaciones sobre cada uno de los componentes del plan. Se estudiaron tanto las valoraciones como las experiencias de los alumnos. Según los resultados, los alumnos valoran el enfoque investigador de la formación y, por regla general, también esperan que sea un aspecto importante de sus estudios.     

Reading Recovery and Evidence‐based Practice: A response to Reynolds and Wheldall (2007)

Reynolds and Wheldall reviewed research relating to Reading Recovery (RR) and concluded that “RR has provided an excellent model in demonstrating how to plan, promote, and implement an intervention across an educational system and how to design a professional development programme” (2007 Reynolds, M. and Wheldall, K. 2007. Reading Recovery 20 years down the track: Looking forward, looking back. International Journal of Disability, Development and Education, 54: 199–223. [Taylor & Francis Online] [Google Scholar], p. 218). They balanced this praise with concerns about the research base for RR, its effectiveness for the lowest‐performing first‐grade students, long‐term change in literacy achievement for RR students and RR’s cost‐effectiveness. This response aims to address these concerns by discussing four central issues of evidence‐based practice from their review: evidence of effectiveness; sustained gains; programme evaluation data from a response to intervention perspective; and cost‐effectiveness versus cost‐benefit.